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Instructor:
Office:
Stephanie Duquenne
Alumni Center, Suite 121/by arrangements
Office Phone: (309) 438-3815
Office Hours: By appointment only
Email: saduque@ilstu.edu
MediaShare ID: AZLEG-36537
TEXTS:
Simonds, C. J., Hunt, S. K., & Simonds, B. K. (2013). Communication as Critical Inquiry (5 th ed. for
Illinois State University) . Boston, MA: Pearson Custom Publishing.
(Textbook materials with access codes available at campus bookstores—See below).
Simonds, C. J., Hunt, S. K., & Hooker, J.F. (2015). Communication as critical inquiry:
Supplementary materials packet. Champaign, IL: Stipes Publishing.
(Available at the School of Communication Resource Center in the basement of Fell —See below).
COURSE MATERIALS:
COM 110 TEXTBOOK: You are required to have an Ebook Access code which will allow you to access the textbook for this course. On this website, there is a full electronic copy of the textbook as well as other materials necessary for the completion of the course. If you would prefer a hard copy of the textbook in addition to the Ebook, these can be purchased online through the Ebook site for an additional cost.
Spiral Workbook Purchasing Procedures. Students will purchase the spiral workbook (Com 110
Communication as Critical Inquiry) through the School of Communication online store using a credit, debit, or monetary gift card. The website can be found at the following address: http://tinyurl.com/o8jjxke
The workbook will cost $31 plus tax and will be available for the students to pick up in the
Communication Resource Center located in the basement of Fell Hall 1-2 business days after the online purchase. Students will need to show their ISU ID card and Resource Center workers will verify they have purchased the book and give it to them at that time.
Communication Resource Center Hours of Operation
Week 1 Fell 034
Monday-Thursday 9 a.m.-7 p.m.
Week 2 –Fell 032
Monday -Thursday 9 a.m.-7 p.m.
Friday 9 a.m.-3 p.m. Friday 9 a.m.-3 p.m.
ALSO REQUIRED:

Access to our ReggieNet website (through My Illinois State or

Pocket folder (for speech assignments)

An ilstu.edu email account that you check regularly http://reggienet.illinoisstate.edu
)

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**If you do not have an email account, make sure you set one up as soon as possible and check it often.
(Remember: ISU provides you with a free email account that you can check through the school’s server.
Contact the University Computer Help Desk at 438-HELP for more information.)
 Access code for the textbook website
**When you purchase the access code at a bookstore on campus, you will have access to assignments, sample speeches, etc.
SUGGESTED MATERIALS:
Note cards (4”x6” or smaller)
A stapler
COMMUNICATION AS CRITICAL INQUIRY (COM 110) COURSE GOALS
Communication as Critical Inquiry (Com 110) seeks to improve students’ abilities to express themselves and to listen to others in a variety of communication settings. Effective oral communication is viewed as an essential life skill that every person must possess in order to function in today’s society. The course emphasizes participation in a variety of communication processes in order to develop, reinforce, and evaluate communication skills appropriate for public, small group, and interpersonal settings. The course content and experiences will enable students to assume their responsibilities as speaker-listener-critic in a culturally diverse world. In short, the course is designed to make students competent, ethical, critical, confident, and information literate communicators.
COM 110 addresses the following General Education outcomes:
II. intellectual and practical skills, allowing students to a. make informed judgments c. report information effectively and responsibly e. deliver purposeful presentations that inform attitudes or behaviors
III. personal and social responsibility, allowing students to a. participate in activities that are both individually life-enriching and socially beneficial to a diverse community c. interact competently in a variety of cultural contexts
IV. integrative and applied learning, allowing students to a. identify and solve problems b. transfer learning to novel situations c. work effectively in teams
Primary outcomes are indicated in plain text and secondary outcomes are indicated in italics.
MY TEACHING PHILOSOPHY:
My goal as an instructor is to do all I can to create an environment in which we all can learn from each other safely, productively, and happily. Every person in this class contributes to that environment, and together we share the power to determine whether or not we live up to that goal.
Please remember that I am here to help you succeed. Do not hesitate to ask questions or ask for help, in or out of class. (Unless there is a privacy issue at stake, in-class is often best, since your classmates may have the same questions or concerns that you do, and then you are helping them, too.) If you have any special needs that it would help for me to be aware of, please do let me know. I am committed to helping every student attain the best quality of education he or she can.

