Course Syllabus

 

SYLLABUS

R110 Fundamentals of Speech Communication (25124)

TLC Religions, Conflict and Peace

Fall 2017

 

Dawn Grimes, CA 231 M/W 4:30 – 5:45   dcgrimes@umail.iu.edu

Office Hours:  Wednesdays 5:45 – 6:45 and by Appointment.

Course Description

Religions are often blamed for wars and violent conflicts.  Yet religious activists such as King, Gandhi, and Malala Yousafzai have, through action and rhetoric, have built peace in our politicized world.  This TLC will examine the interconnections among religion, violence, and peace, envisioning communication and engagement as tools for reconciliation.  TLC participants will compete for scholarships in the annual Curtis Memorial Speech Contest on the topic of peaceful resolution to conflict.

In a Themed Learning Community (TLC), the students, staff, and faculty collaborate and contribute to create meaningful learning experiences.  This course, Fundamentals of Speech Communication (R110), will integrate ideas, lessons and areas of study from S100, and R133 in an effort to enhance and reinforce lessons from each course through experiential learning in order to meet core objectives from each course. 

Course Learning Objectives:

1. Demonstrate effective listening (encoding) of messages by
2. Providing appropriate feedback
3. Applying Speech Content
4. Apply content to fulfill your speech goal by analyzing your audience
5. Develop organized outlines for informative and persuasive speeches
6. Utilize critical thinking in the development, preparation and analysis of all elements of the course
7. Utilize logical reasoning in the development preparation, and analysis of all persuasive communication
8. Transform written thoughts into clear oral presentations
9. Deliver a question of policy speech using Monroe’s Motivated Sequence
10. Demonstrate effective delivery skills relevant to speech opportunities
11. Incorporate credible research practices by properly integrating academic source material
12. Master available audio visual technology through successfully incorporating impactful visual aids
13. Have a greater appreciation toward those who hold different worldviews

Course Goals

Throughout this semester we will explore how we can improve our capacity to understand ourselves and others as we examine the values, beliefs, experience and perspectives that shape our identity and worldview.  The overarching goal of this course is to provide you with the opportunity to learn and apply techniques for preparing and delivering informative and persuasive speeches and as such will require critical thinking and organizational effort to prepare and deliver effective speeches.  As part of our TLC, we also consider and explore: internal motivation; core values; beliefs; and worldview, to help you discover and engage your passion and develop your capacity to inform, educate and persuade others.   

Textbook & Materials

R110 Fundamentals of Speech Communication Textbook: ISBN: 978073805984-6. Hayden McNeil, 2^nd edition.

The textbook is available at the Barnes and Noble campus bookstore or Indy college bookstore.  You may not buy a used or virtual copy, as this text book also functions as a work book – with many tear out pages you will need for speech preparation and student assessments. 

Note Cards 3x5

Paper and Pens for notes.

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. 

