 Heartland Community College: Humanities and Fine Arts Communication 101: Introduction to
Oral Communication
Course Prefix and Number: COMM 101 Section 5
Course Title: Introduction to Oral Communication
Credit Hours:
Lecture Hours: __3_ Laboratory Hours: ____
Catalog Description:
This is an introductory course in public speaking, which has the dual goal of helping students understand basic communication principles and improving their oral communication skills. The course emphasizes preparing, selecting, organizing and delivering oral messages as well as analyzing and evaluating the speaking-listening process
Instructor Information:
Instructor name: John Ernst
Phone number to contact instructor: 268-8626
Instructor’s e-mail address: john.ernst@heartland.edu
Location of instructor’s office: ICB 2023
Hours and days of instructor’s office hours: M: 1:00-2:00 & 4:00-6:00; T/R: 2:00-3:00
Textbook:
Required
Fraleigh, Douglas and Joseph Truman. Speak Up! 2 nd ed. Boston: Bedford, St. Martin’s,
2011.
Supplies:
A folder to keep your work and responses in
Note cards

Relationship to Academic Development Programs and Transfer:
COMM 101 fulfills 3 of the required 9 semester credit hours in Communication for either the A.A. or the
A.S. degree. It satisfies the Humanities component of this requirement. Come when no one should transfer to other Illinois colleges and universities as the equivalent of the General Educational Core curriculum course C2 900, described in the Illinois Articulation Initiative. However, students should consult an academic advisor for transfer information regarding particular institutions. Refer to the IAI webpage for information as well as at http://www.itransfer.org/IAI/Other/Student.taf
Course Objectives (Learning Outcomes):
After completing this course, students should be able to:
1. Effectively organize thoughts and ideas into coherent, well focused verbal messages appropriate for the audience, occasion, and purpose.
2. Conduct evaluative scholarly research and incorporate appropriate materials into focused, wellinformed presentations.
3. Demonstrate appropriate behavior as active listeners and participants.
4. Demonstrate an awareness of and sensitivity to nonverbal communication in both speaking and listening situations.
5. Evaluate and employ appropriate visual aids to enhance the impact of oral presentations.
6. Demonstrate awareness, respect, and appreciation for the diversity of others as they endeavor to refine their communication skills.
7. Employ strategies to reduce communication apprehension in order to effectively participate in a variety of public communication situations.
8. Become more effective communicators in democratic situations, demonstrating the ability to consider and evaluate multiple perspectives on social issues and the ability to manage conflict.
COURSE OUTLINE
I.
Introduction: The Essentials of Communication
II.
Public Speaking
III.
Special Occasion Speech
IV.
The Informative Speech

V.
The Persuasive Speech
VI.
The Group Project
Method of Instruction: I believe that learning is a collaborative process, dynamic and continuous. As such, it must be nurtured and encouraged. This process is facilitated by all individual contributions to class discussion. Serious participation in this course is essential to successful learning. Little time will be spent with lecture. Instead, we will engage in class and group discussion in the interests of developing collaborative learning. Teacher and student have a responsibility together to take part in this process.
Course Policies:
Method of Evaluation (Tests/Exams, Grading System):
You should expect to work several hours preparing each speech, and each speaking assignment should be approached as a composition that requires forethought, research, planning and practice. You will be expected to display your understanding of the readings in all your assignments.
The breakdown of the final grades is listed below.
Grades are based on a point system as follows: YOUR SCORE
Introductory speech.........................diagnostic and ungraded
Interpretative Reading……………………………….…...25 ___________
Special Occasion Speech..................................................125 ___________
Mid-Term Exam…………………………………………100
Informative Speech……...................................................150 ___________
Persuasive Speech.............................................................175 ___________
Group Project ………………..........................................200 ___________
Class Participation………………………………....…….100 ______/_____
(75 pts. First half/ 50 points second half)
Comparative Self Analysis (written) ................................100 _____________
FINAL GRADES ARE DETERMINED ACCORDING TO FOLLOWING SCALE:

