Course Syllabus
Instructor: Amanda Hart-Gaddis aka Mrs. Gaddis
e-mail: hartal@iupui.edu
Office Hours: By Appointment Only.
Welcome to R110! I am looking forward to a great semester with you. What follows is some general information for you to keep in mind on your journey to becoming a better speaker.
Required Textbook:
R110 Fundamentals of Speech Communication Textbook: ISBN: 978073805984-6. Hayden McNeil, 1st edition.
It can be purchased at the Barnes and Noble (campus) bookstore or Indy college bookstore. You may not buy a used or virtual copy, as this functions as a work book.
Additional Requirements:
-Note Cards 3x5
-Paper and Pens for notes (you will not be allowed to take notes on your lap top or tablet)
-Schedule your time in the Speaker’s Lab AND schedule your final exam time
- A good sense of humor, the ability to laugh at yourself, and a willingness to have fun while learning one of the most important skills you will ever acquire.
About The Class:
The goal of this class is to get you to the point where you are more comfortable preparing and delivering effective presentations. Employers are often asked, “What is one of the most important skills you’d like to see in the new people you hire?” Time after time the answer is “communication skills.” Here is your chance! I guarantee that you will utilize many of the skills you learn in this class not only throughout the rest of your college years, but after you graduate, too. That’s what I call a good value. Now, this is not a blow-off class. However, it’s not rocket-science either. There are a lot of detail-oriented assignments that will keep you very busy this semester. For each speech you must spend time selecting an appropriate topic, analyzing your audience, researching the topic, organizing your material, practicing the delivery of your speech 10-20 times, delivering your speech in class, and analyzing the speech afterward. Instructions for each component of a speech are clearly explained in the R110 Course book (which is latter part of the textbook, page 283 and beyond). You do not need to wait for me to formally assign the speech. You can always read ahead to get an idea of what the assignment entails. We will usually go over the instructions in class.
It is your responsibility to read the textbook. We will not cover all of the material in class! You will be quizzed/tested on the materials, including this syllabus! You must also pay close attention to instructions I give in class. Please practice active listening skills. I will help you learn how to use the book as a reference guide in crafting and delivering your speeches. Follow instructions, complete assignments on time, learn to laugh at yourself a little, and practice, practice, practice. Public speaking is one of those skills that you have to practice if you truly want to improve, 10-20 times for every speech. That is your key to success. What you get out of this class is a direct result of what you put into it. The bottom line: Both the class and I will act as part of your support system. Don’t look at this class as something you dread. Look at it as an opportunity to succeed.
Classroom Presence:
Be here. End of story. If you’re not here, you are not learning.
Presence on Speech Days is Mandatory:
An email the day after your absence will not be counted as “documentation.” So, what counts as documentation? For sickness, a doctor’s note on official office letterhead. For a funeral, a copy of the obituary or the notice from the funeral home. (Would you believe that some students have actually lied about a death in the family to avoid giving their speech?…Sad, but true.) For car accidents, a copy of the police report complete with the time/location of the accident. The reason for this policy is because while most students are honest, some have tried to take advantage of the system. No documentation = 0.
Assignments Overview (most discussed here, others will be discussed in class)
Speeches
For each speech, specific directions will help you plan and fulfill your assignment. An important key is to recognize the need to plan, whether it’s for planning research or a visit to the Speaker’s Lab. Your course book will be very helpful, too.
Outlines
These are very detail-oriented. They are due WITH your speech on the day that you speak. No outline = 0. No questions. They are critical because I use them to glance at while you're speaking. All outlines must include a Works Cited Page. If you follow the Outline Evaluation Sheets that are in your Course book so you can see what I’ll be grading on, you’re more likely to earn a higher grade on your outlines. If you try to do the outline without looking at the Outline Evaluation Sheet, it will be much more difficult. Work smarter, not harder. I will not accept outlines, or your audience analysis after class for any reason (“forgot to print it off” or “left it in my car” etc). Doing this only proves that you didn’t prepare properly for your speech.
Just as you wouldn’t turn in a letter to a company executive without checking it for spelling and grammatical errors, you shouldn’t turn in any papers for this class without doing the same. Since this is a college course, your papers will be not only graded for content, but also for grammar and spelling. A letter grade will be deducted if there are three or more spelling or grammatical errors on your outlines, self-evaluations, or audience analysis. Proofread everything! Please keep this in mind as you work. Often, you will be able to turn in assignments via Canvas. That is fine, but save, save, save. In other words, have a hard copy (with the print date) to keep for yourself.
