Comm 101 Section 1601 – Oral Communications
Course Outline/Policies
Instructor: Laurel Topken
Class: Monday-Wednesday 1-2:15
Location: Pinion Hall 208
Number of Credits: 3
Transferability of Course within Nevada: This course is designed to apply toward a
WNC degree and/or transfer to other schools within the Nevada System of Higher
Education, depending on the degree chosen and other courses completed. It may transfer
to colleges and universities outside Nevada. For information about how this course can
transfer and apply to your program of study, please contact a counselor.
Instructor Contact Information:
Office hours:
email: lktopken@gmail.com
Laurel.Topken@wnc.edu
Wednesdays 3-4 at the Daily Grind
Wednesdays 11-1 in Pinion Hall
You can also leave a message at the Fallon office
423-7565
Course Description in WNC Catalog: An introduction to the principles and practices
of public speaking. This is a study of communication with the emphasis on speaking
effectively. Traditional and modern theories of the communication process, selfevaluation of speaking and listening skills, choice of topics, research, using electronic
media to access modern oral communication aids, organization and outlining,
appreciation of intercultural forms of communications and presentations, and the study
and practice of informative, interpretive, and persuasive forms of public speaking may be
included.
A syllabus is a contract between the student and the instructor. It describes what the
instructor expects from the student so that he/she can learn the subject and earn an
appropriate grade. It also describes what the student can expect from the instructor to
give him/her the best possible opportunity to learn the subject. Additionally it contains
information a student may need to know beyond the strictly academic needs of the
course. What follows is our contract. Lear its contents as your grade and skill at the end
of the term are based on what it contains.
Goals:
Students will recognize and demonstrate communication skills based on instruction and
discussion which acknowledges that effective human communication is a process which
involves the selecting, sorting, and sending of symbols in such a way as to help a listener
elicit, from his/her own mind, a meaning similar to that intended by the speaker. Students
will demonstrate their skills via the presentation of speeches to introduce, to entertain, to
inform, and to persuade (to convince or to activate/motivate). You will also gain speaking
skills through impromptu speeches and will respond to comments and questions from the
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audience while maintaining objectivity. Students will lead and participate in group
discussions in order to reach problem-solving or fact finding goals.
Course Objectives or Outcomes:
Upon completion of this course the student will be able to demonstrate increased abilities
in public speaking, personal communication, and career communication contexts.
1. Public Speaking Contexts
A. Demonstrate the presentation of speeches to inform, to entertain, to persuade,
and participation in group problem solving situations.
1. Use an attention getting opener
2. Verbalize a clear thesis (a short statement, usually one sentence, that
summarizes the main point or claim of the speech and has a preview of the
main points)
3. Keep the main points clear by using an arrangement pattern suitable to the
topic (logical, chronological, relational, etc), and transitions that show
relationships between points
4. Conclude the presentation with a brief summary of the points covered
followed by a memory to keep the information in the minds or the
listeners
5. Use visual aids (when called for) to help clarify a point, make it
interesting, and establish authority
6. Maintain clear articulation, vocal variety and expressiveness, which
complement the message, indicate sincerity and enthusiasm, and
demonstrate a conversation style of speaking
7. Use effective pauses and reduce the use of filers (such as “Um” and ”Uh”)
8. Communicate confidence and control over content and delivery
9. Demonstrate excellence in preparation.
B. Respond to comments and questions from the members of the audience using
behaviors that convey knowledge, confidence, and integrity while maintaining
control over the Q&A environment. This is to be done without getting
flustered, impatient, or angry under any circumstances.
C. As an audience member, students will:
1. Not chime in unless invited to do so by the speaker
2. Score the speakers in various categories
3. Will develop questions to ask of the speaker when their presentation is
concluded
4. Not be distracting to the speaker
5. Will be supportive of the speaker and offer positive comments concerning
the speaker’s strengths.
2. Group Communication Contexts
A. Lead and participate in group discussions reaching problem-solving goals or
fact-finding goals
B. Maintain group cohesiveness by using task and maintenance behaviors
C. Properly use visual aids to help in problem-solving and/or fact-finding
situations.
