COM 114: Fundamentals of Speech Communication with Critical Thinking
The Critical Edge: Fall 2006
Section 21L  Mondays and Wednesdays 4:30 –5:45 P.M. 
Instructor: Cheryl Spieth Gardiner
Office: Neff 230P
Kettler G45
Phone: 481-5441 ext 19291#
Email: gardinec@ipfw.edu
(Email is the best way to reach me.)
Office hours: Friday 11:00 to 12:00 noon
Wednesday, 3:00 to 4:00 p.m. Mondays and other times happily by appointment
Web Address: http://users.ipfw.edu/gardinec/
Co-facilitator: Jennifer Caseldine Bracht
Office: Neff 130
Phone: 481-6268
Email: caseldij@ipfw.edu
Text: Communication in Our Lives (4th ed) by Julia T. Wood, Thomson Wadsworth.
Student Companion for Wood’s Communication in Our Lives (4th ed.) C. North & J.Wood , Thomson
Wadsworth.
Instructor’s Philosophy and expectations:
Communication is more than concepts taught at college. How we send and receive messages is
vitally important in our academic, professional and personal lives. For this class, my goal is to create a
learning environment that encourages you to make clear connections between communication studies
and the “real world” in addition to providing an opportunity for you to play an active role in the
learning process. I am here to support your learning. In all of your college experiences, I encourage
you to ask questions, come to office hours and to get involved on campus.
Students are expected to :
 To attend class, read assigned materials and be actively engaged in the class.
 To treat other students and the instructor with respect.
 To improve small group skills
 To consciously think, imagine, and creatively explore the subject
Area I General Education Goals – upon completion of Com 114 students should be able to
 To speak clearly, precisely and persuasively
 To listen actively and with comprehension
 To formulate and assess own arguments as well as
the arguments of others
 To understand basic principles of interpersonal communication,
small group communication and public speaking
 To work in an increasingly diverse society
 To demonstrate computer literacy
1
Course Policies:
IPFW Student Handbook and Planner: Students are responsible for information in the current IPFW Student
Handbook and Planner. Be familiar with the IPFW Code of Student Rights, Responsibilities, and Conduct,
pages 180 to 193, paying special attention to the sections on nondiscrimination and anti-harassment.
Civility Statement: Our classroom is meant to be a safe, comfortable and nurturing environment to fully
facilitate learning. Students and faculty are expected to treat each other with dignity and respect.
Attendance: Expect to attend all classes. If you do miss class, it is your responsibility to get notes,
handouts, or other information covered that day from one of your classmates. Attendance will be taken
daily. Two absences will be permitted. Beyond two absences, for each day missed, there may be a ten point
reduction from the participation grade.
Attendance Speech Days: If you skip class without calling or emailing me BEFORE the class begins,
you may give your speech the following class period at a 50% reduction to your speech grade. Excused
absences include illness/hospital (with a doctors slip/receipt) or death in the family. You are also
responsible for being there ALL speech days, not just the one in which you are speaking. Attendance for
other student’s speeches is respectful to them and it is required. If you do not attend class on speech days,
10 points may be taken off your speech grade for each day that you miss. Prior excused absences are at the
instructor’s discretion.
Late assignments: If you know you cannot be attend class the day something is due, submit it before it is
due or email it to me. For each day an assignment, or part of an assignment, is late 5% will be deducted
from the assignment. No assignments will be accepted after one week.
Cheating and/or plagiarism will result in a failing grade for the course.
Group responsibility: This course is heavily group oriented. You are responsible to be an active part of the
group, sharing both the workload and the grade. Should someone in your group not be sharing the
responsibilities, please talk with me and I will take action. From that point, a person will be given an
opportunity to become more of a group member. Should that not happen, that person will leave the group
and do all group work by him/herself. There will be two opportunities, midterm and towards the end of the
semester, for peer evaluation of your group.
Email access is required and internet access is recommended.
Appeal Process: Grades (for presentations, papers or final grade) may be appealed. Once the graded
material is returned, appeals need to be submitted within three business days. Grade appeals need to be
typed, and must provide sufficient, and convincing proof.
