The Dynamics of Group Discussion



Welcome

I am really glad you are here. My best guess is that fewer of you are happy about being here than not, and many of you are apprehensive (at best) with the idea of spending a semester speaking in front of other students . . . and me. However, (he said convincingly) this can really be a fun experience if we frame it so. Keep in mind that as adults participating in and headed toward higher education, you will be leaders in your chosen career fields and will subsequently be expected to make presentations. Some of the ways this course can help you include the following:

1. Increasing your overall self-confidence as well as confidence in your ability to speak in public.

2. Increasing your ability to have a better understanding of persuasive messages which will in turn allow you to process them critically and subsequently make objective decisions related to such messages.

3. Satisfying the G.E. requirement for oral communication.

One of my personal objectives while facilitating this course is to help create a positive, cooperative, safe, collaborative, and friendly communication environment. It is much easier to perform in front of an audience that you have established a degree of trust for, through experiential learning. I want you to succeed. As long as you are doing more work than I am, I will assist you in any way I can to do so.

Scott Kirchner, AKA Cap’n bob

|Name: |Scott Kirchner |

|Email: |Skirchne@saclink.csus.edu |

|Office Hours: |Mendocino 5044 |

| |Tuesdays and Thursdays from 11:45 – 1:15. Requests for an appointment to see me outside |

| |of my contracted office hours must be accompanied by a typewritten explanation of why the |

| |student cannot meet during my scheduled office hours. You must also provide me with a |

| |typewritten copy of your personal schedule as evidence of inaccessibility. |

Description, GE, and Learning Goals of the course:

Description (see the catalogue): Coms 4 teaches the theory and technique of public speaking. Emphasis is given to organizing, supporting and clearly stating ideas. Practice in informative and persuasive speaking will be given. Each student will speak a total of 22 minutes before a live audience.

General Education: Coms 4 fulfills the A1 area of your general education requirements. Learning Goals: This class will present you with the opportunity to become (1) a more effective speaker, (2) a more critical listener of public communication, and (3) an individual more aware of the types, principles, and potential of public communication. At the end of this course, students will be able to:

• demonstrate knowledge of the content and form of public speaking as well as the

psychological and social significance of communication;

• critically evaluate and report information clearly and accurately;

• demonstrate skills in critical reading, and effective writing, listening and speaking; and

• demonstrate skills in elementary inductive and deductive processes and the ability to distinguish matters of fact from issues of judgment or opinion.

Course Requirements and Responsibilities

Required Text: Sprague, Jo, and Douglas Stuart, David Bodary. The Speaker’s Handbook. 12th ed. Belmont: Thomson-Wadsworth. 2019.

Other Required Materials: E-mail account, the ability to access it, and the means to print required materials from my website for class. Personal possession of a camera or cell phone with video capability, or the willingness/ability to ask to use the device of a colleague on the day of your presentations. Five (5) Scantron 882 forms and a pencil for quizzes. In addition, you may need to supply materials for visual aids.

Cap’n Bob’s Website

One of your first tasks of the semester is to visit my website, here is the web address: . On the site, locate the link to the page for this specific course (Binder Content for Introduction to Public Speaking). On this page, you will find a number of assignments to print out, including a checklist of the assignments. Print out all of the assignments, and place them in a 3 ring binder with the checklist in front. The checklist will effectively act as a table of contents. This task needs to be accomplished prior to the second week of class so that you can bring it to class the first day of the second week of class. It is your responsibility to have a complete set of these assignments, and bring them to class every class session. If you do not bring the needed assignments to class, you will not get credit for the assignment/activity performed during the corresponding class period. I recommend that you accomplish this task as soon as possible to avoid the inevitable catastrophe that ensues at the 11th hour (last minute) when your computer crashes. For those students who do not have personal computers with printers, there are resources on campus at your disposal as registered students.