Summary of Assignments		Points Possible
Testing (Quizzes and Final Exam)		200
Introduction Connection Speech 1		40
Introduction Connection outline Speech 1		10
Introduction Connection Speech Reflection Paper		10
Informative I: Speech 2		60
Informative I  Speech 2 Outline		20
Informative I: Speech 2 Reflection Paper		20
Informative II SEEI:  Speech 3		100
Informative II SEEI Speech 3 Outline		120
Informative II SEI Speech 3 Reflection Paper		20
Persuasive I Question of Fact/ Policy Speech 4		80
Persuasive I Question of Fact/ Policy Speech 4 Outline		40
Persuasive I Question of Fact / Policy Speech 4 Reflection Paper		20
Persuasive II MMS Speech 5		150
Persuasive II MMS Speech 5 Outline		50
Persuasive II MMS Speech 5 Reflection		20
Speakers Lab Visit (1 Visit is Required Up to 3 for credit at 25 EACH)		25
WEEK 1 Mon 8/21   Course overview; Introduction to Section 1; Connection Speech Overview; Audience Analysis Exercise Read Section 1: 1.1-1.5   WEEK 1 Wed 8/23   Section 1 in book continued. Discussion: Audience Analysis.  Components of speech: Attention; Tie In to Audience; Credibility; Thesis Statement; Transitions. Introduction to Enneagram Basic Overview Review/ Discuss: Sections 1: 1.1 – 1.5 continued   Read One Article from Reading List  Be prepared to discuss   WEEK 2 Mon 8/28     Group 1 & 2 Connection Speech       WEEK 2 Wed 8/30     Group3 & 4 Connection Speech   Read Section 2: 2.1-2.7  WEEK 3 Mon 9/4     LABOR DAY NO CLASS   WEEK 3 Wed 9/6     Introduction to Section 2: Informative Speech. Key section topics. Assign speech 2.  Introduce: Informative Speaking Read Section 2: 2.8-2.12       WEEK 4 Mon 9/11   Topic Selection / Thesis Development. Review: Audience Analysis; Credibility; Tie In to Audience; Framing / Through-Line Development Informative Speech 1: Groups Break Out / Complete Thesis Statement & Rough Draft     WEEK 4 Wed 9/13     Review: Audience Analysis; Credibility; Tie In to Audience; Framing / Through-Line Development Informative Speech 1: Groups Break Out / Complete Thesis Statement & Rough Draft     DUE: by end of class:  TOPIC / ROUGH Outline   WEEK 5 Mon 9/18   Group 2: Informative Speech 1     WEEK 5 Wed 9/20 Group 3 : Informative Speech 1   WEEK 6 Mon 9/25 Group 4: Informative Speech 1       WEEK 6 Wed 9/27  Group 1: Informative Speech 1       WEEK 7 Mon 10/2     Group 2:  Informative 2: SEEI Impact Speech 3 BEGIN Reading Section 3 in Preparation for Persuasive 3.1; 3.2; 3.3 and 3.4   WEEK 7 Wed 10/4   Group 3 : Informative 2: SEEI Impact Speech 3   Read Section 3 3.5; 3.6 Mon 10/9     Group 2 &3 :  Informative 2: SEEI Impact Speech      Section 3: 3.7; 3.8     Wed 10/11   Group 3 &4   Informative 2: SEEI Impact Speech      Section 3; 3.9; 3.10; 3.11   Mon 10/16   FALL BREAK NO CLASS   Wed 10/18   Goup 4 & 1 Informative 2: SEEI Impact Speech   Mon 10/23     Wed 10/25   Group 1  Informative 2: SEEI Impact Speech  Review / Discuss Section 3: Persuasive Speech. Key section topics.     Thesis REFINING for Speech 4 Review / Discuss Section 3: Persuasive Speech. Key section topics.  Thesis REFINING for Speech 4 Persuasive I     Mon 10/30     Group 3: Persuasive I: Question of Fact or Value Speech       Wed 11/1   Group 4: Persuasive I: Question of Fact or Value Speech    Mon 11/6   Group 1: Persuasive I:  Question of Fact or Value Speech     Wed 11/8   Group 2: Persuasive I: Question of Fact or Value Speech   Mon 11/13   Section 3 in book continued. Introduction to PERSUASIVE II: MMS Question of Policy Speech. Key section topics.     Wed 11/15   Discussion Components of MMS Monroe Motivated Sequence Speech     Mon 11/20 Group 4: MMS Persuasive II     Wed 11/23     Thanksgiving Break        Wed 11/23   Thanksgiving Break   Mon 11/27  Group 1: MMS Persuasive II     Wed 11/29   Group 2: MMS Persuasive II       WEEK 16 Mon 12/4    Group 3  MMS Persuasive II       WEEK 16 Wed 12/6   Final Exam Prep     WEEK 17 Mon 12/11    NO CLASS -- TAKE FINAL  FINAL EXAM     WEEK 17 Wed 12/13   Favorite Speech Clips / Pizza End of Semester Activity
WEEK 1 Mon 8/21	Course overview; Introduction to Section 1; Connection Speech Overview; Audience Analysis Exercise		Read Section 1: 1.1-1.5
WEEK 1 Wed 8/23	Section 1 in book continued. Discussion: Audience Analysis.  Components of speech: Attention; Tie In to Audience; Credibility; Thesis Statement; Transitions. Introduction to Enneagram Basic Overview		Review/ Discuss: Sections 1: 1.1 – 1.5 continued     Read One Article from Reading List  Be prepared to discuss
WEEK 2 Mon 8/28	Group 1 & 2 Connection Speech
WEEK 2 Wed 8/30	Group3 & 4 Connection Speech		Read Section 2: 2.1-2.7
WEEK 3 Mon 9/4	LABOR DAY NO CLASS
WEEK 3 Wed 9/6	Introduction to Section 2: Informative Speech. Key section topics. Assign speech 2.  Introduce: Informative Speaking		Read Section 2: 2.8-2.12
WEEK 4 Mon 9/11	Topic Selection / Thesis Development. Review: Audience Analysis; Credibility; Tie In to Audience; Framing / Through-Line Development Informative Speech 1: Groups Break Out / Complete Thesis Statement & Rough Draft
WEEK 4 Wed 9/13	Review: Audience Analysis; Credibility; Tie In to Audience; Framing / Through-Line Development Informative Speech 1: Groups Break Out / Complete Thesis Statement & Rough Draft		DUE: by end of class:  TOPIC / ROUGH Outline
WEEK 5 Mon 9/18	Group 2: Informative Speech 1
WEEK 5 Wed 9/20	Group 3 : Informative Speech 1
WEEK 6 Mon 9/25	Group 4: Informative Speech 1
WEEK 6 Wed 9/27	Group 1: Informative Speech 1
WEEK 7 Mon 10/2	Group 2:  Informative 2: SEEI Impact Speech 3		BEGIN Reading Section 3 in Preparation for Persuasive 3.1; 3.2; 3.3 and 3.4
WEEK 7 Wed 10/4	Group 3 : Informative 2: SEEI Impact Speech 3		Read Section 3 3.5; 3.6
WEEK 8 Mon 10/9	Group 4:  Informative 2: SEEI Impact Speech		Section 3: 3.7; 3.8
WEEK 8 Wed 10/10	Group 1:  Informative 2: SEEI Impact Speech		Section 3; 3.9; 3.10; 3.11
WEEK 9 Mon 10/16	FALL BREAK NO CLASS
WEEK 9 Wed 10/18	Review / Discuss Section 3: Persuasive Speech. Key section topics.  Thesis REFINING for Speech 4 Persuasive I		DISCUSSION; Sections 3.2; 3.3; 3.4
WEEK 10 Mon 10/23	Persuasive Speech Viewing Discussion
WEEK 10 Weds 10/25	Group 1: Persuasive I: Question of Fact or Question of Policy Speech
WEEK 11 Mon 10/30	Group 2: Persuasive I: Question of Fact or Question of Policy Speech
WEEK 11 Wed 11/1	Group 3: Persuasive I:  Question of Fact or Question of Policy Speech
WEEK 12 Mon 11/6	Group 4: Persuasive I: Question of Fact or Question of Policy
WEEK 12 Wed 11/8	Section 3 in book continued. Introduction to PERSUASIVE II: MMS Question of Policy Speech. Key section topics.
WEEK 13 Mon 11/13	Discussion Components of MMS Monroe Motivated Sequence Speech Speech Sharing  / Videos / Discussion
WEEK 13 Wed 11/15	Group 4: MMS Persuasive II
WEEK 14 Mon 11/20	Group 1: MMS Persuasive II
WEEK 14 Wed 11/23	Thanksgiving Break
WEEK 15 Mon 11/27	Group 2: MMS Persuasive II
WEEK 15 Wed 11/29	Group 3:  MMS Persuasive II
WEEK 16 Mon 12/4	Final Exam Prep
WEEK 16 Wed 12/7	Favorite Speech Clips Final Exam Prep
WEEK 17 Mon 12/11	NO CLASS -- TAKE FINAL  FINAL EXAM
WEEK 17 Wed 12/1TBD End of Semester Activity 3

