c 103 syllabus fall 2014

COMM 103, Fall 2014, Syllabus, 1

COMM 103: Oral Communication Schedule!Fall 2014

This syllabus is lengthy but contains important information about the custom version of our textbook available only at the SDSU bookstore (includes the McGraw-Hill access code) and registering your clicker, as well as due dates for assignments. Please read thoroughly.

Large Lecture Instructor: Michael RappSmall Section Instructor: You will have a different Small Section Instructor—

Important information related to your Small Section Instructor can be found on your course Blackboard sites.

Time/Day/Room: The Large Lecture meeting times are as follows. You will attend ONLY ONE of these large Lectures ONCE A WEEK—check your schedule for correct Large Lecture:Mon ENS 280, 10:00-10:50am

AL 201, 2:00-2:50pmAL 201, 3:00-3:50pm

Wed ENS 280, 10:00-10:50amAL 201, 2:00-2:50pm

You will also attend a SMALL SECTION TWICE A WEEK (M/W)You must attend the Large Lecture on your schedule—your clicker will not work in any other COMM 103 Lecture.

Large Lecture Instructor: Office: Communication # 233Michael Rapp Office Hours: M/W, 11:30am-1:30pm

And by appointmentE-mail: [email protected]

Small Section Instructor: Office: Office Hours:Email:

School of Communication Main Office: Communication # 237, (619) 594-8512

Required Materials: Floyd, K. (2014, 2nd ed.). Communication matters. New York: McGraw-Hill [custom version with McGraw-Hill Connect Access code—available only at SDSU bookstore]

I>clicker classroom response pad (physical clicker, not web-based). You must register your clicker through BlackBoard. If you do not, you may not get points. Register by September 17th to ensure you receive the maximum points.

Look us up on twitter (http://twitter.com/COMM103).

COMM 103 syllabus ©2012 SDSU School of Communication This syllabus cannot be copied or altered without the expressed written consent of the instructor.

mailto:[email protected]


Instructional Perspective:COMM 103 Oral Communication combines an overview of communication concepts with training in public presentations. The purpose of this combination is to equip students with the knowledge and skills to communicate competently in enacting and critically consuming a variety of contexts, including interpersonal, group, public, and mediated contexts.

The class is split into two parts, equally important: Large Lecture and Small Section. In the Large Lecture, students get an overview of foundational communication theories and concepts. Students are assessed on terms, theories, and concepts addressed in the Large Lecture. Students are also required to integrate understanding of these concepts into presentations and other class work completed in the Small Sections. Students will perform all presentations and activities related to public speaking in the Small Sections.

Student Learning Outcomes: Students will learn to: 1) craft well-reasoned arguments for specific audiences;

a. Conduct thorough research on a topicb. Create cohesive, coherent, and complete outlines for public presentationsc. Employ effective language choices in the construction of public presentations d. Identify, analyze, and present credible, well-reasoned arguments in a public

setting 2) assess the relative strengths of arguments and supporting evidence;

a. Conduct thorough research on a topicb. Synthesize relevant information about a topic or phenomenon into an argument c. Create cohesive, coherent, and complete outlines for public presentationsd. Employ effective language choices in the construction of public presentationse. Identify and analyze the components of effective public presentationsf. Identify, analyze, and present credible, well-reasoned arguments in a public

settingg. Employ competent listening as audience members during presentations

3) analyze a variety of texts commonly encountered in the academic setting;a. Conduct thorough research on a topic b. Synthesize relevant information about a topic or phenomenon into an argument c. Demonstrate effective APA source citation skills

4) situate discourse within common, social, cultural, and historical contexts.a. Utilize effective and appropriate verbal and nonverbal communication skillsb. Identify competent communication in a variety of communication contexts c. Articulate class theories and concepts as they pertain to competent

communication d. Apply communication concepts to everyday scenarios to increase

communication competence

This course is one of three courses that you can take in the General Education area of Communication and Critical Thinking.

When does my class meet?The schedule can be a bit confusing with separate Large Lecture and Small Sections times. Small Sections will meet twice a week (MW) and your Large Lecture will meet once a week on M or W. Please write down your schedule to avoid any confusion.



What are the required class materials? Textbook: Floyd, K. (2014, 2nd ed.). Communication matters. New York: McGraw-Hill.

There is the custom version available from the SDSU Bookstore McGraw-Hill Connect access code: this code comes with the custom version, can be

purchased separately, but is required to complete all the quizzes and modules. I>clicker response pad: This should be purchased at the same time as your textbook, and

the bookstore on campus should tell you this when you buy your textbook. See the i>clicker section in this syllabus for further instructions and information. You must register it through my Large Lecture BlackBoard site.