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Required Materials
Com 101: Oral Communication – written by Mike Dugan
Notebook for in-class exercises
Grading Policy and Procedures:
Each person is required to perform a minimum of 9 graded tasks as follows:
1. An introduction speech. This is a speech that tells us (introduces us to) who you
are, some of your history and what you are interested in. Value = 100 points.
2. An impromptu speech. The subject will be drawn from the Yak-Yak jar which
contains random subjects or quotes. After drawing the first topic you will have 15
seconds to decide whether or you wish to speak on that subject. If you decide you
do not like the first topic, you may select another random topic from the jar which
you must then speak on. You will have 1 minute to organize your thoughts. This
exercise is designed to show you the difference between being prepared to speak
and talking off the top of your head. Minimum time - 3 minutes, maximum time 5 minutes. The evaluation grades will be based solely upon your presentation
skills including, but not limited to fillers, use of language, gestures, and eye
contact. Value = 50 points. Additional impromptu speeches will be required to
home extemporaneous speaking skills (no points).
3. A speech to inform (original story telling) – Minimum time – 5 minutes,
maximum time – 7 minutes. This is just another speech you will use to pass along
information to your listeners but this time you will be able to tell a story you want
to make up about something you have done, something you have seen, or
something that has happened. Value = 100 points.
4. A speech to entertain – Minimum time – 5 minutes, maximum time – 7 minutes.
Don’t make this difficult, it just means that you are going to tell us about
something…pass along information. Value – 150 points.
5. A speech to persuade. Minimum time – 5 minutes, maximum time – 7 minutes. I
will explain the three most commonly used forms of persuasive speeches
(supportive, convincing, and motivating), the two-and-a-half easiest approaches
(comparative analysis and problem/solution(s)), and show you how they fit into
the outline format I will give you and insist that you use. Value = 250 points.
6. A speech of your choice (to entertain, inform, or persuade). Minimum time 5
minutes, maximum time – 7 minutes. However, this time you must use at least
one visual aid and use it (or them) properly. Normally the visual aids that are
available are a board attached to a wall, a video, a computer connected to a
projector, an overhead of some sort, and handouts. I will show you how to use
them, after that the choice of which one(s) to use is up to you. Value = 300
points.
7. Each student will provide an outline for each speech to me immediately prior to
presenting his/her speech (except for the impromptu speech). Late outlines will
not be accepted. All outlines must be typed, stapled (if more than one page long),
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and attractively presented. Please do not use plastic cover sheets. Value = 50
points per outline (total possible outline points is 250).
8. There will be one syllabus test worth 25 points. There are five exams from the
text. The value of each is 25 points (total possible chapter exam points is 125).
The test for chapter 2 will be particularly specific and challenging.
9. There will be a peer grading sheet that you will turn in for each type of speech
for each student giving a speech, please be professional in your critique, no “Cool
speech.” Be specific. Each sheet is worth 25 points for a total of 150 points.
Total possible points from all the sources mentioned above = 1475.
Fifty percent of the grade for each speech is based on the instructor’s perception of how
prepared the student is for the presentation.
Grade Scale: Grade Scale:
A 100-94
A- 93-90
B+ 89-87
B 86-83







BC+
C
C-
82-80
79-77
76-73
72-70
D+
D
DF
69-67
66-63
62-60
59-0
If you withdraw yourself from the course, you will receive a W. Last day to withdraw
with a W is.
If you drop out of sight and do not officially withdraw yourself, or if you plagiarize or
turn in unacceptable college-level work, you will receive an F.
Early Alert System – Please note that in an effort to help students successfully complete
their courses, the Counseling office on campus will ask faculty for names of students they
feel may be in need of additional assistance. A counselor may contact you to offer some
ideas.
Speaking for less than the minimum time or for more than the maximum time will reduce
your gross score by 15 points. The minimum time assumes that you will make an honest
effort to comply with the requirement.
With the exception of speech #2, the impromptu speech, student presentations under the
minimum time by one minute or more will not have satisfied the speech requirement.
Students will have to repeat the speech for not being prepared to speak. This is one of
several good reasons to practice your speech five times before presenting it.
If a student is not prepared to speak when called upon, they must still give the speech to
the best of their ability and will then need to repeat the speech for not being prepared to
speak.
The order in which students will speak will be determined by various methods.
