Phil Backlund
963-1852
962-9317 (home)
Bouillon 228
backphil@cwu.edu
COM 207
Office Hours
10:00-12:00
MTWR
COM 207—SURVEY OF ORAL COMMUNICATION
Course Description
This course is part of our department’s core requirements. It is designed to acquaint all department students
with the basic principles and skills of human communication. The course will provide you with an introductory
survey of interpersonal communication, small group communication, listening, public speaking, and intercultural
communication. You will learn to assess your personal communication strengths and weaknesses and improve
your communication knowledge and skills. The department intends that you apply the skills learned in this
course to other departmental and university courses. In most of the communication classes you will take, you
will be expected to give presentations, write outlines, work in groups effectively, maintain effective relationships
with your peers, be familiar with the human side of communication, and cite your research using APA style.
This course introduces you to these important skills.
Course Objectives
As a result of taking this course, students will be able to
 To be able to describe the discipline of human communication
 Define and describe the communication process
 Become more skilled in the use of the spoken word
 To be able to describe the principle communication variables in the communication process, in
intrapersonal communication, interpersonal communication, small group communication, and public
speaking.
 To increase the number and range of your communication skills, to increase your ability to select the
most appropriate communication behavior, to increase skill in various types of communication behavior,
and to be able to evaluate the effect of your behavior.
 Learn to be more sensitive and respectful of diversity differences
 Learn the impact of perception accuracy, self concept, and empathetic listening on developing effective
relationships
 Identify methods of dealing with conflict in interpersonal and small group relationships
 Identify the process and procedures of decision-making and leadership in groups
 Prepare and deliver three public presentations using a full sentence outline
 Learn how to organize thinking more carefully and to know the difference between "form" and "content"
in knowledge.
 To communicate with more intentionality, greater decentering, and increased fluency.
TEXT: Gamble, T. K., & Gamble M. (2002). Communication works, (7th ed.), New York: McGraw-Hill.
PLEASE BRING YOUR BOOK TO CLASS EACH DAY
ABOUT THE INSTRUCTOR
I have been at Central for twenty-five years. I like teaching at Central and I like to teach the subject of
communication. After all of these years, I still find it fascinating. One reason I like this subject so much is that it
is highly applicable to everyday living. I use what I know about communication regularly, and I think you will be
able to do the same. Central has given me many opportunities to practice my craft over the years. In addition
to teaching, I have served as faculty senate chair, department chair, faculty legislative representative, Director of
Legislative Relations for the university, and Associate Dean of the College of Arts and Humanities. I recently
(2001-2002) had the opportunity to live and teach for a year in Hong Kong. I will draw upon these experiences
for examples as the course develops. I also greatly enjoy being a husband, father, grandfather, and windsurfer.
COM 207, Winter, 2005
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SCHEDULE
The following represents approximate dates for coverage of materials and chapters. Assignment dates are also
approximate. More precise information to follow.
Jan 4- 6
Introduction to course and each other. Definitions, Theory and Models of Communication. Read
Preface and Chapter One for Wednesday. Speeches of introduction.
Jan 10-13
Introduction to group communication. Read Chapter 11 for Monday, Chapter 12 for Wednesday,
and Chapter 13 for Thursday. Group formation Tuesday. Library assignment due Thursday.
Jan. 18-20
Intrapersonal Communication, Self Concept and Perception. Read Chapter 2 for Monday,
Chapter 3 for Wednesday. Thursday, Mid-Term #1 on Chapters 2, 3, 11,12 & 13
Jan. 24-27
Jan. 31-Feb. 3 Language, meaning, nonverbal communication, and listening. We will cover Chapters 5, 6, and
7 this week.
Feb. 7-10
Group Presentations
Feb. 14-17
Group Presentations finish on Monday. Group paper due Wednesday. Second speeches
begin on Thursday.
Feb. 22-24
. Tuesday we begin interpersonal communication and relationship development. We will cover Chptrs 8
and 9.Set up for second speech. Read Chapters 17 and 18.
Feb. 2-Mar 3
Intercultural communication and cultural diversity. Reach Chapter 2 for Monday. Speeches
begin on Wednesday.
Mar. 7-10
Speeches Monday through Wednesday. Thursday, review for Final.
Mar. 17
Final exam, 8:00-10:00.