Course Work Expectations
In General
Type Written Assignments: As college students, all assignment handed in will be typed. This includes, but is
not limited to, your outlines and essays/ papers (10% may be deducted for not typing papers.)
Emailing Assignments: If you need to be absent from class and an assignment is due, you can send it via email
before the class period. If you are planning on being in class, please hand in assignments at that time.
2
Participation: Each individual brings their own experiences, backgrounds and perspectives into the classroom.
By sharing these, others gain a better understanding of the differences that make each of us unique.
Participation points may only be earned through attendance; points cannot be made up. Attendance alone does
not guarantee participation points will be earned. Points will be earned throughout the semester from
extemporaneous or small, speeches (including Show and Tell), verbal contributions (individually and in groups)
through in-class written assignments and through collection of prep notes. Participation is vital for your success
in your group and in this class.
Sensitive Topics: Please note that some topics are sensitive in nature and are NOT to be used in class
presentations or discussions. These topics include the death penalty, pro-life/pro-choice beliefs, abortion,
genocide, religion, or anything that has to do with lots of blood, needles or numbers of dead bodies.
Tests
RATs (Readiness Assessment Tests): Usually 30 points
These multiple-choice/true-false tests are designed to be sure you are ready to participate in the class
projects. You will take each test twice: once individually and once with your learning team. Both grades will
count towards the 20% of your total grade.
Individual grades will count _____ + Team grades will count _____ = 20%
(The class will decide the exact division after you have taken a practice test.) After each RAT your group will
have a chance to appeal (argue for your answer ) specific questions from the team test. If your appeal is granted,
those points will be added to everyone’s team grade and anyone’s individual grade who answered the same way
on that question. Then each team will have the opportunity to ask questions about any concept they still find
confusing or fuzzy. At that point, you should be ready to break into project groups and go to work figuring out
what relevance these concept have for your life!
Hint: Study terms and use the self-tests in the student companion to prepare for RATS.
Final: The final (20% of class grade) will be a comprehensive exam (mostly objective) covering the
concepts from the text and projects.
Team Projects
Each project requires a written argument including an answer with support from the text and you
experience and an oral presentation/speech to the class.
Papers/written argument: should be typed 3-5 pages long, double spaced. They should address the
question(s) asked for that project and include at least 5 key-concepts (underlined) from the chapter(s).
Feel free to use headings. Papers are group graded (everyone in the group gets the same grade.)
Speeches/oral presentations: should be 5-7 minutes long, with notes using extemporaneous delivery
style. Each member of the group is required to present once. The speech should reflect the answer in
the paper but not attempt to relate the entire paper. Speeches are individually graded.
Prep notes: Each student should come to class on prep days ready to participate with note cards
prepared to help the group form the arguments and prepare the paper and presentation. On any given
day, I may collect and award points for prep notes. There are also team exercises, which should be
completed the day each project begins.
Project 1: What is communication? Define, analyze, discuss it. (Use Chapters 1,5 and 6.)
3
Project 2: How does communication create you? Discuss the various ways in which communication
has helped you become the person you are becoming.
(Use Chapters 2 & 3.)
Project 3: How does communication create relationships define and discuss the process(es) of relating
and the role of communication in these processes. Does mode (computer mediated vs. face-toface) make a difference in forming relationships? What can you take with you to your
relationships from this project (i.e. where can you use improvement in relating? (Use Chapters
7,8 & 9.)
Project 4: How does communication create groups? Define and discuss the process(es) of group
formation, leadership and functioning and the role of communication in these processes. What
can you take with you to your group/team work from this project.
(Use Chapters
10 & 11).
Project 5: This is a team presentation!!!
How does communication create societies? Define and discuss the ways in which societies and cultures
are socially constructed through communication (can include mediated communication here.)
Given this knowledge, what do you now know about other cultures and their “goodness”;
“rightness”, “wrongness” compared to the good ol’ USA? Is the “American way” one culture?
(Use Chapter 4.)
