Text:

Adler, Ronald B, Proctor, Russell F. and Neil Towne. Looking Out Looking In. 11th edition, Belmont: Thomson Wadsworth, 2005.

Course Description:

This course examines the dynamics of communication within interpersonal relationships. The focus of this course will be on learning and practicing skills needed to improve the quality of interpersonal communication. Careful concern as to how interpersonal skills apply within relationships in family life, the workplace, and the community will be given. This is a skills- based course and will emphasize experiential learning.

Text:
Verlinden, Jay.Critical Thinking and Everyday Argument. Belmont:Thomson Wadsworth, 2005.

Engleberg, Isa, and Raimes, Ann. Pocket Keys for Speakers.New York: Houghton Mifflin, 2004.

Recommended Material:
Opposing viewpoints resource center (web site)
Newspaper

Course Description

This course develops skills of critical inquiry and advocacy. Through the analysis and development of oral and written arguments, the student will gain experience in evaluating reasoning, identifying logical fallacies, testing evidence and sources of information, advancing a reasoned position, and refuting arguments. The course is designed to meet graduation and transfer requirements in oral communication and critical thinking.

Text:
Rothwell, Dan J.(2007). In Mixed Company: Communication in small groups and teams 6th edition,

 

Course Description

This course studies communication in small group contexts. Topics include the development of group rules and norms, the emergence of leadership and other roles, and the importance of diversity in decision making. Through participation in group simulations and discussions, the student will learn creativity and critical thinking in problem-solving and will develop skills of listening, leadership, consensus building, and conflict management.

Course Objectives

1.Describe and analyze the relationships among important elements of the public communication process.
2.Differentiate among various common types of public messages with respect to speaker purpose and audience expectations.
3.Analyze the student’s own cultural values and compare them with those of others and traditional Western speaking conventions.
4.Select topics, goals, and strategies that are adapted to target audiences, situations, and the speaker’s background.
5.Collect, evaluate, and select information, examples, and expert opinion to illustrate and support points in various types of informative and persuasive presentations.
6.Formulate strong and valid arguments to support assertions.
7.Organize and specifically outline the main points and supporting materials of various types of oral informative and persuasive messages, providing effective introductions, conclusions, and transitional material.
8.Deliver public messages extemporaneously, clearly looking at and responding to nonverbal reactions of members across the audience.
9.Evaluate and employ methods for managing communication anxiety.
10.Select clear, vivid, and appropriate language to express intended meaning.
11.Deliver messages extemporaneously from a key-phrase outline, using appropriate visual materials.
12.Employ methods for establishing and enhancing credibility.

13.Construct appropriate oral responses to the speeches of others, showing understanding of the message and engaging in a dialogue consistent with the intent of the message

Policies and Procedures

• Because this is an experiential course, active participation is essential and is an important part of your grade. You should come to class ready to discuss reading assignments and participate in class activities. Activities include lecture/discussions, group work, speeches, and other in-class assignments.
• Attendance is Mandatory. Each student is allowed two absences without participation points being deducted. Because of our class schedule and the amount of in class assignments we need to get through, only students with excusable absences will be allowed to make up any missed major speeches or exams. There will be no make-ups for minor speeches. I discourage tardiness, however, if you are late for class, do not walk in while a speech is being given. Please be considerate and wait until the speaker is done. Three tardies will result in one absence. The instructor reserves the right to drop any student with excessive absences.
• A student dropping the course after September 2nd will receive a “W”. The final day to drop a class is November 17th. Each student is ultimately responsible for submitting an official withdrawal to avoid failing the course.
• Please turn of all cell phones and pagers prior to coming to class.
• You are expected to provide original work. Any plagiarism will result in an automatic “F” in the course. [For a complete description, see “Student Code of Conduct,” in the General Catalog for the College.] Keep in mind also that any cheating or copying of another person’s exam, paper, or speech will not be tolerated.
• Any papers or outlines should be typed and free of grammatical, spelling, punctuation and writing style errors. Carefully proof read all papers. Use spell check if you have it.
• Any late assignments will receive a 25% deduction off of total points possible.
• Show courtesy and respect for your peers. This is especially true while someone is giving a speech. Remember you will be giving a speech as well. We may not always agree with someone else’s perspective or interpretation of information. Evaluations should be conducted in the spirit of critical inquiry.

Grading

Your grade is based on the number of points you accumulate out of the total possible.