Week Four:
Monday, 1/24
Tuesday, 1/25
Wednesday, 1/26
Thursday, 1/27
Week Five:
Monday, 1/31
Tuesday, 2/1
Wednesday, 2/2
Thursday, 2/3
Week Six:
Monday, 2/7
Tuesday, 2/8
Wednesday, 2/9
Thursday, 2/10
Week Seven:
Monday, 2/14
Tuesday, 2/15
Wednesday, 2/16
Thursday, 2/17
Chapter 3
Chapter 4
Chapter 4
Quiz # 2 on chapters 1,2 & 3
Read chapters 5, 14,15,16,17 & 18
Chapter 5
Speech lecture
Speech lecture (Informative)
Speech lecture (Informative)
Group Presentations begins
Group Presentations
Group Presentations
Group Presentations
Read chapters 6 & 19
Group Presentations end
Chapter 6
Chapter 6
Quiz # 3 on chapters 4, 5 & 6 Speech lecture (persuasion)
COM 207, Winter, 2005
Week Eight:
Monday, 2/21
Tuesday, 2/22
Wednesday, 2/23
Thursday, 2/24
Week Nine:
Monday, 2/28
Tuesday, 3/1
Wednesday, 3/2
Thursday, 3/3
Week Ten:
Monday, 3/7
Tuesday, 3/8
Wednesday, 3/9
Thursday, 3/10
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NO CLASS
Speech lecture (Persuasive)
Speech lecture (Persuasive)
Quiz # 4 Chapters 14-18
Persuasive speeches begin
Persuasive speeches
Persuasive speeches
Persuasive speeches
Read chapters 8 & 9
Persuasive speeches
Persuasive speeches
Chapter 8
Chapter 9
ASSIGNMENTS AND GRADES
1. Professionalism. Being a student is your job right now. Approach this job as you would any professional
position. Imagine that you will ask me for a recommendation, what would you want me to say about you?
Here are the areas of professionalism I will be grading.
a. Attendance and coming to class on time. 50 points.
b. Being prepared for class—you have read and thought about the material? 50 points
c. Participation through questions and comments. 50 points
d. Neatness and writing mechanics. 50 points
2. Library assignment. 50 points. See detail later in the syllabus
3. Four tests, three mid-terms (150 points) and a final (200 points). These will be in class tests.
4. Group paper: 100 points
5. Group Presentation: 100 points, 50 for the group grade and 50 for your individual grade. See attached for
details.
6. Speech, see attached for details – 100 points.
7. Extra credit. Let's say you aren't getting the grade you want. If that's the case I have at least two ways you
can earn extra credit points.
a. Examples. I also like it when students are able to apply the class information to their own lives. You
can earn 2 extra credit points for each personal example you share with the class that incorporates an
aspect of the day's reading assignment. If you have an example, feel free to raise your hand anytime
during the class period. You can earn up to 20 points in this area.
b. Article summaries. You may earn up to 5 extra points for each article summary you turn in. These
summaries need to include a) complete citation of article in APA form, b) a one page summary of the
article, and c) at least one half page that describes your reaction to the article. These articles should
relate to some aspect of the course. These need to be academic articles published in reviewed academic
journals. Ask me about examples. You can do as many of these as you like.
I expect high quality work from you in this course. To get an “A,” your work truly needs to be of superior quality.
Grading Scale:
Total possible points: 900. A=810+ points, B=720-809, C= 630-719, D=540-629, F=less than 540. Point totals
ten points on either side of the break point will be give a plus or a minus.
COM 207, Winter, 2005
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Student Responsibilities and Opportunities:
1. Turning assignments in early will get you an additional 5% of the point total for each day early.
2. Attend regularly and actively participate. Your input and enthusiasm are vital. As you know, you need
to pass this class with a decent grade. You won’t do that by just sitting there.
3. If you are having a personal problem and it is affecting your participation and grades in class, please
come and talk to me.
4. It helps me if you thoroughly read the syllabus and assigned reading before asking questions.
5. I like to run classes in an informal manner. I usually do not lecture a great deal, and I prefer to lead
class discussions over the material. I am serious about your education. I expect you to be to class on
time, fully prepared to discuss the assigned material, and ready to focus your attention for the next hour
on persuasion. If I ask you a question in class about text material, I better not hear you say "I didn't get
a chance to read it." Read it, and be ready. Learning is a mutual enterprise, and each of us must do
our parts if it is going to work.
6. A pet peeve of mine is too many side conversations in class. I do try to get discussions going, and
usually succeed. Help each other out by keeping the side conversations to a minimum. Turn off cell
phones and pagers before class begins.
7. Assignments are due at the beginning of the class period the day noted. All out-of-class work needs to
be typed. Papers not given to me in class on the due date will be reduced 10% and an additional 10%
for each additional day late. Late speeches will also be reduced one letter grade for each day late. I will
give speaking schedules out ahead of time and you can trade with someone if the time you are given is
inconvenient.