Audience Analysis
This involves considering questions you define will be relevant to making a particular speech connect with your audience. You will write an essay concerning this for some speeches.
Surveys and Survey Summaries
This involves considering questions for audience members so you may focus speech preparation on them. This helps you to understand their knowledge level of your speech topic, as well as opinions they may have which influence how you will appeal to them. You provide questions and tally answers; on speaking day, you bring in a summary of the responses. For that, list the questions and the answers. Example: Do you think Pluto is a planet? 6 yes, 7 no.
Delivery
You will supply the two critique sheets from the course book to me for each of your speeches. Consider the areas of grading carefully.
Self-Evaluations
Another way for you to learn, viewing your speech and providing self-analysis is an excellent way to better understand your strengths and weaknesses objectively. You will write an essay concerning this for most speeches.
Oral Evaluations:
Many times after a speech I (along with the rest of your classmates) will make comments as to what we thought you did well, and what we felt could have used improvement. When we make those “constructive” comments, we do not mean to offend or upset you. You are not being attacked! We want to help you improve. Consider both the class and myself as your support system. We make constructive comments for two reasons: 1) You can learn what to improve upon. 2) The rest of the class can learn what constitutes an excellent or simply an “average” aspect of a speech. This can help them in their preparations. One way that you can grow in this class is to be able and willing to accept constructive comments and work to improve.
Constructive comments from either myself of others in the class are encouraged and will not hurt your grade. Think of it this way: If you were a baseball player and kept striking out, but your teammates kept saying, “Hey, great game today, you’re awesome” you’d never get to be a better player. It is those players who say, “Listen, you had a good at-bat, but you may want to try lowering your stance, and choking up on the bat. Then you’ll get a hit!” Those are the constructive comments I’m talking about.
Speech Day Procedure:
Speech days can often be very tight on time. To make things easier on all of us, if you are scheduled to speak please do the following when you arrive:
- Write your name on the board.
- Hold onto your stapled packet containing
- Your typewritten outline
- Outline Evaluation Sheet
- Speaker Evaluation Sheet (there are two, either one is fine)
- PowerPoint slides (if you used them)
- Audience Analysis (if required for that speech)
- A printout of any websites from which you used information. Please highlight what you used in your speech. I don’t need 10 pages of info, just what parts you used.
- Save your PowerPoint presentation (if you have one) to the desktop
*** A Note About PowerPoint:
There will be plenty of opportunities for you to use PowerPoint with your speeches in this class. Make SURE that you bring a copy of your slides WITH you in case you lose your disc, or the file won’t open. It’s technology and technology doesn’t always want to cooperate with us the way we want it to. However, the show must go on! I urge you to save your presentation onto the desktop of the classroom computer before we get started on a day in which you will speak. This will save lots of time and will make Mrs. Gaddis very happy. Also, as added insurance you should ALWAYS email yourself a copy of your PowerPoint presentation if you used one. This way, in case it doesn’t come up on your disk, you have a backup. You are welcome to use Prezi as well. You can create an account for yourself at www.Prezi.com
Canvas:
We will be using Canvas for class discussions, schedule changes, and course announcements. Some assignments will be submitted electronically using Canvas. You will need to check your Canvas account daily for messages or changes to the schedule. In the unlikely event that I am unable to make it to campus for class that day, I will try to post an announcement to Canvas by 8:00am the day of class.
When I post a Canvas test, I will either tell you about it in class or send you an email alerting you that it is now posted. The tests are not brain surgery; they’re there to see how well you read. Once you log on to take your test you must submit it within the timeframe given when you start. Otherwise, the computer will automatically submit it, and you will not receive your desired grade. Pay close attention to what you’re doing. “My internet crashed before I could submit the quiz. Can you re-post it so I can take it again?” This will NOT count as an excuse. Mainly because it is unfair since you would have already seen the test. That is why that policy is in place.
Speech Days:
*Average speeches earn average grades, “C” range. If you want to earn an “A” for the speech, then your delivery, content, and ability to follow the assignment as well as incorporating what you’ve learned from the text and class needs to be superior.