Course Reading Assignments:

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.  While 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.  

The text book we will use is very informative and easy to use.   The outline you will use to prepare all of your speeches will help you enormously and the opportunity you will have to present your speeches in class will provide you tremendous opportunity for learning and developing important communication skills.

Speeches

For this course you will research, write and deliver five speeches. 

• Speech of Introduction 2-3 minutes. This speech will provide you the opportunity to:

1. Introduce yourself incorporating what you discover and discern through participation in the "Colors” exercise in S100 and – if  you choose – The Enneagram personality system which I will introduce you to during our initial classes
2. Learn more about your classmates values, interests, passions, group affiliations, beliefs, and aspirations – which for speech presentation purposes will also provide you with a good deal of information for “audience analysis” or knowing your audience
3. Provide you the opportunity to practice preparing an outline and getting up and speaking in front of an audience

• Informative Speech 5 – 7 minutes. This speech will provide you the opportunity to:

1. Learn about and prepare an informative speech presentation on an historical or modern day peacemaker
2. You may choose anyone from this list http://peace.maripo.com/p_peacemakers.html
3. You are encouraged to choose someone to whom you, on some level, can relate. You may choose someone who is particularly interesting to you because of their methods, motivation, perspective, accomplishments, values, religion, culture or some other aspect of their life experience
4. In preparing your speech you will include the reason for your choice which will provide your audience with a greater understanding of you and such will serve as the “credibility” component your speech