Access to a dependable computer that runs a word processing program and is connected to a working printer. All course assignments must be typed, printed, and submitted electronically. Computers for student use are available at the library, but you must supply your own removable storage device (USB/Flash Drive).

Reliable and stable Internet access and current browser software. You will need to regularly access BlackBoard sites (http://blackboard.sdsu.edu) for the Large Lecture and Small Sections to read assignment descriptions, download templates, review helpful resources, and print required forms. Given that you’ll be doing online quizzes and study modules, be sure your internet access is reliable. You may not get points for those assignments if your connection goes down (the library’s internet access is usually reliable).

Working e-mail address. The address you supply to the university through the WebPortal site is the address to which you will receive all e-mails from your instructor and fellow students. If you choose to use a different e-mail address, be sure your e-mail is correct in BlackBoard. You will often receive messages from your instructors sent through BlackBoard, and if your e-mail address is incorrect, you may miss important announcements. Please register for a free SDSU student e-mail account at the Student Computing Center in Love Library.

WHAT IS EXPECTED OF ME IN CLASS?Course Expectations: Students agreeing to the terms for this class as set out in this syllabus—not dropping the class constitutes an agreement to the terms, including the grading policy—are expected to do the following:

1. Be on time to class2. Be respectful and let others talk without interruption, including me3. Read the assigned chapters/materials and engage in class discussions4. Treat others’ viewpoints and experiences with respect5. Make connections between the material and your own lives and experiences6. Complete assignments on time and follow instructions7. Communicate with the instructor in advance about potential attendance conflicts8. APA is the required citation format for outlines.9. Do not use cell phones at any time during class

These expectations hold for both the Large Lecture and the Small Section. Laptops are fine for you to use in the Large Lecture. The use of any other recording devices must be approved by me, this includes photos and audio and video recordings.



WHAT ASSIGNMENTS WILL I HAVE TO COMPLETE?For complete details on assignments, see the assignment handouts and grading rubrics located on BlackBoard. All topics must be approved by the instructor before the presentation is given.

Speech of Introduction and OutlineFor this assignment, you will be introducing yourself to your classmates. You will be speaking to the class about two (2) objects that best represent you, your personality, values, interests, and/or passions. You should bring in the objects (or a representation of them) to class for your speech.

Informative Speech and Outline (Partner Assignment)The ability to communicate and interact with different cultures is extremely important in this day and age due to the internet, the cultural make-up of America, and our close proximity to another country. For this assignment, it is preferred that you pick a culture that is unique and different from your own culture. Please pick a country or culture that you are interested in traveling to or learning more about so that you can present this information to your classmates. This assignment asks you to explore a new culture in more depth in the format of a partner, informative speech. Incorporating concepts from the textbook and Large Lecture about Intercultural Communication, you and your partner will inform the class about a mutually agreed upon topic regarding another culture. Outline with APA-style References page due on date listed on schedule. Presentation aids are required.

Persuasive Speech and OutlineInforming audiences about new ideas and concepts is all well and good, but for ages, public speaking has been used for another purpose: persuading audiences to take action. From politicians to teachers to leaders of social movements, persuasion is used to educate and motivate. The importance of becoming engaged in issues that affect us and the community in which we live is increasing as our communities become more diverse and fractured. The goal of this speech is to choose a current events topic and deliver a persuasive presentation to your class. This is a persuasive speech where you will argue in favor or against your topic. You will attempt to challenge our class to change or maintain a specific way of thinking or acting. This is an individual speech. The topic for this speech will likely address a controversy of a political, social, economic, or cultural nature. This speech will include researched sources that support your arguments. Outline with APA-style References page due on date listed on schedule. Presentation aids are required.

Special Occasion Speech At some point in our lives, we may be asked to speak at an event or gathering. Some common occasions are weddings and funerals, but it is easy to imagine similar events like award ceremonies and dinner toasts. For this speech, you will choose the occasion and deliver a speech appropriate to the situation. No outline is required to be turned in for this speech.

IMPACCT SurveyIMPACCT, or the Interactive Media Package for the Assessment of Communication and Critical Thinking, is a multi-stage online assessment of your communication skills, as you perceive them and as people who know you perceive your skills. Successful completion of this involves you linking to an online survey, registering yourself, providing some basic information, and then responding to items regarding how skilled you are in applying reasoning and communication abilities across a wide variety of situations. Later in the semester, you will take the self-report portion of the assessment again. You will also be asked to provide the email addresses of two



people who know you well enough for them to fill out a briefer version of the survey about you (about 15 minutes). You can find the survey at: http://impacctassess.org/

Online Quizzes and Study ModulesOur publisher provides a variety of online learning tools. In your textbook bundle, you should receive a code to use for registering online. Go to: http://connect.mcgraw-hill.com/ and follow the instructions. See the syllabus for the due dates of each quiz and study module. Be sure you have a stable internet connection when completing these assignments; you may not be able to make up points if your connection goes down.