900 TO 1000 = A
800 TO 899 = B
700 TO 799 = C
600 TO 699 = D
BELOW 599 = F
Attendance
In addition to preparing and developing one’s own speeches and other course work, Introduction to Oral
Communication involves listening to, responding to, and evaluating the speeches of other students. As a consequence, regular and attentive student participation is of primary importance. Therefore, COMM
101 has a strict attendance policy: Students who miss more than three classes will have 50 points
deducted from their point total for each subsequent absence (thus 50 points will be deducted for the fourth absence, another 50 for the fifth absence, etc.). Students who miss the equivalent of four weeks
of class will automatically fail the course.
Moreover, students who do not come to class on days they are scheduled to deliver a speech or participate in a group project will lose all points associated with the assignment and will not be allowed to make up these points. Exceptions may be made for extreme and verifiable circumstances (a death in the family with verification by obituary notice, a medical emergency verified with a doctor’s note, etc.).
"Not feeling well," or unverified emergencies will be treated as simple absences and make-ups will not be allowed. In general, plan on going to class each session on time and fully prepared to engage in the class activities. Students are responsible for keeping track of their own assignments and are required to attend as audience members for all speeches.
IMPORTANT PRELIMINARIES: ALL SPEECHES
WHAT TO DO IF YOU NEED TO MISS CLASS ON A DAY YOU’RE SCHEDULED TO GIVE A SPEECH:
7.
Contact your instructor by voice and/or email before the class session you are scheduled to speak to inform him of your reasons for missing.
8.
Email your preparation outline, works cited, visual aids and manuscript to your instructor before the class you’re scheduled to speak.
9.
Present a doctor’s note or other form of verifiable excuse to your instructor upon your return.
10.
If at all possible, make arrangements with a student from another group to give their speech on the day you are scheduled to.

DRESSING FOR SPEECHES:
Students are expected to dress appropriately on the day of speeches. Dress professionally. T-shirts or sweatshirts with large logos are not a good idea, nor are hats. If the instructor feels that your attire detracts from your message, points will be deducted from your speech. See me if you should have any questions about particular items.
TIMING YOUR SPEECHES:
Each speech has a time limit, usually 6-8 minutes. You are expected to fall within that limit, and speeches that go over or under will be penalized. I’ve had speeches go as long as 11 minutes and as short as 3, and students are usually surprised by their time. Because speeches will lose at least 20 points for each 30 seconds under or over the time limit, you should practice, bring a timing device of your own to keep track (a cell-phone, for instance) or ask that a class member signals time for you.
OUTLINES AND NOTES:
Outlines and speaking notes are collected during class time on the day you give your speech. Note that I won’t grade speeches without a “Works Cited” list, and that if you do not have typed outlines with you, I will not accept them later for points, although I’d be happy to review them for you afterwards.
THE SPEECHES:
I. SPEECH OF INTRODUCTION
TIME: 2-3 minutes (I’ll stop you at 3:00)
Required but ungraded
Learning Objectives:
11.
Organize your ideas around a focused, relatively formal verbal message which clearly relates some aspect of your personality or personal history.
12.
Practice delivering the speech to help you refine the language you use and to help avoid speech apprehension.
13.
Demonstrate an awareness, respect and appreciate for the diversity of your classmates as we introduce ourselves from the front of the class.
14.
Abide by the ethical contract as both listener and speaker.

15.
Review and understand the Important Preliminaries on page 4 of this syllabus.
The aim of this speech is to introduce yourself to your classmates in a way that is comfortable to you. This is also an exercise in learning how to prepare, practice and deliver a speech, so I suggest that you spend some time attempting to narrow your focus, practicing your delivery and refining your speech for the strongest impact even though this is an un-graded exercise.
The following are three areas that you may choose from, each allowing enough latitude to talk about something of interest to you. These are only guidelines, however, so feel free to be inventive and to do something a bit different.
A. CULTURAL BACKGROUND: Explain a significant aspect of your cultural background and how it has made a difference in your life. Possible topics might include social customs, family traditions, holidays, clothing, food, religious traditions, sporting activities, etc. Try to be creative in finding ways to illustrate how the aspect of your culture relates to your personal lives.
B. PERSONAL OBJECT. In preparation for this speech, select an object that represents a significant aspect of your background, personality, values, ambitions, etc. Using the chosen object as a point of departure, develop a speech that explains how it relates to your life. A new father might select a diaper as a vehicle for discussing his experience as a parent. An avid tennis player might settle on a tennis racket to illustrate her passion for the sport, etc.
Don’t drive yourself crazy seeking the perfect topic. Pick something rather quickly and spend more time developing and practicing your speech. Turn in your speaking notes and/or outline with your speech
II. Reading Assignment
Point Value: 25
Time: 3-4 minutes
Learning Objectives:
1. Locate and choose appropriate material which lends itself to oral reading and which employs vivid, descriptive language as per Chapter 11 in Lucas.
2. Read selection using appropriate tone, volume, pauses and vocal variety.
3. Review and understand the “Important Preliminaries” on page 4 of this syllabus.
This assignment tends to be quite enjoyable and requires that you select interesting material to read aloud employing dramatic vocal range. You are not graded on eye-contact this time, but do try to provide at least some to help you gauge how the audience is responding. Here’s a quick breakdown of what needs to be done:

Pick something you like, read it aloud and see how it sounds. It’s okay to change a few words for ease of reading or to keep things at a PG-13 level, but whatever you choose should be smooth and wellrehearsed with variation in pitch, volume, pacing, etc.
While you may pick adolescent literature, please don’t bring in children’s books to read as they are just too simplistic. You may bring in classic literature, a portion from a novel you love, something you’ve written or a friend has written, a magazine report that uses vivid language, etc.
You will be graded on the appropriateness of your selection (it’s rather like gymnastics; if what you pick is too easy, you’ll lose points) and evidence of practice (intonation, familiarity with the text, flow, etc.). You are required to speak on the assigned day. See “What to do if you Need to Miss a Speech” on page for of this syllabus for details. Post speech evaluation due next day.
III. Special Occasion or Personal Narrative Speech
TIME: 6-8 minutes
A manuscript or speaking outline is due the day you deliver your speech.
POINT VALUE: 125
Learning Objectives:
16.
Use language vividly, choosing words which are concrete and descriptive.
17.
Employ imagery, rhythm and analogy to enhance the power of your speech.
Deliver you speech with passion and power: Use good eye-contact, variety in pitch, tone and volume.
18.
Refine your speech so as to provide specific details which are rich and evocative.
19.
Adopt the speech to the specific occasion and audience.
20.
Review and understand the “Important Preliminaries” on page 4 of this syllabus.
This particular assignment is rather flexible but generally asks that you take one of two general tracks.
Choose one of the following areas and construct a speech using the guidelines that follow.
1. A commemorative speech. Here you would pay tribute to a person, a group of people, an institution or an idea (you uncle, George Washington, Gamers’ Guild, ALANON, Heartland, Freedom of Speech, etc. are some specific topics that fall into one or more of these categories). As you can see, the subject can be historical or contemporary, famous or obscure.
2. A personal narrative: This is an exercise in refining your language and speaking skills, and the idea is to tell a story about yourself to both entertain and inform your audience. The speaker tells a story in a way so as to have some significance beyond the merely personal.

First, chose an experience that has a point or purpose. Maybe the events changed you in some way. Maybe it illustrates one or more of the concepts we’ve been reading about. Maybe the point is to tell a story using lofty language and descriptive prose to get across a sense of who you are.
Conisder limiting yourself to a very specific experience so that you can describe it in detail. Use your memory and imagination to reconstruct the experience vividly and concretely. Pay special attention to details that will make the experience vivid to your audience.
Also, consider taking a bit of a risk. Live at “your edge” when it comes to your topic choice. It tends to be the case that the greater the willingness to take risks leads to a bigger class bond. The bigger the bond, the more meaningful this class will be.
IMPORTANT: You must give your speech on the day scheduled. See “What to do if you need to miss a speech” on page 4 for more information.
Be sure to be fully prepared and to dress for the occasion.
III. Informative Speech
TIME: 6-8 minutes
Detailed Working outline (with at least three credible sources) due during class session when your speech delivered. The outline is worth 10 points and must be typed to be accepted. Speeches will not be graded without a works cited list (to be included with your outline).
POINT VALUE: 150
Learning Objectives:
1. Select a topic that is neither trite nor overly-technical and write a speech which relates your subject directly to the audience.
2. Conduct evaluative scholarly research and incorporate the best sources into a well-focused speech that verbally cites the sources you employ.
3. Generate and deliver interesting and relative introductions which captures the attention of your audience, introduces the topic, establishes your credibility and previews the body of your speech.
4. Deliver your speech using good eye-contact, appropriate gestures, vocal variety, and pauses.
5. Know your subject well enough to be able to stand for questions after the speech has been delivered. Respond to questions in a concise but thorough manner.
6. Employ language and a speaking demeanor which is relatively formal.
7. Review and understand the “Important Preliminaries” on page 4 of this syllabus.