Presentations:

Note: If you don’t bring your first draft (the one reviewed and commented on by me prior to your speech day) a blank evaluation form for me, and final full sentence outline on speech day, you can’t give your speech on that day. In addition, if you have not made arrangements to video record your presentation you lose the opportunity to perform the self-evaluation assignment. The primary outcome of this course is to develop your public speaking skills and since practice is the key to success, we will take advantage of every opportunity to engage in public address. We will create and deliver six speeches over the course of the semester (source requirements and time limits are approximations). The first is a quick speech of introduction (1-2 minutes). The second speech is the demonstration speech in which you show us how to complete a process (5 minutes, you can use a copy of your outline when you speak, no visual aids or citations required). The third is the informative speech to impart knowledge to the audience (3 sources, 2 visual aids using at least two mediums, no more than 3 – 3” X 5” cards, 5 minutes). Fourth, the persuasive speech provides an opportunity to influence the thoughts, emotions, or behavior of the audience (4 sources, 3 visual aids using at least two mediums, no more than 3- 3” X 5” cards, 7 minutes). The fifth speech is an impromptu speech (1 - 2 minutes). Finally, on the last day of class we will have an intercultural potluck where you will have the opportunity to provide food for us from a culture that you identify with and tell us why you identify with that culture (1-2 minutes). I will provide detailed information on each of these speeches we move through the semester. In regards to time limits, be aware that your grade will be reduced 5% every 30 seconds, or a portion thereof, for violating time limits (Tough Love Policy). In addition, not meeting or exceeding the time limits will affect the overall quality of your speech, which inevitably reflects in the final grade. The only way to make sure that you do not violate time limits is through practice so please factor this into your preparation time. In addition, please be courteous of your colleagues when they are speaking. If you have to leave the classroom between speeches to go to the restroom, leave your cellphone on the desk and DO NOT ENTER THE CLASSROOM DURING A SPEECH. Entering the classroom during the speech of a colleague will result in your being asked to leave for the remainder of the class period with all related consequences.

SPEECH TOPICS AND TYPES

To encourage creativity, and so I won’t lose my mind by listening to the same topics every semester the following topics are off limits: anti-smoking, recycling (go green), exercise (anything to do with a healthy lifestyle), organic food, drunk driving, texting and driving, the “effing” Titanic, Disneyland (BTW it’s NOT the happiest place on earth), Greek letter organizations, and safe sex.

General Criteria for Grading Presentations:

The average speech (grade C) will meet the following criteria:

1. Conform to the assignment requirements.

2. Prepare the presentation for the assigned date.

3. Deliver the speech within the specified time limit.

4. Construct a clear central idea, and an identifiable introduction, body and conclusion.

5. Show evidence of practice through reasonable competence in delivery.

6. Use and cite the minimum amount of sources required.

The above average speech (grade B) will meet the above criteria plus:

1. Interest the audience in the topic.

2. Fulfill all major functions of a speech introduction, body and conclusion.

3. Display clear organization, and support main points with adequate evidence.

4. Use transitions and signposts to assist flow and organization.

5. Deliver with relative freedom from notes and achieve good audience contact.

6. Incorporate additional research (more than the minimum amount of sources required).

The superior speech (grade A) will meet the above criteria plus:

1. Make a genuine contribution to the knowledge, beliefs, and entertainment of the audience.

2. Develop high degrees of ethos, pathos, and logos to create sincere interest and feeling among the audience members.

3. Employ a solid organizational structure.

4. Use vivid language and delivered in a polished manner.

Reference: NCA Assessment Guidelines with minor revisions.

