COMM 1000: 17 Oral Communication
Fall 2017 TuTh 11:00-12:15 Lang 346
last updated August 20, 2017
- Professor: Catherine H. Palczewski, Ph.D. Office: Lang Hall 341
- Office hours:
- Tuesday: 3:15-4:45pm
Wednesday: 1:00-3:00pm
Thursday: 3:15-4:45pm
- No office hours Oct. 25, 26
- If these times do not
work, feel free to call or email to make an appointment.
- Office Phone: 273-2714
- Mailbox: Lang Hall 326 e-mail: palczewski@uni.edu
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Acknowledgments:
This syllabus would not be possible without the assistance of Ryan McGeough, director of the basic course at UNI. |
Description: Development of speaking and listening skills by studying the process and theory of communication and by applying communication principles to various speaking situations.
Liberal Arts Core Statement
Courses in written and oral communication enhance the ability of individuals and groups to read and listen critically and to write and speak effectively by attention to how the gathering, analyzing, and presenting of evidence and conclusions can be designed for specific purposes and audiences.
Purpose
This survey course is designed to increase your knowledge and skills in employing verbal and nonverbal communication messages in a variety of settings (e.g., intrapersonal, interpersonal, group, and public contexts). By studying the process of communication and applying communication theory and principles to diverse situations, you will have an opportunity to practice and analyze communication skills in various communication contexts. In order to do this, this course involves both speaking and writing assignments throughout the semester.
Goals
At the conclusion of the course it is expected you will demonstrate knowledge and skills in several core areas. Specifically, you should be able to:
1. Create and present well-organized, well-delivered speeches.
2. Use effective audience analysis to communicate in interpersonal, group, and public situations.
3. Use research support to make a persuasive argument.
4. Use appropriate visual aids and/or technology to enhance communication.
5. Demonstrate an awareness of the ethical responsibilities of communicators in public, interpersonal, and group situations.
6. Work constructively in groups to solve problems and accomplish tasks by applying specific group communication concepts and processes.
7. Identify how the process of perception works in everyday life.
8. Critically analyze and interpret verbal and nonverbal messages.
9. Identify specific strategies for how interpersonal relationships begin, are maintained, and end.
10. Apply interpersonal conflict concepts to personal interactions.
11. Demonstrate an understanding of language bias/prejudice and its impact on the communication process.
12. Demonstrate an understanding of culture and its impact on the communication process.
13. Demonstrate effective listening in a variety of contexts.
Readings:
Seiler, William J., Beall, Melissa, & Mazer, Joseph. (2017). Communication: Making connections (10th ed.). Boston, MA: Pearson. available at UBS
Style manual appropriate to your major (APA, MLA, Turabian, Chicago, etc.) |
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General Information: See my website, at www.uni.edu/palczews/general.htm. This site includes my late policy, the university accommodation policy, the university plagiarism policy, as well as paper format descriptions -- basically Cate's rules for survival. You should take the time to read this.
Attendance: You are allowed to miss two classes (which equates to a full week of class). For each additional absence, your final grade will be deducted by one third of a letter grade. For example, if you have a B+ after the final, but missed four classes; you would be awarded a B- for the course.
If you are traveling on a University sponsored activity (forensic tournament, athletic competition, field trips, etc.), it is your responsibility to negotiate your speaking and critiquing schedule ahead of time.
The nature of this course requires students to be in class and actively participate. Grades will be assigned at various points throughout the semester to in-class activities and participation, which cannot be made up if a student is absent. Also, tests and presentations cannot be made up if a student is absent. When a student is late to or misses class, their points for that day will be forfeited. Quizzes are typically administered at the beginning of class, and students who come late to class will not be able to make them up. Regardless of circumstances, even if it is possible to make up a late/missed assignment, there will be a 10% per day deduction. Note: if a student is absent, it is their responsibility to obtain a copy of materials and handouts from another classmate.