This speech asks that you inform the audience about some object, concept or event. If you like, you may narrow this assignment down to concentrate specifically on a particular aspect of information giving such as definition, explanation or description.
As with any speech you prepare this semester, I encourage you to pick a topic which is interesting to you. I also encourage you to keep your focus narrow enough to allow for the necessary support and detail.
This assignment will require that you scholarly research in the library and over the Internet. You will need to find at least three credible sources and incorporate the sources into your speech. You must use internal citations in your speech when using your sources and to include them in a proper bibliographic form in your outline.
Some hints:
--Develop your topic so as to conform to the time limits. Try not to explain too much and allow yourself time to recap important points.
--Find more information than you need so that you can select the best material for use in your speech.
--Make statistics (if used) easy to understand by using examples or concrete examples
--Use sources that your audience will respect
--Visual aids may be useful but are not required.
--Note that topic selection is important. You are asked to speak about subjects that are current, nothighly charged (persuasive religious topics, gun control, abortion, paranormal activities, recycling, obesity, sports teams, etc.) unless you can convince me that you will do them justice or have special insight into them. Review the chapter on topic selection if you have a problem, but it’s generally a good idea to keep up with current events and to explore your interests.
IV. Persuasive Speech
TIME: 6-8 Minutes
POINTS: 175
Detailed Working outline (with at least three credible sources) due during class session when your speech delivered. The outline is worth 10 points and must be typed to be accepted. Speeches will not be graded without a works cited list (to be included with your outline).
Learning Objectives:
1. Evaluate and employ appropriate visuals aids to enhance the impact of your speech.

2. Carefully organize your speech into one of the persuasive patterns using rich details and examples, clear signposts from point to point and effective introductions and conclusions.
3. Select and incorporate academically sound and recent resources into your speech to support your claims.
4. Clearly deliver your speech with solid eye contact, vocal variety and appropriate pauses.
5. Choose and develop topics which are appropriate, challenging and which have a clear persuasive component.
6. Understand the difference between emotional and rational appeals and use both fairly and ethically.
7. Demonstrate the ability to consider multiple perspectives on a given subject.
8. Review and understand the “Important Preliminaries” on page 4 of this syllabus.
VISUAL AID. Training on PowerPoint and other Visual Aids will be provided. It is suggested that you do not use videos or hand-lettered poster-board. A rubric on visual aids is attached. The visual aids will be worth 40 points.
OUTLINE: Detailed and typed Working Outline to be turned in during class time on day of speech. Must have (and use) at least three credible sources which are listed in the outline’s bibliography and cited in the speech (C range) and 5-6 (A range). Include timings from two or more practice runs (-1 if not included) and type these out. No points for handwritten outlines. Speeches will not be graded without a Works Cited list.
THE SPEECH: This speech asks that you attempt to sway or persuade the audience on some question of fact, value or policy. Most often, persuasive speeches take more subtle forms than calls for direct action although such speeches are certainly within the realm of possibility. Most persuasive speeches attempt to move the audience into at least considering your point-of-view as reasonable and worthy of contemplation.
Therefore, it is obviously important that you choose some issue that is meaningful to you and about which you can speak with authority. You may want to think of persuading the audience on small scale issues such as donating food or money to a local homeless shelter rather than trying to persuade audience members on huge public issues such as huge economic issues, complicated political ideas, religious conversion (in fact, stay far away from this one), etc. Also AVOID the following topics which have been overdone: Abortion, gun control, recycling, obesity, fast food, legalization of marijuana.
Remember to include clear signposts in your speech (transitional phrases and summaries), internal citations, a clear course of action for the audience and so forth. Your introduction and conclusions should be fully realized, and your main points need to be supported by clear and convincing evidence.