Speech Dates:

Prior to each round of speeches, I will assign speech dates. You may switch your date with another member of the class as long as you provide written documentation of the change signed by both parties at least one week prior to your assigned speech date. If you are ill or have an emergency on your speech date, please contact me before class begins. It is your responsibility to contact me if you miss your speech date. We will reschedule your presentation only if you can provide a legitimate, supportable, written excuse. Without a legitimate excuse, I will add your name to the “makeup list.” If we have time at some point during the remainder of the semester, I will ask you to give your speech and you must have your preparation outline, presentation aids, and be ready to deliver the speech at that moment. If you are not prepared, you will not receive credit for the assignment. Be aware that as we get closer to the end of the semester, there will be less time available to make up speeches and there will be no opportunity to complete a missed speech assignment once we have finished persuasive speeches. There is a 50% deduction for makeup speeches without a legitimate, supportable, written excuse. If we get to the end of the semester and you need to make up two or more speeches, you will be allowed to make up only one of the speeches, and only if the above conditions are met. The three major speeches: Demonstration, Informative, & Persuasive must be performed to pass this course.

Outlines

The demonstration, informative, and persuasive speeches each require a full sentence preparation outline, not printed back to back. On a date scheduled on the course calendar and prior to beginning the round of speeches (please check your course calendar) a typewritten first draft of your preparation outline is due. I will accept late first draft outlines, but only to provide any requested feedback. Late first draft outlines will not receive any points for the assignment. On the day of your speech, the typewritten, full sentence preparation outline, with sources listed in APA format, is due prior to giving your speech. Your first draft outline cannot serve as your final draft outline. Please attach your first draft (with my comments), as well as any supporting documents, to this final outline. If you do not provide your first draft outline, you will not be able to give your speech and will have to perform at a later date, if time allows. Additionally, the informative and persuasive speeches must be delivered extemporaneously from speaking notes or cards with key words and phrases (I allow for three 3 X 5 cards for notes). Failure to turn in your speaking notes upon the completion of your presentation will result in a 10% deduction of your speech grade. In the event that you do not have your preparation outline on the day of your scheduled speech for me to review while evaluating your speech, you will not give your speech and I will add your name to the makeup list.

Readings & Quizzes

I will assign chapters for homework throughout the semester. Please complete the reading by the assigned dates and come prepared to use what you have read. Quizzes consist of information covered in the textbook and in classroom instruction. There are five scheduled quizzes during the course of the semester, each worth 25 points. You will need a Scantron 882 for each of the 5 quizzes. I will drop your lowest grade of the five quizzes from your total points. Please record your grade for each quiz in the space provided on this syllabus. It is your job to keep track of your running grade throughout the semester. There are no make-ups for missed quizzes without a doctor’s note and an arrangement made with me in advance. . Note: I reserve the right to give “pop” quizzes.

Performance Feedback

Since the ultimate measure of your success in any presentation depends on how well the target audience receives your message, feedback from audience members is vital if you are to obtain a comprehensive view of your speaking ability. Additionally, while providing constructive criticism to the speaker, you gain a complimentary perspective of the criteria involved in making an effective presentation. Offering a critique of a performance also gives you the opportunity to hone your critical thinking and impromptu speaking skills. For all of these reasons, you are responsible for completing 12 classmate evaluations (5 points each) and 3 self-evaluations (30 points each). For the persuasive speech there are additional peer evaluation forms related to the use of Monroe’s Motivated Sequence. To receive credit for each evaluation your written comments must be significant, specific, objective, constructive, supportive, and use complete sentences. If you miss one of the reserved for each of the major speeches, you will miss the opportunity to accomplish a proportionate number of peer evaluations at a cost of 5 possible points earned each. Your self-evaluation is a two page, typed essay in which you delineate and discuss your strengths in preparing and performing your speech, areas you need improve for your next speech assignment, and strategies you will employ to achieve your objectives. Your ability to evaluate your performance will be supported by a review of the video of the speech by yourself and one of your colleagues at the same time. Your colleague must sign off on the evaluation that she/he watched and discussed the performance with you. This assignment is more clearly defined in your binder. In- class peer evaluations are due on the final speech day of each major speech type. Self-evaluations are due exactly one week from the date of your performance. You will not receive your speech grade until you turn in your self-evaluation essay. NOTE: As a rule, I do not give extensive written feedback on your performance evaluations. For those students who are interested, I am willing to give as much feedback as you want if you want to meet with me during my office hours.