Over 50% of the points in this class are allocated to speeches. Speeches are the purpose for this class. Therefore, I take speech days very seriously. Every speaker deserves an audience. Therefore, I expect nothing less than perfect attendance on speech days, whether you are speaking or not. Those that are not scheduled to speak may have other duties assigned to them making their presence in class very important. It is important that you’re there to listen to and evaluate the speeches of your classmates. Missing a speech day whether you are speaking or not will result in a loss of 10 attendance points (in addition to any other attendance points you may have lost due to excessive absences or tardiness). This policy is in place to encourage you to support your classmates by listening to their speeches, just as they will listen to yours. It is simply not fair for a speaker to speak to a room that is half empty.
You need to be prepared to speak on the day that you are assigned. Students must deliver all five speeches in order to have the opportunity to pass the class. You will receive a zero on your speech if:
- You are scheduled to speak and do not show up. A phone call or email the day of the speech or the next day is unacceptable.
- You are absent on your scheduled speaking day, you show up the following class day with no documentation. Again, no documentation = 0.
- You are scheduled to speak, but we do not get to you due to time constraints, and you are not prepared or don’t show up for the next class day.
Ironically, the day one is scheduled to speak seems to be the most common time for deaths in the family, car accidents, flat tires, doctor’s visits, court dates, dental appointments, and the like. Make appointments at times in which you will not miss class. Please avoid the excuse, "This was the only time they had available." If you need to miss class on your scheduled speaking day, you must notify me BY PHONE (317-437-8787) at least 24 hours previous to class time, and you must come with documented evidence as to the purpose of your absence on the very next day of class. If you have called as instructed (there shouldn't be a reason not to call), and with the proper documentation deemed acceptable by me, if we have time that day, you should be prepared to speak. I reserve the right to determine what constitutes as “excused.” Failure to present documented evidence, no matter the reason, will also result in a zero for the speech. Again, a phone call or email the day of, or the next day is unacceptable. You cannot make up a speech without documented evidence as to the absence. Not knowing what speech group you’re in, and preparing for the wrong date is also unacceptable. Furthermore, if you anticipate having to miss class on your scheduled speaking day, let me know as early as possible so we can arrange for someone to trade with you. IF YOU ARRIVE AFTER SPEECHES BEGIN ON A SPEECH DAY (e.g. more than three minutes), YOUR SPEECH GRADE WILL BE REDUCED BY ONE (1) LETTER GRADE.
***Note*** I know that giving a presentation is not everyone’s favorite thing to do. The days and hours leading up to your speech can be nerve-racking at times. However, that is the subject of this class. Public Speaking. So, if you have prepared properly, but you are still feeling overly anxious or insecure about your upcoming speech, PLEASE come and talk to me before-hand. Doing so is MUCH better than failing to show up for your speech and earning a zero.
Criteria Used for Evaluating Speeches in Mrs. Gaddis’ Class
I want to teach you how to be the best speaker that you can be. I do not want to teach you how to do “okay”. I set the bar high because I believe this is how students challenge themselves to do their best work. In this class, an “average” speech will earn a grade of “C”. That being said, the following criteria have been set forth to give students a better understanding of what constitutes a “C” speech, “B” speech, and an “A” speech”.
If you wish deliver an average speech, earning a grade in the “C” range, it should meet the following criteria:
- Conform to the kind of speech assigned—informative, persuasive, etc.
- Be ready for presentation on the assigned date.
- Conform to the time limit and research requirements.
- Fulfill any special requirements of the assignment—preparing an outline, using visual aides, conducting an interview, etc.
- Have clear specific purpose and central idea.
- Have an identifiable introduction, body, and conclusion.
- Show reasonable directness and competence in delivery.
- Be free of serious errors in grammar, pronunciation, and word usage.
If you wish to deliver an above average speech, earning a grade in the “B” range, it should meet the following criteria:
- Deal with a challenging topic.
- Have adequate research incorporated throughout.
- Fulfill all major functions of a speech introduction and conclusion.
- Display clear organization of main points and supporting materials.
- Support main points with evidence that meets the tests of accuracy, relevance, objectivity, and sufficiency.
- Exhibit proficient use of connectives—transitions, internal previews, internal summaries, and signposts.
- Be delivered skillfully enough (IE not simply reading the speech) so as not to distract attention from the speaker’s message.