ExaminationsYou will be required to take two exams. Each exam will consist of 50 multiple choice questions. The second exam is NOT cumulative. The first exam will be held on a Friday afternoon, and the second exam will be held on a Saturday afternoon the week before finals.

WHAT IS PLAGIARISM? SHOULD I BE WORRIED ABOUT IT?Plagiarism is one of the highest forms of academic offense. It represents several ethics violations. It is theft of intellectual property. In academe, a scholar’s words, ideas, and creative products represent essential intellectual property, which are the primary measures of scholarly identity, status and achievement. It is fraud. Students should be assessed on their own ideas and abilities, not the ideas and abilities of others. It is unfair. It introduces bias and inequity in the assessment process, producing grades for fellow students based on disadvantaged standards and expectations. It is corruption. It undermines the credibility of higher education by misrepresenting the meaning of university grades and degrees to the rest of the public. Whether by ignorance, accident, or intent, theft is still theft, fraud is still fraud, inequity is still inequity, and corruption is still corruption. Therefore, the offense, no matter how minor in quantity, is still serious, and is treated as such.

The 2008-2009 SDSU Graduate Bulletin policy* states:

Plagiarism is formal work publicly misrepresented as original; …. Work shall be deemed plagiarism: (1) when prior work of another has been demonstrated as the accessible source; (2) when substantial or material parts of the source have been literally or evasively appropriated (substance denoting quantity; matter denoting qualitative format or style); and (3) when the work lacks sufficient or unequivocal citation so as to indicate or imply that the work was neither a copy nor an imitation. This definition comprises oral, written, and crafted pieces. In short, if one purports to present an original piece but copies ideas word for word or by paraphrase, those ideas should be duly noted. (Lindey, 1952, Plagiarism and Originality)

The 2008-2009 Graduate Bulletin continues by stating:

San Diego State University is a publicly assisted institution legislatively empowered to certify competence and accomplishment in general and discrete categories of knowledge. The president and faculty of this university are therefore obligated not only to society at large but to the citizenry of the State of California

* San Diego State University Graduate Bulletin, 2008-2009, p. 35.


http://connect.mcgraw-hill.com/

http://impacctassess.org/


to guarantee honest and substantive knowledge in those to whom they assign grades and whom they recommend for degrees. Wittingly or willfully to ignore or to allow students’ ascription of others’ work to themselves is to condone dishonesty, to deny the purpose of formal education, and to fail the public trust.

One of the primary objectives of higher education is to advance humanity by increasing and refining knowledge. Such an objective is therefore threatened by students who commit plagiarism, in which the evidence of the student’s knowledge is not genuine. Given the gravity of the offense, students suspected or accused of disregarding, concealing, aiding, or committing plagiarism must be assured of thorough, impartial and conclusive investigation of any such accusation. Likewise, students guilty of such an offense must be liable for an appropriate penalty, even severance from the University and in some cases revocation of an advanced degree, should the demonstrated plagiarism clearly call into question a student’s academic ethics, competence or accomplishments.

THE ACADEMIC DISHONESTY POLICY OF THE SCHOOL OF COMMUNICATION

In any case in which an instructor identifies evidence for charging a student with violation of academic conduct standards or plagiarism, the presumption will be with that instructor’s determination. The instructor(s) will confer with the School of Communication Director to confirm the evidence. Once confirmed, the student will be informed and presented with the evidence. Some conditions and terms below clarify the School policy and procedure.

Proper source attribution: Proper attribution occurs by specifying the source of content or ideas. This is done by (a) providing quotation marks around text, when directly quoted, and (b) clearly designating the source of the text or information relied upon in an assignment.

Intellectual contents: Intellectual contents include all forms of ‘text’ produced by another person or persons. It includes: writings, course syllabi, course lectures and recordings of lectures, visual information such as models, videos, lyrics, software, etc.

Secondary citations: Secondary citation is not strictly a form of plagiarism, but in blatant forms, it can present similar ethical challenges. A secondary citation is citing source A, which in turn cites source B, but it is source B’s ideas or content that provide the basis for the claims the student intends to make in the assignment. For example, assume that there is an article by Jones (2006) in the student’s hands, in which there is a discussion or quotation of an article by Smith (1998). Assume further that what Smith seems to be saying is very important to the student’s analysis. In such a situation, the student should always try to locate the original Smith source. In general, if an idea is important enough to discuss in an assignment, it is important enough to locate and cite the original source for that idea. There are several reasons for these policies: (a) Authors sometimes commit citation errors, which might be replicated without knowing it; (b) Authors sometimes make interpretation errors, which might be ignorantly reinforced (c) Therefore, reliability of scholarly activity is made more difficult to assure and enforce; (d) By relying on only a few sources of review, the learning process is short-circuited, and the student’s own research competencies are diminished, which are integral to any liberal education; (e) By masking the actual sources of ideas, readers must second guess which sources come from which citations, making the readers’ own research more difficult; (f) By masking the origin of the information, the actual source of ideas is misrepresented. Some suggestions that assist with this principle:



When the ideas Jones discusses are clearly attributed to, or unique to, Smith, then find the Smith source and citation.