Whatever the case, keep in mind that persuasive speeches tend to be more difficult than informative speeches and require more in the way of research and preparation. Your sources should also be solid and generally accepted works of scholarship (dictionaries and encyclopedias do not count as credible sources although they may be useful for background information).
Consider structuring your speech along one of the organizational formats suggested in the textbook
(Problem/Solution, Problem/Cause/Solution, etc.).
Tips and Reminders:
+ Find more information than you will need so you may use the most powerful for your speech. Three sources are a minimum, but more are better.
+ Remember to finish early allowing time for practice and refinement. Delivery will become more important during the assessment of this speech.
+ Dress in manner appropriate for a public speaker. No logo shirts, sweats, etc.
+ Keep in mind the importance of organization. You must do all of the things that were included in the
Speech Evaluation sheet to do well. Formally establish your credibility, use signposting throughout, preview the speech in your introduction, etc.
+ Keep numbers and statistics to a minimum. Round off larger numbers and personalize abstract concepts.
+Note that topic selection is important. You are asked to speak about subjects that are current, nothighly charged or done-to-death (persuasive religious topics, gun control, abortion, paranormal activities, recycling, obesity, sports teams, etc.) unless you can convince me that you will do them justice or have special insight into them. Review the chapter on topic selection if you have a problem, but it’s generally a good idea to keep up with current events and to explore your interests.
IV. Small Group Project
TIME: 18-20 minutes per group
Points: 200
Peer evaluations, visuals aids and group portfolio are due the day of the presentation.
This project is an exercise in small group processes and communication, each group to consist of between four or five students. The parameters of this particular assignment are generally flexible although you will be attempting to persuade the audience as a group. This assignment usually has the students take one of two general roles:
A. An advertising agency which is creating a product or service for a particular target group (college students, car owners, factory workers, etc) and designing an advertising campaign to promote the new

product which you will present to the class. The product or service should have a name, a slogan, and a print or video ad which would be used for promotion of your idea...
The products or services should be marketable in the real would and should not involve alcohol, narcotics or firearms. Creativity counts, so give all aspects of the presentation some thought.
Group should arrange themselves beneath a corporate name and each member should have clearly defined job tasks and titles. Consequently, groups should engage in the following steps to help organize them:
1. Select a Group Name and logo
2. Settle on a CEO or leader of some sort who will preside over group meetings.
3. Delegate each group member to engage in specific tasks, such as Product designer, Secretary,
Financial Consultant, Marketing director, Public Relations Coordinator, etc.
B. A civic group which is attempting to persuade some other group (a city council, the U.S. senate, interested voters, members of a particular group (students, members of a community, etc.) to either enact or repeal some piece of legislation. You may actually attempt to organize your group around actually engaging with members of that target organization (that is, you can actually try to make your voice heard in an arena larger than the classroom), but that is not a necessary component of this assignment. Like option A above, this may be approached on either a very serious or satirical manner..
Here are some examples (far from exhaustive) of subjects these groups might approach:
21.
Proposing that shopping malls allow distribution of leaflets and demonstrations (they currently don’t even allow photographs to be taken!).
22.
Asking the FCC (Federal Communication Commission) to ban all “product placement” ads in children’s television.
23.
Asking the Heartland Community College Board to expand its arts program
24.
Demanding that restraints and bars prohibit bald men (of course, some people might find this offensive).
What ever you decide to do, members need to organize their work so that each contributes equally both during the production stage and presentation stage of this project. Each group member will be privately evaluated by other group members via the Peer Evaluations which are turned in after the presentations have concluded. If problems occur, first try to work them out within the group; if problems persist, please see your instructor. As a last resort, group members may be asked to leave the group.
Presentation should include visual aids such as power point, video demonstrations of the product, dramatic presentations of the product or service at work, etc. We will watch several examples of such presentations on video to see what earlier students have done with the project. In any case, each group member must have clearly defined tasks and responsibilities during all phases of this project. It is

essential that you practice your presentation to coordinate what each member is to do and when to help things run smoothly when presenting.
Group Portfolio: At the day of the presentation, you will turn in a group portfolio which shall consist of the following:
A. A reproduction of your group name and logo.
B. An organizational chart showing each group member and her/her role in the group.
C. Minutes of each meeting held by your group (minimum of four meetings)
D. A summary of your presentation in outline form.
E. Copies of all ads and other visual aids.
F. Copies of each member’s speaking outline
G. Peer Evaluations
Point Distribution Breakdown: Presentation: 125 Points, Portfolio, 50 points, Peer Evaluations 25
Points (if you don’t turn one in, you will loose 10 points).
VI. COMPARATIVE SELF-ANALYSIS
Length: 5-6 pages
Points: 100
Due: By May 11 at 2:00 PM in hard copy form
Your last assignment asks you to chart your progress in this course using peer evaluations, instructor responses and (if possible) videotapes of your work.
I strongly encourage you to begin keeping a journal of your work in COMM 101. This will make the production of the Self Analysis far easier. Keep a written record of how much work you did for each assignment, of what you felt the strengths and weaknesses of each speech, of how you felt you progressed, regressed or maintained your personal status quo from speech.
Generally I’m looking for you to do two things here: 1) Provide a speech-by-speech analysis of your performance this semester and 2) discuss/analyze your performance as a member of the class community. Some questions you might ask yourself for the first part include the follow: Consider your goals at the beginning of the semester, for each of your speeches. How close did you get toward accomplishing your goal? What would you do differently knowing what you now know? What would you do the same? Then answer relevant questions regarding your membership of the class community? Did you come to class fully prepared each class? Did you provide meaningful feedback to class discussions and post-speech feedback? Did you seek out aid when confronted with obstacles

