Course Syllabus

Congratulations on joining us at Wiley College! My name is Dr. Courtney Wright (please call me Dr. Wright) and I am the Director of Forensics. Our Teaching Assistant is Dimitri Brooks, a senior at Wiley who is one of the captains of Wiley's Great Debaters Forensics Team. We are proud to instruct you in Speech Communication, a course that I believe is one of the most important courses you will take in college, a course that will help you throughout the next four years as you complete your degree.  

The first thing you should do is click on the above link and read the syllabus which includes the course schedule and assignments. Click the "Modules" button on the left hand side of the screen and work your way through the "Start Here" module to learn more about this course.  The Modules will lay out all the required content and how the assignments fit into it.

This is a face-to-face course, but we will make full use of Canvas so you can have plenty of guidance outside of class to prepare you to make the most of your time during class. This course is taught using the CANVAS Course Management System.

Syllabus and Assignments: Please review the course syllabus, assignments instructions and student expectations. The syllabus is updated and current and should give you an idea of what to expect from the class. Class assignments, readings, videos, handouts, etc. are posted for each Unit under the Assignment section. Please check the ASSIGNMENT section (by module) daily/ weekly to make sure you are not missing important assignments. 

If you have any problems accessing the canvas system, please go to the HELP function to access the feature which includes handbooks, instructions and videos.

Please send me an email, if you have any question or concern. Here is my email: cwright@wileyc.edu

Wiley College Course Syllabus

Department of Mass Communication

SPCH 2300: Speech Communication

 

GENERAL COURSE INFORMATION

 

INSTRUCTORS

 

Primary Instructor:      Courtney J. Wright, PhD                    Office Hours: We are on campus after class
                                    100 Pemberton Complex                    until 5:00pm each day of Summer Bridge

                                    812-459-2621                                      stop by for quick questions or schedule an

                                    cwright@wileyc.edu                           appointment for practice sessions.

 

Teaching Assistant:    Mr. Dimitri Brooks

ddbrook1@wileyc.edu

 

TEXTBOOK

 

Jaffe, C. (2016). Public Speaking: Concepts and Skills for a Diverse Society. Boston, MA: Cengage Learning.

ISBN #978-1-285-44585-4

 

About your online textbook (from cengage.com):

 

Upon registering for courses, you will have access to Cengage’s First Day Success model including a catalog of over 22,000 ebooks, digital learning platforms, and study tools. Access to these resources, with the option for requesting print copies, is now available. No additional fees are associated for accessing these resources.

For more information, visit Cengage’s Start Strong webpage (Links to an external site.)Links to an external site. for a short, tailored video and downloadable step-by-step guides to help them easily register for MindTap. Here’s a great video to share with students in class on how to access their materials through Cengage Unlimited Subscription: https://embed.vidyard.com/share/ATYF5Ek5Y9qdXJC93MJkEz (Links to an external site.)Links to an external site.

 

COURSE DESCRIPTION

A study of the physical mechanism for vocalization necessary for developing effective voice control, improving voice and diction through specific exercises. Principles developed in the organization of the speech, language, style, the speaking voice, articulation and pronunciation, bodily action, and methods of presentation are emphasized.

 

COURSE OBJECTIVES

 

After successfully completing this course, students should be able to:

• Deliver a speech confidently and conversationally.
• Think critically and independently.
• Demonstrate analytical reasoning skills and make inferences across the discipline.
• Understand the generic norms of public speaking situations and how to use tools to adapt to various audiences and contexts

 

COMMUNICATE THROUGH DEBATE: QEP OUTCOMES

 

Wiley College has instituted a Quality Enhancement Plan (QEP) titled “Communicate through Debate,” a campus-wide initiative, the nation’s first and most comprehensive debate-across-the-curriculum initiative. The goal of this component of our course is to use debate activities to help students achieve the following four learning outcomes:

Learning Outcome 1: Students will be able to compile and analyze empirical and expert evidence from diverse media to support a logical claim.

Learning Outcome 2: Students will be able to draw conclusions by evaluating an argument to determine the veracity of the evidence and the logic of the idea. 

Learning Outcome 3: Students will be able to demonstrate knowledge and application of a well-formulated argument that uses evidence to support their position. 

Learning Outcome 4: Students will be able to recognize opposing viewpoints and utilize researched evidence to champion their position through the exchange of verbal questions and answers.

 

CAREER PLACEMENT INITIATIVE (CPI)

Wiley College implements a career placement initiative (CPI) across all classes. The goal of this initiatve is to provide Wiley’s students with marketable skills that will help them land top jobs upon grauation. In Speech Communication (SPCH 2300) we emphasize:

Literacy (Reading), Time Management, Innovation, Punctuality, Time Management, and Technology. We reinforce skills such as Active Listening, Critical Thinking, Relationship Management, Service Orientation, Communication, Problem-solving, Work Ethic, and Literacy/Writing (a skill that is also assessed).