When the ideas Jones is discussing are historically associated more with Smith than with Jones, then find the Smith source and citation.

In contrast, Jones is sometimes merely using Smith to back up what Jones is saying and believes, and is independently qualified to claim, whether or not Smith would have also said it; in such a case, citing Jones is sufficient.

Never simply copy a series of citations at the end of a statement by Jones, and reproduce the reference list without actually going to look up what those references report—the only guarantee that claims are valid is for a student to read the original sources of those claims.

Self-plagiarism: Students often practice some form of ‘double-dipping,’ in which they write on a given topic across more than one course assignment. In general, there is nothing wrong with double-dipping topics or sources, but there is a problem with double-dipping exact and redundant text. It is common for scholars to write on the same topic across many publication outlets; this is part of developing expertise and the reputation of being a scholar on a topic. Scholars, however, are not permitted to repeat exact text across papers or publications except when noted and attributed, as this wastes precious intellectual space with repetition and does a disservice to the particular source of original presentation by ‘diluting’ the value of the original presentation. Any time that a writer simply ‘cuts-and-pastes’ exact text from former papers into a new paper without proper attribution, it is a form of self-plagiarism. Consequently, a given paper should never be turned in to multiple classes. Entire paragraphs, or even sentences, should not be repeated word-for-word across course assignments. Each new writing assignment is precisely that, a new writing assignment, requiring new composition on the student’s part.

Specific exemplary infractions and consequences: Course failure: Reproducing a whole paper, paragraph, or large portions of unattributed

materials without proper attribution, whether represented by: (a) multiple sentences, images, or portions of images; or (b) by percentage of assignment length, will result in assignment of an “F” in the course in which the infraction occurred, and a report to the Center for Student Rights and Responsibilities (CSRR2).

Assignment failure: Reproducing a sentence or sentence fragment with no quotation marks, but with source citation, or subsets of visual images without source attribution, will minimally result in an “F” on the assignment, and may result in greater penalty, including a report to the CSRR, depending factors noted below.

Exacerbating conditions--Amount: Evidence of infraction, even if fragmentary, is increased with a greater: (a) number of infractions; (b) distribution of infractions across an assignment; or (c) proportion of the assignment consisting of infractions.

Exacerbating conditions--Intent: Evidence of foreknowledge and intent to deceive magnifies the seriousness of the offense and the grounds for official response. Plagiarism, whether ‘by accident’ or ‘by ignorance,’ still qualifies as plagiarism—it is all students’ responsibility to make sure their assignments are not committing the offense.

Exceptions: Any exceptions to these policies will be considered on a case-by-case basis, and only under exceptional circumstances.

Turnitin.com: All outlines and written assignments will be uploaded to Turnitin.com via BlackBoard. Faculty may use additional methods to detect plagiarism.



HOW DO YOU HANDLE CHEATING? I’VE HEARD STORIES ABOUT SEVERAL STUDENTS GETTING Fs, ACADEMIC PROBATION, AND EXPULSION FROM CHEATING ON AN EXAM. IS THAT TRUE?

Yes, it is true. In the past, we’ve caught many students cheating. Trust me, we have ways of finding out. If you cheat on an exam, you will likely be caught and punished to the full extent of the course, school, and university policies contained in this document.I provide study guides for each chapter of the textbook, as well as sample exam questions from past exams on the study guides and via clicker questions. I do not, and never have, given out old exams to students from which they can study. So, if a friend tells you or gives you what he or she says is an old exam copy, it was obtained illegally and constitutes academic dishonesty for anyone in possession of it. If you forward it and all accompanying information to me immediately, you will not be punished. If you don’t, you may receive not only an F in the class, but your name will be reported to the Center for Student Rights and Responsibilities, where you will face academic probation, expulsion, or other sanctions.

Ultimately, you are responsible for both your exam copy (they are numbered and turned in at the end of the exam) and your PARScore sheet. If, for any reason at all, your instructor does not receive both of these at the end of the exam period (you forgot to turn it in, you gave it to a classmate to turn in, etc.) you will receive a zero for the exam and may possibly be recommended to Judicial Affairs for additional action.