8. In class, I prefer to be called "Phil."
ASSIGNMENT DETAILS
Critique Summary:
For each of the graded speeches (individual and group), you will turn in a two page personal analysis of your
speech at the next class meeting after you speak. This summary will include:
A.
B.
C.
D.
E.
F.
G.
H.
How did you react to your own speech?
Which aspects of your presentation were most successful?
What did you do prior to your presentation that contributed to your success?
Which aspects of your presentation need improvement?
How do you plan to improve these areas for your next presentation?
What are your reactions to the critique sheets given to you by me and the student critics?
What grade you expect and why?
Attach the critique sheets prepared by me and the student critics.
Discuss each of the relevant points for each particular speech in a clear and direct manner. This critique
summary together with the outline will constitute 20% of the grade for your speech.
COM 207, Winter, 2005
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Library Research
One goal of the course is to help you become familiar with the academic and professional journals in
communication (there are quite a few). This assignment works on that point by asking you to go on a “Library
Treasure Hunt.” The objective is to locate information form various sources that relate to a specific area within
interpersonal communication
Look in the table of contents or glossary of your text for topics that start with the same letter as your last name
(ex. Backlund = beliefs, blindering, bonding, body language, breadth, etc.). Select a topic and then go on your
treasure hunt! You are required to find information dealing with your chosen topic from a variety of sources (see
below). The reason for this assignment is for you to physically go to the library and do research! Please DO
NOT RELY ON ONLINE DATABASES. I want to see a copy of the front of the actual reference.
1. For each source, write a short paragraph describing how your topic is addressed by the source.
2. Attach a copy of the article.
3. Cite the source accurately using the reference manual of the American Psychological Association (APA)
(5th edition).
4. Locate one article from each of the following sources.
a. An article relating to your topic from a popular magazine (copy of article attached).
b. Locate a book that relates to your topic. (Make a Xerox copy of the book cover or title page.)
c. An article relating to your topic from a professional or academic journal. The journal must be
in the communication field. (Copy of the article attached).
d. A web page relating to your topic. (A copy of the page.)
General Requirements for the Speeches
1.
2.
3.
4.
Dress professionally when giving a speech. Dressing professionally means shirt and tie for men and a
dress, skirt or slacks for women. Please remove hats, gum, and candy at that time.
When using sources, you can only use one non-peer reviewed source.
You need one visual aid for each speech.
Submit a typed outline that will be due on the assigned date at class time. The outline should be in
complete sentences and must include:
 A title for the speech
 A general purpose
 A statement of the speech's specific purpose
 Introduction that includes the three points of a good introduction
 Preview and statement of main point
 Transitions throughout the entire outline
 The main and supporting points of the speech in appropriate outline format.
 Summary and conclusion
 Show me on the outline where your support materials are: Use bold type or a different color of ink
and name the support materials. For example: illustrations, testimony, facts, statistics, narrative,
story, and or example. (See speech guidelines for which type of support materials you should use).
 Bibliography must be APA style
INFORMATIVE SPEECH
Length: 5-7 minute
Assignment Objectives
 To provide beginning speakers with a positive initial presentation experience
 To focus on organizational structure of a public speech.
 To begin using the basic principles of presentation speaking
 To begin adapting to time limitations for presentations
Choose a topic that deals with some aspect of American culture and communication. The presentation should
be informative and entertaining. Some areas to consider are media, music, art, literature, radio, film, TV,
fashion, and religion. The topic needs to be something that you think will be fun and/or interesting to work on.
COM 207, Winter, 2005
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You must use the chronological, spatial, topical, or cause and effect pattern of organization in this
speech.
1)
Submit a full sentence outline of the speech on the day of your speech. Use the following support
materials in your speech. (See sample outline) All sources must be included in the bibliography.
 Comparison or Contrast
 Definition
 Example or illustration
 Statistic
 Testimony
 One visual aid
2)
During your presentation, you must cite five sources. Ideally, one each from the following:
 magazine article
 One book
 One Internet article
 One-newspaper articles
 One professional or academic journal article
3) At the next class meeting after you speak, turn in a critique summary and the critique forms.
GROUP PROJECT
The class will be divided into problem-solving groups for the purpose of learning more about how to make
groups succeed. Most of the world’s work is done in groups.
Topic Information: Two choices here: A) Current problem within the Central Washington University
community. Problem examples include: student apathy on ASCWU elections, recycling, student disruptions in
classes, excessive drinking, community relations, advising, residence hall issues, dating issues including date
rape, student behavior at public events, student evaluations of instruction, the general education program, etc.
Group members will do background research, conduct interviews, propose a solution and give feedback to the
appropriate office/department. B) The application of a communication variable to a specific communication
context. For example, attraction in male/female relationships, conflict resolution in parent/child relationships,
listening skill in the classroom, etc.