Speeches
Note: You are required to fill out two critique check-sheets (on peer speeches) for individual
presentations and persuasive speeches. Failure to do so will result in a reduction of 5 – 10 % of
your grade for that speech.
Computer Responsibility: Students are required to email their thesis statement and outline to
instructor 24 hours prior to giving their speeches. This includes team and persuasive speeches.
Individual presentations (Team Projects #1 - #4): 75 points
I.
II.
Requirements
A. one 3 x 5 card
B. outline: to be turned in before the speech
C. extemporaneous delivery
D. 5 – 7 minutes in length
Grading: A is worth 9 points, the following for areas are worth 4 points each.
A. Material: suitable topic; thesis/purpose; arguments; sources; time limit; language choice
B. Organization: effective; transitions; introduction; conclusion; outline
C. Paralinguistics: projection; vocal variation; pauses and non-words (e.g. ums)
D. Nonverbal delivery: poised; facial expression; energy; gestures; movement; eye contact
E. Effectiveness: convincing
Creating an argument: In conjunction with Chapters 8 and 9: 75 points
Specific information to be distributed in class.
Group Culture and Society Presentation (Team Project # 5) 75 points
I.
Requirements
A. Outline: due before group begins
B. Sources: if applicable, cited during discussion and handed in
C. 10 – 15 minutes
4
II.
Grading (A,B and E are Group Grades, C and D are individual grades;
A. Material, (10 Points): suitable topic; thesis/purpose; arguments; sources; time limit;
language choice; audience interaction
B. Organization, (10 points): effective; transitions; introduction; conclusion; group work
C. Individual contribution, (10 pts): task contributions; procedural contributions; climate
contributions; egocentric contributions
D. Individual delivery, (10 pts.): projection; vocal variation; pauses and non-words (i.e. ums);
poised; facial expression; energy; gestures; movement; eye contact
E. Effectiveness, (10 pts.): convincing
Persuasive Speech: 75 points
II. Requirements
A.. one 3 x 5 card, except for visual aids, stats and quotes
B. controversial topic
C. clear proposition
D. outline with sources (including only one from the Internet); due before the speech
E. 5 – 7 minutes in length
II.
Grading (A-E worth 15 pts. Each)
A. Material: suitable topic; thesis/purpose; arguments; sources; time limit; language choice
B. Organization: effective; transitions; introduction; conclusion; outline
C. Paralinguistics: projection; vocal variation; pauses and non-words (e.g. ums)
D. Nonverbal delivery: poised; facial expression; energy; gestures; movement; eye contact
E. Effectiveness: convincing
Timing and Points for Speeches: For individual speeches, there is a 1 minute lea-way on each end. Your
speech can be as short as 4 minutes. Points begin accumulating at 4 minutes. When you speak the entire 5
minutes, you receive 10 points. If you speak over 7 minutes, 1 point is deducted for each 30 seconds over the 7
minutes.
Similarly, points for group speeches begin accumulating at 9 minutes. At 15 minutes, 1 point will be
deducted for each 30 seconds over the 15 minutes. At 18 minutes, you will be asked to sit down.
Introductory Speech Assignment -- Partner Exercise
1. Interview your Partner: Find out what you can about who they are (not just their name, age,
major etc.) What they like (sports, TB shows, hobbies)? What are their most important goals?
What is their most memorable moment? Most embarrassing moment? (one that they are
willing to share with a total stranger, or 26 of them)
2. Create a 1-2 minute speech introducing him/her to the audience. You HAVE to talk for at
least 1 minute, you have to stop at 2! This is NOT GRADED but we will decide which
speeches were effective by whether we can remember your partner’s name. So, use his/her
name a lot and come up with something which will help us to remember who your partner is
and what his/her name is (Hint: a 30 second radio spot should say the name of the product at
least 3-5 times, so should you). Do NOT write this speech out. Give it using ONE 3x5 note
card or a little less than half a sheet of paper.
3. Don’t sweat this speech, focus on helping us remember your partner. We will work on the rest
of the speech stuff this semester.