HOW WILL I BE GRADED ON ASSIGNMENTS?You will better understand your grades on speeches and outlines if you remember that a “B” is not average; average performance on class assignments is rewarded with a “C.” In other words, a “C” means that you have simply met the minimum requirements for a particular assignment. The grade descriptions COMM 103 Small Section Instructors abide by are as follows:

A = Outstanding achievement. This grade signifies outstanding work that demonstrates an in-depth understanding of skills and material far surpasses the minimum expectations of a student in the class. Specifically, an “A” speech is one that satisfies all the requirements of a “B” speech and: Constitutes a genuine contribution to the knowledge and thinking of the audience. Is delivered in a fluent, polished manner that strengthens the impact of the speaker’s message. Illustrates a mastery of organization, language choice, nonverbal displays, and visual aid use.

B = Praiseworthy performance. This grade signifies work in which the student has demonstrated an understanding of skills and material that exceeds the minimum requirements. Specifically, a “B” speech is one that satisfies the requirements of a “C” presentation and: Supports main points with more than the minimum amount of evidence required and is accurate,

relevant to the topic, and sufficient to aid in the audience’s understanding of that topic. Is delivered in a way that does not distract attention from the speaker’s message. Illustrates proficiency in organization, language choice, nonverbal displays, and visual aid use.

C = Satisfactory performance. This grade signifies work in which the student has met the minimum requirements and expectations. Specifically, a “C” presentation: Conforms to the type of speech assigned, fulfills all requirements of the speech (e.g., visual aids) and

is ready for presentation on the assigned date. Includes a clear thesis and an identifiable introduction, body, and conclusion where appropriate Illustrates a basic understanding of organization, language choice, nonverbal displays, and visual aid

use (where appropriate).



Contains disfluencies, verbal stumbles, and other verbal and nonverbal characteristics that may be distracting to an audience.

D = Minimally passing. This grade signifies work in which the student does not meet the minimum expectations for a given assignment.

F = Failing. This grade signifies work in which little or no effort seems to have been expended by the student.

RETURNING EXAMS AND OTHER ASSIGNMENTSPlease note that exams in this class will not be returned. However, you are welcome to make an appointment to see and review your exam. All exams, and other papers not picked up by the student will be destroyed at the end of the following semester.

WHAT’S THE GRADING SCALE FOR THIS CLASS?This course uses a total point grading system, in which your final letter grade is based on your total points earned in the class over the course of the semester. The grading scale for this class is as follows:

1000- 930 = A929-900 = A-899-870 = B+869-830 = B829-800 = B-799-770 = C+

769-730 = C 729-700 = C-699-670 = D+669-630 = D629-600 = D-599-000 = F

DO YOU CURVE GRADES OR BUMP UP TO THE NEXT GRADE?Final grades are just that: final. Please do not ask your instructor to “bump” you up, regardless of how close you are to the next grades. Grades are not curved for any assignments. You may look at your final grade and see that you’re 1% away from the next highest grade. In this grading scale, however, 1% equals 10 points, which could be the entire value of one quiz or activity. So, you will not get bumped up even if you’re 1% or 2% away from the next highest grade.

DO YOU OFFER EXTRA CREDIT?Students may obtain extra credit from participation in departmental research if research opportunities are made available. Extra credit cannot be guaranteed as it is dependent on the NEED of research participants in departmental research. If extra credit opportunities are made available, students can receive 2 points for each half-hour of research participation (maximum 14 points). To find out about studies in which you are eligible to participate: https://sites.google.com/site/commsdsuresearch/

HOW MANY POINTS IS EACH ASSIGNMENT WORTH?


https://sites.google.com/site/commsdsuresearch/


Assignment Point Values My ScoreIndividual and Partner Presentations 300 points (30% of grade)

Speech of Introduction 50 pointsInformative Speech—(Partner Presentation on an Intercultural topic)

100 points (40 partner points, 60 individual points)

Persuasive Speech 100 points Special Occasion Speech 50 points

Written Assignments 150 points (15% of grade)Speech of Introduction Outline 50 pointsInformative Speech Outline— (Partner) 50 pointsPersuasive Speech Outline 50 points

Participation 300 points (30% of grade)Large Lecture Participation (“clicker” points) 100 points

you can miss up to three lectures and still get the full points (the rest are not extra credit)

Small Section Participation (see below) 200 points total—See breakdown below

In-Class Activities 10 points x 10 activities = 100 points

Online Study Modules (through McGraw-Hill LearnSmart)

70 points total Study Module 1 (Exam #1) = 7

Chaps x 5 pts each= 35 points Study Module 2 (Exam #2) = 7

Chaps x 5 pts each= 35 pointsIMPACCT Assessment Completion 30 points total (10 points for

peers; 10 points Time # 1; 10 points Time # 2)

Exams and Quizzes 250 points (25% of grade)Online Quizzes (through McGraw-Hill Connect)

10 points x 5 quizzes = 50 points

Exam #1 (50 multiple choice questions x 2 points each)

100 points

Exam #2 (50 multiple choice questions x 2 points each)

100 points

Total Points 1000 points

WHAT IS THE ATTENDANCE POLICY FOR THE LECTURE AND DISCUSSION SECTION?