If you wish to deliver a superior speech, earning a grade in the “A” range, it should meet the following criteria:
- Constitute a genuine contribution by the speaker to the knowledge or beliefs of the audience.
- Sustain positive interest, feeling, and/or commitment among the audience.
- Contain elements of vividness and special interest in the use of language.
- Be delivered in a fluent, polished manner (IE well rehearsed, with lots of vocal variety and emotion) that strengthens the impact of the speaker’s message.
- It should go above and beyond in both content (research, clearity, support etc.) and delivery expectations.
If you wish to deliver a below average speech, earning a grade in the “D” or “F” range, the speech will be seriously deficient in the criteria required for the “C” speech.
Speaker’s Lab:
I am a big supporter of the Speaker’s Lab. The folks there are wonderful and they are there to help you succeed. If you truly want to improve, you need to visit the speech lab before every speech. You will be REQUIRED to make one visit to the Speaker’s Lab. This visit is to occur BEFORE you deliver your speech in class. So plan your visit ASAP. You are to deliver the speech to one of the mentors and they will send me a written analysis of what occurred while you were there. Make your appointment now before slots fill up and you get shut out. Don’t lose those points because of poor planning on your part. Remember, over 2,500 students are taking R110 this semester, all of who will be making appointments in the lab. Set them early, and keep any appointments you make!
One third of a letter grade will be deducted from your speech if you fail to make your one scheduled appointment before your second classroom speech. Ex: A speech earning a C+ would drop to a C if there is not required lab visit. Additional visits are strongly encouraged. Suggestion: Think of setting an appointment as “procrastination insurance.” For example, if you know that in 10 days you have an appointment at the speaker’s lab, then you know that you should probably have certain things completed in order to make the most of your time in the lab. In other words, it forces you to be prepared. While it is advantageous to have something done,
the lab does not “require” you to have anything completed on your speech before you visit.
The Speaker’s Lab is located in CA 001G (that is in the basement of Cavanaugh Hall). Hours of operation are posted outside the door or can be accessed by logging onto http://www.liberalarts.iupui.edu/spchlab. The lab’s phone number is 278–7940.
***NOTE – While the lab is not a requirement for all of the speeches, the students who made visits before each speech, tended to speak better, and therefore earned the higher grades. I will award 3 Extra Credit points for visiting the lab before your speeches (with the exception of the 2nd speech, since it is a requirement). If you indicate that you visited and I find out from the lab that you did not (I check every week), I will deduct 10% from your speech grade. In other words, tell the truth!
Classroom Presence:
When you made that first positive step to continue your education, you made a commitment to be present in your classes. Good presence while you’re in college will carry over into the workplace. If you are not present, or arrive late, it is your responsibility to ask someone else what you missed. Please, do not ask me. Arriving late to class 5-15 minutes late will result in an “L” for “Late” that day. If you are late 3 times (or leave before the end class), that will count as an absence. Each time after 3 will also count as an absence. Additionally, beyond 15 minutes late goes in the books as an absence. You are welcome to sit through the rest of the class, but it will still be counted as an absence. It is your responsibility to come to me to discuss your tardiness if you choose to do so (though not required). If you’re not in class, you’re not learning.
Classroom Presence quizzes may be given. I will not repeat questions for those that arrive late (regardless of the reason), nor can you make it up if you’re absent (without appropriate documentation). I highly recommend exchanging phone numbers with at least two others in class. There are some classes that you can miss and still do well…this is not one of them. A Classroom Presence sheet will be passed around every time we meet. It is your responsibility to sign YOUR name only every day. If you come to me during the 13th week of classes and say, “Hey! I was in attendance during week 5, but you marked me absent.” I will be happy to look back to see if I’ve made a mistake. If there is no mistake, you will be marked absent. Your absence is your business. I don’t need to hear or read about it unless you choose to share it with me. I am not in the business of determining what is excused and what is not. Hence, it’s two strikes across the board regardless of the reason (except in extreme cases with medical documentation in which case you are strongly encouraged to keep me posted).