• SEEI-Impact Speech 5 – 7 minutes. The SEEI is based on a model of critical thinking:  State—Elaborate—Exemplify—Illustrate. SEEI challenges your ability to demonstrate your understanding by explaining something, such as a concept, person, or event, to your audience in a complete and meaningful way and will provide you the opportunity to:
• Prepare and present a speech about one of the religious studies field trips you will have participated in for R133.
• Using one of the six dimensions of religion as a lens your speech will inform your audience about the: Myths; Ritual; Experience; Doctrine; Ethics or Community/Institutions of the religion associated with the place or person you visited or the religious custom/practice/ritual you observed
• Using the SEEI format you will provide you audience with a richer, deeper understanding of one or more aspects of religious culture, custom, beliefs, values based on your own observations, experience and research
• Persuasive I / Question of Fact or Question of Value 5-7 minutes

In this speech you will learn to incorporate Ethos, Pathos and Logos in order to elicit your audience’s to introduce your views, ideas or opinions on a topic that relates to peace-making, conflict resolution, personal growth, social action, social justice.  These may be concepts, ideas or opinions you’ve formed through your reading about the peace-maker you wrote your first speech about, your visits to temple, mosque or church, or any other area of your own experience or learning.  The question of fact or question of value speech provides you the opportunity to practice the art of getting others to see your point of view.  This speech does not necessarily ask that you compel others to action, but it can.  You are presenting your ideas – to provide an opportunity for your audience to gain a different perspective – through which you will – be a change-maker.  Speeches are comprised of language choice, style, emotion, logic, and your relevant experience and in by their very nature – impact change – and have the potential to create ripples of change – depending on your technique and ability.  This speech provides the opportunity to learn about the components of persuasion and how to use them to open minds and hearts and change them. 

5) Monroe Motivated Sequence Speech / Persuasive II 7-8 Minutes

 We will discuss in class.  Open topic.  

 

Presence on Speech Days is Mandatory:

Excused absences must be documented.  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.  For car accidents, a copy of the police report complete with the time/location of the accident.  .

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.    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. 

Your papers will be graded for content and for grammar and spelling.  

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 a self-evaluation / reflection for most speeches.

Oral Evaluations:

After a speech I will provide oral with my opinion of what you did well, and how you may improve.  I provide feedback in this way not only for the presenter – but for everyone in the class.  Everyone has the opportunity to learn from one another – and this course provides excellent opportunities to practice your skills.   Being open to and able to hear constructive comments is a critical skill you’ll get plenty of opportunity to practice. 

Speech Day Procedure

Speech days can often be very tight on time.   Feeling relaxed and settled and ready for speaking will be aided by doing the following:

• Write your name on the board.  
• Hold onto your stapled packet containing

1. Your typewritten outline
2. Outline Evaluation Sheet
3. Speaker Evaluation Sheet (there are two, either one is fine)
4. PowerPoint slides (if you used them)
5. Audience Analysis (if required for that speech)
6. 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.
7. 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 also a good idea to 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.   It’s a good idea 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.  If you set up alerts in Canvas for your phone, you’ll get push notifications for all postings.

Be mindful of the time requirements for online quizzes.  Once you log on to take your test you must submit it within the time frame given when you start, otherwise, it will be automatically submitted at time completion and you may not have completed.  Pay close attention to deadlines and give yourself ample time for unplanned internet outages or feeling too weary to complete before the midnight deadline. 

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.   I encourage you to be present for your classmates on Speech Day – even when you’re not speaking.  You’ll appreciate it when you’re speaking and they are there for you.   I’ll ask for volunteers on speech day to help with running video recordings and providing time cues to speakers 

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.  Without documentation you will receive no points for your speech.
• 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.   

If you need to miss class on your scheduled speaking day, you must notify me BY PHONE (317-413-3802) at least 24 hours previous to class time,  come with documented evidence as to the purpose of your absence on the very next day of class.   When you have a documented reason for absence we will figure out how an alternative date for your speech.  

Criteria Used for Evaluating Speeches

I want  to help you grow as a speaker and develop fundamental skills which you’ll use for the rest of your academic and professional career.  We’ll do this together as a class and we’ll support one another along the way. 

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”.

