Fall 2008
Instructor:
Phone:
Email:
Office:
Hours:
Oral Communication
48C:001.1C
T/Th 9:30 am-10:45 pm
Lang 308
Amandajean F. Nolte
319-273-3793
amandajean.nolte@uni.edu
Lang 313
Monday
2:00 pm-3:00 pm
Tuesday 11:00 am-12:00 pm, 2:00 pm-3:00 pm
Thursday 11:00 am-12:00 pm, 2:00 pm-3:00 pm
OR BY APPOINTMENT
Course Description:
This course is a survey course designed to assist you in increasing your knowledge and skills in
employing verbal and nonverbal communication messages in a variety of settings (i.e.,
intrapersonal, interpersonal, group, and public contexts). By studying the process of
communication theory and principles to diverse real-life situations, you will have an opportunity to
practice and analyze communication skills in various communication contexts. In order to do this,
this course involves both speaking and writing assignments throughout the semester.
Course Objectives:
Liberal Arts Core
As part of UNI's Liberal Arts Core (Category V), along with the required College Reading &
Writing and Math courses, this course has the following proficiencies it hopes to
develop/increase in students (cf. liberal arts website at http://fp.uni.edu/lac/):
1. Communication: Students should be able to speak, listen, read, write, and view
effectively, adapting appropriately to the audience and material at hand.
2. Information: Students should be able to use both traditional and modern
technologies to access, analyze, and manage information.
3. Thinking: Students should be able to address complex issues and problem
situations with sound reasoning, reflective judgment, creative imagination, and a
critical, analytical bent of mind.
4. Interpersonal: Students should understand human emotions, motivations, and
idiosyncrasies, and be able to participate effectively in relationships, groups, and
citizenship activities.
5. Quantitative: Students should be able to make effective use of quantitative data,
and to intelligently apply relevant mathematical and statistical concepts and
methods on appropriate occasions. (http://fp.uni.edu/lac/goals.htm)
Course Objectives, Outcomes & Competencies
At the conclusion of the course it is expected that students will demonstrate knowledge
and skills in several core areas. Specifically, students should be able to:
1. Create and present well-organized, well-delivered speeches.
2. Use effective audience analysis to communicate in interpersonal, group, and
public situations.
3. Use research support to make a persuasive argument.
4. Use appropriate visual aids and/or technology to enhance communication.
5. Demonstrate an awareness of the ethical responsibilities of communicators in
public, interpersonal, and group situations.
6. Work constructively in groups to solve problems and accomplish tasks by applying
specific group communication concepts and processes.
7. Identify how the process of perception works in everyday life.
8. Critically analyze and interpret verbal and nonverbal messages.
9. Identify specific strategies for how interpersonal relationships begin, are
maintained and end.
10. Apply interpersonal conflict concepts to personal interactions.
11. Demonstrate an understanding of language bias/prejudice and its impact on the
communication process.
12. Demonstrate an understanding of culture and its impact on the communication
process.
13. Demonstrate effective listening in a variety of contexts.
Required Materials:
Seiler, W. J., & Beall, M.L. (2007). Communication: Making Connections (7th ed.). Boston: Allyn
and Bacon Education.
A package of white 3X5 notecards.
Access to your UNI Blackboard/WebCT account.
Course Policies:
Attendance
You are paying good money for the privilege of being in this class. While I believe that I
have something important to teach you, it is even more important to me that you are here
to learn from your fellow students. While you may be able to learn many things from a
good book, you will only learn to communicate through the act of communicating. It is
because of this that you are allowed TWO EXCUSED ABSENSES with no questions
asked. You can use these for a sick day, a sleep in day, a ditch day, a go home day, a
funeral, a wedding, a vacation day, etc. This means use them wisely. If you use your two
absences for a ditch day and then have to miss to help your mom, this absence is still
unexcused. For every absence after these two, TEN POINTS WILL BE DEDUCTED from
your final score. So, if you miss five classes this semester I will deduct 30 points from your
final score. If you miss a fourth of the class (EIGHT OR MORE ABSENSES) you
automatically FAIL. You will find this semester that I’m laid back about a lot of things—
attendance is not one of them.
If for any reason you must miss a class day remember that materials are handed out only
once. If you are not in class to receive notes, handouts, instructions, etc. you should obtain
the information from a fellow student.
Being late or leaving early also constitutes an absence. If I’ve taken roll before you arrive
you must physically speak to me to get your absent changed to a late. It is not my
responsibility to go back and change your status without your reminder.
Participation
Hand in hand with attendance is participation. This is a communication class. You must
communicate with both me and fellow students in order to do well. Active participation
includes both listening and talking; be ready to contribute to the discussions and allow
others to contribute as well. I am not a long winded lecturer; most of class will include the
synthesizing of the reading and lots of hands on learning. Keep up on the class readings
so you can engage in the discussion and apply it to the activities we do.
Respect and Courtesy
It is important that this classroom be a safe space that is open to hearing all peoples’
opinions and thoughts. With this in mind, any distraction that disrespects a member of this
class will not be tolerated (sleeping, reading other material, texting, listening to music, side
conversations, etc.). If you are not engaged you are absent and I will change your status to
reflect that.
Speech Etiquette
It takes a lot of preparation and guts to get in front of a class and speak. Speech days
bring about dual responsibilities. When you present, you will dress appropriately (this
means no hats...I need to see your face). When you are an audience member, you will be
attentive. This attention includes both verbal and non-verbal feedback. In this class you are
each other’s biggest supporters!
Phones should be turned to SILENT, not vibrate. If your phone rings during someone
else’s speech your grade will suffer. It’s rude and I’m not a fan of rude.
Also, please remember that no one should ever enter or leave the room while a speech is
in progress. Wait until we are between speakers.
Assignment Policies
Late Work
All assignments are due at the beginning of class on the scheduled due date. Work
received after that time will only receive half credit. I will not accept any late work a week
past the due date.
You will be assigned a presentation day for each speech. Lack of preparedness is not
considered a justifiable excuse for missing a speech day. You must be prepared to speak
on your scheduled day. If you must miss your presentation day (i.e. family emergency,
serious illness, physical restraints beyond your control, etc.) and do not contact me within
24 hours of the scheduled class period, you will receive ZERO credit for that speech. Any
missed speech, even if you are in contact with me, may be subject to the half credit late
dock. YOU MUST COMPLETE ALL FOUR SPEAKING ASSIGNMENTS AND TWO
EXAMS TO PASS THIS CLASS.
Written Work Format
Written assignments
do not have a cover page.
use proper APA or MLA format (choose one and be consistent).
are typed.
use font size 12 black ink.
utilize one inch margins.
are stapled—no paperclips or folding.
I do not accept assignments by email. No exceptions. If your work is late or you will not be
in class place the assignment in my mailbox in Lang 326.
Extra Credit
Extra credit is rarely offered and never on an individual basis.
Course Assignments:
Assignment
Introductory Presentation
*Outline/Bibliography
*Presentation
Informative Presentation
*Outline/Bibliography
*Presentation
Informative Speech Critique
Group Presentation
*Outline/Bibliography
*Group Score
*Individual Score
Exam #1
Persuasive Presentation
*Outline
*Presentation
Final Exam
Classroom Participation and Activities
Total
Points
50
My Points
10 points
40 points
30 points
30 points
60
15
100
25 points
50 points
25 points
100
100
20 points
80 points
100
50
575
Course Grades:
Each assignment completed in this class requires forethought, analysis, research and planning.
You are expected to demonstrate your understanding of reading assignments and class discussion
an all assignments.
A’s are earned only by doing OUTSTANDING work.
B’s are earned when the work submitted clearly goes BEYOND THE MINIMAL REQUIREMENTS
of the assignment.
C’s are earned when the work submitted meets AT LEAST THE MINIMUM REQUIREMENTS of
the assignment.
D’s are earned when the work submitted DOES NOT FULFILL THE MINIMUM REQURIEMENTS
of the assignment.
F’s are earned when the work submitted is BELOW THE EXPECTED STANDARDS OF
COLLEGIATE COMPETENCE.
You always have the opportunity to challenge a grade. All grade appeals must be completed in
writing. These appeals should be given to me within one week of the day on which the grades were
returned to the class. I will then review the written appeal and respond. An office appointment may
then be used to further discuss the appeal. Your written appeals should contain clear arguments
and be presented in a professional manner.
A
AB+
B
BC+
C
CD+
D
DF
94.0 – 100
90.0 – 93.5
87.0 – 89.5
84.0 – 86.5
80.0 – 83.5
77.0 – 79.5
74.0 – 76.5
70.0 – 73.5
67.0 – 69.5
64.0 – 66.5
60.0 – 63.5
Below 60.0
Statement on Special Needs Accommodation:
The Americans with Disabilities Act of 1990 (ADA) provides protection from illegal discrimination for qualified
individuals with disabilities. Students requesting instructional accommodations due to disabilities must arrange for such
accommodation through the Office of Disability Services. The Office of Disability Services is located at: 213 Student
Services Center, and the phone number is: 273-2676. The Office of Disability Services has procedures in place to
determine the validity of disability claims as well as the need for instructional accommodations.
Academic Misconduct Policy:
The guidelines set forth by the University Faculty Senate at UNI will be upheld in this course in regards to cheating
and/or plagiarism. Specifically, article 3.01 states that:
Students at the University of Northern Iowa are required to observe the commonly accepted standards of academic
honesty and integrity. Except in those instances in which group work is specifically authorized by the instructor of the
class, no work which is not solely the student's is to be submitted to a professor in the form of an examination paper, a
term paper, class project, research project, or thesis project.
Cheating of any kind on examinations and/or plagiarism of papers or projects is strictly prohibited. Also unacceptable
are the purchase of papers from commercial sources, using a single paper to meet the requirement of more than one
class (except in instances authorized and considered appropriate by the professors of the two classes), and
submission of a term paper or project completed by any individual other than the student submitting the work. Students
are cautioned that plagiarism is defined as the process of stealing or passing off as one's own the ideas or words of
another, or presenting as one's own an idea or product which is derived from an existing source.
It is not acceptable for the work or ideas of another scholar to be presented as a student's own or to be utilized in a
paper or project without proper citation. To avoid any appearance of plagiarism or accidental plagiarism, it is important
that all students become fully cognizant of the citation procedures utilized in their own discipline and in the classes
which they take. The plea of ignorance regarding citation procedures or of carelessness in citation is not a compelling
defense against allegations of plagiarism. A college student, by the fact that he or she holds that status, is expected to
understand the distinction between proper scholarly use of others' work and plagiarism.
A student who is found to have improperly used others' work must expect to be penalized for such action--even if the
argument is made that the action was taken with innocent intention-and the student's instructor will normally judge such
work "unacceptable." But it should be noted that the assignment of a low or failing grade for unacceptable work is not
in itself a disciplinary action--even if the assignment of such a grade results in the student's receiving a lower grade in
the course--including "F"--than he or she would otherwise achieve. Such a response by an instructor is part of the
normal grading process; if a student feels that he or she has grounds to protest a grade received through this process,
the student has access to the academic grievance procedure which the University has developed to deal with all
student academic grievances.
On the other hand, cheating and plagiarism are issues which can affect a student's status at the University in more
serious ways. As an educational institution, the University maintains standards of ethical academic behavior, and
recognizes its responsibility to enforce these standards. Therefore, the following procedures of academic discipline
prevail at the University of Northern Iowa.
If a student is determined by an instructor to have committed a violation of academic ethics, the instructor may take
additional disciplinary action including, but not limited to, grade reduction for the course in which the infraction occurs,
even if the reduction is over and above the normal consequences resulting from the grade merited by the unacceptable
work.
In cases where such disciplinary action is taken, the instructor is obliged to report the action in writing, to the student,
to the instructor's department head, (and, if the student is from a different department, to the head of the student's
department), and to the Office of the Provost and Vice President for Academic Affairs. The Provost and Vice President
for Academic Affairs will notify the student in writing that such action has been taken, and will maintain a file for each
student so disciplined. (This file is confidential and is independent of the student's normal University records.)
A student wishing to appeal or dispute the disciplinary action taken may seek redress through the University academic
grievance structure. In the case of a successful grievance, the evidence of the disciplinary action taken by the
instructor will be expunged from the student's file by the Provost and Vice President for Academic Affairs.
In cases of particularly flagrant violations of academic ethics relating to cheating or plagiarism, the instructor may feel
obligated to recommend suspension from the University of Northern Iowa for a period ranging from the term in which
the infraction occurs (with a loss of all credit earned during that term) to permanent suspension from the University.
Such recommendations are sent in writing to the department head and the Provost and Vice President for Academic
Affairs, the latter of whom informs the student in writing that the recommendation has been made. In such cases, the
academic appeals procedure is automatically invoked by the Provost and Vice President for Academic Affairs. Until the
mandatory academic appeal in such cases has been completed, the recommended suspension is not in effect. In
cases of a successful appeal to such action, the materials will be expunged from all University records.
Finally, the Provost and Vice President for Academic Affairs will regularly monitor all files relating to disciplinary action
taken against specific students. If the monitoring reveals that there is a history of disciplinary actions taken against a
particular student (excluding any actions which have been successfully grieved) such that there are three or more
instances of such action subsequent to any academic grievances generated by such actions, the Provost and Vice
President for Academic Affairs will, as a matter of course, institute proceedings for permanent suspension of that
student. The procedures demand that the Provost and Vice President for Academic Affairs notify the student in writing
that suspension procedures have been invoked, and there is an automatic appeal to the University academic grievance
structure in all such cases. All parts of the academic grievance structure (including those stipulated in the immediately
preceding paragraph) apply in such cases, except that the Provost and Vice President for Academic Affairs, as the
disciplinary officer, functions in the role of the instructor in an academic grievance relating to a specific class.
Week
Daily Schedule
48C:011.1C
Date
1
Tuesday, August 26
2
3
5
6
Readings/Assignments
Introduction to course
What is communication?
Thursday, August 28
Self concept and identity
Chapter 1 and 3
Tuesday, September 2
Perception
Chapter 2
Thursday, September 4
Listening
Chapter 6
Tuesday, September 9
Audience analysis
Chapter 7, 9 and 10
Thursday, September 11
4
Content
Organizing and outlining speeches
Delivery and speaker apprehension
Tuesday, September 16
Verbal communication
Thursday, September 18
Nonverbal communication
Tuesday, September 23
Introductory Presentations (12 Presentations)
Thursday, September 25
Introductory Presentations (12 Presentations)
Tuesday, September 30
Chapter 4 and 5
Speech/Outline/Bib
Group Communication
Assign Informative and Group Presentations
Thursday, October 2
7
8
9
10
11
Researching and finding supporting materials
Informative Speaking
Chapter 8 and 11
Tuesday, October 7
Exam #1
Exam
Thursday, October 9
Group Communication
Chapter 13 and 14
Tuesday, October 14
Group Communication
Thursday, October 16
Group Communication
Tuesday, October 21
Informative Presentations (24 Presentations)
Thursday, October 23
Group Work Day
Tuesday, October 28
Interpersonal Communication
Thursday, October 30
Interpersonal Communication
Tuesday, November 4
Group Presentations (2 Presentations)
Thursday, November 6
Group Presentations (2 Presentations)
Speech/Outline/Bib
Chapter 15 and 16
Informative Speech Critique
Speech/Outline/Bib
12
13
14
15
16
8-9:50 am
Tuesday, November 11
Persuasion and advocacy
Thursday, November 13
Persuasion and advocacy
Tuesday, November 18
Critical thinking and power
Thursday, November 20
Impromptu debate
Tuesday, November 25
NO CLASS—THANKSGIVING BREAK
Thursday, November 27
NO CLASS—THANKSGIVING BREAK
Tuesday, December 2
Persuasive Presentations (6 Presentations)
Thursday, December 4
Persuasive Presentations (6 Presentations)
Tuesday, December 9
Persuasive Presentations (6 Presentations)
Thursday, December 11
Persuasive Presentations (6 Presentations)
Wednesday, December 17
Final Examination
Chapter 12
Speech/Outline/Bib
Exam
Oral Communication Syllabus
48C:001 Fall 2008
Section 31 Tuesday/Thursday 2:00-3:15, Lang 308
Section 34 Tuesday/Thursday 3:30-4:45, Lang 308
COURSE WEBSITE
The course website is available at: www.uni.edu/kharr
You should access the course website regularly as it contains the course schedule
and additional materials. The course schedule will be updated throughout the
semester to reflect changes and the speaking orders on presentation days.
COURSE DESCRIPTION
This course is a survey course designed to assist you in increasing your knowledge
and skills in employing verbal and nonverbal communication messages in a variety
of settings (i.e. intrapersonal, interpersonal, group, and public contexts). By
studying the process of communication and applying communication theory and
principles to diverse real-life situations, you will have an opportunity to practice
and analyze communication skills in various communication contexts. In order to
do this, this course involves both speaking and writing assignments throughout the
semester.
LIBERAL ARTS CORE
As part of UNI’s Liberal Arts Core (Category V), along with the required College
Reading and Writing and Math courses, this course has the following proficiencies it
hopes to develop/increase in students (cf. liberal arts website at
http://fp.uni.edu/lac/):
1. Communication: Students should be able to speak, listen, read, write, and
view effectively, adapting appropriately to the audience and material at
hand.
2. Information: Students should be able to use both traditional and modern
technologies to access, analyze, and manage information.
3. Thinking: Students should be able to address complex issues and problem
situation with sound reasoning, reflective judgment, creative imagination,
and a critical, analytical bent of mind.
4. Interpersonal: Students should understand human emotions, motivations,
and idiosyncrasies, and be able to participate effectively in relationships,
groups, and citizenship activities.
5. Quantitative: Students should be able to make effective use of qualitative
data, and to intelligently apply relevant mathematical and statistical
concepts and methods on appropriate occasions.
(http://www.uni.edu/lac/goals.htm)
REQUIRED MATERIALS