and/or help other students confronting obstacles of their own? To what degree did you adhere to the
Ethical Contract hammered out at the beginning of the semester?
You might also note the reactions and comments to speeches by your peers which you felt were useful in one way or another, but the focus is to be on your progress. Examples of these papers will be handed around mid-term.
Class Participation:
I am hoping to nurture a classroom atmosphere which is positive and useful, challenging and exciting, and I expect that good class participation will evolve from the nature of this course. Good participation also includes, of course, tactful, sympathetic and respectful responses to your classmate's work:
Listening carefully and providing appropriate feedback when called upon to do so. The following will be considered in your class participation grade:
1. How active you were in listening to and providing useful feedback for each speaker? Did the student actively promote a classroom that was "safe" and supportive, critical and engaged? (Appearing interested when someone else is speaking, asking appropriate questions of the speaker, supporting the things the speaker does well are all examples of this. Avoiding such things as talking when another is speaking is equally important).
2. Did the student make good use of class time devoted to small group projects? (Example: when a group is given, say, 15 minutes to work on a question or issue, spending only 5, 8, 10 or 13 minutes on it and moving on into small talk or silence is not going to cut it).
3. Did the student actively engage in general class discussions? Was s/he generally prepared and ready to begin the day's activities at the beginning of the session?
Also figured into class participation grades will be Especial duties that each student will engage in at least once during the semester. These duties include introducing other students, acting as class grammarian, providing structured feedback on a particular speech, chapter summaries and engaging in several impromptu speeches.
125 points will be allotted to class participation: 75 for first half of the semester and 50 for the second half
Note on recycling your own work: While I’m not against you adapting material from other classes in constructing your speeches, speeches and papers are entirely different beasts. Even “A” papers do not fare well as speeches, so expect to do dramatic revision and restructuring work if you do decide to adapt. Students who do adapt work from other classes must turn in copies of their original work with the outline and will be penalized for simple "readings” of such works.
Incompletes: Only in the case of extreme and verifiable illness or extenuating circumstances (death in the family, for example) will Incompletes be given. Contracts (available at Student Services) for

completion of any work must be filled out by the student and brought to the instructor for signature before the last day of class.
Extra Credit: None
Make-up of assignments: Speeches are due on the date you signed up for (or on the date your group has). Except in the case of extreme and verifiable circumstances (see section on attendance for examples of such cases), students cannot make up missed work and will lose all points for the assignment. Assignments are made well in advance, so look at the course schedule NOW and notify the instructor of any foreseen conflicts. See page 4, “What to do if you need to miss class” for more information.
Required Writing and Reading:
Students will write papers as assigned on topics related to public speaking, listening and selfevaluations.
Reading of appropriate texts will be assigned by the instructor and are noted in the schedule. Students are expected to have read the material BEFORE having come to class that day.
General Information for Students
Testing Services (located in Student Commons Building 2001)
Testing Services provides a secure testing environment for students who are enrolled in online, hybrid, and other distance learning courses; have a documented disability; or need to take a make-up exam. Testing accommodations for students having documented disabilities must be arranged by the student through Disability Support Services. Testing Services will only administer exams at the request of the instructor. For more information, please call (309) 268-8050.
Counseling Services
Counseling Services provides confidential and professional counseling for both emergency and personal issues. Services also include referrals to local community resources and support for students on academic probation. For more information, please call (309) 268-8318.
Services in Academic Support Center (Raab Road campus)
Library
The Library provides fast and free access to credible information from a full range of resources including books, online journals, videos, newspapers, online music, class reserves, and interlibrary loan.
Individualize research by appointment or come in anytime. See the Library tab in myHeartland, email library@heartland.edu
or call (309) 268-8292 for details.