Individual reading assignment: Appendix B
5
Papers
Communication and Culture Journal
As part of being in a learning community, you are expected to take part in functions on campus and in
the community. You will write short reaction essays about your experience as you take part in the various
activities. These essays will comprise your communication journal. Your essays should include communication
concepts from our text, which are related to the project.
You can choose from the list, which will be provided. Some of the options will be culturally focused
giving you an opportunity to participate in cultural events outside of class
I.
Requirements
A. From the list of activities, you will choose ten, five in the first submission and five in the second,
which you will first experience, then write a short essay.
B. In addition, you will write a social construction essay, which will be included with the first
submission.
C. First submission, Wednesday, September 27: The journal will be turned in ‘midway’ through the
semester, September 27, for grading. At that point, your journal will have your Social Construction
Essay and four (4) of the activities accomplished and written about.
D. Final submission: The journal will be turned in again November 20 for final grading. You must
include the whole journal – the five new essays and the original submission.
E. Each journal entry is to be at least a half a page and no more than a page.
F. The essays need to be submitted in a folder, with your name on the front cover. All pages must be
typed, double spaced, 12 pt. font with one inch margins and black ink.
II.
Grading
A. The Social Construction Essay is worth 55 points.
B. Other essays are worth 5 points each.
The journal is about communication and how it relates to your life, the culture in which you live and
other cultures that surround you. You may incorporate examples from your life that could include, but are not
limited to, your family, your culture, subcultures and specific groups to which you belong, and/or media
sources. It is important to remember that you must relate the communication journal’s content to textbook
concepts as often as possible. More specific information on the journal will be provided in class.
Social Construction Essay
Social Construction Essay (Due Wednesday, September 27 – 55 points): This essay is an opportunity to
apply social construction theory and concepts from the text to your life. Your paper should answer the question
“How have communication and expectations in my life helped to create who I am, and what I believe, today?”
The essay should include the following:
 A Thesis -- What is your main idea?
 A Preview – What are the points you are going to talk about later?
 Three major points, each supported by two sub-points –
1. In these sub-points, you need to identify and apply at least six concepts from the text (i.e. symbol,
process, culture, meaning, perception, prototype, self-fulfilling prophecy, stereotypes, self, direct
definition, identity scripts . . . ) from Chapters 1,2 & 3, to your life.
2. By identify, you must highlight, bold or underline the concept.
 Transitions must be used between the points – how do the points relate to one another?
 A Summary – repeats the thesis and major points
 A Final thought – provide a memorable, strong idea or return to the opening idea for a satisfying
closure.
 A working outline for the essay available at http://users.ipfw.edu/gardinec/
 Paper is to be 1.5 to 2 pages in length, double spaced with 12 pt. font
 Due date: Wednesday September 27 as part of your journal.
6
Grading
Tests -RAT Tests 1 (20%) Final (20%)
Speeches (individual and team
presentations
Participation – in class, prep points and
exercises
Team Papers
Comm. and Culture Journal
Total
Percentage of Grade
40
Possible Points
400
30
300
10
100
10
100
10
100
100
1000
Semester End Cumulative Points
900 - 1,000 points
800 – 899 points
700 - 799 points
600 - 699 points
Below 600
=
=
=
=
=
A
B
C
D
F
Departmental Requirements



Exams will cover lecture and text material, and will determine 40% of students’ final grades.
Participation, written assignments, and speeches will determine 60% of students’ final grades.
In order to pass the course, students must have a passing average (60%) on exams and (60%)on nonexam portions of the course.
Student Services
Computer Services: Information Technology Services (ITS) is available to assist you with any computer
application. ITS is located in Kettler 206, 481-6820. Assistance is also available at the computer labs located
throughout campus or by visiting their website http://www.its.ipfw.edu.
Disabilities: If you have a disability, acquire a disability, or would like further information on services
provided, contact the office of Services for Students with Disabilities, located in
Walb 113, either by phone (260-481-6657) or by visiting their website http://www.ipfw.edu/ssd.