Course packet available at University Book and Supply
Communication: Making Connections (7th ed.) Seiler and Beall, 2008.
A pack of index cards
GENERAL EXPECTATIONS



Read and be responsible for the information in the syllabus.
Keep track of your own grade.
Ask for help – this is the only way that I will know that you are confused,
lost, or are otherwise in need of assistance. I can only provide help if you
ask for it.





Silence phones before class. FYI, vibrate is not silent.
Wait until class has ended to pack up your belongings.
Bring your book, course packet, and notes to class every day.
Never enter the classroom during another student's speech.
Refrain from sexist, racist, homophobic behaviors as well as other violent
actions which discourage full class participation and create a hostile
atmosphere.
ASSIGNMENTS

Speeches: You will deliver a total of four speeches. The course packet
contains more information about each speech including an assignment
description and a grading rubric. Additional information will be discussed in
class and posted on the course website.

Speech Evaluations: You will be asked to provide feedback on two different
speeches, one of your own and one of a peer’s. More information is
available in the course packet and the evaluations will also be discussed
further in class.
In-class activities: There will be 5 in-class activities. The activities will not
be announced. So long as you are present and actively participate you will
receive credit. If you are absent you will not be allowed to make up the
assignment.


Quizzes: There will be 5 unannounced quizzes. They will ask you to
demonstrate a general understanding of the required reading.