Interaction Expectations: Lively debate, discussion, and disagreement on issues are encouraged in class. For this to be productive, respect for other people, their opinions, and their experiences is essential. The most productive way to disagree with another is to say, “I disagree with you because…” and explain and justify your position. Although everyone is entitled to their opinion, the reality is that some opinions are better supported and more reasonable than other opinions; thus, be able to explain why you hold the opinion you do and why you think your opinion is better supported than another’s. Engage each other in a reasoned exchange of ideas. In other words, present an argument (a claim supported by data, with reasons/warrants as to why that data is relevant to the claim).
Throughout the semester we will encounter a variety of challenging issues relating to gender, sexuality, race, class, etc. The content of this class has the potential to stir up strong reactions. You will encounter ideas and theories that challenge you. Students are asked to follow some guidelines to help maintain a constructive learning environment. Participants in this class must be open to looking at an issue from a variety of perspectives. Further, it is possible that films, readings, images, music, etc. used in this class may be considered “offensive” by some. Your decision to stay enrolled in the class is an agreement to approach all course content with a critical academic lens. Above all, participants must treat each other with respect. The most fundamental way to respect class participants is to complete daily readings, listen to others, and ground your own comments in principles of critical thinking. Class discussions should take place within the context of academic inquiry and in the spirit of understanding diverse perspectives and experiences. Do not engage in private conversations, interrupt another student who has the floor, keep cell phones on, or show general signs of disrespect for the course, professor, or other students. Non-course related materials such as newspapers and items from other courses must be stowed away when class begins.
Cell phones and Computers in class: This class is a no cell phone zone. Cell Phones should be turned OFF at the beginning of every class (unless you are in the midst of an emergency, in which case you need to let me know). Do not keep your phone on vibrate, silent, or soothing ocean noises. If you are caught texting at any point during my class, you will be asked to leave. If your phone goes off during a peer’s presentation or performance, you will be penalized 50% for your presentation/performance. The same goes for computers/tablets; unless you have a disability requiring its use, keep your computer/tablet put away.
Research has convincingly demonstrated that students retain and learn better when taking notes with pen and paper, not laptops/tablets. Laptops tend to create distractions, induce shallow processing, and result in weaker performance when answering conceptual questions (like those on tests or during discussion). Although you might type more words with the laptop, you lose the chance to synthesize ideas and focus on key concepts.
The exception is during workshop days; during workshops, you can use your computer. Workshop days are noted on the syllabus.
Email: Be sure to check your email and E-Learning regularly for announcements. It is your responsibility to remain aware of all comments, announcements, notes and changes.
General Class Rules:
Be on time!
Bring your book and syllabus with you to every class period. You will need them to get participation points.
Turn off cell phones.
Attendance alone is not enough; participation is a must.
Unless you have a disability requiring their use, keep laptops, iPads/tablets, and phones put away during class.
Complete the assigned reading before class.
Treat one another with respect.
Pay attention to the daily schedule.
Do NOT pack your things until I tell you class is over.
Don’t be afraid to speak up with praise or constructive criticism.
I don’t give grades. You earn grades. Decide what grade you want, and work to earn it.
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Assignments
Assignment |
points |
due date |
Tests: short answer, multiple choice, matching
Exam 1
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150 |
October 26 |
Exam 2
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150 |
December 14 (Thursday), 10:00-11:50am |
Speeches: All presentations should put into practice the skills and techniques learned in this class. Here is a link to a general checklist to consult when preparing a speech.
Any Old Bag |
10 |
August 31 |
"This I Believe" Speech |
50 |
September 12, 14 |
Group Presentation |
100 |
September 28, October 3 |
Informative Speech |
100 |
October 12, 17, 19 |
Persuasive Speech |
150 |
November 28, 30, December 5 |
Pep Talk |
50 |
December 7 |
Speech redo |
you can earn back up to half the points you missed on a previous speech |
December 14 (Thursday), 10:00-11:50am |
Workshops:
Group Workshop |
25 |
September 26 |
Informative Workshop |
25 |
October 10 |
Persuasive Workshop |
25 |
November 14, 16 |
Written Assignments: All written assignments should put into practice the skills and techniques learned in basic writing classes. Here is a link to a general checklist to consult when preparing an essay.