Multicultural Services: Multicultural services provides a vital support system for a variety of students. Some
services include networking opportunities, mentoring, and study tables. If you would like further information,
contact Multicultural Services, located in Walb, room 118, either by telephone (260-481-6608) or by visiting
their website http://www.ipfw.edu/services/resources/multicultural.shtml.
Writing Center: For assistance with any writing assignment, visit the Writing Center in Kettler G19. Drop-ins
are welcome, however, appointments are recommended. Appointments may be made over the phone at 260481-5740 or in person.
7
Group Exercises
Group exercises help you to apply concepts from the chapters to your life. Among your team members, divide
these up and do at lest three of them. You can do them individually and then report back to the team or you can
do them together if you have time. After you report to your team, turn in the three you did.
Exercises for Project #1
5.4 Punctuation in Practice
The way we “punctuate” (decide when events started and with whom) a communication
sequence (an argument, a story, etc.) can change the entire meaning of events (and lead to serious
disagreements regarding ‘”whose fault” something is!). This exercise allows you to look at at least two
equally valid perspectives.
5.5 Learning to Use I-Language
An exercise to give you experience using “I-language.” I language encourages people to take
responsibility for their own thoughts and feelings. It also places the responsibility for your emotions
back to you. Otherwise, no one can “make” you mad (or happy, or annoyed, or frustrated) unless you
choose to allow her/him to do so. How does this change the way we interpret relationship feelings?
6.1 Breaking the Rules of Gendered Communication
This ex
6.1 Breaking the Rules of Gendered Communication
This excise has to be done outside of class but takes little time and is well worth the effort. A
variation of this is to simply break a rule of nonverbal communication ( i.e. facing the door in the
elevator, joining a group of people you don’t know, etc.)
6.2 Nonverbal Exclusions
This exercise also needs to be done outside the classroom. Visit several locations (on and off
campus is best, you can divide these up) and find out how businesses exclude groups of people. You
can use the groups given to you but feel free to add others as well in youf observations – this counts for
two.
6.4 Nonverbal Designs
To show how settings influence the kinds of interaction which occur there. You can do these as
a group or have individual/paired assignments to complete. After you have done this exercise, you
might consider analyzing your own room/house/apartment. What kinds of interactions are encouraged
there? – this counts for two.
6.7 Sculpting Personal Image
This exercise looks more specifically at interpersonal nonverbal communicators and how we
use artifacts, proxemics, kinesics etc to project a particular kind of image – gret for generating
discussion and skits for speeches.
8
Exercises for Project #2
2.2 Distinguishing Facts from Inferences
To increase your skill in distinguishing between facts and inferences – should be done as a team test.
2.4 Making Attributions
Heighten your awareness of how different kinds of attributions affect meaning – do three of
these
3.1 Comparing Your Views and Others’ Views of Yourself
Provide insight into how you and others perceive you and differences in the two views.
3.2 Recognizing the Communication of Uppers, Downers & Vultures
Increases your awareness of the communication styles of people who can help us feel positively or
negatively about ourselves.
3.6 Identifying to your Identity Scripts
Help you to recognize identity scripts communicated to you my members of your own family.
12.1 Your Personal Media Use Questionnaire
To understand how you personally use and interact with media and to help you think critically
about the impact of media in your life. Do this as a team project. Done as a group, this counts as
two.
12.2 Critical Media Literacy
To help you use critical thinking skills and practice media literacy when interacting with the media.
Exercises for Project #3
8.3 Using Supportive Communication
To provide you with experience creating supportive communication.
8.4 Transforming Defensive Communication into Supportive Communication
To provide concrete examples of communication that creates defensiveness; and to give you
experience in transforming communication that helps to change defensive climates into supportive
climates.
8.9 Identifying Your Style(s) of Responding to Conflict
To understand you preferred responses to interpersonal conflict – should be done by the entire
team.
9.3 Recognizing Relational Dialectics
To help you identify relational dialectics in everyday situations – should be done as a team test.