Exams: There will be a midterm and final exam. More information will be
discussed in class as those dates get nearer.
WRITTEN WORK
I expect all written work to be edited, typed, stapled and contain your name and
the name of the assignment. I will lower the grade on work that does not meet
these requirements.
VISUAL AIDS
Visual aids are important and will be required for some presentations. Flash drives
and CDs are the best method for transporting electronic visual aids. Because
technology is temperamental, I recommend that you practice using the technology
required for your presentation BEFORE the day you present. Talk to me to
schedule a time to practice using the technology. Additionally, you are
encouraged to bring a backup visual aid in case the technology should fail you.
Note that technical difficulties will NOT excuse you from any visual aid
requirement.
TURNING IN ASSIGNMENTS
In order to be counted as on-time, assignments must be ready to be turned in at
the beginning of class. Working on an assignment during class means that it was
not completed at the beginning of class and therefore is considered late. Late
assignments may be handed in either during a following class period of by
delivering them to my departmental mailbox in Lang 326. Putting work under my
office door and emailing it to me are unacceptable ways on handing in late work.
LATE WORK
You must complete all four speaking assignments in order to pass this class!
In the event that you miss a presentation, you must present during the next class
period and your grade is subject to a 20% penalty Note that one assignment for
this class is group graded. Thus, if you fail to attend class during a group
presentation it is impossible to make up the points for that assignment. This same
policy applies even if you are in class but are not ready/willing to present at your
assigned time.
Written work not handed in during the class period when it is due will be subject
to a 50% deduction. Note that speech topic descriptions are an exception to this
rule. The day of the midterm exam is a lock-down day. This means that any
outstanding late work must be handed in by that time in order to receive any
credit. The day of the final exam is the second lock-down day. Any outstanding
late work from the second half of the semester must be handed in by that time in
order to receive any credit.
If you miss class on the day of a scheduled exam due to a university-sponsored
event you must take the exam in advance. There will be no makeups for exams –
failing to show up at the time you are scheduled to take an exam will result in a
zero for the exam.
REQUESTING AN EXTENSION
Occasionally it is necessary for students to request that an assignment deadline be
extended. Keep in mind that requests for extensions are just that, requests, and
thus may not be granted. To request an extension on an assignment you must put
your request in writing and indicate a) the reason for your request, b) the date you
agree to have the assignment done and c) the penalty you propose for the
extension. Requests for extensions must be turned in prior to the class period in
which the assignment is due.
ATTENDANCE AND PARTICIPATION
You are expected to arrive to class on time and stay for the duration of each class.
In order to be considered present for any given class period you must be awake,
alert, and not involved in other activities (ie. reading the paper, other coursework,
side conversations, text messaging, nosepicking, etc.) I reserve the right to count
you absent for any class period in which you were a distraction and will notify you
of this action should it occur.
I will not impose a penalty for being late or leaving early so long as it does not
occur often. If it becomes a consistent problem during the semester a penalty may
be implemented in which case students will be notified and the policy will be
updated here in a different font color.
Attendance will be taken using a sign-in sheet. If you do not sign the sheet before
leaving class you will be counted absent for that day. Do not, under any
circumstances, sign in another student.
You are allowed two absences with no penalty. Each additional absence will result
in a 1 point deduction from your final grade. Absences on presentation days will
be counted as two absences. The ONLY absences which are considered excused are
for university-sponsored activities (which require documentation in advance) and
severe health-related concerns. I define “severe health-related concerns” as
something that requires a visit to a hospital and I require documentation as proof
of such. All other absences are unexcused. ANY STUDENT WHO MISSED MORE THEN
25% OF THE CLASS PERIODS FOR THIS CLASS WILL AUTOMATICALLY FAIL THE
COURSE. In a course that meets two times per week this is equal to 8 class
periods.
STATEMENT ON SPECIAL NEEDS ACCOMMODATION
If you have a particular educational need, please contact me early in the semester
concerning what I can best do to make the learning experience a positive one. The
Americans with Disabilities Act of 1990 (ADA) provides protection from illegal
discrimination for qualified individuals with disabilities. Students requesting
instructional accommodations due to disabilities must arrange for such
accommodation through the Office of Disability Services. The Office of Disability
Services is located at: 103 Student Health Center, and the phone number is: 273-
2676. The Office of Disability Services has procedures in place to determine the
validity of disability claims as well as the need for instructional accommodations.
ACADEMIC MISCONDUCT POLICY
The UNI "Academic Ethics Policies" makes clear that "Cheating of any kind on
examinations and/or plagiarism [which includes the purchasing] of papers or
projects is strictly prohibited." Any work which violates the academic ethics policy
of UNI will receive zero credit and, if the violation is serious enough, the student
may receive an F in the course as well as additional disciplinary actions. For
clarification, see the "Academic Ethics Policies" section contained in the 2006-2008
catalogue of courses (http://www.uni.edu/pubrel/catalog/acadreg.shtml).
The guidelines set forth by the University Faculty Senate at UNI will be upheld in
this course in regards to cheating and/or plagiarism. Specifically, article 3.01
states that:
Students at the University of Northern Iowa are required to observe the commonly
accepted standards of academic honesty and integrity. Except in those instances in
which group work is specifically authorized by the instructor of the class, no work
which is not solely the student's is to be submitted to a professor in the form of an
examination paper, a term paper, class project, research project, or thesis
project.
Cheating of any kind on examinations and/or plagiarism of papers or projects is
strictly prohibited. Also unacceptable are the purchase of papers from commercial
sources, using a single paper to meet the requirement of more than one class
(except in instances authorized and considered appropriate by the professors of
the two classes), and submission of a term paper or project completed by any
individual other than the student submitting the work. Students are cautioned that
plagiarism is defined as the process of stealing or passing off as one's own the ideas
or words of another, or presenting as one's own an idea or product which is
derived from an existing source.
It is not acceptable for the work or ideas of another scholar to be presented as a
student's own or to be utilized in a paper or project without proper citation. To
avoid any appearance of plagiarism or accidental plagiarism, it is important that all
students become fully cognizant of the citation procedures utilized in their own
discipline and in the classes which they take. The plea of ignorance regarding
citation procedures or of carelessness in citation is not a compelling defense
against allegations of plagiarism. A college student, by the fact that he or she holds
that status, is expected to understand the distinction between proper scholarly use
of others' work and plagiarism.
A student who is found to have improperly used others' work must expect to be
penalized for such action--even if the argument is made that the action was taken
with innocent intention-and the student's instructor will normally judge such work
"unacceptable." But it should be noted that the assignment of a low or failing grade
for unacceptable work is not in itself a disciplinary action--even if the assignment
of such a grade results in the student's receiving a lower grade in the course-including "F"--than he or she would otherwise achieve. Such a response by an
instructor is part of the normal grading process; if a student feels that he or she
has grounds to protest a grade received through this process, the student has
access to the academic grievance procedure which the University has developed to
deal with all student academic grievances.
On the other hand, cheating and plagiarism are issues which can affect a student's
status at the University in more serious ways. As an educational institution, the
University maintains standards of ethical academic behavior, and recognizes its
responsibility to enforce these standards. Therefore, the following procedures of
academic discipline prevail at the University of Northern Iowa.
If a student is determined by an instructor to have committed a violation of
academic ethics, the instructor may take additional disciplinary action including,
but not limited to, grade reduction for the course in which the infraction occurs,
even if the reduction is over and above the normal consequences resulting from
the grade merited by the unacceptable work.
In cases where such disciplinary action is taken, the instructor is obliged to report
the action in writing, to the student, to the instructor's department head, (and, if
the student is from a different department, to the head of the student's
department), and to the Office of the Provost and Vice President for Academic
Affairs. The Provost and Vice President for Academic Affairs will notify the student
in writing that such action has been taken, and will maintain a file for each student
so disciplined. (This file is confidential and is independent of the student's normal
University records.)
A student wishing to appeal or dispute the disciplinary action taken may seek
redress through the University academic grievance structure. In the case of a
successful grievance, the evidence of the disciplinary action taken by the
instructor will be expunged from the student's file by the Provost and Vice
President for Academic Affairs.
In cases of particularly flagrant violations of academic ethics relating to cheating or
plagiarism, the instructor may feel obligated to recommend suspension from the
University of Northern Iowa for a period ranging from the term in which the
infraction occurs (with a loss of all credit earned during that term) to permanent
suspension from the University.
Such recommendations are sent in writing to the department head and the Provost
and Vice President for Academic Affairs, the latter of whom informs the student in
writing that the recommendation has been made. In such cases, the academic
appeals procedure is automatically invoked by the Provost and Vice President for
Academic Affairs. Until the mandatory academic appeal in such cases has been
completed, the recommended suspension is not in effect. In cases of a successful
appeal to such action, the materials will be expunged from all University records.
Finally, the Provost and Vice President for Academic Affairs will regularly monitor
all files relating to disciplinary action taken against specific students. If the
monitoring reveals that there is a history of disciplinary actions taken against a
particular student (excluding any actions which have been successfully grieved)
such that there are three or more instances of such action subsequent to any
academic grievances generated by such actions, the Provost and Vice President for
Academic Affairs will, as a matter of course, institute proceedings for permanent
suspension of that student. The procedures demand that the Provost and Vice
President for Academic Affairs notify the student in writing that suspension
procedures have been invoked, and there is an automatic appeal to the University
academic grievance structure in all such cases. All parts of the academic grievance
structure (including those stipulated in the immediately preceding paragraph)
apply in such cases, except that the Provost and Vice President for Academic
Affairs, as the disciplinary officer, functions in the role of the instructor in an
academic grievance relating to a specific class.
ANTI-DISCRIMINATION POLICY
The UNI Policy Statement on Anti-discrimination and Harassment Policy makes
clear: "It is the policy of the University of Northern Iowa that there will be equal
employment and educational opportunity without regard to race, color, sex, age,
disability, veteran status, religion, national origin, sexual orientation, or any other
basis protected by federal and/or state law. This includes the provision of a
campus environment that is free from illegal discrimination and harassment. The
University will not tolerate any form of illegal discrimination or harassment and
will not condone any actions or words from employees or students that constitute
such." For additional information, contact the Office of Compliance and Equity
Management, LIB 441 (due to the fire in Gilchrist), 273-2846,
(http://www.uni.edu/equity/AD&H2002.shtml).
INCOMPLETE POLICY
If, for some reason, you need to request an incomplete for a course, please see the
procedures outlined in the "The Making Up of Incomplete Work" section of the
2006-2008 catalogue of courses
(http://www.uni.edu/pubrel/catalog/acadreg.shtml). According to UNI policy, "The
Incomplete is restricted to students doing satisfactory work in the class who,
because of extenuating circumstances, are unable to complete the work of the
course. The Incomplete is limited to assigned work during the final sixth of the
term."
GRIEVANCE PROCEDURE
According to UNI Policies and Procedures, 12.02 Undergraduate Student Academic
Grievance is:
A process for the redress of academic grievances must be available to students
within the framework of academic freedom, the integrity of the course, and the
prerogative of the faculty to assign grades. In recognition of this, the University of
Northern Iowa hereby establishes the following procedures. These procedures shall
be the sole and exclusive means for the redress of an academic grievance,
including the change of a student's grade. Grievances involving alleged acts of
discrimination based on protected classes, including sexual harassment, are
subject to Affirmative Action procedures. For more information on undergraduate
processes visit: http://www.uni.edu/pres/policies/1202.shtml.
Instructor:
Nicki Johnson
Email:
nicole.johnson@uni.edu
Office:
Lang 313
Phone:
(319) 429-0299 (personal cell)
Office Hours:
Monday, Wednesday & Friday: 9:00am-10:30am
11:30am-12:00noon
1:00pm-2:00pm
Final Exam Times:
MWF 8AM Class:
MWF 12PM Class:
MWF 2PM Class:
Monday, December 15th 8AM-9:50AM
Monday, December 15th 1PM-2:50PM
Monday, December 15th 3PM-4:50PM
Required Text: Seiler, William J. & Beall, Melissa L. (2008). Communication: Making
Connections (7th ed.). Boston: Allyn & Bacon.
Course Objective:
At the conclusion of the course it is expected that students will demonstrate knowledge and
skills in several core areas. Specifically, students should be able to:
1. Create and present well-organized, well-delivered speeches.
2. Use effective audience analysis to communicate in interpersonal, group, and public
situations.
3. Use research support to make a persuasive argument.
4. Use appropriate visual aids and/or technology to enhance communication.
5. Demonstrate an awareness of the ethical responsibilities of communicators in public,
interpersonal, and group situations.
6. Work constructively in groups to solve problems and accomplish tasks by applying
specific group communication concepts and processes.
7. Identify how the process of perception works in everyday life.
8. Critically analyze and interpret verbal and nonverbal messages.
9. Identify specific strategies for how interpersonal relationships begin, are maintained
and end.
10. Apply interpersonal conflict concepts to personal interactions.
11. Demonstrate an understanding of language bias/prejudice and its impact on the
communication process.
12. Demonstrate an understanding of culture and its impact on the communication
process.
13. Demonstrate effective listening in a variety of contexts.
Attendance and Participation Policy
Regular attendance and participation is required. Please recognize that missing two/three class periods is
equivalent to missing an entire week. You are allowed two absences with no penalty. Each additional absence
will result in your grade being lowered by 10 points for each time you miss. In addition, a number of class
periods involve students giving presentations. It is vital that on those days student attend and participate to
enhance the learning experience. Because of this, absences on presentation days will be counted as two
absences.
Attendance and Particiaption Policy Continued
Distinctions are not made between excused or unexcused absences unless they are connected with
university-sponsored events. Thus, it is not necessary to inform your instructor of why you were missing from
class unless excused absences are documented at the beginning of the semester. PLEASE NOTE: ANY STUDENT
WHO MISSES MORE THAN 25% OF THE CLASS PERIODS FOR THIS CLASS WILL AUTOMATICALLY FAIL THE CLASS.
This is the equivalent of 12 class periods for a MWF class. PLEASE ALSO NOTE: attendance consists of more
than being in a seat in class. If you are sleeping in class, working on other materials, or in any other way not
being an active participant (texting, etc), you will be counted as absent for that day, with no warning.
If you miss class, I will not “re-handout” handouts, assignments, or other materials. It is YOUR responsibility to
get them from a friend/classmate.
Late Work:
All work that is assigned must be turned in at the beginning of class (emailed to me prior to the
start of class) on the day that it is due. This means printed out and handed in or sent to me via
email before the class begins. You will NOT be allowed to email it to me after class for reasons
such as there were printer issues, etc. You need to plan ahead. Generally speaking, I will NOT
accept late assignments.
There are 4 presentations in this class. You are required to give each presentation on the day
you are assigned in order to pass this class. If you miss your presentation, and IF you are allowed
to make it up, you must do so the class period following your designated time and you will
receive a 20% reduction in your grade. It is impossible to make up the points for your group
presentation therefore, you will fail this course.
Other Important Info:
All work, unless otherwise noted, must be typed, neat, and professional in
appearance.
Use 12 pt. Times New Roman Font and standard margins. Please have your name and class
meeting time on each item you submit.
You are responsible for reading the text! We will NOT be able to cover every concept from it in
class. Assigned chapters are fair game for exams.
Assignment Grade Appeals
You are welcome to seek a grade change on any assignment or test. To do so, you will
need to submit your appeal, in writing, during the class period immediately following the
return of the graded assignment. In the appeal, you will need to do the following:
a. identify which component or test question you are appealing,
b. justify why your answer or performance was correct. In this section,
you are expected to cite course readings, lecture notes, or assignment
descriptions. In other words, make a case for why your answer is correct,
c. if you are seeking partial credit, then quantify what amount of grade
change you think is warranted.
Please remember to attach the test or graded assignment to your appeal so that I may
reference it.
Course Assignments and Grades
Assignments will be graded using a point system and evaluation forms that are made available to students prior
to the due dates for each assignment. In addition for each assignment, an assignment sheet will be provided
explaining guidelines and expectations. The point breakdown below represents the maximum credit awarded
for each assignment. A standard grading scale is used in the course.
IMPORTANT NOTE
If at any time you have questions or concerns about your grade or are experiencing something that you
think is important for me to be aware of, please send me an email, call, or stop by my office. I have an
open door policy and want to be of assistance whenever possible.
Assignment
Points
Midterm Exam------------------------------------------------------------------------------
100
Final Exam----------------------------------------------------------------------------------
100
Introductory Presentation -----------------------------------------------------------------
25
Group Presentation ------------------------------------------------------------------------
100
Informative Presentation------------------------------------------------------------------
50
Persuasive Presentation ----------- -------------------------------------------------------
100
Peer Evaluations (2 @ 10)----------------------------------------------------------------
20
Weekly quizzes or writing----------------------------------------------------------------
80
Participation assignments and activities------------------------------------------------
75
Total ----------------------------------------------------------------------------------------
650
Grading Scale
650-605
----------------------------------
A
604-585
----------------------------------
A-
584-566
----------------------------------
B+
565-540
----------------------------------
B
539-520
----------------------------------
B-
519-500
----------------------------------
C+
499-474
----------------------------------
C
473-455
----------------------------------
C-
454-435
----------------------------------
D+
434-409
----------------------------------
D
408-390
----------------------------------
D-
389-below
----------------------------------
F
Statement on Special Needs Accommodation
The Americans with Disabilities Act of 1990 (ADA) provides protection from illegal
discrimination for qualified individuals with disabilities. Students requesting instructional
accommodations due to disabilities must arrange for such accommodation through the Office of
Disability Services. The Office of Disability Services is located at 213 Student Services Center, and
the phone number is: 273-2676. The Office of Disability Services has procedures in place to
determine the validity of disability claims as well as the need for instructional accommodations.
I encourage you to utilize the Academic Learning Center's free assistance with writing, math,
reading, and learning strategies:
o
o
o
The Writing Center offers one-on-one writing assistance open to all UNI undergraduate
and graduate students. Writing Assistants offer strategies for getting started, citing and
documenting, and editing your work. Visit the Online Writing Guide at
www.uni.edu/unialc/writingcenter/ and schedule an appointment at 008 ITTC or 319273-2361.
The Math Center offers individual and small-group tutorials especially helpful for
students in Liberal Arts Core math courses. No appointment is necessary, but contact
the Math Center at 008 ITTC or 319-273-2361 to make certain a tutor will be available at
a time convenient for you.
The Reading and Learning Center provides an Ask-a-Tutor program, consultations with
the reading specialist, and free, four-week, non-credit courses in Speed Reading,
Effective Study Strategies, PPST-Reading and -Math, and GRE-Quantitative and Verbal.
Visit http://www.uni.edu/unialc/ and 008 ITTC or call 319-273-2361.
Tentative Daily Schedule
Dates to note: Thanksgiving Break Week November 24-28
August
September
25-29
Course Introduction/Intro to Communication Process/Self-Concept
Chapter 1,3
1-5
MONDAY SEPT 1 Labor Day—no class
Chapters 2 & 6
Perception and Listening
September
8-12
Topic Selection, Audience Analysis, Organization and Outlining,
Delivery and Apprehension
September
15-19
Introductory Speech Presentations
September
22-26
Finding Supporting Material, Informative Speaking
Chapters 8 & 11
Sept - Oct
29-3
Verbal & Nonverbal Communication
Chapters 4 & 5
October
6-10
Chapters 7 ,9, 10
Informative Presentations
October
13-17
Informative Presentations
October
20-24
Midterm Exam/Start Group Communication
Chapter 15
October
November
27-31
Principles of Group Communication
Chapters 15 & 16
3-7
Persuasion
Chapter 12
Credibility and Pers Org Patterns
November
10-14
Group Presentations
November
17-21
Interpersonal Communication & Relationships
November
24-28
Thanksgiving Break
December
1-5
Persuasive Presentations
December
8-12
Persuasive Presentations
December
14-18
Final Examination Week
Chapters 13, 14
Oral Communication
48C:001:14 & 23 – MWF Lang 311
Contact Information
Instructor: Nichole Zumbach Johnson
Office Hours: 9ish-12MWF, 11;12:30 T,TH; By Appointment
Home Phone: (319) 334-3941 Cell Phone: (319) 327-0548
Office: Lang 323 Office Phone: 273-3707
E-Mail: nichole.johnson@uni.edu
Required Text:
Beall, M., Seiler, W. (2005). Communication: Making connections. (6th ed.) Boston:
Pearson.
Supplemental Text:
Hacker, D. (2006) The bedford handbook. (7th ed.). Boston: Bedford/St. Martin's.
Liberal Arts Core Statement
Courses in written and oral communication enhance the ability of individuals and groups
to read and listen critically and to write and speak effectively by attention to how the
gathering, analyzing, and presenting of evidence and conclusions can be designed for
specific purposes and audiences. Courses in quantitative techniques enhance students'
abilities to use quantitative data effectively and to apply relevant mathematical and
statistical concepts and methods to diverse problems and situations. Personal wellness
promotes the acquisition of knowledge and the development of skills and attitudes
necessary for implementing positive health-related decisions.
Purpose
This course is a survey course designed to assist you in increasing your knowledge and
skills in employing verbal and nonverbal communication messages in a variety of settings
(i.e., intrapersonal, interpersonal, group, and public contexts). By studying the process of
communication and applying communication theory and principles to diverse real-life
situations, you will have an opportunity to practice and analyze communication skills in
various communication contexts. In order to do this, this course involves both speaking
and writing assignments throughout the semester.
Goals
At the conclusion of the course it is expected that students will demonstrate knowledge
and skills in several core areas. Specifically, students should be able to:
1. Create and present well-organized, well-delivered speeches.
2. Use effective audience analysis to communicate in interpersonal, group, and
public situations.
3. Use research support to make a persuasive argument.
4. Use appropriate visual aids and/or technology to enhance communication.
5. Demonstrate an awareness of the ethical responsibilities of communicators in
public, interpersonal, and group situations.
6. Work constructively in groups to solve problems and accomplish tasks by
applying specific group communication concepts and processes.
7. Identify how the process of perception works in everyday life.
8. Critically analyze and interpret verbal and nonverbal messages.
9. Identify specific strategies for how interpersonal relationships begin, are
maintained and end.
10. Apply interpersonal conflict concepts to personal interactions.
11. Demonstrate an understanding of language bias/prejudice and its impact on
the communication process.
12. Demonstrate an understanding of culture and its impact on the communication
process.
13. Demonstrate effective listening in a variety of contexts.
Attendance & Lateness Policy
In this course, I will take attendance. You are allowed to miss three classes. For each
additional absence your final grade will be deducted by a letter grade. If you have a B
after the final, but missed four classes; you would be awarded a B- for the course.
Furthermore, if I distribute an assignment during class, you will be responsible for
contacting a classmate to make copies. I will NOT bring extra copies of assignments. I
will also not “re-teach” anything to students that I have already taught, this includes
further explanation of assignments.
Being absent on a day that you are assigned to speak will result in an automatic 0 for the
assignment. Being absent on a day that you are assigned to assess another speaker will
results in an automatic 0 for your speaker evaluation.
If you are traveling on a University sponsored activity (athletic competition, field trips,
etc.), it is your responsibility to negotiate your speaking and critiquing schedule.
If you are going to be late for class, please don't bother showing. Being late to this
course tells me that
#1 – You don't value the course.
#2 – You don't value my time.
#3 – You are irresponsible.
Classroom Behavior


