INTRODUCTION TO SPEECH COMMUNICATION SYLLABUS
SPRING SEMESTER, 2005
COURSE NUMBER:
1311
COURSE TITLE:
Introduction to Speech Communication
SEMESTER CREDIT HOUR:
Three Credit Hours
DEPARTMENT:
Speech
DIVISION:
Performing Arts
INSTRUCTOR:
Ms. Sandra K. Miller
Office: 705A in the Performing Arts Building
E-mail: sandra.miller@templejc.edu
Phone #: 254-298-8550
PREREQUISITE:
None
TEXT:
Communicate! Eleventh edition by Rudolph F. Verderber. Wadsworth Publishing Company.
SUPPLEMENTARY MATERIALS USED: Various videos, web sites, and handouts of current articles will also be used
during this course.
COURSE DESCRIPTION:
An introduction to the basic principles of oral communication. Emphasis is on the
importance of both listening and speaking to help the student develop skills necessary for communication in interpersonal,
small group, and public speaking situations.
STUDENT LEARNING OUTCOMES:
• Students will apply terms and theories of oral and non-verbal communication in class activities, during group
discussions, and during evaluations of speeches
• Students will demonstrate effective public communication skills in their speeches, when listening to speeches, and
during regular class time.
STUDENT COMPETENCIES:
• Students will apply terms and theories of oral and non-verbal communication in evaluations of speeches, during
group discussions, and in class activities.
• Students will analyze and critique all speeches, group activities, and some interpersonal communication experiences
using the theory that communication is a process with six major elements.
• Students will incorporate the theories of good listening when they participate in class, when they listen to classroom
speeches, when they plan a speech for a specific audience, and while giving a speech.
• Students will identify and critique the effectiveness of the nonverbal communication of various speakers and of
audience members.
• Students will identify and critique the various types and criteria of informative and persuasive speeches.
• Students will learn how to do a detailed keyword outline for this class in preparation for their speeches.
COURSE OUTLINE: The course is divided into three major units and the final test. Each unit will be followed by a quiz, an
activity and/or by a speech.
The first unit (chapters 14, 6, and 1) covers organizing a speech, listening skills needed for good communication, and
the six basic elements of communication. This information shall be used throughout the course. The specifics of
outlining for this course will be taught at this time and will be used every time a speech is given.
The second unit (chapters 12, 4, and 16) addresses the process of selecting a topic, the importance of nonverbal
communication, and how to practice for your speeches.
The third unit (chapters17, and 18) covers the theories about informing and persuading audiences. The application of
all communication theories studied will be applied during the informative speech and persuasive speech.
The final test will be a speech with a detailed outline and should demonstrate all the theories of oral communication
the student has learned in this course.
ASSIGNMENTS: Readings from the text, written assignments, notebooks, quizzes, speech outlines, speeches, and speech
evaluations.
NOTEBOOK: A notebook is to be used for this class and should contain extensive notes from class lectures and
class activities. These notes, which demonstrate your listening skills, should aid your memory for class activities,
quizzes, and for preparations for your outlines and speeches.
READINGS: Read the assigned chapters from the text when assigned and highlight the main ideas. Class
activities and discussions will be based on the chapter material. All web assignments are to be read and studied.
WRITTEN ASSIGNMENTS: Written work will normally consist of graded quizzes and outlines for speeches.
There could be some written evaluations of speeches done during class, which should demonstrate your
knowledge of oral communication. All English grammar and punctuation rules apply.
SPEECH OUTLINES: All outlines are to be "keyword" outlines and not a sentence outline or a text. These
keyword outlines must be prepared in detail (at least 2 or 3 pages) before a speech may be given for the assigned
class period. If you do not have an outline (with a goal, written introduction, thesis statement, keyword outline
for the body of the speech, a written conclusion, and the required references notated) on your designated speech
day, you may not give the speech on that day or any other. Outlines demonstrate that you have done some
preparation for the assignment and deserve class time to give your speech. The lack of a keyword outline
demonstrates that you are not prepared to give a speech and thus will not receive the class time to do an
impromptu speech. Outlines count as part of your speech grade—100 or 150 pts.--and should be done neatly,
thoroughly, according to the guidelines given, and by computer. Outlines not computer generated will not be
accepted by this instructor and students will receive zero points for that assignment.
SPEECHES: Speeches are to be delivered extemporaneously; that is, they are to be prepared beforehand (a
complete "keyword" outline submitted on the day of the speech will indicate quality of preparation) but wording
of the speech, although practiced during rehearsals, is determined during the actual speech.
Speeches must be delivered when scheduled!!! There will be no make-up speeches except for
illness or court dates. You will sign up for when you choose to do the speech so there should be no
conflicts. You may do your speech earlier than scheduled or in another speech section--if possible-but otherwise you are to do assigned speeches during class on the day scheduled.