9
Exercises for Project #4
10.1 Identifying Kinds of Communication in Groups
to sharpen your awareness of different kinds of communication that affect group process and
outcomes – should be done as a team test
10.2 Distinguishing Power Over and Power To
Practicing in recognizing the differences between these two types of power – should be done as
a team test
11.3 Orientations to Conflict
Practice recognizing types of conflict in group situations – should be done as a team test
11.4 Fitting Leadership to Group Situations
To demonstrate that each style of leadership may be appropriate in different situations – should
be done as a team test.
Exercises for Project #5
Fill out the activity sheet 4.3 Self-description. For item #12, take into account your personal beliefs,
values and norms using the following questions about yourself
 What culture(s) do you belong to?
 How do they help you to identify yourself the way you do?
 What are the paradoxes in your life? (That is: things that are opposite, but still part of who
you are – e.g. As an instructor I am both easy going and flexible with my students while
also expecting them to do their work and excel. Or very simply, a hot fudge Sundae is a
paradox: it is hot and cold at the same time, and delicious.)
This is the first step of your group project. The information will be used to build your group
presentation.
10
Tentative Course Schedule
August
Day/wk
M(wk 1)
W
Date
21
23
M (wk2)
28
W
30
September
M(wk3)
4
Topic
Assignment
Welcome! Orientation, expectations & Readiness Assessment Test (RAT) Syllabus
Getting to know students
Appendix B,
Speech Pairs – prep work for introduction speech
Interviewing
Readiness Assessment Test – discussion & intro partner time
Chapters 13, 14 & 15
Introduction Speeches
Labor Day Holiday Recess – ENJOY!!!
Unit One – What is communication?
Unit # 1 RAT Test -- Discussion/Group prep time
Chapters 1, 5 & 6
Prep Time – Team Project #1, activities due end of class
Prep Time – Team Project #1
Team Project #1, Speeches Due
Unit Two – How does communication create who you are and who you are in community?
Team Project #1, Paper Due
Social Construction Theory Presentation
Unit #2, RAT -- Discussion/Group Prep Time
Chapters 2, 3 & 12
Prep Time – Team Project #2, Activities due at end of class
Communication and Culture Journal – First Submission Due
W
M (wk4)
W
M (wk5)
6
11
13
18
W
20
M (wk 6)
W
25
27
October
M(wk7)
2
W
4
M(wk8)
W
M (wk9)
W
October
Day/wk
9
11
16
18
Team Project #2, Speeches Due
Unit Three – How does communication create relationships?
Team Project #2, Paper Due
Chapters 7, 8 & 9
Unit #3, RAT – Discussion/Group Prep Time
Fall Recess – ENJOY!
Team Project #3 more information to follow
Interpersonal Conflict/Building an Argument Speeches
Interpersonal Conflict/Building an Argument Speeches
Date
Topic
M (wk10)
23
W
25
27
30
M (wk11)
November
Assignment
Unit 4 -- How does communication create groups?
Team Project #3, Paper Due
Chapters 10 & 11
Unit #4, RAT -- Discussion/Group Prep Time
Prep Time – Team Project #4, Activities Due at end of class
LAST DAY TO WITHDRAW
Team Project #4, Speeches Due
Unit 5 -- How does communication create cultures and societies?
W
1
M/12
W
M (wk13)
W
6
8
13
15
Team Project #4, Paper Due
Unit #5, Readiness Assessment Test -- Disc/prep time
Prep Time – Team Project #5Activities Due at end of class
Prep Time – Team Project #5
Team Project #5, Speeches – Group Presentations
Team Project #5, Speeches – Group Presentations & Paper Due
11
Chapter 4
M (wk14)
20
Persuasive Speaking Presentation / Cheryl & Jennifer
Discussion on possible Topics and your Thesis
W
M (wk15)
W
December
M (wk16)
W
22
27
29
W (wk17)
13
4
6
Communication and Culture Journal – Final submission Due
No Class – Thanksgiving Recess – Enjoy!
Persuasive Speeches
Persuasive Speeches
Persuasive Speeches
Review for Final – Group Panel
Finals Schedule
4 to 6 p.m.
12