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Ultimately, I believe that the quality of each student’s education is largely dependent on his or her own efforts, attitudes, and behaviors. It is important for you to know that I will guide and assist you in any way that I can, but the knowledge, experience, and grade you take away are entirely within your control.
COURSE POLICIES:
ATTENDANCE/PARTICIPATION: Your success in this course depends on your active engagement with the material and your classmates. What you will take away (transferable skills, knowledge, interesting information, etc.) is based on your willingness to be critically and creatively engaged with the material.
Because COM 110 is a skills-based, developmental course, participation is essential. Participation is a function of attendance, demonstration of having read the material, asking questions that extend the thinking of the class and instructor, contributing relevant examples, and demonstrating respect for the contributions of classmates.
Since participation is a function of attendance, regular attendance is expected. Being absent will deprive you of valuable class discussions and activities and will also cause you to lose participation points. If you are not in class, you cannot earn participation points and participation cannot be made up.
Understanding that personal circumstances do arise, you will be allowed two “free” absences this semester. After your two “free” absences, any additional absences will affect your grade in this class.
You are always responsible for all material distributed in your absence. Also note any/all materials are
handed out or emailed only once. If you are not in class to receive them (or delete/lose them), you should obtain the information from a fellow student. Please note missing a class does not mean you are free from submitting required assignment on the date that you missed. You will lose those points if you do not submit the required assignment. Missing a class, unexcused, on any speech day will result in a
10 point deduction of that speech’s grade.
An absence can only be excused if you contact me in advance with a legitimate reason for being absent
(i.e., religious holidays, family emergencies, University sanctioned events, extended illness) and sufficient documentation is provided if necessary. I will not excuse absences if you do not get in touch with me within a week of the absence nor will I accept notes after one month from the absence or after the final exam period.
TARDINESS: Attendance will be taken during each class session. Be on time. When individuals arrive late to class they disrupt learning and show disrespect to their classmates and the instructor. Two (2) tardy
marks will be equal to one absence. If you are late on a speaking day please wait outside the classroom until you hear applause, signaling the end of a speech. The lesson here? Be on time, every time. Please note: arriving 10 or more minutes late will count as an absence for the day.
ASSIGNMENT DUE DATES: All assignments must be completed on the due date. No late work will be
accepted. If you are unprepared to turn in an assignment or deliver a presentation on your assigned day, you will receive a ZERO for that assignment unless an alternate due date has been previously approved or documentation has been provided for extreme circumstances. Further, technical problems such as power outages, erased/lost disks, downed systems, malfunctioning printers, or email glitches are not legitimate excuses for late or missing work. Always make a backup copy of your work (and carry it with you on the due date) and make use of University computer labs if necessary. You may want to consider purchasing a flash drive or using online storage. In emergencies, I will make other arrangements with individual students, but such cases are relatively rare. Also, give yourself ample time to complete assignments. Please note: it is not my responsibility to track down your late or missing work. You must take responsibility and ownership of your assignments.