Scholarly Honesty/ Plagiarism:
The work that you do for this class must be your own. If you use the ideas of exact words of
someone else in one of your speeches, you must give that person credit. Failure to do so is
plagiarism and will result in an automatic grade of zero for that speech. Plagiarism is a serious
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academic infraction that will not be tolerated. I reserve the right to give students an Fin the
course for academic dishonesty. See the WNC Academic Integrity Policy for more details.
Attendance and Late Work:
Since this course requires everyone’s participation, you have 2 classes you can miss without
potential consequences. Use it wisely; you never know if there will be a time when you
absolutely cannot make it to class. Absences over 2 will result in your being unable to earn
over an A in the class, 4 a B, 6 a C, and with 8 you will not be able to pass the course. If you
must miss class (death in the family, personal emergency, ECT), you must contact me on the day
of the missed class or immediately after to make arrangements. If you must miss class for school
activities (band, athletics, etc), you must bring me, before the absences happen, a list, signed by
the appropriate faculty or athletic department member, of the dates the absence(s) will occur.
Those who receive pre-approval for missing a class must perform their speech prior to
their absence.
Time will generally be available during class meetings for makeup speeches due to illness (only
one per student) and this does not include group participation. Students needing this second
chance must confer with me immediately upon missing a speech to make this opportunity
possible. This also applies to those speeches that have to be redone because the first attempt was
one minute or more less than the required minimum time.
Students with Disabilities:
Western Nevada College is committed to providing reasonable accommodations for all persons
with disabilities. This syllabus is available in alternate formats upon request. If you have a
disability that may have some impact on your work in this class and for which you may require
accommodations, please see a staff member in Disability Support Services (Carson Campus,
Cedar 209 or 775-445-4459 or susan.trist@wnc.edu) so that such accommodations can be
considered. Students that receive accommodation letters, please meet with me to discuss the
provisions of those accommodations as soon as possible.
Student Email Address:
Beginning June 30, 2010, WNC no longer provides students with an email address. Each student
is required to provide the college with a personal email address so that they can be contacted
when a school-wide notice is required. You can add or change your personal email address by
logging into your “myWNC” page and clicking on the email like. I need the same information.
Since many, if not most email addresses are nicknames or coding of some sort, during the first
week of class you are to send me an email that includes your name so I know who you are.
Code of Conduct:
We are a class full of adults and I expect considerate behavior. This is a class, as well as Western
Nevada College, where ideas are shared, debated, and sometimes argued over. I encourage this,
as it is one of the great reasons to come to college. But be aware that others may not share the
same values as you and you should judge your comments and actions accordingly and speak
respectfully. If you become disruptive, I will ask you to leave or have you taken out of the class.
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Finally, please turn off your electronic devices (i.e. cell phones, ipads, laptops, etc.) and put
away your ear buds and headphones at the beginning of class. If there are multiple offences you
will be asked to leave for the day. Lap tops may be allowed with prior approval. Also, there
will be no texting in class. Recording the class, snapchating, and other means of capturing
the class may be considered an invasion of privacy and is not acceptable.
The rules:
 No speech, or comment relating to that speech, may contain negative reference
(intentional and/or incidental) to local individuals and/or organizations.
 Vulgarity, even if it is generally accepted in your social circle, is not allowed in my
classroom.
 Gender bashing is not allowed in my classroom.
 Personal attacks are not allowed in my classroom. This includes arguments about such
trivial things as the best brand of pickup truck or best tasting bubble gum. If a
disagreement goes beyond my instruction to terminate, all parties involved will leave the
classroom for the remainder of the class time for that day and will be counted as absent.
Return to the class will be subject to the requirements of the Student Behavior Policy.
 Chewing any type of food product (including gum) or wearing head gear while you are
speaking is not allowed.
 Humor is strongly encouraged in my classroom.
 Attempting to solve the world’s problems is strongly discouraged in my classroom.
 Student speeches based on religion, politics, or any other hot issues are not allowed in my
classroom.
 If you need to establish the audience (let us know what type of people we are (example –
pregnant girls who are 81/2 months along, Life Guards in training, Travel Agents,
Astrophysicists, etc.), do so before you begin your speech.
 If you are late and I am speaking or one of your classmates are speaking, remain in the
hall until the speech is completed. Then enter quietly as possible and take your seat.