Engagement/Professionalism:
This doesn’t just include your verbal engagement in class or small group discussions, it includes other things such as exhibiting a positive attitude and willingness to learn, coming to class prepared, listening attentively etc. I know that some of you may have taken this class because you didn’t want to take public speaking. I can appreciate that. That’s not everyone’s favorite thing to do. While there are not a lot of days in which you’ll be giving a “speech,” you will need to have meaningful engagement on a regular basis in order to earn the greatest number of Learning Points. Not only will a percentage of your final total of Learning Points be based on your engagement, but also it is ESSENTIAL in this class. It keeps things flowing. It is INTERPERSONAL COMMUNICATION. Therefore it is strongly encouraged that you do so on a regular basis. That means taking part in class discussions, offering peer feedback when requested, asking/answering questions, and playing a part in the learning process. That doesn’t mean that you “always” have to be the one answering the questions. In fact, if you find that you are the one that is doing all the participating, kindly give others a chance. Some folks need a minute to digest the question or to formulate their answer. That’s okay. If, after a reasonable period of time no one else has responded, it’s all you! Keep a positive attitude and have a desire to learn, and you'll enjoy college more.
I will make mistakes.
Numbers get crossed. Eyes do too. After hours of grading, and speaking/Emailing over a hundred students, sentences and numbers can begin to run together. Something right will be marked wrong. But something wrong may also be marked right. Approach me with kindness, and I will right my wrongs. Because, I promise, even if I have a typo, I know proper grammar and mechanics as well as how to add and subtract. ☺
Introduction to the Learning Points System:
The goal of the Learning Points System is to ADVANCE your learning. Learning Points focus more on how and what you are learning as opposed to grades, grades, grades. I do not give Learning Points; you earn them. Learning Points have nothing to do with you as a person. Learning Points have to do with your performance, and whether or not you followed guidelines for a particular Learning Opportunity (such as a speech, quiz, self-evaluation etc). If, for some reason you are unhappy about the number of Learning Points that you have received, I'm happy to assist as long as you follow the following guidelines:
|
Rule #1: Please see ME before complaining to anyone else. · You must wait at least 24 hours and no longer than one week after receiving the grade to contact me. · You must arrange a meeting with me in my office. · You should have in your possession at our meeting all materials relevant to the assignment. · I would suggest that you make notes regarding your dispute and have cites (if needed) ready. · I will not discuss Learning Points (or lack thereof) over email. |
Because LEARNING is the ultimate goal, you will not earn points for efforts that do not demonstrate or advance your learning. In order to earn points for any given Learning Opportunity, you must earn 50% or more of the available points.
Example: A paper is worth 75 Learning Points. If a student receives 37.5 points or more, then that Learning Opportunity will count toward the semester total. If it earns 37.4 points or fewer, then none of those points will count toward the semester total.
Also, you should keep a running total of your Learning Points, along with all graded Learning Opportunities. Do not throw any graded materials away. If there is ever a discrepancy, I will be happy to look at your graded Learning Opportunity to be sure it matches my records. However, if you do not have the graded assignment, the grade in my records will stand.
***A little thought on your final tally of Learning Points. *** I am not out to fail you. There are plenty of opportunities for success in this class. My job is to supply those opportunities; your responsibility is to capitalize on them.
Learning Opportunities:
Everyone begins with 0 Learning Points (points) on day 1 and you build from there. You will build by way of Learning Opportunities (LO’s). Papers, presentations, worksheets, practice quizzes, exams, classroom presence and especially your engagement in class discussions are all examples of opportunities that you have to learn. I do not want you to simply memorize information only to forget it the minute you finish a test. I want you to actually learn – to me that means understanding concepts from class and applying them to your own lives -- so that you can become better students, friends, co-workers, husbands/wives, sons/daughters and overall more competent and confident communicators.
Learning Opportunities are due when they are due. After that, you have chosen to pass up the chance to earn any Learning Points. Make backup copies of all course work. Not having the book on time, problems with computers, “Canvas wasn’t working”, software, and peripherals are not an excuse for late work. Many Learning Opportunities will be submitted under the ASSIGNMENTS tab in Canvas. If you are unsure or are not confident in attaching documents, see me ASAP. If it appears as though you were logged in before the time the Learning Opportunity was due, but nothing is attached…I have nothing to assess = zero.
Ironically, the day one has a Learning Opportunity due (such as a paper) seems to be the most common time for deaths in the family, car accidents, flat tires, doctor’s visits, court dates, dental appointments, and the like.
Not being present on the day a Learning Opportunity is assigned/due is not a valid excuse for turning it in late. Often, you will be able to turn in your Learning Opportunities via Canvas. That is fine, but save, save, save. In other words, have a hard copy (with the print date) to keep for yourself.