Introduce students to the a variety of public speaking concepts and skillsets

• Help students present and defend claims, arrange ideas and arguments, overcome communication anxiety and develop vocal and physical delivery that is confident and engaging, develop speechwriting skills and an understanding of stylistic devices
• Gain a foundational understanding of the three most popular speech communication events: public address, oral interpretation, and debate

GENERAL EDUCATION COMPETENCIES
Objectives from the 2015-19 Online Wiley College Catalogue

Students successfully completing SPCH 2300 should be able to demonstrate knowledge, skills, and abilities in all of the following areas:

Knowledge (K)

1. Demonstrate the ability to research from a variety of sources and evaluate, analyze, and synthesize the information.
2. Demonstrate the ability to synthesize approaches to problems, issues or dilemmas.
3. Demostrate original and critical thinking including the ability to analyze written texts.

Skills and Applied Knowledge (S):

1. Accurately and subtly apply critical terminology and concepts.
2. Demonstrate proficiency in written communication.
3. Appraise a given context and apply theory to real-world situations.
4. Write fluently and edit carefully.

Attitudes (A)

1. Question the status quo, think critically about how given actions affect other people, and act appropriately as fully engaged and empowered citizens.
2. Demonstrate knowledge of contemporary issues related to cultural diversity in the United States and other areas of the world.

ASSESSMENT
College Assessment Statement

As a part of Wiley College’s commitment to providing the environment and resources needed for success, students may be required to participate in a number of college-wide assessments activities.  The activities may include tests, surveys, focus groups and interviews, and portfolio reviews.  The primary purpose of the assessment activities is to determine the extent to which the college‘s programs and services maintain a high level of quality and meet the needs of students.  Students will not be identified in the analysis of results.  Unless indicated otherwise by the by instructor, results from College assessment activities will not be computed in student’s grades. 

COURSE POLICIES AND PROCEDURES

General Policies

Students are required to complete reading assignments and be prepared for each class.  Student participation will be a part of the final grade in the course; methods of participation include speaking voluntarily in class, responding when called upon, participating actively in group assignments, showing a willingness to listen actively in class (in other words, not sleeping, texting, using the internet, or chatting with classmates). 

 

Submission of Assignments

All major assignments for this course will be submitted electronically using JICS, Mindtap, or Canvas.  These submissions should be in .doc or .docx format only.  Please use a standard 12-point font such as Times New Roman, Palatino, or Garamond.  Use one inch margins and standard MLA or APA headers, (citation style according to the discipline), and double-space all documents.

 

Certain daily assignments, such as reading quizzes, will be composed in-class.  Therefore, please be sure you are prepared with ample pens, pencils, and notebook paper, and make sure you include your name and date on all submissions and write legibly.

 

Attendance

Class attendance is an obligation and is important to the attainment of the educational goals of the students and the College. Therefore, students are required to be on time and to attend classes regularly. Each instructor must keep accurate and permanent records of class attendance to support grades awarded. The attendance policy is included in the course syllabus and explained at the beginning of each semester by the instructor. It is a general observation that students who faithfully attend classes and pay attention, rarely fail the course (the higher the absences the lower final grade).

 

The Dean of students is the only officer of the College authorized to excuse in accordance with College policy, a student’s absence from any class or attendance-required function of the College. Notes or documents issued by physicians, parents, college nurse, athletic program, and other materials documenting justification for missing a class must be submitted on a timely basis (maximum of two weeks following an absence) to the appropriate division dean. The division dean will notify the professor(s) and the attendance counselor of excused absences. An absence not excused by the division dean is an unexcused absence.

 

Students are allowed a maximum of one unexcused absence for each semester hour credit for the course. For example, if the course offers three semester hours of credit the student will be allowed three unexcused absences. If the student is absent more than six times (excluding excused absences due to representing the College or illness), the student will receive an automatic “F” in the course, or the student will be officially dropped from the course by the instructor. An absence due to a student representing the College, when properly documented with the instructor and division dean prior to the absence, is an excused absence.

 

Absences from regularly scheduled classes in the non-traditional programs are counted on the basis of each 50-minute-equivalent period missed. For example, a course is scheduled to meet for four consecutive 50-minute periods per week (e.g., Thursdays from 6-10 p.m.). A student who misses an entire Thursday class (6-10 p.m.) is automatically charged with four (4) absences unless excused according to the procedures and standards described above. Missing another Thursday session or an aggregate of four 50-minute periods will cause the student to be officially dropped by the teacher from the course.

 

Absence from class, excused or unexcused, does not relieve any student of the responsibility for completing assignments and being familiar with the material covered in class. The student is responsible for arranging for make-up work with the instructor of record prior to the absence or departure from campus.

 

Students representing the College must maintain at least a “C” average per semester and must make arrangements with their teachers for making up missed classes, prior to the class absences. Instructors are obligated to assist students who: (a) identify themselves as college representatives from the start of the course, (b) make arrangements for excused absences prior to the period(s) missed and (c) meet the agreed upon documented conditions. Failure to meet agreed and documented conditions removes the excuse and the absence becomes counted as unexcused.

 

A student will be dropped from a course for non-attendance or non-payment by the census date at 5 p.m.