Large LecturesIt is essential that you attend lecture and discussion sessions for this course every week. In Large Lecture, you will learn about communication theory, communication contexts, and competent



communication in a variety of contexts. You’ll be asked to apply in your presentations certain concepts addressed in the large lectures. Additionally, the exams will be primarily comprised of lecture material. Some of the topics covered in lecture are not in the textbook nor addressed in your discussion section, so you must attend Large Lecture to know the material. If you do not attend Large Lecture, you will also miss participation points garnered through the use of the clickers. NOTE: We will offer more than 100 possible points to ensure that students who experience technical glitches with their clickers get ample opportunities to get the full participation points.

Small Sections Since you’ll be presenting your speeches in your Small Section, attendance is mandatory. In Small Section meetings, you will receive important instructions about assignments and work closely with your instructor and classmates to increase your communication skills.

Attendance on speech days is mandatory. Failure to attend a scheduled speech day on which you are scheduled to present means you will receive a zero on that speech—absolutely no make-ups are allowed unless you contact your instructor before the class and provide documentation for an excused absence (this means a University activity, sports, or medical paperwork).

Please arrive to class on time. If you are late, you may miss participation points. Absolutely no make-ups of in-class activities are allowed.

IS LATE WORK ACCEPTED?There are no make-ups for speeches or written work unless the student provides documented proof of an emergency or illness, participation in a university-sponsored activity, or prior understanding with the Small Section Instructor. A doctor’s note must include a phone number. Don’t be surprised if your instructor calls this number to verify your absence.

SpeechesFailure to give your presentation on the day assigned to you without proper documentation, a university-sanctioned absence, or prior understanding with the Small Section Instructor will result in a zero on the assignment. Trading speech days with a classmate requires instructor approval in advance. If you are given a postponement and your speech has not been made-up after two (2) weeks, you may receive a zero on that assignment. Written WorkIt is your responsibility to complete and submit all written work, typed and according to assignment guidelines at the beginning of the specified class period. Written work not turned in on the day it is due will result in a zero on the assignment unless you have proper documentation, a university-sanctioned absence, or prior understanding with the small section instructor. If you are given a postponement and your written work has not been made-up after two (2) weeks, you may receive a zero on that assignment. You will also be required to submit outlines to turnitin.com and it is your responsibility to complete that process in a timely manner.

IMPORTANT QUESTION:



MY PARENTS WANT TO BUY MY PLANE TICKET TO GO HOME. CAN I TAKE THE FINAL EXAM AHEAD OF TIME? CAN I MAKE-UP THE EXAM I’M GOING TO MISS?As per university policy, the final exam must be administered on the official final exam date for the discussion section. This date is determined by the university and based on the “Group Final Schedule”; see the online SDSU final exam schedule for details. Make-up exams are permitted only for reasons recognized by the university, such as participation in a university-sponsored activity, a documented illness, or serious emergency. Previously purchased airline tickets or family vacations/gatherings do NOT meet these standards.

HOW WILL I KNOW HOW I’M DOING IN CLASS? CAN I PERIODICALLY CHECK MY GRADE?All assignment scores will be posted on your Small Section BlackBoard site. You can keep track of your Large Lecture participation on the Large Lecture BlackBoard site. You will also receive your graded assignments handed back to you in a timely manner. But it is your responsibility to keep track of grades and to be sure that your scores have been posted correctly. Students should retain all graded assignments until the final, official course grade has been posted. If you have questions or concerns about your grading, feel free to contact your instructor during office hours.

WHAT’S THIS CLICKER FOR? DO I NEED IT? HOW WILL WE BE USING IT IN CLASS?We’re using i>clicker 2 for in-class participation in the Large Lectures. My hope is that this will help you: a) study for the exams; b) understand the material better; and c) feel more engaged with class. You must register your i>clicker remote by using the BlackBoard link in the Large Lecture BlackBoard site . Be sure to see 1) a success message and 2) a registration date. If you do not see both, then you are not registered. Do not register it with i>clicker.

If you forget your clicker, you will not receive any points.

See http://clicker.sdsu.edu/ for instructions on getting started. Additional instructions will be posted on BlackBoard.