Attendance:

Since this is a performance course, regular attendance is important and expected. As consistent with the college catalog, you may be dropped from the course for excessive absences at my discretion. You may miss 2 class sessions for ANY reason. After the first 2 absences I will deduct 1/3 of a semester letter grade up to and including a grade of “fail” for the course for each absence, regardless of reason for the absence. Tardiness is disruptive, so please be on time. I generally take attendance at the beginning of class. If you come in late, it is your responsibility to inform me that you are present. This can be done during my office hours. Note: I consider 3 tardies to equal one absence. Tardy is indicated by not being in the classroom, in your seat at the exact time class begins. In addition, I have purposefully built activities that have point value into the course on days where the syllabus does not specifically indicate quizzes, speeches, etc. This is to encourage students to attend class regularly. Please keep me informed if there are extenuating circumstances that may affect your attendance.

Participation Activities

You may demonstrate your commitment to the class through specific behaviors that include arriving to class on time and remaining for the entire period, participating in discussion, and completing in-class activities. The in-class activities are assigned points included in your participation grade. Generally, it is impossible to make up any missed activities since the completion of an activity depends upon my lecture and your cooperation with other students in the class. Participation in the course also includes respecting class members by listening to what they have to say. While a person is speaking, please do not interrupt, hold side conversations with your neighbor, catch up on your sleep, shuffle papers, put books or supplies away, or do work for another class. On the days of scheduled presentations, we will close the door promptly at the beginning of class. Please wait for the end of the speech, indicated by applause, to enter the classroom.

Electronic Devices

One last thing, before entering class, turn off and put away all cellular phone and electronic devices. With the exception of using your phone as a video camera to record your speech on speech days, interaction with any type of electronic device during the class period is strictly forbidden (including “smart” watches). On speech days if your device rings etc. during a presentation you will have to leave the class and you lose all points related to that class period and you will be considered absent for that class period. Please note that ALL adjustments to your phone need to be made before class starts the excuse of “I was just turning my phone off” etc. will not fly. The above rules include stepping out of class during class time and using your cell phone. If you need to use the restroom during class period, please leave your cell phone on your desk. Leaving your cell phone on your desk will eliminate the temptation to use it, and subsequent consequences. Also, if your class is held in a computer classroom, computers are off limits unless directed by me. Unauthorized use of computers or any other electronic devices including smart watches can result in your being asked to leave class for the remainder of the class period. If you are asked to leave the classroom for any reason, you may lose all the points associated with that specific class period.

In Addition: From time to time a student will notice a discrepancy within a course assignment. Bringing these discrepancies to my attention is appreciated, but not as an opportunity to argue for a grade change. Please review assignments ahead of time and feel free to bring such discrepancies to my attention prior to the due date of the assignment. In college you will find the requirements for some assignments to be confusing. A level of ambiguity is necessary to facilitate the learning process. Ambiguity can provide the necessary motivation to encourage student/learners to interact with colleagues and your professor prior to the assignment due date. In the work world you will be required to use data from more than one source to satisfy a work requirement. Written versions of college assignments are not the only source of information you will need to satisfy requirements; you will also need to be able to absorb information provided orally from the professor. Subsequently, additional information regarding course requirements will be delivered via direct instruction, e-mail etc. Assignments are not necessarily static as presented in writing and it is expected for you to be “present” to receive instructions to augment those provided in writing.

Grade Perspective:

Grades are part of the teaching and learning process. You have complete and unquestioned access to your grades at all times. I should never assign a grade that I cannot explain; you should never accept a grade that you do not understand. Please talk to me about your grades! It is one way we can make this class work for you. If you ever have any question about a grade, you should approach me. In doing so, please note the following:

a. Under no circumstances, at any time, will you ever, ever, ever have a

grade lowered because you raise a concern or voice an inquiry about it;

thus it is always in your best interest to approach me and ask, “Why did

I get this grade? What could I have done that would have improved my

grade on this assignment?”

b. I do not, however, discuss grades on the day an assignment is

returned, nor in front of other students. All such discussions will

take place in private, at least one full day after the assignment was

returned.

c. If after our original discussion you still wish to contest the grade, write

out your argument clearly, concisely, and completely before returning

to see me.