If you need to miss class on the day you are scheduled to do a speech; you must immediately notify me by
telephone by leaving a message on my voice mail (254-298-8550) or e-mail me
(sandra.miller@templejc.edu). If you do not do this on the very day you miss, you will receive a "zero" for
that speech assignment with no option of makeup work.* If a legitimate conflict did arise —-like a school
sponsored activity or a personal emergency-- and you did notify me, you need to bring documentation for the
reason you missed at the next class period. You must then be prepared to give the speech during that class period
or at another class period when time allows.
QUIZZES: Quizzes may be given over the assigned chapters in the text; over notes from class lectures or class
activities; over videos; and over class discussions. Quizzes will not be announced and if missed, may not be
taken later. . If cheating occurs, you will receive 0 points for the quiz with no chance to redeem those points.
METHODS OF EVALUATION:
A (91-100%) A student does an outstanding speech. During the speech, the student demonstrates excellent content
which means a speech that is well organized; has an intro, body and conclusion that are creative and effective; ideas
that are easy to follow and fully developed; and mentions references consistently. The student also demonstrates
excellent delivery, which includes consistent eye contact throughout; superior vocal expressions; poise and presence
in front of the audience; open and active body language; plus good interaction with the audience. An excellent job of
meeting the criteria for the speech is evident. The audience and the speaker had a good communication experience.
B (81-90%) A speech approaching the qualities of an "A" speech but has some weaknesses. Not necessarily any
major weaknesses in the assignment, but not achieving a standard of excellence in any or enough areas of content or
delivery to merit an "A". A good job of meeting most established criteria for that speech.
C (71-80%) An acceptable speech is made with reasonably clear purpose, adequate support, apparent organization,
but the message may not be entirely clear to the audience do to some problems in the supporting ideas, in wording, or
in the delivery. There are some deficiencies in meeting many of the major criteria established for the speech.
D (61-70%) The student’s speech has an unclear purpose and serious deficiencies in some and perhaps all areas of
content, organization, and/or delivery. The student cannot be heard or understood during the speech or the speech is
way too short because the ideas have not been developed.
F (60-00%) The person demonstrates that there has been no or little preparation for the speech both in content and/or
delivery. The person does not have a complete or developed outline for the speech or the person demonstrates a total
unwillingness to communicate to the audience or is belligerent to the audience. Just because a student stands before a
class and talks does not mean he/she is giving a speech, and thus, it will be graded accordingly.
If the student does not do the speech when scheduled and has not made other arrangements with the instructor, then
the student will receive this grade. If the outline is not done on the day of the speech, he/she will not be allowed to
give the speech and will receive 0 points for the assignment.
If the student tries to us a text or a part of a text during the speech instead of just a keyword outline, the student will
receive a zero for that speech.
If it is discovered by the instructor that a speech outline has originated from another source or has been copied from
another student, than the student giving the speech from that outline will receive a zero for that assignment and so will
the other student who gave the outline away, if they are in my class.
POSSIBLE POINTS FOR ASSIGNMENTS:
SPEECHES: #1 Assigned Group Reports
#2 2 min. Introductory Speech
#3 5 min....Informative Speech
#4 5 min. Persuasive Speech
#5 5 min. FINAL SPEECH--FINAL TEST
Written Assignments:
Quizzes:
SPEECH OUTLINES
100 pts.
100 pts
200 pts.
300 pts.
300 pts.
50 pts. for #1
100 pts. for #2
150 pts for #3,4,5
Quizzes—30 - 50 pts.@
ATTENDANCE, PARTICIPATION /COOPERATION: One grade will be given for this and it will count as a
fourth of you final grade.
DAY CLASSES: 0 absences = 100% 1 absence = 93%
2 absences = 83%
3 absences =77% 4 absences = 71%
On your fifth absence, this instructor may drop you from class if it happens before April 15. After that you will
receive a 50% or less depending on the number of absences you have for the whole semester.
NIGHT CLASSES: 0 absences = 100% 1 absence = 83%
2 absences = 71%
On your third absence, this instructor may drop you from class if it happens before April 15. After that you will
receive a 50% or less depending on the number of absences you have for the whole semester.
COURSE GRADE: The average of your grades from your speeches and the group presentations will constitute half of your
final grade.
A fourth of your final grade will be the average of your written work that is determined by the scores on quizzes and on all
your speech outlines.
The last fourth of your grade will be based on your class attendance, participation, and cooperation during class activities, class
discussions, and your demonstration of good listening skills during class and during student speeches. These listening skills
will be taught and then applied during all class activities. Grading for class attendance has already been explained on this
page.
**I want it to be clear to all students that if you are asked to leave class because of disruptive or inappropriate behavior and /or
language towards me, a fellow student, or towards the class, you will receive an absence for that class and will need to meet
with me privately before you will be allowed to come back to class.**
CLASS ATTENDANCE: Temple College has adopted this attendance policy:
”Regular and punctual class attendance is expected at Temple College since it is assumed that students are enrolled for the
serious purpose of furthering their education. Excessive absenteeism is defined as being equivalent to two weeks of
instruction in a sixteen week semester and may result in the receipt of a failing grade or involuntary withdrawal from the
course.