I'm in a class which uses clickers. What should I do? 1. Buy a clicker in the bookstore, if you haven't already. A clicker should show up on the

class materials list if an instructor requires you to use a clicker.2. You can buy a used i>clicker online rather cheap if you are so inclined.3. Go to your Large Lecture BlackBoard site, click on “Tools”, then click on the link that

says “i>clicker student registration”.4. Follow the appropriate set of directions below to register your clicker.5. Be sure that you see 1) a success message and 2) a registration date. Continue to register

your clicker again and again until you see both messages.6. NOTE: Batteries are supposed to last at least a year, but do make sure to change them

when the battery meter indicates that they are low.

How do I award clicker points?Unless otherwise noted, the clicker points for the Large Lectures are as follows: 15 meetings x 9 = 135 points. Remember that the total points for i>clicker participation are 100 points. What does


http://clicker.sdsu.edu/


this mean? This means that you get 3 free absences; 3 times you can miss Large Lecture or forget your clicker with no penalty. Please also remember:

1. If you forget your clicker, you will not receive any points.2. If your clicker batteries run out, you will not receive any points (you can always see

your battery level in your clicker window).3. If your clicker breaks, you must purchase a new one and re-register your clicker

before you receive points (if there’s a technical difficulty, please see me—we don’t want to penalize you for a technical glitch that isn’t your fault).

4. If you buy a new clicker, do NOT remove the old clicker from BB when you re-register your new clicker. Talk with me first!

Students with DisabilitiesIf you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the receipt of your accommodations, you should contact Student Disability Services as soon as possible. Please note that accommodations are not retroactive, and that accommodations based upon disability cannot be provided until you have presented your instructor with an accommodation letter from Student Disability Services. Your cooperation is appreciated.


tel:(619)%20594-6473

COMM 103 Fall 2014 Schedule!This schedule and the assignments may be adjusted as the progress of the large lecture and small sections dictate. The dates and activities in

the small sections may vary depending on the instructor and the progress of the class.LO = Learning Objectives (may change depending on progress of the class)

Week Chapters Monday Small Section Meeting Wednesday Small Section Meeting

Lecture Topic

1 (8/25-8/29) Textbook Introduction

Introductions to class and each other: Icebreakers

LO1 = Articulate important assignments, policies, and due dates for the classLO2 = Begin speaking in front of classmates

Introduce Speech of Introduction

Activity # 1

LO1 = Articulate goals of Speech of Introduction

Introduction to Large Lecture:Overview of C 103

LO1 = Define mindful engagementLO2 = Define sustainability & health LO3 = Articulate role of mindfulness and sustainability in communication

2 (9/1-9/5) 1 No class Monday, 9/1—Labor Day APA citation style; Outlining, APA style

LO1 = Identify necessary elements of APA styleLO2 = Demonstrate APA citation styleLO3 = Define plagiarism & consequences of it

Introduction to Communication

LO1 = Identify needs communication satisfiesLO2 = Identify characteristics of communicationLO3 = Distinguish models of communicationLO4 = Detect myths of communicationLO5 = Define Communication

3 (9/8-9/12)9/9 Last Day to

Add/Drop Classes

12 Preparation for Speech of Introduction Outline

Activity # 2

LO1 = Identify main components of a formal outlineLO2 = Distinguish formal outline from speaking notes

Speech of Introduction Outlines Due

Activity # 3

LO1 = Identify ways to manage stage frightLO2 = Demonstrate effective visual and vocal delivery skills

Organizing a SpeechOutlining; APA style

LO1 = Identify components of effective thesis statementsLO2= Demonstrate proper format of introduction, body, and conclusionLO3 = Demonstrate organization and outlining skills

DO NOT MAKE TRAVEL PLANS (or let others make travel plans for you) DURING FINALS WEEK.



4 (9/15-9/19) 13 Preparation for Speech of Introduction

Activity # 4

Deadline for registering clickers to still earn the maximum points

Speech of Introduction

LO1= Demonstrate effective public speaking skills

Deadline for registering for McGraw-Hill Connect

Presenting a Speech Confidently LO1 = Identify ways to manage stage frightLO2 = Demonstrate effective visual and vocal delivery skillsLO3 = Display creative presentation aids

Quiz #1 online on Chaps. 1, 12 due on Friday 9/19 by 7pm

5 (9/22-9/26) 11 Speech of Introduction


Assign Partners for Info Speech

IMPACCT Time 1 Survey completed and Peer E-mails sent

by Monday, 9/22, 7pm

Speech of Introduction


Choosing & Researching a TopicLO1 = Identify components of audience analysisLO2 = Identify ways audience influences topic selection LO3 = Explain the 5 goals of public speakingLO4 = Identify and narrow appropriate topics

6 (9/29-10/3) 14 Introduce Informative Speech

Topic brainstorming

LO1 = explain effective informative speaking skillsLO2 = Identify types of supportLO3 = Identify cultural awareness