Citation and paraphrase example |
15 |
September 19 |
Informative Self Evaluation |
25
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on day you give your speech |
Informative Peer Evaluation |
25 |
class after peer's speech |
Group Reflection Paper |
50
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on day you present |
Persuasive Self Evaluation |
25
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on day you give your speech |
Persuasive Peer Evaluation |
25
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class after peer's speech |
Total points available: 1000
Grading Scale
Points/Percentage |
Grade |
94-100 (940-1000 points) |
A |
90-93 (900-939 points) |
A- |
87-89 (870-899 points) |
B+ |
84-86 (840-869 points) |
B |
80-83 (800-839 points) |
B- |
77-79 (770-799 points) |
C+ |
74-76 (740-769 points) |
C |
70-73 (700-739 points) |
C- |
67-69 (670-699 points) |
D+ |
64-66 (640-669 points) |
D |
60-63 (600-639 points) |
D- |
59↓ (599 points and below) |
F |
“A” does NOT mean you have simply successfully completed all assignments. It means you have been consistent and have excelled in performances and written work. An “A” student makes me say “Wow!” on a regular basis.
“B” means you have completed all assignments and have gone the extra step beyond. A “B” indicates you have thoroughly prepared, followed the assignment requirements, and made the audience/reader interested in your work.
“C” means you have successfully accomplished the assignments and are able to construct and deliver strong performances and written assignments.
“D” and “F” indicate you have not met the basic criteria of assignments and/or you have turned in or presented deficient work.
Brief Assignment Descriptions (longer descriptions are available on eLearning)
Any Old Bag: 2 minutes. Using three items, this speech is a personal reflection and an opportunity for you to share information about yourself.
"This I Believe" Speech: 3 minutes. Declare your belief about a topic.
Group Presentation: 12-15 minute group presentation. Working in a group, you will explore a topic about succeeding in college and present it in a creative format (debate, panel discussion, role-play, etc.).
Informative Speech: 5-6 minute speech. You will choose a subject related to the class topic on which you will inform the audience.
Persuasive Speech: 6-7 minutes. You will take a position on a controversial subject related to the class topic and persuade your audience to change their attitudes, values, and/or beliefs.
Pep talk: 2-3 minutes. You will provide a pep talk to motivate class members' success on the final exam.
Self evaluation/reflection papers: These short papers (2 pages for speeches, 5 pages for groups) ask you to be reflexive about the rhetorical choices you make relating to your presentations.
TurnItIn requirement: For all written work (outlines, self-evaluations, etc.), you are required to use TurnItIn in order to check you are not plagiarizing. Thus, for an assignment to be considered "turned in", you must have submitted an electronic version to TurnItIn before the assignment's due date and time, and also turn in a paper copy to the professor at the assigned due date and time. I have activated the TurnItIn website in such a way that you are allowed to submit drafts of your paper and receive originality reports. These reports should be used to assist you in making sure you are attributing authorship in an ethical way. The only originality report I will see is the final report on the version of the paper you turn into me. You can access the TurnItIn website for each assignment via the class's eLearning site. TheTurnItIn links for all assignments are located in a folder on the eLearning site. Please understand: using TurnItIn is only the first step in making sure your are abiding by citation guidelines and providing fair attribution. TurnItIn is only one way to check the originality of your work, and just because your work passes the TurnItIn check does not guarantee you have not plagiarized. You are responsible for using style manuals to make sure your citation format is correct and consistent. Given you are expected to have consulted the Turnitin originality report before you turn your paper into me, there will be ZERO TOLERANCE for any citation or paraphrase errors that result in you plagiarizing (presenting others' words as your own). Even a minor infraction will result in a zero on the assignment and a permanent letter placed in your file. A major infraction will result in an F for the class.
A bibliography should be turned in with every assignment. It will not count toward your page limit. On the top of the page, indicate the style (APA or MLA) that you think you are using.
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Syllabus: (This syllabus is subject to change, although that rarely happens.) If changes happen, they will be in hot pink. The bibliographic form used in the syllabus is APA (with full first names).