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BEHAVIORAL EXPECTATIONS POLICIES AND PROCEDURES:
Professional Courtesy: Professional courtesy includes respecting others' opinions, not interrupting in class, being respectful to those who are speaking, and working together in a spirit of cooperation. I expect you to demonstrate these behaviors at all times in this class. With that in mind, sleeping, reading materials irrelevant to class purposes, texting, or disrupting the class will not be tolerated and will result in the student being considered absent for that particular class period.
Presentation Etiquette: On presentation days, you have dual responsibilities as a speaker and an audience member. When you are presenting, you will dress appropriately. When you are an audience member, you will be attentive. Because most people are nervous when they present, you will be supportive both verbally and nonverbally. You will never enter or leave the room while a presentation is in progress.
Behavioral Expectation Policy: Should any student violate the expectations of appropriate classroom behavior (as mentioned in the professional courtesy and presentation etiquette policies above), the instructor will schedule a meeting to discuss these expectations and develop a behavioral modification plan (see last page for this plan). If these behaviors persist, you will be at-risk for failing the course.
E-MAIL POLICY: While I encourage you to email me with questions, don’t let email replace good communication between us. I encourage you to visit my office or arrange to meet with me in person. If you do email me, please be aware that I will not respond to email after 5:00pm. While a quick response is likely, please keep in mind that I am not always on email, and therefore I will do my best to get back to you within 24 hours on weekdays and 48 hours on weekends. Note: Professionalism in email
communication is demanded. As a student of higher education, it is expected that all communication be of professional quality. When writing your emails, please identify yourself and the class for which you have an inquiry. Please be sure to address the instructor in a professional manner. Emails not properly addressed will not be answered. Failure to follow this policy will result in your email being deleted without consideration.
SPEECH ETIQUETTE: On speech days, you have dual responsibilities as a speaker and an audience member. When you are presenting, you will dress appropriately and follow the guidelines for being an ethical speaker. When you are an audience member, you will be attentive and ask challenging but constructive questions when the speech is finished. Because most people are nervous when they give a speech, you will be supportive both verbally and nonverbally. You will never enter or leave the room while a speech is in progress.
FORMAT OF ASSIGNMENTS: All work must be typed and double-spaced unless otherwise noted. Essays and papers should have one inch margins and use a standard 12 point font (Times New Roman). Please proofread your work carefully for spelling or grammatical errors. You will lose points for excessive grammatical or spelling errors. Also, for hard copy assignments, be sure to staple all pages together, including any required grading rubrics. Note: 3 points will be taken off your assignment if your papers are not stapled together.
GRADE DISCUSSIONS: You are welcome to consult with me at any time during the semester about your grade. I am always willing to discuss students’ grades on particular assignments on an individual basis; however, all students must wait at least 48 hours after an assignment has been returned before asking me questions about his or her assignment grade. This allows you to thoroughly read through the

P a g e | 5 feedback given and process why the grade was earned based on the criteria for that particular assignment. If you disagree with a grade you received on an assignment, you should follow the
Evaluation Challenge procedure found in your spiral notebook. All evaluation challenges must be received no later than one week after the assignment in question has been returned. Keep in mind that grade discussions should NOT take place before, after, or during class for confidentiality reasons. I also
CANNOT communicate with you about grades via email for confidentiality reasons. If you would like to discuss your grade, please make an appointment to meet with me in person.
ROUGH DRAFTS: While I am always willing to read through rough drafts of any assignments for this class, all rough drafts must be submitted no later than one week before the assignment is due. This allows me to provide you with constructive feedback on the assignment and gives you time to synthesize and incorporate my feedback as well. Any rough drafts submitted less than a week before the assignment is due will not be read, unless previous arrangements have been made with individual students. In this case, I would encourage students to seek assistance from the Visor Academic Center (012 Vrooman Hall,
309-438-7100).
SPEECH LAB: The speech lab can be a useful tool in improving the quality of your speech and public speaking skills. It is recommended that you plan a visit to the speech lab at least one week before your speech so you have enough time to synthesize the feedback received from the attendant and incorporate it into your speech. To schedule time in the Speech Lab, call 438-4566. The speech lab is located on the Lower Level of Fell Hall, room 032. Make an appointment at your earliest convenience since the speech lab fills up fast. If you need to change or cancel your appointment, you will need to call the Speech Lab or stop by in person 24 hours in advance. Failure to do so will result in NOT being allowed to make an appointment or participate at the Speech Lab for the rest of the semester.
CHEATING/PLAGIARISM: Students are expected to be honest in all academic work, consistent with the academic integrity policy as outlined in the Code of Student Conduct. All work is to be appropriately cited when it is borrowed, directly or indirectly, from another source. Unauthorized and unacknowledged collaboration on speech topics and/or the presentation of someone else’s work warrants plagiarism.
Students found to inadvertently commit acts of dishonesty will receive appropriate penalties specific to the assignment in question. Students found to commit intentional acts of dishonesty will receive a failing grade in the course and will be referred for appropriate disciplinary action through Community Rights and Responsibilities.
Extra Credit Opportunities:
There will be a few extra credit opportunities for research participation. The extra credit points will be added to your final grade, and may not necessarily appear in the gradebook immediately upon your completion of the opportunity. There are no guarantees for extra credit, and it is each student’s responsibility to be aware of and take advantage of such opportunities. You may receive extra credit for participating in any of the studies in the School of Communication’s Research Pool. The Research Pool is updated as research studies are opened/closed, and it is your responsibility to access the Pool and be aware of available opportunities. The Research Pool can be accessed via: https://sites.google.com/site/isucomresearch/
In general, each 30 minutes of participation in an extra credit study will earn you .5 Research Credits.
Each Research Credit is worth an additional 0.5% of your total possible final grade in this course. For example, if you participate in a research study that requires you to spend an hour in a lab (i.e., 1