Note: In-class Learning Opportunities (such as a short quizzes or worksheets to go along with the viewing of a video) are only available for students who have chosen to be present in class that day. There is no makeup. If you are not there for any reason, you have chosen to pass up the chance to earn any Learning Points for that particular in-class activity. This is to encourage your presence in class. Learning Opportunities such as quizzes and in-class activities cannot be turned in late for any reason. If it’s due at 1:pm, it will not be accepted at 1:30.
Incomplete:
A grade of “I” for Incomplete will only be considered in situations where the student has completed at least 75% of the coursework up to the point where they stopped attending. This grade is given in very rare instances (usually with medical documentation) and is at the final discretion of the instructor. A student does not derive maximum benefit from the course by completing the work after the term ended, so Incompletes are reserved for situations in which all three of these conditions are met:
(1) Serious circumstances beyond the student's control during the semester;
(2) At least 75% of the coursework has been completed;
(3) The student is passing (D- or better) in work completed to the point where an Incomplete is requested.
Under other circumstances, students will be advised to withdraw from the course. Requests for withdraws after a certain point in the semester (usually, eight or nine weeks into the term) can result in an F instead of a W. Incompletes in Mrs. Gaddis’ courses must be finished within 30 days after the date the "I" is granted. Students are responsible for filing any paperwork for an Incomplete that is required by their School, Division, or program, or by Financial Aid.
Learning Objective and Student Contract
There are ten learning objectives for this course. They are listed and explained in your textbook. Be sure to read them BEFORE you sign the student contract. I will consider your signature on the student contract a binding commitment.
2016 Fall+R110+Student+Contract.docx
Additional regulations:
- First and foremost, honesty. Be honest with yourself. Be honest with your classmates. Be honest with me. Part of being honest is accepting responsibility for your actions.
- No hats should be worn during a speech or presentation. They cover the face, hide your expressions and limit eye contact.
- Points will be deducted from your FINAL grade for each time you fail to turn off your cell phone. Absolutely no texting during class. It is very disruptive.
- Do not pack up early and leave.
- All speech assignments and final exam must be completed to pass the class.
- Your speech grade will be penalized if you are talking, studying other subjects, sleeping, or attempting to prepare your own speech while others are speaking.
- The lectern or podium will not be used while speaking.
- NEVER enter the room while a classmate is speaking, wait for applause or instructor permission and then enter.
- Speech outlines and audience analyses are due the day of your speech, if not before.
- The blackboard/whiteboard is not a visual aid.
- All work is to be word processed in the latest Word format.
- Keep everything you turn into me. If there is a question regarding your speech grade, no change will be made without the original evaluation document and review of your speech video.
- You are expected to have purchased a textbook by the first week of class.
- Assignments are due in the assignment drop box by the due date.
- Please dress professionally on speech days—business casual. Gentlemen, a nice pair of khakis or dress pants, and a button-up shirt is fine (tie is optional but encouraged). Women, dress pants/skirt and blouse. Or, you may wear a costume if it is appropriate for class and related to your topic. Your clothing should never be too revealing in any manner, as this is often a distraction to listeners. When you look your best, you almost always tend to speak better.
- Lap Tops, Tablets, Cell Phones or other electronic devices will not be used in the classroom, as they cause disruption. Notes can be taken on paper.
- Refrain from eating or drinking items that may cause a distraction. An apple, chips or a Slurpee would not be a wise choice.
- All students are required to attend Speech Night on Monday, December 5th.
Classroom Civility
Prepared by the Gateway Community of Practice on Civility
As a member of the community of this class, you will be expected to speak and behave in a way that promotes civility. By practicing civility, you help make our learning environment a place where each of us feels comfortable asking questions, exploring ideas, and experimenting with new ways of seeing, knowing, and being.
Civility Statement
A civility statement is designed to promote the free exchange of ideas by making participants feel safe to express themselves and explore issues in a spirit of inquiry. In order to promote civility, you are expected to:
- Treat each other and your instructor with respect
- Appreciate that everyone has something to contribute
- Avoid offensive language and gestures
- Refrain from side conversations when others are speaking
- Allow others to speak without interruption
- Demonstrate care and concern for others
- Keep an open mind
- Use cell phones or other devices only for class work
- Use respectful language in your online communications
- Maintain self-control
- Appreciate differences
- Be inclusive
Please take the student survey: Link
https://www.surveymonkey.com/r/ClassroomCivilityStudentPerspective
Speaker’s Lab:
You are required to visit the speaker’s lab for one of your speeches throughout the semester.