 

Academic Dishonesty

The Wiley College Catalog describes academic dishonesty in the following manner:

 

...an act or attempted act, of giving or obtaining aid and/or information by illicit means in meeting any academic requirements, including examinations.  It also includes any form of cheating, plagiarism, falsification of records and/or collusion. Students are expected to refrain from cheating which includes, but is not necessarily limited to: copying from another‘s test or quiz paper; using supplementary materials, electronic devices (calculators, Bluetooth and iPhones, notes, books, Twitter and text messaging, etc.) not authorized by the examiner/instructor; substitution for another student in taking a test; using, buying, selling, stealing, soliciting, transporting, or removing in whole or in part an un-administered test or key information regarding same. Falsifying records, such as alteration of grades or other records, plagiarism and collusion will not be tolerated.

 

Plagiarism  is  the  submission  or  incorporation  of  someone  else’s  work  without  permission  and/or appropriate acknowledgement. Collusion is collaboration with another person or persons in preparing projects, take-home examinations or tests, etc., without proper authorization.

 

Any student caught engaging in an act of academic dishonesty will assigned a penalty appropriate for the act.  These penalties will be assigned at the discretion of the faculty member and may be appealed to the Provost/Vice President for Academic Affairs. 

The instructor, along with the appropriate academic area chair person, division dean, Provost/Vice President for Academic Affairs, and the Academic Council, may determine penalties (in addition to those listed below) for dealing with dishonesty if the student is found guilty:

1. a warning;
2. assigning an “F” for a test;
3. assigning an “F” for a course;
4. assigning an “F” grade for all courses enrolled in for the semester;
5. assigning a status of academic probation;
6. assigning a status of academic suspension;
7. permanent dismissal;
8. denial or revocation of degr

 

The student has the right to appeal disciplinary actions in accordance with appeal procedures defined in the Student Handbook (see Division of Student Affairs and Enrollment Services section of the catalog).

 

Student Conduct

The College has a definite and binding responsibility to promote appropriate student conduct on the campus. This responsibility must be shared by all members of the College community. The policies governing standards for student behavior, referred to herein as the Student Code of Conduct, reinforce the College’s right and duty to promulgate regulations for the safety and welfare of the College community. The policies provided herein are designed to provide a swift remedy, by means of exclusion from the campus or College premises, for cases involving students who commit overt acts of violence, or otherwise engage in illegal conduct that disrupts the orderly operation of the College

 

Non-Discrimination and Special Needs

In order to reasonably accommodate the needs of students with impairments, students with documented disabilities who may need academic services for this class are required to register with the Director of Student Support and Disability Services. Unless the student has been cleared through the Office of Disability Services, accommodations will not be provided.  The name, telephone number and email for the Director of Student Support and Disability Services:  Ms. Sylvia Frank, telephone: 903-927-3298, email: sfrank@wileyc.edu.  The Disability Office is located in the Wiley Complex, room 128.

 

Academic Protocol 

 

Instructor of Record: Dr. Courtney Wright

 

Dr. Cynthia Lemelle Hester, Dean, Business and Technology, (903) 927-3343  

Dr. Brooke Woodard, Interim Dean, Sciences, (903) 927-3248

Dr. Bernadette Bruster, Dean, Social Sciences & Humanities (903) 927-3374

Dr. Willie L. Todd, Jr., Provost and Vice President for Academic Affairs (903) 923-1620

 

 

GRADING
Grading Scale

90 -100	A
80-89	B
70-79	C
60-69	D
59 or less	F

 

 

 

 

 

 

ASSIGNMENTS

 

Assignment	Points Available	Grade %	Due Date
Graded Event 1: Impromptu Speech	60	12%
Graded Event 2: Informative Speech	100	20%
Graded Event 3: Informative Speech Outline	60	12%
Graded Event 5: Persuasive Speech	110	22%
Graded Event 6: Persuasive Speech Outline	70	14%
Graded Event 10: CPI Activity and Assignments	50	10%
Graded Event 9: Class Activities	50	10%
TOTAL	500	100%

 

 

Reading and Activity Schedule

(subject to change at the discretion of the instructor)

Week	Topics and Reading	Assignments and Due Dates
Week 1	Basic Principles of Speech Communication, Communication Apprehension, and Impromptu Speaking	Read Chapters 1 and 2 of your textbook   Impromptu Speeches
Week 2	Organizing the body of your speech   Speech introductions and conclusions   Supporting Materials	Read chapters 7, 8, 9 and 10 of your textbook
Week 3	Informative Speaking, Outlining Speeches, and Presentation Day	Read chapters 11 and 15 of your textbook   Turn in your informative speech outline and present your informative speeches
Week 4	Delivering your speech and audience analysis	Read chapters 14 and 6
Week 5	Foundations of persuasion and Persuasive Speaking   Deliver Persuasive Speech	Read Chapters 16 and 17
Week 6	Ethics and Listening, and Argumentation and Speech in a Professional Setting	Read chapters 3 and 4 of your textbook   In-Class Debates