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Research Credit), and your course is based on a 1000-point total, your participation would provide 10 points to your final grade. Each project listed on the Research Pool site will indicate the specific number of Research Credits associated with the project. The course instructor will get evidence of participation and the time of participation from the researcher(s) who administer the research studies at the conclusion of the semester; however, it is your responsibility to make sure that the researchers have the necessary evidence of your participation at the time of the study. Before participating in a study, please be sure to have your name, ULID (i.e., the part of your email before @ilstu.edu), instructor name, and course and section number ready, as you will need to provide these to receive credit. Research Credit can only be applied to one course for each study, unless specified otherwise in the Research Pool. A maximum of 5% of your final course grade can be earned from extra credit opportunities via the
Research Pool. After the final exam there will be no further opportunities for extra credit or to otherwise improve your grade.
Please also be aware that federal guidelines indicate that instructors offering extra credit for research participation must offer a reasonable alternative (such as a research paper) for students who want to earn extra credit but do not want to participate in a study.
SPECIAL NEEDS: Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TDD).
ASSIGNMENTS & EVALUATION:
Detailed descriptions of each assignment can be found on ReggieNet, in your Spiral Notebook, and discussed in class.
EXAMS: There will be a midterm exam and a final exam. Exams will assess your understanding of communication concepts and theories, as well as your application and integration abilities.
SPEECHES: Each student will present three speeches: a. Informative speech (5-7 minutes, no more than 7:30; at least 4 sources) b. Group presentation (18-20 minutes, no more than 20:30; at least 10 sources) c. Persuasive speech (5-7 minutes, no more than 7:30; at least 3 new sources in addition to sources used in the group speech)
All three speeches must be completed to pass the course. Each presentation will be evaluated on content and delivery. Specific details will be clearly outlined in class. Typed outlines and references are required for each (a sample will be provided). You will also be required to submit a preliminary outline to me for comments prior to your presentation date.
EVALUATION
“Have you met my friend” speech 10 Points
Informative Speech
Group Presentation
Persuasive Speech
CIP
100 Points
100 Points
100 Points
30 Points
Synthesis Paper
Midterm
30 Points
100 Points