NOTE: It is critical that you keep copies of all of the assignments that I have graded and returned to you. I will allow you the opportunity to check my records during my office hours with yours should you so request. If my records indicate that you are missing a specific assignment because I neglected to enter your grade, you simply bring it in, and I enter the grade. This allows for the human error factor. In addition, if you are going to ask me for your current grade standing at any time during the semester, I require that you present me with your own 3 column analysis of your standing including: column 1 the name of the assignments, column 2 the number of points you earned on each assignment and column 3 the number of points possible for each assignment. Do the math and calculate what percentage of points possible you have earned to date. This analysis and document must be prepared prior to the meeting and brought with you when you meet with me. Make sure and bring your copies of the returned assignments with my writing on that assignment.

Note: The total of in-class activity points is not a static number as I may arbitrarily decide to attach points to various in-class activities as I see fit. The points attached to these in-class activities are purposefully designed to encourage attendance and may not be made up without appropriate documentation, such a medical excuse. The total of these points may change as the semester evolves, and I will adjust the scale proportionally. It is the student’s responsibility to keep track of their running grade as the semester progresses. Generally, each letter grade indicates 10% of the overall points during the semester. It is critical that you keep all of the assignments that I return to you.

Grading

At the end of the semester, the total number of points you earn will determine your final grade.

.

Point Distribution: Your points:

Speeches (620 pts.): Introduction Speech 40 _____

**Demonstration Speech 100 _____

**Informative Speech 150 _____

**Persuasive Speech 250 _____

Impromptu Speech 40 _____

Intercultural Potluck and Speech 40 _____

Outlines (130 pts.): 1st Draft Demo 5 _____

Demonstration Outline 10 _____

1st Draft Info 15 _____

Informative Outline 30 _____

1st Draft Persuasive 20 _____

Persuasive Outline 50 _____

Quizzes (100 pts.): 1st 25 _____

(Drop the Lowest Score) 2nd 25 _____

Scantron 882s 3rd 25 _____

4th 25 _____

5th 25 _____

Self Evaluations (90 pts.): Demonstration 30 _____

Informative 30 _____

Persuasive 30 _____

Speech Evaluations (80 pts.): Demonstration x4 20 _____

5 points each Informative x4 20 _____

Persuasive x8 40 _____

Participation Activities: 70 _____

Participation as indicated on the participation rubric 100 _____

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Total 1190 _____

The fine print: The instructor reserves the right to alter the syllabus or schedule at any time.

**Please note, the three major speeches: Demonstration, Informative, & Persuasive must be performed to pass this course. Also, I may include more or less participation activities throughout the course and arbitrarily assign point values to them. This will alter the total semester points and subsequent grade levels. Generally, each semester letter grade equals 10% of the total available points. It is your job to keep track throughout the semester. This price does not include tax, license, and batteries are not included.

Learning Disabilities: If you have a learning disability which requires assistance, please inform me during the first class session and immediately initiate the required paperwork with DSPS so that we may accommodate your needs.

Attire during Presentations: On days that you have a class presentation, you should dress in attire which is appropriate for a public presentation; this means, among other things, that you may not wear caps or hats, tops that reveal stomachs, low rider shorts or jeans, obviously large or baggy jeans, etc. during your public presentations. Unless such attire is a critical component to your speech, similar to a costume, it can negatively affect your credibility as a speaker and will result in a reduction of your grade for that presentation.

Heads Up: In a public speaking course, it is important to have an ongoing discussion related to the contextual nature of communication as it relates to audience analysis.  To help illustrate these concepts I may periodically use language that may be seen as offensive to some students.  In addition, students are allowed to select their own speech topics.  Sometimes students select topics that may be seen by some student audience members as offensive.  In the past, some of these topics have included same sex marriage, abortion, and capital punishment.  If you think either of the above mentioned dimensions of the course will not be acceptable to you, you may wish to enroll in a different course or explore options with a different instructor.