All cellular phones should be shut off before class. If your phone rings during
someone else's presentation, you will receive a “0” for your presentation.
Laptop computers are not allowed in the classroom – unless you have a student
request from Student Support Services.
Presentational Behavior




I expect that you will come to class prepared to give a speech – sans hats, gum,
etc.
Successful speakers dress for the occasion.
It is important that you exercise discretion and good judgment regarding visual
aids and speech topics. You should not bring to class any item that is illegal or
prohibited on campus (e.g. drugs, alcohol, firearms, pornography, and related
paraphernalia, etc.). If you have any questions about what is appropriate, ask
your instructor.
Always treat your classmates with respect. Failure to do so will result in loss of
all participation points.
Work Requirements & Grades
1. All written work is expected to be typed and stapled. I will not accept work
that in not stapled or is incomplete (missing grading rubric).
2. All work is due in paper form at the beginning of class.
3. I am strong proponent of writing across curriculum, therefore correct spelling,
grammar, punctuation, and structure will be included in the grade. Work that
is not presented in this fashion will receive a “0.”
4. I will not answer questions about an assignment in the 24 hours preceding its
due date.
5. You should use APA in your papers and projects. If you question what this
acronym means, please contact me immediately!
6. ***Wikipedia, dictionaries, and encyclopedias do NOT count as
sources!!!***
7. Changes may be made to the syllabus as the instructor deems appropriate.
8. Grading Scale
Percentage
94-100
90-93
87-89
84-86
80-83
77-79
74-76
70-73
67-69
64-66
60-63
59↓
Grade
A
AB+
B
BC+
C
CD+
D
DF
Late Work & Completion Policy
I do not accept late work. If something beyond your control occurs, please contact me as
soon as possible to explain why an assignment will be late. You may email me or phone
me.
All assignments must be completed to pass the course, even if this means you do a late
assignment for no credit.
Schedule
Date
August 25
August 27
August 29
September 3
September 5
September 8
September 10
September 12
September 15
September 17
September 19
September 22
September 24
September 26
September 29
October 1
October 3
October 6
October 8
October 10
October 13
October 15
October 17
October 20
October 22
October 24
October 27
October 29
October 31
November 3
November 5
November 7
November 10
November 12
November 14
November 17
November 19
November 21
December 1
December 3
December 5
Materials Covered
Introduction
Chapter 1
Chapter 2
Chapter 8
Discuss Group Projects
Chapters 15 -16
Chapters 15 -16
Chapters 15 -16
Chapters 7, 9, 10
Chapters 7, 9, 10
Chapter 7, 9, 10
Assignment/Due
Library Scavenger Hunt
Learn & Serve Proposals
Getting to Know Me Speeches
Group Work Day
Getting to Know Me Speeches
Getting to Know Me Speeches
Catch-Up/Mid-Term Review
Mid-Term
Group Work Day
Chapter 3
Chapter 4
Chapter 4
Chapter 5
Chapter 6
Chapter 11
Intercultural Communication
Intercultural Communication
Brown Eye v. Blue Eye Reaction
Group Work Day
Informative Speeches
Informative Speeches
Informative Speeches
Informative Speeches
Informative Speeches
Chapters 13 & 14
Chapters 13 & 14
Chapters 13 & 14
Chapter 12 - Persuasion
Group Project
Group Project
Group Project
Persuade Now
Persuade Now
December 8
December 10
December 12
December 15
December 16
12 PM Class
1 PM Class
Persuade Now
Persuade Now
Catch Up/Final Review
1 PM Final (Monday)
1 PM Final (Tuesday)
Plagiarism
The UNI "Academic Ethics Policies" makes clear that "Cheating of any kind on
examinations and/or plagiarism [which includes the purchasing] of papers or projects is
strictly prohibited." Any work which violates the academic ethics policy of UNI will
receive zero credit and, if the violation is serious enough, the student may receive an F in
the course as well as additional disciplinary actions. For clarification, see the "Academic
Ethics Policies" section contained in the 2006-2008 catalogue of courses.
The guidelines set forth by the University Faculty Senate at UNI will be upheld in this
course in regards to cheating and/or plagiarism. Specifically, article 3.01 states that:
Students at the University of Northern Iowa are required to observe the
commonly accepted standards of academic honesty and integrity. Except in
those instances in which group work is specifically authorized by the
instructor of the class, no work which is not solely the student's is to be
submitted to a professor in the form of an examination paper, a term paper,
class project, research project, or thesis project.
Cheating of any kind on examinations and/or plagiarism of papers or projects
is strictly prohibited. Also unacceptable are the purchase of papers from
commercial sources, using a single paper to meet the requirement of more
than one class (except in instances authorized and considered appropriate by
the professors of the two classes), and submission of a term paper or project
completed by any individual other than the student submitting the work.
Students are cautioned that plagiarism is defined as the process of stealing or
passing off as one's own the ideas or words of another, or presenting as one's
own an idea or product which is derived from an existing source.
It is not acceptable for the work or ideas of another scholar to be presented as
a student's own or to be utilized in a paper or project without proper citation.
To avoid any appearance of plagiarism or accidental plagiarism, it is
important that all students become fully cognizant of the citation procedures
utilized in their own discipline and in the classes which they take. The plea of
ignorance regarding citation procedures or of carelessness in citation is not a
compelling defense against allegations of plagiarism. A college student, by
the fact that he or she holds that status, is expected to understand the
distinction between proper scholarly use of others' work and plagiarism.
A student who is found to have improperly used others' work must expect to
be penalized for such action--even if the argument is made that the action was
taken with innocent intention-and the student's instructor will normally judge
such work "unacceptable." But it should be noted that the assignment of a low
or failing grade for unacceptable work is not in itself a disciplinary action-even if the assignment of such a grade results in the student's receiving a
lower grade in the course--including "F"--than he or she would otherwise
achieve. Such a response by an instructor is part of the normal grading
process; if a student feels that he or she has grounds to protest a grade
received through this process, the student has access to the academic
grievance procedure which the University has developed to deal with all
student academic grievances.
On the other hand, cheating and plagiarism are issues which can affect a
student's status at the University in more serious ways. As an educational
institution, the University maintains standards of ethical academic behavior,
and recognizes its responsibility to enforce these standards. Therefore, the
following procedures of academic discipline prevail at the University of
Northern Iowa.
If a student is determined by an instructor to have committed a violation of
academic ethics, the instructor may take additional disciplinary action
including, but not limited to, grade reduction for the course in which the
infraction occurs, even if the reduction is over and above the normal
consequences resulting from the grade merited by the unacceptable work.
In cases where such disciplinary action is taken, the instructor is obliged to
report the action in writing, to the student, to the instructor's department head,
(and, if the student is from a different department, to the head of the student's
department), and to the Office of the Provost and Vice President for
Academic Affairs. The Provost and Vice President for Academic Affairs will
notify the student in writing that such action has been taken, and will
maintain a file for each student so disciplined. (This file is confidential and is
independent of the student's normal University records.)
A student wishing to appeal or dispute the disciplinary action taken may seek
redress through the University academic grievance structure. In the case of a
successful grievance, the evidence of the disciplinary action taken by the
instructor will be expunged from the student's file by the Provost and Vice
President for Academic Affairs.
In cases of particularly flagrant violations of academic ethics relating to
cheating or plagiarism, the instructor may feel obligated to recommend
suspension from the University of Northern Iowa for a period ranging from
the term in which the infraction occurs (with a loss of all credit earned during
that term) to permanent suspension from the University.
Such recommendations are sent in writing to the department head and the
Provost and Vice President for Academic Affairs, the latter of whom informs
the student in writing that the recommendation has been made. In such cases,
the academic appeals procedure is automatically invoked by the Provost and
Vice President for Academic Affairs. Until the mandatory academic appeal in
such cases has been completed, the recommended suspension is not in effect.
In cases of a successful appeal to such action, the materials will be expunged
from all University records.
Finally, the Provost and Vice President for Academic Affairs will regularly
monitor all files relating to disciplinary action taken against specific students.
If the monitoring reveals that there is a history of disciplinary actions taken
against a particular student (excluding any actions which have been
successfully grieved) such that there are three or more instances of such
action subsequent to any academic grievances generated by such actions, the
Provost and Vice President for Academic Affairs will, as a matter of course,
institute proceedings for permanent suspension of that student. The
procedures demand that the Provost and Vice President for Academic Affairs
notify the student in writing that suspension procedures have been invoked,
and there is an automatic appeal to the University academic grievance
structure in all such cases. All parts of the academic grievance structure
(including those stipulated in the immediately preceding paragraph) apply in
such cases, except that the Provost and Vice President for Academic Affairs,
as the disciplinary officer, functions in the role of the instructor in an
academic grievance relating to a specific class.
Anti-Discrimination and Harassment Policy
The UNI Policy Statement on Anti-discrimination and Harassment Policy makes clear:
"It is the policy of the University of Northern Iowa that there will be equal employment
and educational opportunity without regard to race, color, sex, age, disability, veteran
status, religion, national origin, sexual orientation, or any other basis protected by federal
and/or state law. This includes the provision of a campus environment that is free from
illegal discrimination and harassment. The University will not tolerate any form of illegal
discrimination or harassment and will not condone any actions or words from employees
or students that constitute such." For additional information, contact the Office of
Compliance and Equity Management, LIB 441 (due to the fire in Gilchrist), 273-2846.
Special Needs
If you have a particular educational need, please contact me early in the semester
concerning what I can best do to make the learning experience a positive one. The
Americans with Disabilities Act of 1990 (ADA) provides protection from illegal
discrimination for qualified individuals with disabilities. Students requesting instructional
accommodations due to disabilities must arrange for such accommodation through the
Office of Disability Services. The Office of Disability Services is located at: 103 Student
Health Center, and the phone number is: 273-2676. The Office of Disability Services has
procedures in place to determine the validity of disability claims as well as the need for
instructional accommodations.
As a previously trained K-12 teacher I am very aware and sensitive to specific needs that
students may have therefore, I encourage you to utilize the Academic Learning Center's
free assistance with writing, math, reading, and learning strategies:



The Writing Center offers one-on-one writing assistance open to all UNI
undergraduate and graduate students. Writing Assistants offer strategies for
getting started, citing and documenting, and editing your work. Visit the Online
Writing Guide at www.uni.edu/unialc/writingcenter/ and schedule an
appointment at 008 ITTC or 319-273-2361.
The Math Center offers individual and small-group tutorials especially helpful for
students in Liberal Arts Core math courses. No appointment is necessary, but
contact the Math Center at 008 ITTC or 319-273-2361 to make certain a tutor will
be available at a time convenient for you.
The Reading and Learning Center provides an Ask-a-Tutor program,
consultations with the reading specialist, and free, four-week, non-credit courses
in Speed Reading, Effective Study Strategies, PPST-Reading and -Math, and
GRE-Quantitative and Verbal. Visit http://www.uni.edu/unialc/ and 008 ITTC or
call 319-273-2361.
Grievance Procedure
According to UNI Policies and Procedures, 12.02 Undergraduate Student Academic
Grievance
A process for the redress of academic grievances must be available to
students within the framework of academic freedom, the integrity of the
course, and the prerogative of the faculty to assign grades. In recognition of
this, the University of Northern Iowa hereby establishes the following
procedures. These procedures shall be the sole and exclusive means for the
redress of an academic grievance, including the change of a student's grade.
Grievances involving alleged acts of discrimination based on protected
classes, including sexual harassment, are subject to Affirmative Action
procedures.
Assignment Grade Appeals
You are welcome to seek a grade change on any assignment or test. To do so, you will
need to submit your appeal in writing during the class period immediately following the
return of the graded assignment. In the appeal, you will need to do the following:
a. identify which component or test question you are appealing,
b. justify why your answer or performance was correct. In this section, you
are expected to cite course readings, lecture notes, or assignment descriptions.
In other words, make a case for why your answer is correct,
c. if you are seeking partial credit, then quantify what amount of grade
change you think is warranted.
Please remember to attach the test or graded assignment to your appeal so that I may
reference it.
Extra Credit
Extra credit may be obtained in this class by attending any performance or event. After
attending the event write one page about why you did/did not enjoy the event. Staple the
program or ticket to the evaluation and return to me. You may choose to earn up to 20
points. Each event is worth five points.
Assignment
Getting to Know Me (Speech)
Informing You (Speech)
Persuade Now (Speech)
Group Project
Library Scavenger Hunt
Intrapersonal Quote
Blue V. Brown Reaction
Mid Term
Final
Class Participation
Total
Point Value
60
100
60
100
20
10
10
100
100
40
600
I earned...
Oral Communication 48C:001
Section 8 - 8:00-9:15 T/Th (Lang 311)
Section 11 – 9:30-10:45 T/Th (Lang 311)
Section 16 – 12:30-1:45 (Lang 222)
Section 30 – 2:00-3:15 (Lang 222)
“What lies behind us and what lies before us are tiny matters compared to what lies
within us.”
-Ralph Waldo Emerson
Instructor: Roxanne L. Heimann
Office: Lang 338
Phone: 273-6985, 989-9386 – not after 10
E-Mail: roxanne.heimann@uni.edu,
roxanneheimann@gmail.com
Office Hours: T/Th 10:45-12:30, 3:15-4:30
Course Description:
This course is a survey course designed to increase your understanding of the
principles of effective verbal and nonverbal communication (speaking, listening,
thinking, and writing) in a variety of settings and to generally improve your
communication skills. You will prepare and deliver four speeches, take quizzes and
exams, and participate in a group project as well as class discussions and activities.
Required Materials:
-Communication: Making Connections (7th ed.) by Seiler and Beall
-Student Packet for Oral Communication
* Both available at University Book and Supply *
Course Goals:
Upon successful completion of this course, the student will…
1. be able to prepare, support, and present effective presentations
tailored to various audiences and purposes.
2. understand and apply verbal and nonverbal communication principles
and strategies in a variety of communication contexts (including but
not limited to gender, cultural, interpersonal, relational, and
professional contexts.)
3. understand and apply strategies for critically evaluating and
responding to speakers in a variety of communication contexts.
4. understand and apply group communication techniques for problem
solving, conflict resolution, and role definition.
Late Work Policy:
You MUST complete all four speaking assignments in order to pass this class! Late work
(including presentations) will be accepted and/or rescheduled at my discretion with a
20% per class day deduction on presentations and a 50% point deduction on other
assignments. IF YOU DO NOT CONTACT ME ON THE DAY OF YOUR MISSED
SPEECH, IT IS UNLIKELY I WILL ALLOW YOU TO MAKE IT UP. Generally
speaking, I will not accept homework assignments that are more than one day late.
On the Tuesdays of weeks with assigned reading, you will have an open note quiz. If you
miss a quiz, you may NOT make it up unless it was missed due to a University-sponsored
event. In this event, arrangements must be made to take the quiz BEFORE they are
given in class. If class was missed for another reason I determine to be acceptable,
students may do an alternate assignment involving the assigned chapter(s) for up to the
ten possible points of the quiz. This option may be used up to two times throughout the
semester, and students must contact me in advance to arrange this. Alternative
assignments are due at the beginning of the following class period, no exceptions.
Attendance Policy:
Attendance is required! However, life happens. You are allowed two freebie absences,
no questions asked. Use these absences wisely; once they’re gone, they’re gone. Each
additional absence will result in your participation grade being lowered by five points. A
student that misses more than 25% of the class (8 classes) will automatically fail.
Speech days count as two absences. Additionally, please note that if you are in
class but clearly not engaged (i.e. texting, reading the newspaper, reviewing other class
notes, etc.) you are absent. Also note that being late (coming in after I do attendance)
three times will equal an absence.
Academic Misconduct:
I do not tolerate cheating and/or plagiarism. See page 5 of your course pack for the full
policy. Cite your sources verbally and on your outline. Doing so gives you credibility on
the subject AND gives credit to the source.
Course Assignments and Grades:
Assignments will be discussed in depth as we go, and more information on the
presentations is located throughout the course pack. See the daily schedule for due
dates. Additionally, students may complete two extra credit assignments throughout the
semester, earning up to a total of 10 points.
Assignment
Points
Reading Quizzes….………………….. ……….……..80
Introductory Presentation………………….……….25
Informative Presentation………………….………..50
Midterm Exam…………………………………..…..100
Group Presentation……………………………..…..100
Persuasive Presentation…………………………….100
Peer Evaluations……………………………............20
Final Exam…………………………………............100
Class Participation…………………………………....75
Total: 650
Other Important Info:
All work (except when noted) must be typed, neat, STAPLED (including the grading
sheet), and professional in appearance. I may not accept it if it does not meet that
criteria.
I will not answer questions on major assignments 24 hours or less before they are due.
No dictionaries, encyclopedias or other reference materials may be used as sources. NO
WIKIPEDIA!!
You are responsible for reading the text! We will in no way be covering every concept
from it in class. Assigned chapters are fair game for exams.
To an extent, this class is what you and your classmates make it! Try and choose speech
topics that are creative and that you are really passionate about. As a result, your
classmates and I probably will be, too! I reserve the right to veto certain speech topics.
(More information on that will be given in class.) If you think your topic might be risky,
run it by me BEFORE you present.
The Americans with Disabilities Act:
The Americans with Disabilities Act of 1990 (ADA) provides protection from illegal
discrimination for qualified individuals with disabilities. Students requesting
instructional accommodations due to disabilities must arrange for such accommodation
through the Office of Disability Services. The ODS is located at: 213 Student Services
Center, and the phone number is: 273-2676.
Tentative Daily Schedule
Date
Content
Readings
26-28
Course Introduction and Intro to Communication Process
Chapter 1
September
2-4
Perception and Listening
Chapters 2 & 6
September
9-11
Topic Selection, Audience Analysis, Organization and Outlining,
Delivery and Apprehension
Chapters 7, 9, &
10
September
16-18
Introductory Speech Presentations
September
23-25
Finding Supporting Material, Informative Speaking
Chapters 8 & 11
Sept - Oct
30-2
Verbal & Nonverbal Communication
Chapters 4 & 5
October
7-9
Informative Presentations
October
14-16
Informative Presentations
October
21-23
Midterm Exam/Start Group Communication
October
28-30
Principles of Group Communication
August
Chapters 15 & 16
November
4-6
Persuasion
Credibility and Persuasive Organization Patterns
November
11-13
Group Presentations
November
18-20
Self and Self Concept
Interpersonal Communication & Relationships
November
25-27
Thanksgiving Break
December
2-4
Persuasive Presentations
December
9-11
Persuasive Presentations
December
15-18
Final Examination Week
Exam times to be announced
Chapter 12 and
pp. 223-226
Chapters 3, 13, &
14
Oral Communication 48C:001 Sections 21 & 26
Communication Studies
Fall 2008
Instructor:
Office:
Phone:
emergencies.
e-mail
Office Hours:
appointment
Steven Palmquist
Lang 344
273-3693 (office) 273-2217 (department office-messages)
352-2068 (home) or 504-0591 (cell & voice mail)
No phone calls after 10 p.m. please – except for
Steven.Palmquist@uni.edu
Monday, Wednesday, Friday 11:00 a.m. – 1:00 p.m. or by
Required Materials:
Communication: Making Connections (Seventh Edition) Seiler &
Beall
Student Packet for Oral Communication
Both available at University Book and Supply
Recommended Materials:
3-ring notebook (1” – 2”) with loose leaf notebook paper
Electronic storage device (compatible with PC and/or Mac
hardware)
3”x5” index cards – packet of 100
Important note concerning cell phones!
None of us want the interruption of a cell phone ringing during a
presentation. First choice would be to have them turned off during class.
Second choice is turn them to silent/vibrate. It should go without saying, NO
TEXT MESSAGING! But now I have said it.
Important note concerning written materials and visual aids!
All outlines and bibliographies should be word processed in 12 pt. Arial
font. Appropriate margins are approximately 1” with spacing that accommodates
both readability and conservation of paper. Bibliographies should use APA style.
Be sure to have your work “backed up” in several formats in case additional
copies are requested. Always have a hard copy of your visual aids in case the
projector or computer in the classroom is non-functional.
Important note concerning attendance!
Review the Attendance Policy in the Course Packet
Attendance will be taken at every class meeting!
The Student Packet includes other important information including polices
regarding special needs, late & incomplete work and misconduct. The packet is
also where you will find the course description, objectives, grading scale,
assignments and grading sheets (rubrics). You must purchase a Student
Packet.
An important note concerning Oral Communication and You!
I welcome you to this course and the opportunities and challenges it
offers. Each section is unique because of the diversity you bring. Together we
will strive to make the best use of our time together and to maximize the learning
and our enjoyment. I encourage you to cultivate a positive attitude and a sense
of adventure.
Oral Communication 48C:001 Sections 21 & 26
Communication Studies
Fall 2008 Calendar
Dates
Content
Readings
August 25, 27, 29
Course Introduction/Comm. Process
Chapters 1 & 3
Self Concept
September 1
September 3, 5
September 8, 10, 12
10
University Holiday
Perception and Listening
Topic Selection, Audience Analysis,
Chapters 2 & 6
Chapters 7, 9,
Organization and Outlining, Stagefright and Delivery
September 15. 17. 19
Assignment 1 Presentations
September 22, 24, 26
Finding Supporting Material
Chapters 8 & 11
Informative Speaking
September 29, Oct 1, 3 Verbal & Non-verbal Communication
October 6, 8, 10
October 13, 15, 17
Informative Presentations
Informative Presentations
Chapters 4 & 5
October 20, 22, 24
MIDTERM EXAMINATION / Begin Group Preparations
October 27, 29, 31
16
Principles of Group Communication
Chapters 15 &
November 3, 5, 7
pp.223-226
Persuasion, Credibility & Org. Patterns
Chapter 12 &
November 10, 12, 14
Group Presentations
November 17, 19, 21
Interpersonal Comm. & Relationships
November 21-30
Thanksgiving Break
December 1, 3, 5
Persuasive Presentations
December 8, 10, 12
Persuasive Presentations
FINAL EXAMINATION
Section 21: Tuesday, December 16 1 – 2:50 p.m.
Section 26: Monday, December 15 3 – 4:50 p.m.
Chapters 13, 14
Class Participation
Opportunity
Interest Survey
Table Tent
GBPAC event
Theatre UNI
MAPP (frosh) or alternative
Research Proficiency
Art Gallery Permanent
Collection
UNI Museum "Visions of
Africa"
Epitaph Eloquence
Last Words
Jargon / Slang
Letter to NI editor or guest col.
Lectures, panels,
presentations
Springs, Sprockets & Pulleys
Waterloo Community
Playhouse
Cedar Falls Community
Theatre
Campus Activities Board
events
dates
points
5
5
20
20
15
10 +
10
deadline
27-Aug
27-Aug
3-Dec
21-Nov
30-Sep
10
26-Sep
10
5
5
5+ 5
10
3-Dec
12-Sep
12-Sep
3-Oct
3-Dec
fall season
waterloo ctr
arts
10
3-Dec
10
3-Dec
fall season
20
3-Dec
fall season
20
3-Dec
fall season
10
3-Dec
25-Aug
25-Aug
season
fall season
5-Sep
22-Sep
25 Aug - 21
Sept
8 Sept - 20
Dec
29-Aug
29-Aug
29 Sept`
fall season
26-Sep
Department of Communication Studies
48C:001:
Oral Communication
Fall 2007
Section 3—Shaw
Instructor: Marilyn Shaw
Campus Phone #--273-7478
E-mail: marilyn.shaw@uni.edu
Office: Lang 335
Office Hrs: 10-10:50 A.M. daily and by appointment
Required Text and Materials:
Seiler, William J and Melissa L. Beall. (2008). Communication: Making
Connections. Boston: Pearson: Allyn and Bacon. 7th ed.
Blank VHS Tape
Course Description and Objectives:
This course is a survey course designed to assist you in increasing your knowledge and skills in employing
verbal and nonverbal communication messages in a variety of settings (i.e., intrapersonal, interpersonal,
group, and public contexts). By studying the process of communication and applying communication
theory and principles to diverse real-life situations, you will have an opportunity to practice and analyze
communication skills in various communication contexts. In order to do this, this course involves both
speaking and writing assignments throughout the semester.
Liberal Arts Core
As part of UNI’s Liberal Arts Core (Category I,B), along with the required College Reading and Writing and
Math courses, this course has the following proficiencies it hopes to develop/increase in students (cf.
liberal arts website at http://fp.uni.edu/lac/):
Communication
Students should be able to speak, listen, read, write, and view effectively, adapting appropriately to the
audience and material at hand.
Information
Students should be able to use both traditional sources and modern technologies to access, analyze, and
manage information.
Thinking
Students should be able to address complex issues and problem situations with sound reasoning,
reflective judgment, creative imagination, and a critical, analytical bent of mind.
Interpersonal
Students should understand human emotions, motivations, and idiosyncrasies, and be able to participate
effectively in relationships, groups, and citizenship activities.
Quantitative
Students should be able to make effective use of quantitative data, and to intelligently apply relevant
mathematical and statistical concepts and methods on appropriate occasions.
Course Objectives, Outcomes, and Competencies
At the conclusion of this course it is expected that students will demonstrate knowledge and skills in
several core areas. Specifically, students should be able to:
1.
Create and present well-organized, well-delivered speeches.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Use effective audience analysis to communicate in interpersonal, group, and public situations.
Use research support to make a persuasive argument.
Use appropriate visual aids and/or technology to enhance communication.
Demonstrate an awareness of the ethical responsibilities of communicators in public,
interpersonal, and group situations.
Work constructively in groups to solve problems and accomplish tasks by applying specific group
communication concepts and processes.
Identify how the process of perception works in everyday life.
Critically analyze and interpret verbal and nonverbal messages.
Identify specific strategies for how interpersonal relationships begin, are maintained, and end.
Apply interpersonal conflict concepts to personal interactions.
Demonstrate an understanding of language bias/prejudice and its impact on the communication
process.
Demonstrate an understanding of culture and its impact on the communication process.
Demonstrate effective listening in a variety of contexts.
Statement on Special Needs Accommodation
The American with Disabilities Act of 1990 (ADA) provides protection from illegal discrimination
for qualified individuals with disabilities. Students requesting instructional accommodations due to
disabilities must arrange for such accommodation through the Office of Disability Services. The Office of
Disability Services is located at the Student Services Center, 213, and the phone number is 273-2676. The
Office of Disability Services has procedures in place to determine the validity of disability claims as well as
the need for instructional accommodations. UNI is an equal opportunity, nondiscrimination institution.
Class Attendance 25 points
Regular attendance is crucial in this course because you can’t present speeches without an audience and
each of you has an obligation to serve in both capacities. In addition to presenting speeches, there will be
many in-class activities to help you understand the course material and assist you in preparing your
speeches. Students can miss three (3) classes without losing points directly for attendance. However, for
all absences past three, there will be a grade reduction of 5 points per absence. It is also important to
be prompt. Listeners and audience members should be respectful of those speaking; therefore tardiness
should be kept to a minimum. Please note that being tardy more than 30 minutes to class is an absence.
Three tardies of less than 30 minutes are also equal to an absence. Furthermore, if a tardy student
interrupts another student’s speech, the tardy student will incur a 10% grade reduction for their similar
assignment. It is each student’s responsibility to ensure that they have been “counted” as present for
each class by signing the attendance sheet each class meeting. Attendance Bonus: Students who are
present (and on time) during every class will be awarded 5 points extra credit at the end of the term.
Excused Absences
Excused absences will not result in the loss of points from your final score. However, they require
documentation of some kind. (Ex. Evidence of a visit to a doctor, evidence of a death in the family,
evidence of a court appearance). What constitutes excused absences in up to my discretion.
Student Interruptions
All cell phones, beepers, palm pilots, watch alarms, etc. must be in an inaudible mode prior to class.
Interruptions also include but are not limited to tardiness, talking during inappropriate times or about
inappropriate topics, rummaging through bags during class, intimidating other students in any way,
unsupportive behavior or any kind, and/or any other behavior that may distract the speaker or audience.
Interruptions during student speeches will not be tolerated. Any interruption of another student’s speech
will result in a 10% reduction on the disruptive student’s similar assignment.
Constructive Participation 25 points
Constructive means active participation in class discussions, activities, and small group meetings and as
audience members for each other, providing thoughtful written critiques of others’ speeches, making
constructive comments when we debrief after a session of speeches, etc. Students who participate
constructively will earn these points. Certain behaviors will decrease these points, such as conversations
during lectures or other students’ speeches, the repeated need for me to spend class time drawing
attention away from personal conversations, interruptions, etc. Too little appropriate interaction in class
discussions and activities also result in decreased points. A pattern of behavior that is NOT constructive
will result in the loss of up to 10 points from your final grade.
Plagiarism and Cheating
Plagiarism is wrong. All written and oral assignments must be the student’s original work, unless I have
specifically authorized otherwise. Reference sources and quotations must be acknowledged with
acceptable scholarly procedures. Failure to follow these guidelines is plagiarism, which is strictly
forbidden by university policy.
Cheating is wrong. Unauthorized assistance may not be given or received for the completion of in-class or
take home examinations except in the case of my authorization. Keep your eyes on your own work.
If you are found to engage in an act of plagiarism or cheating, you may be dismissed from this class and
face further university disciplinary procedures.
Speeches
This class fulfills the Speaking and Listening component of the Liberal Arts Core and requirements for a
Communication major/minor. I take this very seriously. NO ONE will pass my class if you miss a speech.
It is mathematically impossible. Missing a speech means a zero on the speech, outline, reference page,
participation points, and critique. . Do not ask for an extension. If you are unable to present on your
assigned date you may make arrangements with a classmate to switch dates. This must be done in
advance and you must notify me before the speaking date.
Delivery of Speeches
An important component of presenting any speech is how you deliver it. The speeches in this class are all
extemporaneous, meaning you deliver in a conversational style, using an outline or notes sparingly,
maintaining strong eye contact throughout the speech with your audience, and having your hands free to
gesture naturally as you would in conversation. Standing firmly on both feet, varying the tone and speed
of your voice, using moments of silence effectively adds a great deal of interest and dynamism to your
speech, and helps the audience stay interested. On the day of your speech wear comfortable clothing
that supports the topic of your speech. Don’t wear a hat or cap as it detracts from your ability to maintain
eye contact and I will automatically deduct points from your presentation.
Critiques/Being a critic (5 pts. Ea)
One aspect of learning to give effective speeches is learning to be an effective critic, both of you and of
others. To be a critic and to do a critique of you or of someone else is NOT to judge them poorly, to
criticize and tear down. To be a critic IS to evaluate carefully what is effective and what could be more
effective in the way you or someone else does a speech. So, as an audience member you will be asked to
fill out forms evaluating your class mates speeches. This will give them helpful feedback, give them other
perspectives than mine, and will help you learn about what works well and what you may want to
incorporate in your own speeches. You will also be asked to fill out a form critiquing each of your own
speeches, again focusing on what you intended to do, what worked well, and what you would like to work
on for the next time.
CRITERIA USED FOR EVALUATING SPEECHES AND PRESENTATIONS
An average ( C ) speech should meet the following criteria:









Be the kind of speech assigned (introductory, artifact, informative, persuasive, group)
Speaker is ready with preparation outline and delivers speech on the assigned date
Speech falls within the assigned time limit
Speaker fulfills any special requirements such as use of a visual aid or specific kinds of sources
Speaker uses a delivery outline or notes; does not read form a manuscript or recite from
memory
Speech has a clear central idea and specific purpose
Speech has an identifiable introduction, body, and conclusion
Speaker makes eye contact, stands straight, if free of distracting mannerisms
Speech is free of serious errors in grammar, pronunciation, and word usage
An above average ( B ) speech should meet the following criteria:







Deal with a challenging topic
Gain audience attention, establish speaker credibility and preview main proposition in
introduction
Summarize main propositions, motivate, and provide closure in conclusion
Show clear organization of main propositions and supporting materials
Support main propositions with evidence that is accurate, relevant, recent and unbiased
Use transitions, internal previews and summarizes well
Be delivered in a way that does not distract attention from the speaker’s message
A superior ( A ) speech/presentation should meet the preceding criteria and also:




Be a genuine contribution to the understanding or beliefs of the audience
Engage the audience’s positive interest throughout the speech
Use clear, vivid, appropriate language
Be delivered in a way that is natural, conversational, varied, and reinforces the message
Basic Template for a Preparation Outline
Either an Informative or Persuasive Speech
Topic/Title: A word or short phrase that reveals the topic of your speech.
General Purpose: To inform OR to persuade
Specific Purpose: To inform my audience about…. (what you want your audience to know)
OR
To persuade my audience that we should…. (how you want the audience to change)
Central Idea: A brief, concise statement of what you expect to SAY in your speech. A thesis statement.
++++ The outline of your speech: What you will actually say in the speech ++++
INTRODUCTION
I. Gain your audience’s attention and interest them in the speech, using one or more of the following:



Relate the topic to the audience
State the importance of your topic
Startle your audience
 Arouse the curiosity of the audience
 Begin with a quotation
 Tell a story

II. Reveal your topic

Clearly state the topic of your speech so your audience will not be confused.
III. Establish credibility and goodwill

Show you are qualified to speak on a topic so your audience will perceive you as credible
o Can be based on firsthand experience or knowledge
o Can be based on thorough research and reading
o Show that you have your audience’s best interests in mind
o Can be used to defuse hostility, especially if you have a controversial topic
o Can help show how your topic is relevant to audience members
IV. Preview the body of the speech



Tell the audience what they should listen for in the rest of your speech
For an informative speech, this means that you should mention the main points of your speech
For a persuasive speech, this means that you mention the central idea, how you would like them
to change, and the argument (reasoning plus evidence) you will use to convince them
BODY
I. Main point—The main idea should be one idea stated as a complete sentence.
A. Subpoint—The subpoint is material that supports your main point. It should
be one idea stated as a complete sentence
1. Subsubpoint—the subsubpoint is material that supports your subpoint.
It should be one idea stated as a complete sentence
a. Subsubsubpoint—The subsubsubpoint supports your subsubpoint. It should
be one idea stated as a complete sentence.
2. Subsubpoint—If you have a one, you need a two.
B. If you have an A, you need a B
II. For speeches in this class, you should have between 2 and 4 main points.
CONCLUSION
I. Signal the end of the speech



Let the audience know that you are going to stop in about a minute
Can be simple, saying, “In conclusion…” OR “Let me end by saying…”
Use your delivery to show you are reaching the climax of your speech
II. Reinforce the central idea



Summarize your speech by restating your central idea and your main points.
For a persuasive speech, restate your main argument
For a persuasive speech, clearly state exactly how you want your audience to change
III. Conclude the speech in a way that touches hearts and minds of audience, and that is memorable.



End with a brief quotation that captures your main idea.
Make a dramatic statement, reveal your own motivation, be surprising, riveting.
Refer to the introduction by mentioning the story you began with or restating the quotation
+++++ REFERENCES++++
(APA style)
INTRODUCTORY SPEECH (un-graded, but required) For this speech you will introduce yourself using an
object that in some way represents a significant aspect of your life as a way to focus our attention and tell
us something about you. This speech should be 2 minutes long, use few or no notes, and use a personal
object as a visual aid. You do not need an outline for this speech. You will deliver this speech on
________________________.
______________________________________________________________________________________
INFORMATIVE SPEECH (30 points): Here is a checklist for the requirements for this speech. Following
you will find detailed comments about each requirement. This speech must have:
Informative
Min. 4 kinds of sources
Extemporaneous
Delivery outline
Correct topic
4-6 minutes long
Preparation outline
Visual aid
References
Choose ONE of the following topics:



A significant aspect of a culture not your own.
Something about your family’s background about which you know little.
Something related to your chosen profession
For the first option, the culture you choose could be from another country, but could also be a subculture
of the US such and Amish, or off read dirt bikers or music fans of a particular group. You will need to
narrow your focus somewhat by choosing some aspect of the culture or subculture, such as marriage
customs, a special event, or fan behavior. You can research and learn more about this other culture from
library or Internet sources, but also can conduct interviews with members of that culture to gain personal
insights and anecdotes.
For the second option, research some aspect of your heritage about which you know little For example,
you may know that your grandparents emigrated from Germany but not be very familiar with that culture
or your family came from Africa through the Caribbean, but know much more. You can research and learn
more about the context of your family’s history from library or Internet sources, but also can conduct
interviews with family members to gain personal insights and anecdotes.
For the third option, you could explore a major or career you are considering, or some aspect of it. For
example, if you are considering a major in finance, research what the daily work of a person in some
financial career looks like. If you are already working, you could practice writing and delivering some
upcoming event like a sales presentation or a progress report.
* A detailed, typed preparation outline. This outline should include the following:
Preparing for the speech. You will not actually do this during the speech




Topic: a word or phrase that is the subject of your speech.
General purpose: to inform
Specific purpose: (to inform the audience about…. (what you want the audience to know)
Central idea: one sentence that summarizes the central idea and main points of the speech
The actual speech. What you will actually say as you deliver the speech.