Tutoring Services
Tutoring Services provides tutoring in various forms at no cost to Heartland students in Normal, Pontiac, and Lincoln. Tutors are available at convenient times throughout the week. Study groups are also available by request. For more information about services available at each location, please call (309)
268-8231 (Normal), (815) 842-6777 (Pontiac), or (217) 735-1731 (Lincoln).
Disability Support Services
Disability Support Services (DSS) ensures that students with disabilities have equal access to the college’s programs, services and activities through the provision of reasonable accommodations as mandated in Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. DSS offers a wide range of services to support students with disabilities, including: assistive technology, document conversion services, personnel, classroom and testing accommodations. Students with a documented disability who wish to discuss academic accommodations should call (309) 268-8259 for details.
Open Computing Lab
The Open Computing Lab provides free computing for HCC students at convenient times throughout the week. The computer lab is staffed by trained Lab Assistants and offers the use of approximately 70 computers, a scanner, a laser printer, and an electric typewriter.
Writing Lab
The Writing Lab provides guidance for writers on assignment comprehension, critical thinking and the stages of the writing process. The Writing Lab is staffed by English faculty and Tutors with years of experience working with students on writing. In every session, supportive staff work with writers to explore and develop their own ideas as appropriate to the needs of their readers and to learn the rhetorical strategies necessary for effective communication. For more information, please call (309)
268-8231.
Services in Community Commons Building, first floor (Raab Road campus)
Academic Advising
Academic advisors help students develop a plan of study, review degree/program requirements, discuss transferability of courses, and provide career exploration support. For more information, please call (309) 268-8033 . Academic Advising services are also available at the Lincoln and Pontiac sites.
Career Services
Career Services assist students to determine career goals, develop employability and job search skills and connect with potential employers in preparation for employment and career transitions. Through the Online Career Center at www.collegecentral.com/heartland students can learn about area employment opportunities, prepare and post resumes and find a host of free career-related resources. The job shadow and internship programs offer access to relevant work-based learning

opportunities that enhance academic experiences and support students in their career pursuits. For more information, please call (309) 268-8034 or email Career.Services@heartland.edu
.
Financial Aid Office
The Financial Aid Office provides information on programs and types of financial aid available to students. For more information, please call (309) 268-8020.
Transcripts (Located in Student Commons Building 1000)
Official and unofficial transcripts may be obtained in the Student Records Office. Transcripts may also be obtained at Heartland’s Lincoln and Pontiac sites. Official transcripts must be requested in writing. The form is available online ( http://www.heartland.edu/transcripts/index.jsp
) or in the Student
Records Office. Unofficial transcripts are available to print online through IRIS.
Academic Integrity and Plagiarism
Academic Integrity
Academic integrity is a fundamental principle of collegial life at Heartland Community College and is essential to the credibility of the College’s educational programs. Moreover, because grading may be competitive, students who misrepresent their academic work violate the right of their fellow students. The College, therefore, views any act of academic dishonest as a serious offense requiring disciplinary measures, including course failure, suspension, and even expulsion from the College. In addition, an act of academic dishonesty may have unforeseen effects far beyond any officially imposed penalties.
Violations of academic integrity include, but are not limited to cheating, aiding or suborning cheating or other acts of academic dishonesty, plagiarism, misrepresentation of data, falsification of academic records or documents and unauthorized access to computerized academic or administrative records or systems. Definitions of these violations may be found in the college catalog.
Plagiarism
Plagiarism is the presenting of others’ ideas as if they were your own. When you write a paper, create a project, do a presentation or create anything original, it is assumed that all the work, except for that which is attributed to another author or creator, is your own. Plagiarism is considered a serious academic offense and may take the following forms:
 Copying word-for-word from another source and not giving that source credit.
 Paraphrasing the work of another and not giving that source credit.
 Adopting a particularly apt phrase as your own.
 Using an image or a copy of an image without crediting its source.