- The IUPUI Speaker’s Lab
- http://liberalarts.iupui.edu/spchlab
- spchlab@iupui.edu
- 278-7940
Academic Misconduct: From the IUPUI Bulletin (http://www.bulletin.iupui.edu/)
The university may discipline a student for academic misconduct, which is defined as any activity that tends to compromise the academic integrity of the institution and undermine the educational process. Academic misconduct includes, but is not limited to, the following:
- Cheating
- A student must not use external assistance on any “in-class” or “take-home” examination, unless the instructor specifically has authorized such assistance. This prohibition includes, but is not limited to, the use of tutors, books, notes, and calculators.
- A student must not use another person as a substitute in the taking of an examination or quiz.
- A student must not steal examinations or other course materials.
- A student must not allow others to conduct research or to prepare any work for him or her without advance authorization from the instructor to whom the work is being submitted. Under this prohibition, a student must not make any unauthorized use of materials obtained from commercial term paper companies or from files of papers prepared by other persons.
- A student must not collaborate with other persons on a particular project and submit a copy of a written report which is represented explicitly or implicitly as the student’s own individual work.
- A student must not use any unauthorized assistance in a laboratory, at a computer terminal, or on fieldwork.
- A student must not submit substantial portions of the same academic work for credit or honors more than once without permission of the instructor to whom the work is being submitted.
- A student must not alter a grade or score in any way.
- Fabrication
A student must not falsify or invent any information or data in an academic exercise including, but not limited to, records or reports, laboratory results, and citations to the sources of information.
- Plagiarism
A student must not adopt or reproduce ideas, words, or statements of another person without an appropriate acknowledgment. A student must give due credit to the originality of others and acknowledge indebtedness whenever he or she does any of the following:
- Quotes another person’s actual words, either oral or written;
- Paraphrases another person’s words, either oral or written;
- Uses another person’s idea, opinion, or theory; or
- Borrows facts, statistics, or other material, unless the information is common knowledge.
- Interference
- A student must not steal, change, destroy, or impede another student’s work. Impeding another student’s work includes, but is not limited to, the theft, defacement, or mutilation of resources so as to deprive others of the information they contain.
- A student must not give or offer a bribe, promise favors, or make threats with the intention of affecting a grade or the evaluation of academic performance.
- Violation of Course Rules
A student must not violate course rules as contained in a course syllabus or other information provided to the student.
- Facilitating Academic Dishonesty
A student must not intentionally or knowingly help or attempt to help another student to commit an act of academic misconduct.
*This is just one area of the Code of Student Rights, Responsibilities, and Conduct. See the link above for complete details.
STUDENT RIGHTS UNDER FERPA
(Approved: University Faculty)
The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. These rights include:
- The right to inspect and review the student's education records within 45 days of the day the University receives a request for access. A student should submit to the registrar, dean, head of the academic department, or other appropriate official, a written request that identifies the record(s) the student wishes to inspect. The University official will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records are not maintained by the University official to whom the request was submitted, that official shall advise the student of the correct official to whom the request should be addressed.
- The right to request the amendment of the student's education records that the student believes are inaccurate, misleading, or otherwise in violation of the student's privacy rights under FERPA. A student who wishes to ask the University to amend a record should write the University official responsible for the record, clearly identify the part of the record the student wants changed, and specify why it should be changed. If the University decides not to amend the record as requested, the University will notify the student in writing of the decision and the student's right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the student when notified of the right to a hearing.
- The right to provide written consent before the University discloses personally identifiable information from the student's education records, except to the extent that FERPA authorizes disclosure without consent. The University discloses education records without a student's prior written consent under the FERPA exception for disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom the University has contracted as its agent to provide a service instead of using University employees or officials (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees; or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibilities for the University. Upon request, the University may disclose education records without consent to officials of another school in which a student seeks or intends to enroll. Finally, "public information" may be released freely unless the student files the appropriate form requesting that certain public information not be released. This form is available at the Office of the Registrar. Public information is limited to name; address; e-mail address; phone; major field of study; dates of attendance; admission or enrollment status; campus; school, college, or division; class standing; degrees and awards; activities; sports; and athletic information.