Average speeches earning a grade in the “C” range look like:

1. Conform to the kind of speech assigned—informative, persuasive, etc.
2. Be ready for presentation on the assigned date.
3. Conform to the time limit and research requirements.
4. Fulfill any special requirements of the assignment—preparing an outline, using visual aides, conducting an interview, etc.
5. Have clear specific purpose and central idea.
6. Have an identifiable introduction, body, and conclusion.
7. Show reasonable directness and competence in delivery.
8. Be free of serious errors in grammar, pronunciation, and word usage.

Above average speech, earning a grade in the “B” range look like:

1. Deal with a challenging topic.
2. Have adequate research incorporated throughout.
3. Fulfill all major functions of a speech introduction and conclusion.
4. Display clear organization of main points and supporting materials.
5. Support main points with evidence that meets the tests of accuracy, relevance, objectivity, and sufficiency.
6. Exhibit proficient use of connectives—transitions, internal previews, internal summaries, and signposts.  
7. Be delivered skillfully enough (IE not simply reading the speech) so as not to distract attention from the speaker’s message.

Superior speech, earning a grade in the “A” range look like:

1. Constitute a genuine contribution by the speaker to the knowledge or beliefs of the audience.
2. Sustain positive interest, feeling, and/or commitment among the audience.
3. Contain elements of vividness and special interest in the use of language.
4. 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.
5. It should go above and beyond in both content (research, clearity, support etc.) and delivery expectations.    

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, schedule your visit as soon as possible.  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 for lack of planning.  More than 1,800 students are taking R110 this semester and all of them will be making appointments in the lab.  Set them early, and keep any appointments you make!   

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 5 Extra Credit points for visiting the lab before your speeches. 

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.  Each time after 3 will also count as an absence.   It is your responsibility to come to me to discuss your tardiness if you choose to do so (though not required).  

Engagement/Professionalism:  

For many of you this will be one of your first college courses.  In addition to learning the fundamentals of public speaking, this course will also prepare you for learning what you need to do – everyday – to succeed.  If you are engaged, curious and willing to learn, you are on a good path.  I will always regard you as a capable, responsible adult with potential to learn.  I know many of you are just getting started in college and I will help you as much as I am able.  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.   I encourage you to be present and be prepared to participate.   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, let others who may have a go.  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! 

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.

2016 Fall+R110+Student+Contract.docx

Additional regulations:

1. First and foremost, honesty.  Be honest with yourself.  Be honest with your classmates.  Be honest with me.  
2. No hats should be worn during a speech or presentation.
3. Points will be deducted from your FINAL grade for each time you fail to turn off your cell phone.
4. Don’t leave early unless we’ve discussed. 
5. All speech assignments and final exam must be completed to pass the class. 
6. 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.
7. The lectern or podium will not be used while speaking.
8. Be mindful, if someone is speaking, wait to enter the room until they’ve finished.
9. Speech outlines and audience analyses are due the day of your speech. They may be turned early.   For speeches 2 – 5,  I do ask you to bring in a paper copy – and to submit online.  I need the paper copy in class to follow along – you will have until end of your speech day to submit online.
10. Use Word for your documents.   I may turn on track editing and provide feedback on your doc – or in comments.  
11. You are expected to have purchased a textbook by the first week of class.
12. 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.  
13. All students are required to attend Curtis Memorial Contest on Tuesday December 5th. 

Curtis Memorial Contest  Tuesday December 5, 6:00 p.m. Mandatory                                                                                          

About the Contest:

The Curtis Memorial Oratorical Contest was founded by Professor Emeritus of Communication Studies, Richard Curtis, and his wife, Beth, to honor the memory of his brothers, Robert and Dana, both of whom were killed at war. The Contest provides IUPUI undergraduate students to showcase their commitment to peaceful resolution of conflict through extemporaneous oration. This event helps us celebrate the scholarship of our students and further the notion that the building of a community requires the open and free exchange of ideas

 Moving Beyond "I’m right; you’re wrong": Approaches to Conflict Resolution in Contemporary Society.

Conflict and disagreement are as innate to the human condition as is the capacity to love. The feelings, attitudes, and beliefs associated with love and disagreement are equally intense; however, while love "can make the world go around," addressing disagreements and conflict with an initial position of "I’m right and you’re wrong" can draw the world to a standstill. Join faculty from Anthropology and Communication Studies as we examine the ways in which humans peacefully navigate conflict occurring in various dimensions (personal, cultural, economic, ethnic, political, racial, religious, social).