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Final Exam
P2P’s/Participation
100 Points
100 Points
Quizzes/Activities
Total Points:
TBA
TBA
**Assessments and point values subject to change.**
The grading scale is a standard ten percentage point scale:
90-100% = A; 80%-89% = B; 70%-79% = C; 60-69% = D; below 60% = F
In this course, simply doing an assignment does not result in an “A.” Failure to follow directions or meet criteria will result in a loss of points. Students should note the definition of each letter grade:
“A” is reserved for work that is exceptional
“B” is reserved for work that is above average
“C” is reserved for work that is average (meets criteria)
“D” is reserved for work that is below average
“F” is reserved for work that is failing, late, or not submitted for evaluation
DATE
Week 1
Tues., Aug. 18
Thurs., Aug. 20
Week 2
Tues., Aug. 25
Thurs., Aug. 27
Week 3
Tues., Sept. 1
Thurs., Sept. 3
CONTENT/MATERIAL COVERED ASSIGNMENT/READING DUE
Course Orientation
Introductions
“Have you met my friend” speeches
Read: Syllabus; Spiral pp. 1 – 4; prepare “Have you met my friend” speeches
“Have you met my friend” speeches
Syllabus Contract
Ch. 1 Ch. 1 Introduction into
Communication
Goal Setting
Guest Speaker for PRSSA
Ch. 2: Communication
Confidence
Ch. 3 Ethical Communication
Read Ch. 2 and 3
DUE: Goal Setting Worksheet
Ch. 4: Perception and Self
Concept
Ch 5: Choosing Topics
Ch. 6: Analyzing Audience
Informative Speech Assigned
Chapters 4
Chapter 5
Chapter 6

Week 4
Tues., Sept. 8
Thurs., Sept. 10
Week 5
Tues., Sept. 15
Thurs., Sept. 17
Week 6
Tues., Sept. 22
Thurs., Sept. 24
Week 7
Tues., Sept. 29
Thurs., Oct. 1
Week 8
Tues., Oct. 6
Thurs., Oct. 8
Week 9
Tues., Oct. 13
Thurs., Oct. 15
Week 10
Tues., Oct. 20
Thurs., Oct. 22
Week 11
Tues., Oct. 27
Thurs., Oct. 29
Week 12
Tues., Nov. 3
Thurs., Nov. 5
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Ch. 7: Locating and
Incorporating
Ch. 8 Organizing Ideas
Ch. 9 Outlining the Presentation
Ch. 10 Beginning and Ending the
Presentation
Ch. 12 Designing Presentation
Aids
Informative Speech Work Day
Ch. 11: Using Appropriate
Language
Informative Speech Work Day
Midterm
Ch. 13 Delivering the
Presentation
Informative Speech Work Day
CLASS WILL NOT MEET
Informative Speeches
Informative Speeches
Informative Speeches
Group Presentation Assigned
Chapter 14: Communicating in
Groups (Conflict and Culture)
Chapter 7
Informative Speech topic Due
DUE:
Chapters 8
Chapter 9
Chapters 10
Chapter 12
Chapter 11 http://www.videonot.es/
Chapter 13
CLASS WILL NOT MEET
Presentations
Presentations
Library Day – Meet in Milner
164D
Group Speech review and work day
Chapter 15: Listening and
Critical Thinking
Ch. 16 Understanding Persuasive
Principles
Group Speeches
Group Speeches
Presentations
Chapter 14
DUE: Peer Evaluations (Spiral pp.
18-19)
DUE: Self-Evaluation (Spiral p.
20)
Group Speech Topic Due

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Week 13
Tues., Nov. 10
Thurs., Nov. 11
Assign Synthesis Paper &
Persuasive Speech
Review of Ch. 16
Ch. 17: Building Arguments
Ch. 18 Using Communication for the Common Good
Synthesis paper work hour/Persuasion review
Persuasion review/assign order
Chapter 17
Chapter 18
Week 14
Tues., Nov. 17
Thurs., Nov. 19
Week 15
Tues., Nov. 24
Thurs., Nov. 26
Week 16
Tues., Dec. 1
Thurs., Dec. 3
No Class- Thanksgiving Break
No Class – Thanksgiving Break
Persuasive Speeches
Persuasive Speeches
DUE: Peer Evaluations (Spiral pp.
65-66)
DUE: Peer Evaluations (Spiral pp.
65-66)
FINAL EXAM PERIOD
DUE: Self-Evaluation (Spiral p.
64)
DUE: Synthesis Paper Due
*The above schedule, procedures, and policies in this course are subject to change in the event of extenuating circumstances.
The instructor will notify students in a timely manner of all changes related to the course schedule through in-class announcements and through ReggieNet. In addition, the instructor reserves the right to handle situations with students on a case-by-case bases