 Paraphrasing someone else’s line of thinking in the development of a topic as if it were your own.
 Using another person’s project or another person’s work as if it were your own.
[Adapted from the Modem Language Association’s MLA Handbook for Writers of Research Papers. 7 th ed. New York: MLA, 2009:51-61]
Note that word-for-word copying is not the only form of plagiarism. The penalties for plagiarism may be severe, ranging from failure on the particular piece of work, failure in the course or expulsion from school in extreme cases.
Many plagiarism problems can be remedied by citing the sources of the original work.
When in doubt, cite the source according to the style your instructor directs. Usually this is APA or MLA
Style. Don’t be daunted by citing sources which are not books. You can cite everything, including pamphlets, maps, cereal boxes, telephone conversations, movies, television shows, Internet and worldwide web sites.
Philosophy of Grades
The Heartland Community College grading philosophy grows out of our vision ofeducational excellence.
This common philosophy provides a framework for each academic division and instructor as they establish their own individual course gradingsystem, evaluation methods, and course policies using the shared general rubrics for lettergrades given below.
Letter grades serve as a vehicle to promote meaningful evaluation of studentachievement, to inform students of academic progress, and, as necessary, to improve student performance, habits, and practices. Using a letter grade as a prerequisite for subsequent courses means we believe that the grade was assigned through a conscious judgment about a student’s readiness to proceed to more advanced study.
At Heartland, students’ academic achievement is measured by their mastery of course objectives and content. We challenge students to meet these recognized standards of achievement and we assign grades based on their success in doing so. Simply stated, we believe that the responsibility for academic achievement rests with the student and that holding students responsible for their learning promotes their academic growth.
Letter Grade Rubrics
“A” This grade represents consistently outstanding performance that demonstrates superior understanding and skillful use of important course concepts. Performance at this level signifies that the student is extremely well prepared to continue with more advanced study of the subject.

“B” This grade represents performance significantly beyond the level necessary to achieve the course objectives. Work is of high quality but not consistently at an outstanding level. Performance at this level signifies that the student is well prepared to continue with more advanced study of the subject.
“C” This grade represents an acceptable achievement of the course objectives. Performance at this level signifies that the student is reasonably well prepared to continue with more advanced study of the subject.
“D” This grade represents less than adequate performance. It signifies questionable readiness to proceed with more advanced study of the subject.
“F” This grade reflects unacceptable performance. The student is not yet ready to proceed with more advanced study of the subject, and must repeat the course successfully to receive credit.
FINAL NOTES:
Learning of the sort that occurs in COMM 110 depends upon good student/teacher interaction. For this reason, it is important that you feel free to discuss questions or problems relating to the course whenever they arise. Feel free to stop in and see me before or after class, during my office hours or make an appointment to see me at other times. Also, feel free to phone or contact me at your convenience. I make every attempt to return calls and email within 18 hours. However, messages received after 4:30 on Fridays may require longer response times: You may not hear back from me until the following Monday.
Course Calendar: Fall 2013
Following is a list of the activities we'll engage in this semester. More specific information about individual assignments will be provided as we approach due dates, and a sign-up sheet will be made available well in advance of each assignment. Subject to change
8/20: Introduction to course.
8/22: Introduction to Public Speaking
Read Chapter 1. Quiz (future quizzes are not announced).
Introduction to Blackboard; Sample Introduction Speeches
8/27: Speeches of Introduction: All Students
8/29: The Special Occasion, The Reading Assignment, Speech and Ethics

Read Chapters 3 & 18
9/3: Delivery and Language
Read Chapters 12 & 13
9/5: Reading Aloud Assignment (all students).
9/10: Selecting a Topic and Developing Your First Speech
Read Chapters 2 & 6
9/12: Special Occasion speech workshop; discussion of Informative speech
9/17-9/19: Special Occasion Speeches (specific dates for all students to be assigned).
9/24: Speaking to Inform & Listening
Read Chapter 15 & 4
9/26: Researching Your Speech: Meet in Library
Read Chapter 7
10/1: Library Assignment Due
Introductions, Conclusions and using those research materials
Read Chapters 8 & 10
10/3: Outlining the Speech and Organizing the Body of your Speech
9 & 11
10/8: Mid-Term Exam: Written Portion
10/10: Mid-Term Exam: Oral Portion. Rehearse Informative Speech Introduction
10/15: Informative Speech: Group A (start thinking about persuasive topics)
10/17: Informative Speech Group B (continue thinking about persuasive topics)
10/22: Informative Speech Group C
10/24: Speaking to Persuade & Methods of Persuasion:
Read Chapters 16 & 17
10/29: Audio-Visual Aids: Read Chapter 14

10/31: Visual Aids and Q&A workshop. Introduction to Small Groups
11/5: Persuasive Speech Group A
11/7: Persuasive Speech Group B
11/12 Persuasive Speech Group C
11/14: Working in small groups.
Read Chapter 10; review Chapter 4
11/19-21: Small Group Workshops
11/26-11/28: Small Group Workshop
12/3-12/5: Small Group Presentations: Specific dates to be assigned
12/10: Comparative Self-Analysis Due 2:00 PM, hard copy, my office (ICB 2023)