Instructor’s Manual and Test Bank
to accompany
ADVANCED PUBLIC SPEAKING:
A Leader’s Guide
Third Edition
Michael J. Hostetler
St. John’s University, New York
Emeritus Professor of Communication
Mary L. Kahl
The Pennsylvania State University, The
Behrend College
Emeritus Professor of Communication
, TABLE OF CONTENTS
Introduction
Setting Up a Syllabus
Organization& Schedule
Challenge Course Plan
Mix-and-Match Course Plan
Lecture Assignments
Homework Ideas
Classroom Engagement Activities
The Parts of an Argument
Test Bank
, Introduction
Thank you for choosing to use our text, Advanced Public Speaking, in your course. As you
begin this new and exciting semester, we encourage you to read the “Preface for Instructors”
found within the opening remarks of the main text.
We want to offer a word or two about our choice of speech texts for this third edition of our
book. We have added some new speech examples and deleted others, aiming to remain
provocative in our selections and to provide students with both historical and contemporary
sample speeches. We strongly encourage instructors to avail themselves of excellent resources
for additional sample speeches such as: AmericanRhetoric.com (https://americanrhetoric.com),
Voices of Democracy: The U.S. Oratory Project (https://voicesofdemocracy.umd.edu), or even
YouTube videos. As you begin to work with this book and grow to appreciate the strengths of
your students you will undoubtedly want to augment our example speeches with others of your
own choosing.
This instructor’s resource provides suggestions for class organization, lecture starters,
homework ideas, and additional class activities. The Test Bank portion offers a variety of
question types: multiple-choice, true/false, and essay format, all of which are broken down on a
chapter-by-chapter basis. Lastly, this instructor’s resource contains a diagram on the Toulmin
Model.
Setting Up a Syllabus for Advanced Public Speaking
One of the important features of Advanced Public Speaking is the flexibility it offers to
instructors. This flexibility can be a blessing and a curse—a blessing for students who like to
, pick and choose assignments, but a curse for instructors who like to work from a detailed course
plan. Three questions, in particular, will influence syllabus construction for this course:
• How many students do you have? Class size will determine both the number of speeches
students will present as well as the length of speeches. Small classes (12 or less) may
give more and/or longer speeches, while large classes (over 18) will necessitate fewer
and/or shorter presentations.
• How long is the class period? As a rule of thumb, plan on one student speech for every 11
to accompany
ADVANCED PUBLIC SPEAKING:
A Leader’s Guide
Third Edition
Michael J. Hostetler
St. John’s University, New York
Emeritus Professor of Communication
Mary L. Kahl
The Pennsylvania State University, The
Behrend College
Emeritus Professor of Communication
, TABLE OF CONTENTS
Introduction
Setting Up a Syllabus
Organization& Schedule
Challenge Course Plan
Mix-and-Match Course Plan
Lecture Assignments
Homework Ideas
Classroom Engagement Activities
The Parts of an Argument
Test Bank
, Introduction
Thank you for choosing to use our text, Advanced Public Speaking, in your course. As you
begin this new and exciting semester, we encourage you to read the “Preface for Instructors”
found within the opening remarks of the main text.
We want to offer a word or two about our choice of speech texts for this third edition of our
book. We have added some new speech examples and deleted others, aiming to remain
provocative in our selections and to provide students with both historical and contemporary
sample speeches. We strongly encourage instructors to avail themselves of excellent resources
for additional sample speeches such as: AmericanRhetoric.com (https://americanrhetoric.com),
Voices of Democracy: The U.S. Oratory Project (https://voicesofdemocracy.umd.edu), or even
YouTube videos. As you begin to work with this book and grow to appreciate the strengths of
your students you will undoubtedly want to augment our example speeches with others of your
own choosing.
This instructor’s resource provides suggestions for class organization, lecture starters,
homework ideas, and additional class activities. The Test Bank portion offers a variety of
question types: multiple-choice, true/false, and essay format, all of which are broken down on a
chapter-by-chapter basis. Lastly, this instructor’s resource contains a diagram on the Toulmin
Model.
Setting Up a Syllabus for Advanced Public Speaking
One of the important features of Advanced Public Speaking is the flexibility it offers to
instructors. This flexibility can be a blessing and a curse—a blessing for students who like to
, pick and choose assignments, but a curse for instructors who like to work from a detailed course
plan. Three questions, in particular, will influence syllabus construction for this course:
• How many students do you have? Class size will determine both the number of speeches
students will present as well as the length of speeches. Small classes (12 or less) may
give more and/or longer speeches, while large classes (over 18) will necessitate fewer
and/or shorter presentations.
• How long is the class period? As a rule of thumb, plan on one student speech for every 11