College e-mail account: To facilitate effective communication outside of class within our new classroom community, you are required to establish a school e-mail account. This is a simple process, it must be, I established mine in about 5 minutes from my home personal computer. Directions are available by accessing the school webpage and searching the appropriate links. I will not accept, nor will I respond to e-mails from non-school e-mail accounts. I am sure that most of you are more computer savvy than I. If you have difficulty, I recommend that you to one of the computer labs on campus and ask for help. Having this account will benefit you in many ways including the reception of periodic “gifts” from me. If you have the account and check it regularly, you may get cool “free” stuff.

Please remember to use your first and last name, class day and time on all email correspondence. Remember I have a lot of students! I read my e-mail at least twice a day, so this is probably the fastest way to get in touch with me. You may also use email to ask questions about assignments. Generally, I do not accept assignments via e-mail. If by some chance you are able to negotiate otherwise, they must be sent in the form of a Microsoft Word document attachment. If I am not able to open attachments, you are out of luck. All assignments will be collected in class. Please do not leave voice mails on my office phone. I do not use voice mail for correspondence.

Assignments:

Headings: place this information on the top right corner of all assignments:

Your Name

Date

ComS 1, Section XX: (YOUR section number)

Name of the Assignment

All written assignments must be typed (double-spaced) in APA format with a 12-point, Times New Roman font, one inch margins. Failure to follow this format will result in a 10% reduction of your grade for that assignment. All assignments are due at the start of class period including speeches. Arriving late on your scheduled speech day constitutes a late assignment. Late assignments will not be accepted unless you have made arrangements with me, and typically result in a significant deduction in points. Multiple page assignments must be stapled or you will lose points. The minimum page requirement of any assignment does not include heading or any references. Remember, rules indicate the minimum acceptable performance and receive the minimum reward.

A TYPICAL CLASS SESSION WILL INVOLVE a great deal of student to student interaction. You will be talking about your thinking, developing, presenting and analyzing role plays, writing and "publishing" your writing to colleagues, responding to their ideas, developing conceptual maps and models, etc. Occasionally, I will talk for 5-10 minutes, and you'll do some note taking and interpreting of my comments. As a result, there will be ample opportunity to practice relevant communication skills and test concepts presented. The time will pass very quickly, and, memorably, I think.

Class Participation (100 PTS): Points for class participation can be awarded to those students who volunteer for activities and actively participate in class discussions. See the class participation rubric below for more guidance.

FYI

Listening as referred to in the rubric below is indicated when the student is practicing “active listening behaviors” that include facing the person speaking or activity in progress, providing verbal and non-verbal feedback as appropriate, and generally displaying behaviors that indicate attentiveness.

Disruptive behaviors as referred to in the rubric below include any actions that take away from the learning experience in the classroom. These behaviors may include side conversations, the use of electronic devices, and comments that are not encouraging and constructive.

Class Expectations

It is important that you are in class and on time for every class. If you are tardy please come in quietly and remember to sign the roll before you leave class to have your attendance that day recorded. If I have marked you as absent at the beginning of class due to your being tardy and you do not connect with me after class to change the absent mark to a tardy mark, it will remain indicated as absent. While presentations or lectures are being delivered it is important to be a respectful audience as well.