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Week |
Readings |
Assignments |
Key terms |
1: August 22, 24: Introduction to the course |
Tu: Review the syllabus
Th: Chapter 1 |
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communication, encode, decode, communication competence, public/professional/personal, social cues, ethos, subject/purpose, audience, tone, evidence, structure, persona, strategy |
2: August 29, 31: Perception, Self, and Communication |
Tu: Chapter 2
Th: Chapter 3 |
Th: Any Old Bag speeches (all) |
perception, perceptual set/confirmation bias, stereotyping, terministic screen, selective exposure/attention/retention, self-fulfilling prophecy/stereotype threat, facework, attribution error, culture, ethnocentrism, xenophobia, xenophilia, self-concept/image/esteem, values/attitude/belief, individual/collectivist, sex, gender, impression management, facework, rhetorical situation (subject/audience/rhetor), persona |
3: September 5, 7: Topic Selection and Organization |
Tu: Chapter 7
Th: Chapter 9 |
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introduction/body/conclusion, outline components as subordinate/coordinate/ mutually exclusive, parallelism, organization (spatial, topical, chronological, lyrical), preview, signpost, transition, purpose, thesis, audience, demographic analysis, argument (claim/data/warrant) |
4: September 12, 14: Verbal Communication, Listening and "This I Believe" speeches |
Tu: Palczewski, Ice, & Fritch reading, on eLearning
Th: Chapter 6 |
Tu: "TIB" speeches (12)
Th: "TIB" speeches (12)
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language, terministic screen, public vocabulary (metaphor, ideograph, narrative), resignification, denotation, connotation, euphemism, doublespeak, truncated passive, listening/hearing, evaluative listening, empathic listening, perception checking, critical listening, techniques to aid memory |
5: September 19, 21: Research and Groups |
Tu: Chapter 8
Th: Chapter 15 |
Tu: Citation assignment due |
social media, expert source, popular press, scholarly source, testimony, analogy, types of evidence, statistics, peer reviewed/edited source, group, team, interdependence, cohesiveness, groupthink, types of groups |
6: September 26, 28: Groups and Teams |
Tu:
Chapter 16
Th: |
Tu: Group workshop
Th: Group presentation (3 groups) |
agenda, task needs, relational needs, autocratic/democratic/laissez-faire leader, managing group conflict |
7: October 3, 5: Group Presentations and Informative speeches |
Tu:
Th: Chapters 10, 11 |
Tu: Group presentation (3 groups)
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impromptu, manuscript, memorized, extemporaneous, benefits/functions of presentational aids, vocal variety, information relevance, tone, evidence |
8: October 10, 12: informative workshps and speeches |
Tu:
Th: |
Tu: Info workshop
Th: Informative speeches (8) |
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9: October 17, 19: Informative speeches |
Tu:
Th: |
Tu: Informative speeches (8)
Th: Informative speeches (8) |
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10: October 24, 26: Midterm |
Tu:
Th: |
Tu: Midterm review
Th:Midterm |
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11: October 31, November 2: Interpersonal and Relational Communication |
Tu: Chapter 13
Th: Chapter 14 |
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relationship, uncertainty management, uncertainty reduction, social penetration theory, interpersonal needs, social exchange theory, dialectical theory, self-disclosure, self-presentation, attraction, phases of formation and dissolution, conflict, conflict management strategies, relational repair strategies, |
12: November 7, 9: Nonverbal Communication and Persuasive Speeches |
Tu: Chapter 5
Th: Chapter 12 |
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nonverbal communication, paralanguage, proxemics, haptics, why nonverbals are misinterpreted, presentational, discursive, body rhetoric, fact/value/policy/definition, ethos/logos/pathos, problem-solution, cause-effect, deductive, inductive, fallacies |
13: November 14, 16: Workshop Persuasive speeches and Pep Talks |
Tu:
Th: |
Tu: Persuasive/ Pep workshop
Th: Persuasive/ Pep workshop |
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14: November 21, 23: Fall Break |
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15: November 28, 30: Persuasive speeches |
Tu:
Th: |
Tu: Persuasive speeches (8)
Th:Persuasive speeches (8) |
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16: December 5, 7: Persuasive speeches and speech redos |
Tu:
Th: Final exam review and pep talks |
Tu: Persuasive Speeches (8)
Th: pep talks |
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17: December 14 (Thurs) 10-11:50am: Final exam period
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speech redos AND final exam |
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