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Behavioral Modification Plan (Only to be discussed in private consultation):
On this date _________________________, I noticed the following student/s
______________________________________________________________________________
__________________engaging in the following inappropriate classroom behavior (check all that apply).
_____ making disrespectful comments.
_____ challenging a grade in class.
_____ being verbally aggressive or argumentative toward other students or the instructor.
_____ being verbally or nonverbally unsupportive of a student or instructor presentation.
_____ disrupting the learning for other students in class. May include:
_____texting in class
_____engaging in side conversations
_____reading materials irrelevant to class
_____sleeping
_____ other, please explain
______________________________________________________________.
Please provide a brief description of the incident (or attach documentation).
These behaviors violate the expectation of appropriate classroom behavior as mentioned in the syllabus and the ISU Code of Student Conduct as it disrupts the academic mission of the class. I have had a conference with _____________________________ on this date
______________________. We discussed the expectancy violation and the need for behavioral modification. I made it very clear that if these behaviors persist, the student will be at-risk for failing the course. The next time this student behaves inappropriately, the student will be asked to leave the classroom. If the student refuses, university police will be contacted and the student will be escorted out of class. (See http://policy.illinoisstate.edu/academic/4-1-17.shtml).
All work due during the student’s mandatory absence will not be made up. If the student misses a speech or major exam, they will automatically receive a 0 on that assignment. Because all speeches have to be completed to pass the course, the student will receive a failing grade for the course. Thus, there is a clear relationship between behavioral expectations and successful completion of the course.

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Please provide a brief description of the instructor and student conversation about the incident including any mitigating circumstances that were revealed in the conference. Do the instructor and student agree on the events of the incident? If not, what are the discrepancies (Please give the student the opportunity to document his/her own accounting of the events and include with this documentation)?
Instructor: [please describe below or include attached documentation.]
Student: [please describe below or include attached documentation.]
This form requires you to acknowledge that you have read and understand the information presented in this student/instructor conference. By signing this form you are acknowledging that you are aware of all of the policies and procedures outlined in the syllabus as well as this behavioral modification plan. This plan has been reviewed and approved by the Dean of Students
Office.
I have read and understand the policies and procedures provided to me in my Com 110 syllabus as well as this conference.
________________________________________
Student Name (please print)
_______________________________________________________________________
Student Signature Date
_______________________________________________________________________
Instructor Name (please print) Section number
_______________________________________________________________________
Instructor Signature Date

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COM 110: Syllabus Contract Page
This syllabus is a contract between you and me. Though the schedule may shift a bit here and there as the course proceeds, everything we have discussed thus far in the syllabus will not. This contract is your agreement to follow the guidelines for this course as stipulated in the syllabus. By signing and dating this page below, you indicate that you have thoroughly read and understand the syllabus and our course policies. I am ready and willing to listen to your complaints, suggestions, pleadings, etc., but only if you signed this document so that I know we’re on the same page. If you wish to request that I change a grade on an assignment, please follow the Evaluation Challenge procedures detailed in the spiral notebook.
I have read the syllabus and completely understand the requirements of the class. Any questions about the course have been appropriately directed to the instructor. Any grade disputes will go through the appropriate channels set out by the School of Communication. All work submitted for this course must be my own original work. I have read and understood the plagiarism policy of this course.
____________________________________ ________________
Date Student Signature
____________________________________
Student Name (PRINT)