A letter from Dr. Richard Curtis

The 19th century was hailed the British century, when the sun never set on some part of the far-flung British Empire. The 20th century, proclaimed Henry Luce, son of U.S. missionaries to China and editor "Life" magazine, was the American century. The British century was marked by mercantilism, a plundering of its colonies for the raw materials the "mother" country would fashion to sell on the world market. The American century, apart from the colonies of Spain in the first decade of that century, did not resort to colonialism, but simply developed sufficient military might to impose its will to effect a different version of mercantilism. In both centuries the result was the same - the subjugation and exploitation of the poor by the rich and powerful. Except that in this past century we have succeeded in fashioning weapons capable of destroying not only civilization but all humankind.

Robert and Dana Curtis were just two of the more than 100 million who paid with their lives in this 20th century of total war. "Bob," a student of the rocket pioneer, Professor Robert Goddard, at Clark University in Worcester, Massachusetts, enlisted in the Army Air Corps in the spring following the "day of infamy" at Pearl Harbor. Scarcely a year passed before a gold star appeared in June, 1943, on a small blue flag on the front door at 48 Beverly Road in Worcester. A navigator on a B17 "Flying Fortress," Bob was killed when a German fighter plane, an FW190, shot the bomber out of the sky. Married less than two months, his death at 22 left Margie, his widow, to grieve with the rest of our family over one cut short in the prime of his life.

In was eight years later that a second gold star appeared on the little blue flag of my family home. For Dana, four years younger than Bob, and a mine engineer in the Army, missed the mine that killed him as he fled the 180,000 Chinese "volunteers" who poured over the Yalu River in North Korea to assist their fellow Communists. In his last letter to me he implored me to pray for him, for was literally running for his life, day and night, in freezing temperatures, clothes only in the summer khakis the Army had provided, "knowing" this would be a short war. Like Margie, Dana’s widow grieved with the rest of the family, the grief that much more painful for her having to raise her two small children without Dana by her side.

With the advent of a new century and a new millennium, hopes were high that we had learned, as Santayana put it, a major lesson of history so we would not repeat it - that the resort to violence, especially the murder of war, would be a relic of man’s inhumanity to his fellow man. Could we, would we, resolve with those who erected the memorial at the infamous Dachau Concentration Camp, imprinted with just two words, but in five languages, "NEVER AGAIN"? If anything, the horrors of war continue to plague us in this 21st century. In matters little which nation shall come to claim it as their century. What does matter is the resolve with which we face this carnage. Beyond resolve, it will require a new mind-set to rid the world of this 4th Horseman of the Apocalypse. For war represents the triumph of unreason over reason, of violence over negotiation, of anarchy over order, and of barbarism over civilization.

It is my fervent hope, as one who can look back over 60 years to my survival of World War II as a fighter pilot flying a P51 "Mustang," for 51 missions that my two brothers will not have died in vain. We can and we must learn that war solves nothing, that violence only begets violence.

Robert McNamara, Secretary of Defense during the Vietnam War, wrote in the "New York Times" in 1964, I don’t object to its being called McNamara’s War. It is a very important war and I am pleased to be identified with it and do what I can to win it. But 31 years later, speaking in Washington D.C., he had this to say: We acted according to what we thought were the principles and traditions of this nation. We were wrong. We were terribly wrong. (Daily Telegraph, 4/10/95) It was a tragedy that McNamara had not taken to heart the words of President John F. Kennedy, speaking to the U.N. General Assembly, September 25, 1961: Mankind must put an end to war or war will put an end to mankind. (NY Times, 9/26/61)

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

Personal Note:  

I am looking forward to watching all of you grow as speakers – and more generally as communicators.  The fundamentals you will practice in this class have the potential to positively impact your entire academic and professional career.  This is a required course because it is an essential course.  Utilize everything that is at your disposal -- speaker’s lab, practicing at home, engaging in class and with course content -- and you will maximize your opportunity to fully benefit from this course.  I am preparing myself to be amazed by your growth and I hope you will prepare for the same. 

To note also, you may have noticed that there are several cases in which you may lose points in this class.  These penalties are in place to help you to learn how to fully participate in courses at a college level. What you learn in college is as much about learning to successfully function and fulfill your responsibilities within an organization – as it is about course material and content.   Understanding the objectives and requirements of any given course – and fulfilling them is a skill you will use throughout your life   I take responsibility for teaching you the fundamentals of communication – and you will be responsible for coming to class prepared with the necessary materials, and ready to learn.