- The right to file a complaint with the U.S. Department of Education concerning alleged failures by Indiana University to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-5901
Policy on Sexual Misconduct:
“What you should know about sexual misconduct: IU does not tolerate acts of sexual misconduct, including sexual harassment and all forms of sexual violence. If you have experienced sexual misconduct, or know someone who has, the University can help. It is important to know that federal regulations and University policy require faculty to promptly report complaints of potential sexual misconduct known to them to their campus Deputy Title IX Coordinator(s) to ensure that appropriate measures are taken and resources are made available. The University will work with you to protect your privacy by sharing information with only those that need to know to ensure the University can respond and assist. If you are seeking help and would like to speak to someone confidentially, you can make an appointment with a Mental Health Counselor on campus (contact information available at http://stopsexualviolence.iu.edu/employee/confidential.html). Find more information about sexual violence, including campus and community resources at http://stopsexualviolence.iu.edu/.”
R110 Grading Schedule:
|
A+ 1000 to 970 A 969 to 940 A- 939 to 900 B+ 899 to 870 B 869 to 840 B- 839 to 800
|
C+ 799 to 770 C 769 to 740 C- 739 to 700 D+ 699 to 670 D 669 to 640 D- 639 to 600 F 599 to 0 |
* Assignments are subject to change by the instructor. An announcement will be made for any schedule changes.
|
Week 10 Thu 10/20 |
Introduction to Section 3: Persuasive Speech. Key section topics. Assign speech 4. |
|
|
Week 11 Tue 10/25 |
Section 3 in book continued. Group D: Speech 4 Workshop.
|
|
|
Week 11 Thu 10/27
|
Group A: Question of Fact or Value Speech (6) Group B Starts. (2)
|
|
|
Week 12 Tue 11/1
|
Group B: Question of Fact or Value Speech (4) Group D Starts (4).
|
|
|
Week 12 Thu 11/3 |
Group D: Question of Fact or Value Speech (2) Group C: (6) |
|
|
Week 13 Tue 11/8 |
Group C Finishes, if needed. Introduction to Speech 5: MMS Question of Policy Speech. Key section topics. Assign speech 5.
|
|
|
Week 13 Thu 11/10 |
Section 3 in book continued. Group A: Speech 4 Workshop .
|
|
|
Week 14 Tue 11/15 |
Group B: MMS Question of Policy Speech. |
|
|
Week 14 Thu 11/17 |
Group D: MMS Question of Policy Speech. |
|
|
Week 15 Tue 11/22 |
Group C: MMS Question of Policy Speech. ‘
|
|
|
Week 15 Thu 11/24 |
THANKSGIVING – NO CLASS
|
|
|
Week 16 Tue 11/29 |
Group A: MMS Question of Policy Speech.
|
|
|
Week 16 Thu 12/1 |
Final Exam Review Activities
|
|
|
Week 5 Mon 12/5 |
MANDATORY SPEECH NIGHT
|
|
|
Week 17 Tue 12/6
|
Final Exam Review Activities
|
|
|
Week 17 Thu 12/8
|
Final Exam Review Activities
|
|
|
Week 18 Tue 12/13
|
FINAL EXAM for 9:00am Class |
|
|
Week 18 Thu 12/15
|
FINAL EXAM for 10:30am Class |
|
|
Academic Calendar |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Personal Note:
I am looking forward to watching you all grow as speakers. Your goal in this class should not be perfection; it should be improvement. There are plenty of opportunities to do well in this class. Utilize everything that is at your disposal (speaker’s lab, practicing at home, etc.) so you can fully benefit.
Additionally, you may have noticed that there are several cases in which you may lose points in this class. These penalties were not set into place because I want to be “the bad guy.” Believe me, if anyone wants to see you succeed, I do. I am a firm believer that part of attending college is demonstrating responsibility. I take responsibility for teaching you the most important aspects of public speaking. In return, you need to take responsibility for coming to class with the necessary materials, and be ready to learn. I think that is a fair exchange.
Your grade should not be the most important factor; what you learn, and how you’ve grown, should. I want you all to look forward to a fun semester, and a valuable education here at IUPUI!
Course Summary:
| Date | Details | Due |
|---|---|---|