Preparation for Informative Speech Outline

Activity # 5

LO1 = Demonstrate effective outliningLO2 = Identify types of supportLO3 = Define cultural awareness

Informative Speaking

LO1 = Identify types of informative speakingLO2 = Identify ways to garner audience attentionLO3 = Identify ways to relate to your audience

Quiz #2 online on Chap. 11 due on Friday 10/3 by 7 pm




7 (10/6-10/10) 2 Informative Speech Outlines Due

Activity # 6


Preparation for Informative Speech

Activity # 7


Communication and Culture

LO1 = Distinguish characteristics of cultures and co-culturesLO2 = Identify ways culture affects CommunicationLO3 = Demonstrate Cultural Awareness

8 (10/13-10/17) 4 Informative Speeches

LO1= Demonstrate effective informative speaking skills

Informative Speeches


How We Use Language

LO1 = Identify the components of languageLO2 = Distinguish cultural and persuasive contexts of languageLO3 = Identify effective uses of language

Quiz #3 online on Chaps. 14, 2 due on Friday 10/17 by 7pm

9 (10/20-10/24) 5 Informative Speeches


Introduce Persuasive Speech

Preparation Persuasive Speech

LO1 Identify important components of persuasionLO2 = Brainstorm topics

Communicating NonverballyLO1 = Define Nonverbal CommunicationLO2 = Identify 10 Channels of Nonverbal CommunicationLO 3 = Distinguish cultural and sex differences in nonverbal

Exam # 1: Friday, 10/24, 3:00pm, Room TBA Chapters 1, 2, 4, 11, 12, 13, 14.Study Module 1 online due by Friday 10/24, 3:00 pm (includes McGraw-Hill Connect LearnSmart assignments for all chapters)




10 (10/27-10/31) 15 Preparation for Persuasive Speech

Activity # 8

LO1 = Demonstrate persuasive speaking skills

Preparation for Persuasive SpeechOutline

LO1 = Demonstrate persuasive outlining skillsLO2= Identify components to Stock Issues format

Persuasive Speaking:

LO1 = Define persuasive speakingLO2 = Distinguish types of rhetorical proofsLO 3 = Identify Stock Issues Format

11 (11/3-11/7) 6 Persuasive Speech Outlines Due

Activity #9


Preparation for Persuasive Speech

Activity #10

LO1 = Demonstrate persuasive speaking skills

Listening EffectivelyLO1 = Identify the components & stages of listeningLO2 = Identify the types & barriers of listening

Quiz #4 online on Chaps. 15 due on Friday 11/7 by 7pm

12 (11/10-11/14) 17(Appendix on

Media Literacy)

Persuasive Speech

LO1= Demonstrate effective persuasive speaking skills

Persuasive Speech


Media LiteracyLO1 = Identify components of Selective Exposure, Uses and Gratifications, Cultivation, and Agenda Setting Theories

13 (11/17-11/21) 7 Persuasive Speech


Persuasive Speech


Communicating in Social and Personal Relationships

LO1 = Identify theories of forming and maintaining relationshipsLO2 = Identify components of self-disclosureLO3 = Identify characteristics of friendships & work relationships

Quiz #5 online on Chap. 17 due on Friday 11/21 by 7pm




14 (11/24-11/28) 8 Persuasive Speech


No large Lecture or Small Section Wednesday, 11/26—Early

Thanksgiving Holiday

Communication in Intimate Relationships

LO1 = Distinguish dialectical tensions and how to manage themLO2 = Identify Knapp’s stages of relationshipsLO3 = Identify characteristics of family communication

15 (12/1-12/5) 3 Introduce & Prepare for Special Occasion Speech

LO1 = Demonstrate knowledge of course concepts and theoriesLO2 = Demonstrate effective vocal and visual delivery elements

Special Occasion Speech

LO1 = Demonstrate knowledge of course concepts and theoriesLO2 = Articulate image management theoryLO3 = Demonstrate effective vocal and visual delivery elements

Perceiving the Self and OthersLO1 = Identify the steps of perceptionLO2 = Identify influences on perceptionLO3 = Articulate image management theory

16 (12/8-12/12) Special Occasion Speech

LO1 = Demonstrate knowledge of course concepts and theoriesLO2 = Articulate image management theoryLO3 = Demonstrate effective vocal and visual delivery elementsIMPACCT Time 2 Survey due by Monday, 12/8, 7pm

T.B.A. REVIEW FOR EXAM # 2Exam #2: Saturday, 12/13, 3:30pm, Rooms TBAChapters 3, 5, 6, 7, 8, 15 & 17 (Media Literacy)

Study Module 2 online due by Saturday 12/13, 3:30 pm (includes McGraw-Hill Connect LearnSmart assignments for all Exam #2 chapters)


c 103 syllabus fall 2014

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