|Class Participation Rubric |100 |80 |70 |60 |

|Attendance / Promptness |Student is always prompt and |Student is late to class |Student is late to class more|Student is late to class |

|(20 Points) |regularly attends classes. |once every two weeks and |than once every two weeks and|more than once a week |

| | |regularly attends classes. |regularly attends classes. |and/or has poor attendance|

| | | | |of classes. |

|Level Of Engagement In |Student proactively |Student proactively |Student rarely contributes to|Student never contributes |

|Class |contributes to class by |contributes to class by |class by offering ideas and |to class by offering ideas|

|(20 Points) |offering ideas and asking |offering ideas and asking |asking questions. |and asking questions. |

| |questions more than once per |questions once per class. | | |

| |class. | | | |

|Listening Skills |Student listens when others |Student listens when others|Student does not listen when |Student does not listen |

|(20 Points) |talk, both in groups and in |talk, both in groups and in|others talk, both in groups |when others talk, both in |

| |class. Student incorporates |class. |and in class. |groups and in class. |

| |or builds off of the ideas of| | |Student often interrupts |

| |others. | | |when others speak. |

|Behavior |Student almost never displays|Student rarely displays |Student occasionally displays|Student almost always |

|(20 Points) |disruptive behavior during |disruptive behavior during |disruptive behavior during |displays disruptive |

| |class. |class. |class. |behavior during class. |

|Preparation |Student is almost always |Student is usually prepared|Student is rarely prepared |Student is almost never |

|(20 Points) |prepared for class with |for class with assignments |for class with assignments |prepared for class with |

| |assignments and required |and required class |and required class materials.|assignments and required |

| |class materials. |materials. | |class materials. |

Plagiarism: Make sure you are familiar with college policies on plagiarism and cheating. If you plagiarize or cheat, you will fail the assignment and probably the course. If you fail the course for plagiarism or cheating, the college may document in your permanent academic file that you received the “F” for academic dishonesty. Plagiarism is literary thievery: the use of somebody else’s material as your own in a speech, film, or research paper without giving credit to the author. It includes, particularly the following:

• Use of somebody else’s exact wording, whatever the material, without indication of the source and quotation marks or other accepted typographical devices. Changing a few words here and there is not sufficient to avoid plagiarism.

• Borrowing the whole pattern of organization and points of view of a source without giving credit via standard in-text written citation.

• Borrowing facts, figures, or ideas, that originated with and are the property of a particular source, rather than a matter of common information available in many sources.

• Collaborating with other students to the extent that two or more assignments are identical in pattern of organization, points of view or wording.

Note: This definition applies to oral presentations as well as written.

The role of the audience: In the world of public speaking the “space” of the speaker is sacred. Violation of this space is distracting and disrespectful. If you violate the space of any speaker (including me) you may be asked to leave the classroom for the remainder of the class period and will lose all points for that class period including those points associated with performing your speech. Some examples of such violations include but are not limited to: entering or leaving the class during the speech of a colleague, reviewing your own speech instead of actively listening to the speaker, talking, and the use of electronic devices, including “smart” watches.

Basic Needs Support

If you are experiencing challenges in the area of food and/or stable housing, help is just a click, email or phone call away! Sacramento State offers basic needs support for students who are experiencing challenges in these areas. Please visit our Basic Needs website to learn more about your options and resources available. 

Colleagues from this section you can contact:

Name Phone Number(s) E-mail

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Course Goals-Information Sheet

Note: All responses will remain confidential. If you have any questions, or concerns, do no hesitate to see me. If you have a preference about how you want me to contact you, please indicate by circling it on this form. This form must be returned to me by the date indicated on the course calendar. The information you give me on this form will help me get to know you, and provide me with the opportunity to assist you if needed. Please give me as much information as you are willing and please print clearly.

Name: _______________________________________________________

Home Phone: _________________________________________________

E-mail: ________________________________________

Class Level: __________________________________________________

Major and Concentration: _______________________________________

*If a fellow classmate needs to contact you about a school-related matter, may I give that student your phone number? Yes______ No______ Your E-mail? Yes______ No______

How far away (in miles) do you live from campus?

Do you have a job? If so, how many hours a week do you work?

In what extracurricular activities (including sports, church, sororities & fraternities, etc.) are you involved?

How many units are you enrolled in this semester?

What learning goals do you hope to accomplish by taking this course?

What grade would you like to earn and be willing to work for in this course?