Introduction: Gains your audience’s attention, establishes your credibility and connects with the
audience, reveals the topic, and previews the main points to come in the body of the speech.
Body: Includes the 2-4 main points you want to make about your topic, along with supporting
material that supports, expands upon, clarifies and elaborates on each main point.
Conclusion: Signals the end of the speech and restates the central idea.
References. Cites the sources you used to prepare the speech. See below
*For your preparation outline you need to have references from at least four kinds of sources (such as
book, newspaper, Internet, interview). You may have more than four references, but they should come
from at least four different kinds of sources. This means you should not only have four INTERNET web
sites or only four books. I’m looking for a variety of sources AND a variety of kinds of sources. At the end
of your preparation outline, using APA style format, prepare a list of the references you actually used in
the speech.
*A delivery outline is a brief version of your preparation outline for you to use in delivering your speech.
A one page, typed delivery outline is recommended. You may use note cards. The difference between
the preparation outline and the delivery outline is that the delivery outline should be much briefer and
very easy to understand at a glance. Where the preparation outline should have complete sentences and
references, the delivery outline should use brief phrases and key terms to help prompt your memory of
the speech you’ve prepared. The point of an extemporaneous speech is that you prepare so thoroughly
that you can simply speak in a conversational manner to your audience, maintaining eye contact, using
expressive hand gestures, and only needing to glance down at your notes occasionally to remind yourself
of what you already know. Notice that you should not simply READ FROM YOUR NOTES!!! Your grade
will be marked down if you spend much of the speech with your eyes on the notes, reading. This delivery
outline is intended to be helpful for you and can be marked up without affecting you grade on the speech.
Turn in this outline at the end of your speech so I can make helpful comments for your delivery outline for
your next speech.
*The speech should be 4-6 minutes long. When you practice, aim for 5 minutes.
*You are required to use visual aids as you present your speech. This can be an overhead placed on the
Elmo, a poster, an item from the culture or profession, a costume or article of clothing, etc. Check with
me about what you are considering using. The way you present the visual aid will affect your grade.
Make sure it is large enough for the class to be able to see clearly, and that it HELPS and DOES NO T
DISTRACT from your presentation. Remember that it is to SUPPORT your speech, not replace it. You may
also use an audio aid, such as a recording of music or a sample of another language, but this in not
required and cannot be used in place of a visual aid.
*Reflection Papers (10 points) are always due at the beginning of class. I will not accept them late. Due
the class period after you present your speech.





Minimum of 2 pages
Must be typed, double spaced
Font cannot be larger than 12 pt
(I accept and of the “normal” fonts, for example, Times New Roman, Palatino, Arial, Courier
New)
Include terms from your textbook
Items to include:
How often did you practice? Where? Did you practice in front of anyone?
How did you select which topic to approach?
Describe how you prepared for the presentation.
What did you do well?
Where can you improve?
How did you feel during the speech?
How do you feel about the content of your speech? Could your content be
improved? How?
How do you feel about the delivery of your speech? Did you have fillers? How was your eye
contact? How can you improve on these and other delivery aspects?
What not to include:
Do not give me a play-by-play of the presentation. I SAW it!!
PERSUASUVE SPEECH (50 points)
Here is a checklist for the requirements for this speech. Following you will find detailed comments about
each requirement. This speech must be/have:
Persuasive
Preparation outline
Topic you care about
References
Target audience
Appropriate sources
Connect with all of audience
5-7 minutes long
Question of ___________
A/V not required
Method of reasoning
Extemporaneous
And is due on ______________________________
*This speech should be persuasive, changing or reinforcing your audience’s beliefs or actions. Whereas
informative speeches present information about something knows, persuasive speeches deal with
something that is not yet completely known or decided. It is an action or belief that is debatable. The
point of persuading someone is to convince that person to change in the direction you think is
appropriate.
*Choose a topic that is something YOU genuinely care about. Since you want people to change, it is
important that you be sincere, conveying the sense that you care about your topic and truly hope that
they will agree with you. Also for this speech assignment, I want you to be working form something you
already know something about (although you will need to do research to develop it more) and usually
what we already care about we know about. It also needs to be something you can speak on for 5-7
minutes.
*You must decide who your target audience is as you prepare your speech. Usually you cannot change
everyone in your audience because some will have completely made up their own minds already and are
not open to being changed. There is little chance of changing their opinions. Some people will agree with
you already. For these you will want to reinforce what they already believe or are doing. Some may not
agree with you entirely, but are open to having their minds and or actions changed.
*Make sure that you connect with all your audience members. Even though you cannot change
everyone, you still must show each member of your audience that you respect them, and appreciate that
they are willing to spend time and attention listening to your speech.
*Your speech must deal with some kind of question. Review Ch. 12 to decide which of the following kinds
of question and organization best suits your topic:



Is it a question of fact; a question about the truth or falsity of an assertion?
Is it a question of value; a question about the worth, rightness or morality of an idea or action?
Is it a question of policy; a question about whether a specific course of action should/not be
taken?
*The method of persuasion you use id critical to your grade. Review the information for arguing using
evidence in Chapter 12. Select one appropriate method of reasoning:




Reasoning form specific instances; reasoning that moves from particular facts to a general
conclusion.
Reasoning from principle; reasoning that moves from a general principle to a specific conclusion.
Causal reasoning; reasoning that seeks to establish the relationship between causes and effects.
Analogical reasoning; reasoning in which a speaker compares two similar cases and infers that
what is true for the first case is true for the second.
*A detailed, typed preparation speech outline is due at the beginning of your speech. Make sure to
include the following in your preparation outline.
Preparing for the speech. You will not actually say during the speech.




Topic: A word or phrase that is the subject of your speech
General Purpose: To persuade
Specific Purpose: To persuade the audience that we should/not…. (state how you want your
audience to change a belief or behavior)
Central Idea: One sentence that summarizes the central idea and argument of your speech
The actual speech. What you will actually say as you deliver the speech.



Introduction: Gains the audience’s attention, establishes your credibility and connects with the
audience, reveals the topic and previews the main points to come in the body of the speech.
Body: Includes the 2 to 4 main points you want to make about your topic, along with supporting
material that supports, expands upon, clarifies and elaborates on each main point. For a
persuasive speech, this is where you will argue for a particular stand on a question of fact, value
or policy using one of the methods of reasoning.
Conclusion: Signals the end of the speech, restates the central idea, specifically saying how you
want the audience member to change a belief or behavior.
References. Cite sources you used to prepare the speech. See below.
*References from a variety of high quality sources are required. For this speech you can decide on how
many sources and what kinds of sources are appropriate. You will be graded; however, on how
appropriate your sources are, if there is adequate variety, if the reference list is prepared using APA style.
*This speech must be 5-7 minutes long. (Aim for 6)
*You may use a visual or audio aid, but it is not required. If you use aids, you will be graded on how
effective and appropriate they are and how well you use them.
*This speech should be delivered extemporaneously, presenting a carefully prepared and rehearsed
speech from a brief set of notes. No reading from or memorization or a manuscript is permitted. If you
spend much of your time looking down at your notes, you will receive a lower grade.
*Reflection Papers (10 points) are always due at the beginning of class. I will not accept them late. Due
that class period after you present your speech.





Minimum of 2 pages
Must be typed, double spaced
Font cannot be larger than 12 pt
(I accept and of the “normal” fonts, for example, Times New Roman, Palatino, Arial, Courier
New)
Include terms from your textbook
Items to include:
How often did you practice? Where? Did you practice in front of anyone?
How did you select which topic to approach?
Describe how you prepared for the presentation.
What did you do well?
Where can you improve?
How did you feel during the speech?
How do you feel about the content of your speech? Could your content be
improved? How?
How do you feel about the delivery of your speech? Did you have fillers? How was your eye
contact? How can you improve on these and other delivery aspects?
What not to include:
Do not give me a play-by-play of the presentation. I SAW it!!
Working in Small Groups: Service Learning
Group Presentation (50 points: 20 delivery, 10 preparation/outline, 20 individual (5 delivery, 5
preparation/outline, 10 group evaluation).
*You will be meeting together as a group during the last few weeks of the semester, working toward a
presentation during the last week of class. You will have time to work in your groups during class time,
but also will want to arrange for one or more meetings outside of class time to do library research,
rehearse delivery, time the presentation, or prepare the group outline.
*Your presentation will be graded as a group, but also has an individual component. If the preparation
and delivery among the group members seems to be similar, each group member will get the same grade.
If some group members clearly did much better or much worse at delivery and preparation, the individual
component will allow your grade to reflect this. Each member of the group will also rank all members to
determine and take into consideration things that I can not observe.
*Here is a checklist for preparing the group presentation. Detailed descriptions are below.
Topic: Social Problem
Symposium style
Moderator chosen
Each member has a part
Informative element
Persuasive element
Extemporaneous
Visual or audio aid
One outline for group
List of references
20 minutes
Presentation is due on _________________
*Your topic for this assignment should be a social problem that you will research, and then propose a solution for in your group
presentation. The social problem can be anything that you can research and present well as a group in 20 minutes. If can be local,
regional, national, or global. Your group will have several meetings to work on this, time to research, use Dewey’s Reflective
Problem Solving Process in the fishbowl, and time to fine tune for the presentation.
*This assignment will consist of a group presentation to the class following the symposium format.
*This presentation is due on ____________________________
CEREMONIAL SPEECH (20 points)
The purpose of this speech is to introduce you to another format of public speaking. More often than any other speech format we
are called upon to present speeches of celebration. Although these speeches can be rather lighthearted they can also be the most
pragmatic. For this speech you have many choices; special occasion speeches include (but are not limited to) speeches of
introduction, speeches of acceptance, award presentations, roasts and toasts, eulogies and other speeches of tribute, after-dinner
speeches, and speeches of inspiration.
Use an introduction that captures the attention of the audience, has a clear thesis and a preview of main points. (2 will suffice)
Use an extemporaneous delivers style. You may have note cards or a key word outline.
Speeches are to be 2-2 ½ minutes in length.
Outlines are not required for this speech but I do expect you to dome prepared with some of your speech (if not all) written out.
Please do not waste my time or your classmate’s time by “winging” the speech.
65
Assignment Tracker
Title
Points Possible
Constructive Participation
25 points
Class Attendance
25 points
Being a Critic
My points
5 points Ea. (3)
Informative Speech
30 points
Self Reflection
10 points
Informative Outline
10 points
Persuasive Speech
50 points
Persuasive Outline
10 points
Persuasive Reflection
10 points
Discretionary points
10 points
Service Learning Project
75 points
Group peer critique
10 points
66
M guides
20 points
Quiz 1
25 points
Quiz 2
25 points
Quiz 3
25 points
Quiz 4
25 points
Quiz 5
25 points
Quiz 6
25 points
Ceremonial Speech
20 points
Total points possible
470
The following percentages will be used in assigning final grades. The instructor reserves the right to increase points or decrease
point value of assignments if the need arises.
A
95-100%
C+
77-79
D-
A-
90-94
C
74-76
B+
87-89
C-
70-73
B
84-86
D+
67-69
B-
80-83
D
64-66
60-63
F
67
00-59
Last Chance Day
In an effort to be fair, I have assigned a Last Change Day for all make up work. If you have missed ONE speech or other assignment,
this will be the only day you can make them up. I will not allow make up’s for people who miss the assigned speech on their
speaking day at any other time, other than this day.
The Bad news is that all make-up will suffer a 6% automatic deduction from their original grade. For example, if you would have
received an A (95%) you will now receive a B+ (89%).
Make up Speeches—
No one can pass this class if they miss a speech—that’s the way it is. If you miss ONE speech you will be allowed to make up
that speech on the Last Chance day. But will be at the mercy of time constraints and some rules.