Faculty members will discuss the attendance policy at the beginning of each semester and maintain an official record of
attendance for each course primarily to remain in compliance with federal financial aid regulations and requirements. At the
discretion of the instructor or as may be required by THECB (Texas Higher Education Coordinating Board) policy and law,
the attendance policy for certain courses may be more stringent than the general policy. Students are responsible for
reviewing the first day handout for each class and for knowing the attendance requirements.
Further, the college empowers individual faculty members to effect the withdrawal of a student from any course in which
s/he has failed to meet attendance expectations. Faculty members are encouraged, but not required, to notify students in
jeopardy of being withdrawn from a course. However, since attendance is absolutely the responsibility of the student, such
notification is a courtesy, not a requirement. Administrative withdrawal for excessive absence is the prerogative of the faculty
member and, as such, students are encouraged to contact their teachers and/or the Admissions Office to confirm enrollment
status.
Students are expected to be present and on time for all classes in order to learn from each other and the instructor
Attendance will be recorded at the beginning every class. If you need to miss a class on the day you are scheduled to hand in
an assignment, you must notify me by telephone by leaving a message on my voice mail (254-298-8550) or e-mail me. If
you do not do this, you will receive a "zero" for that assignment with no option for makeup work. If a legitimate conflict
did arise —-you are arrested, are in a car accident, or have a personal or family emergency-- and you did notify me, I will then
accept the written assignment at the next class or on the fist day you are back with your documentation for the reason you
missed the class. If a student misses a class, he/she is still responsible for the material covered and for assignments made
during that time. The student needs to ask for notes for the class missed from a fellow student. Students are allowed four
absences (day classes) (Night students may only miss twice.) without explanation except on the day(s) assigned for
speeches and/or group presentations. By and large, it is simply a good idea to be present for class unless you are ill or to drop
the class if you are going to miss more than four classes
Tardiness or Leaving Early: Please, out of courtesy to yourself, to your fellow classmates, and to your instructor, be on
time for class. Be present for roll call when attendance is taken which will be at the beginning of class. If you are not
here when I take roll call, you are absent. The college gives us 15 minutes in between classes to get to the next class. That
should give us time to take care of our physical needs without being late to class. So take your bathroom breaks, get water,
visit with friends, etc., before you come to class on time. (Yes, like most colleges and universities, we have a parking problem
on campus. Plan for that when scheduling your time.) The reasons for this rule are: late entrances are disruptive to the class
because they create external noise and usually internal noise for other students. Also, if you missed the introduction to the
class, it is difficult to constructively participate during the class.
Leaving early is also not acceptable either. If you can only stay for half a class, it is better that you do not come. Being tardy
or leaving early are both disruptive to those of us involved in the class interaction and the business of learning. However, if
you become physically ill during class and think you are going to vomit or faint or “whatever”, please quietly leave class.
This is why you are allowed absences, please, use them for this. If you choose to enter the classroom when you are late, make
sure that you
Since this is a communication class, I expect students to practice good communication skills during every class and when
giving and listening to speeches. Thus, disruptive talking or behavior during class will not be tolerated. If you are not
involved in the communication process as a speaker or listener, you become noise and a disruption for that process. I also
expect students and myself to use good communication skills when we are interacting with each other, no matter where or
when that is. I am not your friend, therapist, mother, or kind aunt. I am a professional educator who is paid by this institution
to teach you how to develop your oral communication skills. Please, remember this. At times I will be kind, friendly,
compassionate, caring, and funny but remember that I am your speech educator who must evaluate your work based on the
guide lines established for a specific assignment and based on this document.
Also, if you are having problems with the class material, come see me. Remember, you know before I do--usually--when you
are having problems with the class material. If you are confused, ask me about it during class, after class, during office hours,
or set up a personal appointment. I am here to help you be successful in this class and I do want you to learn and to develop
your public speaking skills.
ACADEMIC INTEGRITY: I expect any written work with your name on it to be yours. If you use someone else’s ideas or
words than you must mention them and give them credit—even if you paraphrase their ideas. In order for you to learn and
grow, we must be honest and truthful with each other. The work you present should be a demonstration of what you can do in
the time you have to do it. It demonstrates what you are capable of based on what you have learned. My evaluation of your
work will be based on your performance and the qualification established for that assignment. If I discover that you have
cheated on your work—had someone else do it, copied from some one, snuck a “text” up to the podium when giving a speech,
lie to me about why you missed a speech, etc; you will receive 0 points for that assignment. In order for you to develop as a
communicator, you must do the assignments as assigned and when assigned.
May we enjoy our class time together and dedicate ourselves to learning about speech communication.