What are your strengths as a student?

What areas of being a student do believe that you need improvement?

Is there anything else I should know about you that may affect your performance in my class?

After reading the syllabus, what questions do you have for me?

Student Contract: Please read and sign the following indicating your commitment to abide by class policies and procedures. “I understand the course policies set forth in the syllabus and agree to abide by them, particularly:

1. I understand that it is my responsibility to keep up with the course calendar.

2. I understand the importance of punctuality and attendance, including potential effects on my final grade.

3. I understand the importance of speech time limits, including effects on speech grades.

4. I understand the importance of ethics in academia, particularly regarding plagiarism.

5. I understand the importance of appropriate classroom conduct, especially not talking out of turn, coming in late, or otherwise disrupting class during lectures or activities.

6. I understand that I am responsible for making up any work that is missed due to absence, and/or obtaining copies of handouts that were distributed on days that I was not in class.

7. I understand that this is a performance based class and that failure to complete any major assignments will result in a failing grade.”

Signed: _______________________________________________ Date: ________________________

Course Calendar and Schedule: ComS 4,

CSUS Spring 2020, Tuesday/Thursday

(May be revised as needed)

|Week |Date |Topic for Class |Reading Due at START|Assignment (s) Due at START of Class and Other |

| | | |of Class |Reminders |

|1 |1/21 |Getting to know each other | | |

| |1/23 | | | |

| | |Preview Syllabus | | |

| | | | | |

|2 |1/28 |Foundation |Chapters 1 - 4 |Binders |

| | | | |Due: Course goals and information sheet |

| |1/30 |Foundation | | |

|3 |2/4 |Foundation | |Quiz #1 on chapters 1 - 5 |

| |2/6 |Foundation | | |

|4 |2/11 |Preparation |Chapters 5-8 |Demonstration speech first draft outlines due. |

| |2/13 |Preparation | | |

|5 |2/18 |Course Reflections | |Quiz #2 on chapters 5 - 8 |

| | | | | |

| |2/20 |Library Tour and Orientation | | |

|6 |2/25 |Demonstration Speeches |Chapters 9 -14 | |

| |2/27 |Demonstration Speeches | | |

|7 |3/3 |Demonstration Speeches | |Informative Speech First draft Outlines Due |

| |3/5 |Demonstration Speeches | | |

|8 |3/10 |Course reflections |Chapters 15 - 22 |Self-evaluations from Demonstration Speeches due |

| | | | | |

| | | | | |

| |3/12 |Course Reflections | |Quiz #3 on chapters 9 - 14 |

| | | | | |

|9 |3/17 |Informative Speeches | | |

| |3/19 |Informative Speeches | | |

|10 |3/24 |Informative Speeches | | |

| |3/26 |Informative Speeches | | |

| | | | | |

|11 |3/31 |Holiday | | |

| | | | | |

| |4/2 |Holiday |Chapters 23 - 29 | |

| | | | |Persuasive speech first draft outlines due |

|12 |4/7 |Persuasion | |Quiz #4 on chapters 15 - 22 |

| | | | |Self-evaluations from Informative Speeches due |

| |4/9 |Persuasion | | |

|13 |4/14 |Course Reflections | | |

| |4/16 |Impromptu Speeches | |Quiz 5 on chapters 23 - 29 |

|14 |4/21 |Impromptu Speeches | | |

| |4/23 |Persuasive Speeches | | |

|15 |4/28 |Persuasive Speeches | | |

| |4/30 |Persuasive Speeches | | |

|16 |5/5 |Persuasive Speeches | | |

| |5/7 |Persuasive Speeches | | |

|17 |5/12 |Final | |Self-evaluations from Persuasive Speeches due |

| | |12:45 – 2:45 | | |

| | |Intercultural Potluck | | |

| | | | | |

| | | | | |

**Reminder, this is a tentative schedule and is subject to change at discretion of the instructor.

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Welcome To

ComS 4:

Public Speaking

CSUS

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