First, you can only make up one speech from the semester. (If you miss two speeches you have officially failed the class)
Second, you must have your outline and reference page typed and ready when you are called upon to speak.
Third, you must be on time—no one is allowed in the room once the speeches begin. A sign will be posted on the door.
Fourth, all speeches will be given on a lottery basis. (I cannot guarantee we will have time for all speeches)
At the start of class, everyone who has a make up speech will put their names on a card and I will draw manes—if we run out of
time, your luck ran out! I will hold very strict time limits on speeches but cannot guarantee that everyone will get a turn. Those
making up speeches due to verifiable excused absences will be given priority and full credit for their speeches on this day.
Make-up paperwork—
68
If you have a reflection paper that is late and you are trying to salvage some points you must sit through the speeches (as an
audience member) and I will accept them at the end of class. I will NOT accept them if you are unwilling to sit and listen to the
speeches. You must be on time—no one is allowed in the room once speeches begin.
The Good News: If you have no late assignments consider this a free day- take the time to study for a final or sleep in, or go
shopping—whatever you want, after all, you have earned it.
Tentative Schedule
Class
meeting
Topic Covered
1
Intro to course/get acquainted/course policies
2
Connecting processes—meeting others
Assigned reading
Chapter 1
69
3
Perception and self
Chapter 2 and 3
4
Quiz 1 (ch. 1,2,3)
5
Verbal and Nonverbal Comm.
Ch. 4 and 5
6
Listening/Introductory Speeches
2 min. Ch 6
7
Putting in Together in Action
8
Quiz 2 (ch. 4,5,6)/ Managing Anxiety and Delivery
Chapter 10
9
Selecting a Topic and Relation to the Audience
Ch. 7
10
Gathering Info./ Outlining
Ch. 8 & 9
11
Informative Speaking/Quiz 3 (ch 10, 7, 8)
Ch 11
12
Interpersonal Comm
Ch. 13
13
Informative Speeches
4-6 min. 10 speeches
14
Informative speeches
4-6 min. 10 speeches
15
Informative Speeches
4-6 min.
16
Developing Relationships/ Quiz 4 (ch 9, 11, 13)
Ch. 14
17
Persuasive Speaking
Ch. 12
18
Persuasive Speaking
Ch 12
19
Group and Team Communication (assign groups)
Ch. 15
20
Persuasive Speeches
5-7 minutes 8 speeches
21
Persuasive Speeches
5-7 minutes 9 speeches
22
Persuasive Speeches
5-7 minutes ( speeches
23
Participating in Groups
Ch. 16
24
Group Day
25
Media and Organizations/ Quiz 5 (Ch 12,14, 15)
26
Dewey’s Reflective Thinking
27
OC in Action
28
Quiz 6
29
Group Presentations
Ch 17 & 18
3---20 min ea
70
30
Group Presentations
31
Last Chance Day!!
5/2/07
Final class time Ceremonial Speeches (8-9:50)
3---20 min ea
2 ½ to 3 minutes
71
Oral Communication
Fall 2008
48C:001:02 – 8:00-8:50 Monday/Wednesday/Friday (Lang 308)
48C:001:22 – 1:00-1:50 Monday/Wednesday/Friday (Lang 308)
Instructor:
John Bloomberg
Phone:
273-2501 (office)
e-mail:
bloombej@uni.edu
273-2217 (department office)
215-5393 (home)
Office:
Lang 351
Office Hours: M/W/F 8:50-9:30
M/W/F 12:30-1:00
Other times by appointment
Required Materials:
Communication: Making Connections (Seventh Edition) Seiler & Beall
Student Packet for Oral Communication
VHS tape
Recommended Materials:
3-ring binder
data storage device
3”x5” index cards
72
Class Info:
I welcome you to this course and the opportunities and challenges it offers. Each section is unique because of
the diversity you bring. This class is not torture and could actually be one you look forward to attending.
Together we will strive to make the best use of our time together and to maximize the learning and our
enjoyment. I encourage you to cultivate a positive attitude and sense of enjoyment.
To an extent, this class is what you and your classmates make it. Try and choose speech topics that are
creative and that you are really passionate about. As a result, your classmates and I probably will be, too. I
reserve the right to veto certain speech topics. (More information on that will be given in class.) If you think
your topic might be risky, run it by me BEFORE you present.
Check your course packet for information on policies regarding special needs and misconduct. The packet is
also where you will find the course description, objectives, grading scale, assignments and grading sheets.
Attendance:
Please review the attendance policy in the course packet. Attendance is required. However, life happens. You
are allowed two freebie absences, no questions asked. Use these absences wisely; once they’re gone, they’re
gone. Each additional absence will result in your grade being lowered by ten points. A student who misses
more than 25% of the class (12 classes) will automatically fail. Speech days count as two absences.
Tentative Schedule
Date
Content
Readings
August
25-29
Course Introduction/Intro to Communication Process/Self-Concept
Chapters 1 & 3
September
1-5
Monday, Sept. 1 Labor Day – NO CLASS
Chapters 2 & 6
Perception and Listening
September
8-12
Topic Selection, Audience Analysis, Organization and Outlining,
Delivery and Apprehension
73
Chapters 7, 9, 10
September
15-19
Introductory Speech Presentations
September
22-26
Finding Supporting Material, Informative Speaking
Chapters 8 & 11
Sept - Oct
29-3
Verbal & Nonverbal Communication
Chapters 4 & 5
October
6-10
Informative Presentations
October
13-17
Informative Presentations
October
20-24
Midterm Exam/Start Group Communication
October
27-31
Principles of Group Communication
Chapters 15 & 16
November
3-7
Persuasion
Chapter 12
November
10-14
Group Presentations
November
17-21
Interpersonal Communication & Relationships
November
24-28
Thanksgiving Break – NO CLASS
December
1-5
Persuasive Presentations
December
8-12
Persuasive Presentations
December
15-18
Final Examination Week
Section 2 - 8:00, Monday, December 15
74
Chapters 13 & 14
Section 22 - 1:00, Tuesday, December 16
Course Assignments and Grades:
Assignments will be discussed in depth as we go, and more information on each is located throughout your course pack.
You are responsible for reading the text! We will not be able to cover every concept from it in class. Assigned chapters
are fair game for exams.
Reading quizzes will be given at the beginning of class on the Monday of the week the chapters are assigned. All work
(except when noted) must be typed, neat, and professional in appearance. Write in full sentences.
You MUST complete all four speaking assignments in order to pass this class. Late work (including presentations) will be
accepted and/or rescheduled at my discretion with a 50% point deduction. Generally speaking, I will not accept
assignments that are more than one day late.
Oral Communication Assignments
Assignment
Possible
Due
Score
Reading Quiz 1/3
10
8/27
______
Reading Quiz 2/6
10
9/3
______
Reading Quiz 7/9/10
10
9/8
______
Introductory Presentation
25
9/15
______
Reading Quiz 8/11
10
9/22
______
Reading Quiz 4/5
10
9/29
______
75
Informative Presentation
50
Informative Peer Evaluation 10
Informative Self Evaluation
Midterm Exam
10/6
10/20
25
100
______
______
10/20
10/22
______
______
Reading Quiz 15/16
10
10/27
______
Reading Quiz 12
10
11/3
______
Group Presentation
100
11/10
______
Reading Quiz 3/14
10
11/17
______
Speaker Evaluation
25
11/21
______
Persuasive Presentation
100
12/1
______
Class Evaluation
25
12/12
______
Persuasive Peer Evaluation 10
12/15-16
Final Exam
100
TOTAL
650
______
12/15-16
______
______
76
Remember:
Your lowest quiz score will be dropped and replaced with a 10.
Also, 10 points will be deducted from your final total for every absence after your first two.
77
Oral Communication
48C:001:1e
Tuesday/Thursday, 8-9:15 a.m.; Lang 211
Instructor: Mr. Error! Reference source not found.
Office: Lang 319
Office phone: (319) 273-3589
Hours: Thursday, 4-6 p.m. or appointment
E-mail: foym@uni.edu
Welcome to Oral Communication! We’re all going to have a great semester, provided every one in this room: 1) comes
to class prepared; 2) is willing to participate; and 3) is respectful of everyone in this class.
Here are my expectations for every student in this class. For complete details, please read the Oral Communication
packet you should have purchased at the bookstore.
Preparation
Every day, you are expected to come to class on time — we start at 8 a.m. every day, and no material will be repeated
for those who aren’t on time. You will bring the following materials: your textbook, your packet, and any assigned
homework. The late work policy is well explained on p. 3 of your packet. If forgetting your other materials becomes an
issue, I reserve the right to penalize you, up to and including counting you absent for each day you don’t bring all your
materials. It’s very simple to bring the same things to class every day. Don’t let this become an issue!
Tardy policy: If tardiness becomes a problem, I reserve the right to lock the door at 8 a.m. and not allow any stragglers
into class. If you live on-campus, there’s absolutely no reason why you can’t make it to class by the time we start. You
are taking a risk by showing up late — no one has to tell you what you missed, and I won’t have any sympathy for you,
either.
Participation
78
I realize the idea of speaking in front of the class might petrify some of you, but you’re in college now, and every one of
you will be expected to contribute to the class conversation. If you look at the list of assignments you will be graded on
in your packet (p. 6), 75 points — over 10 percent of your total grade — is participation points. Obviously, you’ll receive
zero points for days you aren’t in class. (Read the Attendance and Participation Policy on p. 4 closely — you will fail this
course if you choose not to show up for class.)
There will be no set criteria for how you earn participation points. Some points will be earned by completing certain inclass and out-of-class activities, which I may assign at any time. Some points will be awarded for participating in and
contributing to our daily discussions. I don’t ask anyone to speak up every time, but you all are capable of bringing
positive contributions to this class!
(Over …)
Respect
We’re all in this class together, and this semester will be a good experience for us all so long as we respect each other.
Nobody in here wants their contributions in this class to be marginalized because someone is not giving them the
respect they deserve. The following rules are in place to help us all get along better:

If someone (either a student, a guest, or myself) is speaking to the class, everyone else will be quiet and give the
speaker their full attention. Offenders to this rule will be asked to leave the class and will be counted absent for
that day. Consistent offenders may receive more severe penalties — including failing the class.

I don’t hate cell phones, but I hate how people act with them. If you can’t leave your phone elsewhere when
you come to class, you will be expected to have them turned off or silent. Text messaging is prohibited — if I
catch you, you will be counted absent for that day. If a student cannot handle the privilege of owning a phone,
he or she will be removed from class. If the class cannot, I will take more extreme measures to rectify the
situation. (If you think I’m overstepping my bounds with these policies, I encourage you to carefully read the
final sentence of the Attendance and Participation Policy, p. 4.)

While you’re reading that, read the rest of the policy closely. If you are caught sleeping, working on other things,
or generally not paying attention, you will be counted absent. If you absolutely must do these things, you may
as well not show up at all. I won’t tell you how to spend your time, but how you prioritize this class will
directly impact your grade.

Laptop computers are not allowed during class time. I love my computer, too, but they are distracting to you
and the people sitting around you, and you’ll learn the material better if you take notes by hand.
79

Food and drink are not allowed in the classroom. You are expected to pick up after yourself at the conclusion of
class. A lot of people work hard to keep this building looking good; they don’t need any extra work from you.

If you want to dispute a speech grade, you must make an appointment to discuss it with me during office hours
and you must submit your dispute in writing. Under absolutely no circumstances will I discuss grades in class!
Unless I grade a multiple choice answer wrong, quiz and test scores are non-negotiable.
Homework Guidelines

Submit all homework typed, black ink on white paper, and in a readable font of at least 12 points. All sources will
be cited using APA format (see p. 22-25 of your packet). If I can’t read it, I’ll assume you have something to hide.

For assignments with visual aids, bring any electronic media on a CD or flash drive. Also bring a hard copy — you
never know how computers will act.
Tentative Daily Schedule
(This could change at any time. I will inform you of any changes well in advance)
Date
August
26, 28
Content
Readings
Course Introduction/Intro to Communication Process/Self-Concept
Chapter 1,3
Assign first speech?
September
2, 4
Perception and Listening
Chapters 2 & 6
September
9, 11
Topic Selection, Audience Analysis, Organization and Outlining,
Delivery and Apprehension
Chapters 7 ,9, 10
September
16, 18
Introductory Speech Presentations
September
23, 25
Speech review meetings (23, 25); Library Day, Quiz,
Christensen public speeking assembly (25)
80
Mitch
Chapters 8 & 11
Sept - Oct
30, 2
MAPP Tests (30); Quiz, Great speech paper due
October
7, 9
Informative Presentations
October
14, 16
Informative Presentations
October
21, 23
Midterm Exam (date undecided); Debate critique paper due (23)
October
November
Chapters 4 & 5
Chapters 15 & 16
OR
28, 30
Principles of Group Communication
Chapters 15 & 16
4, 6
Persuasion
Chapter 12 + pp.
_223-226_____
Credibility and Pers Org Patterns
November
11, 13
Group Presentations
November
18, 20
Speech review meetings; Interpersonal Comm, & Relationships
November
25, 27
Thanksgiving Break — No classes
December
2, 4
Persuasive Presentations
December
9, 11
Persuasive Presentations
December
14-18
Final Exam: Tuesday, December 16, 8-9:50 a.m.
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Chapters 13, 14
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Oral Communication 48C:001
COMMUNICATION STUDIES
Fall 2008
Instructor:
John Raschig
Office:
Lang 319
Phone:
273-3589
E-mail:
raschigj@uni.edu
Office Hours: Mondays
2pm-4pm
Wednesdays 2pm-4pm
Fridays
By Appointment
Welcome to Oral Communication! This should be and most likely will be one of the most practical and useful
classes you take in your college career. Everyone needs to be an effective communicator regardless of chosen
field of endeavor and with the right teaching and training, communication, whether interpersonal or public,
can be a lot of fun. This will hopefully be an enjoyable class.
Required Materials:
Communication: Making Connections (7th ed.) by Seiler and Beall.
Student Packet for Oral Communication
Both available at University Book and Supply
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Important Note about Written Materials and Visuals:
All work to be turned in (outlines and bibliographies) should be typed in 12 pt. Times New Roman font
and be spaced appropriately. Bibliography should use APA style. All written work should be saved on a
disk/jump drive in case additionally copies are requested.
Visual aids you wish to project using the computer should be burned to a CD or saved on a flash drive.
Always have with you a hard copy of your visuals as a backup, in case the projector or computer is down.
PLEASE READ AND REVIEW THE ATTENDANCE POLICY IN THE COURSE PACKET! ATTENDANCE WILL BE
TAKEN DAILY!
Other important information in the packet includes policies regarding special needs, late and
incomplete work, and misconduct. The packet is also where you will find the course description, objectives,
grading scale, assignments and grading sheets
CLASSROOM PARTICIPATION IS VITAL NOT ONLY FOR CLASS PARTICIPATION BUT ALSO FOR
UNDERSTANDING OF CONCEPTS
While lecture will be a component of most classes, I feel class discussion remains a more useful tool to
learn and clarify concepts. I want to hear your input regarding topics rather than me simply standing in the
front of class reciting information. THIS MEANS ABSOLUTELY NO CELL PHONES! The use of a cell phone
during class is disrupting, disrespectful, and rude. Please put your cell phones on vibrate or turn them off
completely. I can see if you are texting and will mark you absent for the day. Laptops are acceptable to take
notes with.
DURING CLASSROOM DISCUSSION PLEASE BE CONSIDERATE AND RESPECTFUL OF OTHERS
During discussion, people will disagree; I hope they disagree as it makes for much better discussion.
However, if you disagree with someone, be respectful of their point of view and attack arguments, not people.
After speeches, it is acceptable to provide constructive criticism, but give comments with the intent to
improve their communication skills, not to demean them.
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HAVE FUN: TALKING IS MORE FUN THAN WRITING
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