Research of Topic: Each group must equally divide research among each group member.
Presentation Requirements: As a group you will present during the sixth week of the quarter. On the day you
present you will turn-in:
1. The group analysis papers from each group member (failure to turn in the group analysis paper with the
outline at the beginning of the class period is an automatic 50 point deduction from the overall grade. No
excuses accepted including computer or printer problems).
2. After your presentation, each group member must turn-in a one-page critique of his or her individual
speech and one-page critique of the group presentation as a whole, on the following class day.
3. If you give your presentation on a Thursday, your critiques must be turned in to my office by 5 p.m. on
Friday.
4. Each group must have as much interaction with the audience as possible.
5. Each group must present at least 30 minutes and no more than 40 minutes (your group will lose 5
points if the presentation goes over or under time by more than 2 minutes).
6. Every group member must speak an equal amount of time (each group member will speak between 5-7
minutes if the presentation is equally divided among the group).
7. Each group must use transitions between speakers
8. Each group must have an introduction of all group members including a preview of their information and
each group must have a conclusion and a summary for each group member.
9. Each group member must dress professionally. Same as speech requirements.
COM 207, Winter, 2005
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10. If any member of the group is not contributing, the other group members can fire them. You must give
one warning and discuss the action with the professor beforehand. Any group member who is fired will
receive an F or the group project.
Group minutes: One group member will be assigned as recorder. This person will record the minutes of each
group meeting. After each group meeting, distribute the minutes to each group member, and also send them to
me. These minutes will be turned in every Sunday by 11:00 p.m. The following elements should be included in
your minutes.
 Day and time your group met and who was present.
 Identify the purpose, or goal, of the group meeting.
 Identify the group outcome. What decisions were made or goals accomplished?
 When will the group meet again?
Group outline
1) Submit a full sentence outline of the speech on the day of the presentation. Use the following support
materials in your speech.
 Comparison or Contrast
 Definition
 Example or illustration
 Statistic
 Testimony
 One study or poll
2)
Each group should include at least two visual aids. Visuals should be of high quality in terms of
mechanics, color, and interest. Visuals should be useful (to the audience) and appropriate.
3) During the presentation, the group must cite five sources. One each from the following:
 One magazine article
 One book
 One Internet article
 One-newspaper articles
 One professional journal article
Do not use any one source more than once. All sources must be included in the bibliography.
Grading Criteria for the Group Project
Each group member will receive a group grade worth 50 points based on the group’s overall performance. This
grade is based on the following:
1.) Sufficient and appropriate research
2.) Effective integration of the research in to the presentation
3.) Clear explanation and documentation of research
4.) Clear presentation of the purpose
5.) Adaptation to the audience
6.) Effectiveness of delivery
7.) Interaction with the audience
8.) Professional appearance
9.) Organization of the overall group presentation
10.) Quality of the visual aids
10) Submission of written materials
Group paper
Discuss in a 5-page paper the following concepts and how they would be applied to your group:
 Advantages and disadvantages of being in this group
 Group goals
 Group norms
 Brainstorming-- include all ideas that the group came up with on your topic
COM 207, Winter, 2005
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Did your group decide on a question of fact, question of value or a question of policy for your topic?
Explain.
Include a brief description of your personal experience in other groups What role do you usually play?
Do you enjoy group work?
Group role classifications for each group member
Leadership styles--who emerged as a leader, who was eliminated and the reasons for that, and why the
person who emerged seemed to have the skills best suited to the group.
Diversity in the group: what is the cultural background of the group members?
Gender and the group: What differences/similarities have you noticed among the group members?
Group conflict
Analyze your role in the group; how it developed, how it fit with the other roles, in what ways your role
was helpful or not helpful to the group, and what you might do differently in the future. Your analysis
must reflect an understanding of the group processes we have studied. I'm looking for how clear and
insightful your understanding is of your place in the group. I am especially pleased when students show
that they can understand how their own actions affected their fellow members' actions and when they
have suggestions for how they would change their behavior in the future.
NOTE: An analysis is not a chronological "who did what" description, but an explanation of how your group
formed and why; it must reflect an understanding of the group processes that were most important in how your
group operated. I'm looking for a clear and insightful understanding of your group.
In addition to the above, include the following as part of this paper.
2) Make a rating chart for each group member using the following criteria. Give each group member a number
of points with 20 points being the highest rate.
 Group meeting attendance
 Group communication
 Conflict resolution
 Research and presentation
 Group preparation
 Include a grade for each member in your group
3) On a separate sheet type a rationale for each score by group members name.