My Guarantee:
If you follow my instructions, you will be a more effective speaker at the end of the semester no
matter what your skill level is at the beginning of the term. An effective speaker gives the
impression of comfort and knowledge whether or not they actually exist in the speaker’s mind.
Effective speaking does not require serious topics. Because of the limited amount of time and the
large number of students, in this class, it is better for you to choose topics that interest you, about
which you have a good amount of knowledge without having to do extensive research, and with
which you can have some fun. In following these guidelines you will be able to make the subject
matter interesting to your listening audience.
If you do not feel that you should be allowed to have fun in a college class, you need to think
hard about staying in my class. Part of learning to speak effectively in public is learning how to
relax and enjoy the experience as much as possible. Choosing topics that allow you to have some
fun heightens the probability that you will be more relaxed and, therefore, more effective. In this
way, you will learn to be less tense and nervous when you stand up to speak in a public
environment outside the classroom.
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This class will help you in your business and social life in that you will be able to clearly and
concisely present your ideas/arguments with the positive image of the effective speaker. People
who appear to be credible and knowledgeable are more likely to be listened to and have their
ideas accepted that those people who present random thought in a manner that leave the listener
with the impression that the speaker doesn’t really know what he/she is talking about. This
environment is the perfect place to practice being that audience oriented speaker that people will
listen to.
Relax and have fun.
Comm 101 Monday-Wednesday
Fall 2015 Tentative Syllabus
Right of Revision Statement:
The instructor and Western Nevada College reserve the right to make reasonable changes to this
syllabus and/or schedule as necessary.
Week 1
Aug 31
Intro to class, peer critiquing
Assignment Due
Syllabus Test
Sept 2
(tone, what is speech(three purposes), how to give an introduction
speech (5 steps), body language, review syllabus
Week 2
7
9
Week 3
14
No School Labor Day
Intro speech group 1
Introduction Speech
Group 1
Intro speech group 2
Introduction Speech
Group 2
16
Eye contact, Chapter 1 discussion,
how to prepare/present an introduction, speech
anxiety tips
Week 4
21
Chapter 1 test, how to write an outline,
give a speech from an outline, Impromptu speech
handout, speech as opportunity
Test Chapter 1
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Video of impromptu speeches, impromptu
speech group practice, impromptu speech lecture
and structure
Week 5
28
Impromptu speech group 1
Impromptu Speech
Group 1
30
Impromptu speech group 2
Impromptu Speech
Group 2
Week 6
Oct
5
Discussion of Chapter 2, “how to”
conclusions, Informational speech handout and lecture
7
Week 7
12
14
Test Chapter 2, importance of listening
Test Chapter 2
Informational speech group 1
Informational Speech
Group 1
Information speech group 2
Informational Speech
Group 2
Week 8
19
Chapter 3 discussion, paralanguage
and practice, charades
21
Test Chapter 3, entertainment speech
lecture and handout Voice (pitch, volume,
speed, and pace),
Week 9
26
Test Chapter 3
“Men’s brains vs Women’s brains
28
Speech notes, Three Little Pigs, Shakespeare
style John Branyan
29
Last day to transfer to a W
Week 10
Nov 2
Entertainment speech group 1
Entertainment Speech
Group 1
4
Entertainment speech group 2
Entertainment Speech
Group 2
8
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Week 11
9
Chapter 4 discussion, visual aids,
persuasive speech structure, best practices
in persuasion
11
No School Veterans Day
Week 12
16
Test Chapter 4, analysis of Hitler speech
persuade me on a product
Week 13
23
25
Chapter 4 test
18 Persuasive speech group 1
Persuasive Speech
Persuasive speech group 2
Persuasive Speech
Group 2
No School Thanksgiving Holiday
Week 14
30
Discussion of Chapter 5, spontaneous
speech, structure helps us remember, (problem,
solution, benefit, or what, so what, now what)
Dec
2
Test Chapter 5, choice speech handout
and exercise, classic speeches (Martin Luther,
JFK)
Test Chapter 5
Week 15
7
Connect the dots game or image starters,
new holidays persuasive speech
9
Group speech tag teaming (various topics),
continuous story
Week 16
14
Choice speech group 1
class evaluation
Choice Speech
Group 1
9
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16
Choice speech group 2
Choice Speech
Group 2