Point Scale			Grade Scale
Introductory speech	10 points		468-520 = A	90%
Impromptu speeches (2)	20 points
Outlines (3)	60 points		416-467 = B	80%
Personal experience speech	20 points
Informative speech	40 points		364-415 = C	70%
Demonstrative speech	50 points
Persuasive speech	60 points		312-363 = D	60%
Peer evaluations	15 points
Self evaluation paper	20 points		311 or below = F
Quizzes (4)	75 points
Final exam	100 points		*Extra credit = 20 points
Participation	50 points
Total Possible points	520

Refer to “gradebook” in blackboard in order to keep yourself informed of current grades.
If you do not see a grade posted or have a question regarding a grade received let me know. You are responsible for saving all your course work!

Assignments

Major Speeches:

There will be three major speeches in class: informative, demonstrative and persuasive. We will have minor speeches (impromptu, introductory, and personal experience) that will lead up to the major speeches. You will be required to use at least one visual aid for your informative and demonstrative speeches. Use of a visual aid for your persuasive speech is optional. See me if you have questions about using a visual aid. Also plan on being video taped during your demonstrative speech. All major speeches should be 5-7 minutes in length. You will be timed on your speech so you must stay within the designated time limit. Penalties will be assessed for those over or under the time limit. All major speeches should contain good use of delivery, eye contact, gestures, note cards and content.

Minor Speeches:

These consist of the impromptu, introductory and personal experience speeches. These speeches require little preparation. They are challenging but fun. Shorter time limits are given on these, usually 1-3 minutes. These speeches are considered “warm-up” speeches and should be used to help you get over speech anxiety.

Exams:

There will be four quizzes and a final exam. The quizzes will consist of 25 questions, with a combination of true/false and multiple choice questions. The lowest score of your quizzes will be dropped. Please note that if you are absent during the day of a quiz, the missed quiz will be dropped. The final exam will consist of 50 questions containing true/false and multiple choice. Each exam will cover the assigned reading, lecture and in class activities.

Outlines:

You will be responsible for turning in a typed outline for your informative, demonstrative and persuasive speeches. These outlines must be turned in the day of your speech. Late outlines will be penalized. Also make sure every outline has a page for your bibliography. All sources that you use in your speech must be cited in your bibliography section and should be in APA or MLA format.

Peer evaluations:

For every major speech that is given in class we as a class will evaluate the speaker and the speech. I will hand out the evaluation sheets out prior to the speeches scheduled that day. After your speech has been graded you will receive the evaluation sheets back. Keep in mind that evaluations should always be done in the spirit of constructive criticism. Any evaluations not written in this manner will be thrown out.

Self evaluation paper:

After you have been video taped during your demonstrative speech you will be required to write a self-evaluation paper about your performance. Plan on reviewing your video tape in order to complete the paper. This paper will be 1-3 pages in length, double-spaced and typed. I will pass out criteria that you will use to evaluate yourself.

Extra credit:

This is an optional assignment but could definitely help you, especially if you are close to the higher grade. This will consist of a 3-5 page paper, double spaced and typed. Plan on evaluating a speaker outside of class and writing a critique of this speaker(s). (See me on what you plan on doing)
*Preparation is key to doing well in this class! A good speech is one that is practiced and refined. Do not throw a speech together last minute! I have a good eye for these type of speeches. If you are having any problems don’t be afraid to contact me.
**Academic support is available for all students through the services provided in each campus Learning Resources Centers. Inquire at each center regarding hours of operations and specific subjects for which tutors are available.
Mt. San Jacinto College abides by the American with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 that prohibits federal and state agencies or programs from discriminating against qualified individuals with disabilities. Students in this course who have a documented disability, that limits a major life activity which may have some impact on your work in this class and for which you may require accommodations should meet with a counselor in Disabled Students Programs and Services (DSP&S) as soon as possible.

Characteristics of Successful Students

1.They attend classes regularly and are on time. If they miss a session, they feel obligated to let their instructors know why, and their excuses are legitimate and reasonable. They make sure they get all assignments they missed and understand specifically what was covered in class.
2.They take advantage of extra credit opportunities if they are offered. They demonstrate that they care about their grades and are willing to work to improve them. They often do the optional assignments that many students pass up.
3.The successful student speaks up in class, even if their attempts feel clumsy and difficult. They ask the questions that their instructors know many in the class are bound to have.
4.They communicate with their instructors (in person, phone, e-mail) about grades, comments made on their papers, and upcoming tests. Sometimes they just want to ask questions or make a comment relative to the class discussion.
5.Successful students turn in assignments that look neat and clean. They take the time to produce a final product that looks good, a reflection of a caring attitude and pride in their work.
6.They are attentive in class. They don’t chat, read, do homework, or stare out windows. They listen, show respect and are good audience members for both their instructors and classmates.
7.Successful students consistently submit all work and assignments, complete and on time.

Class Schedule
Date	Activity	Assignment
M 8/20	Orientation	--
W 8/22	Introduction	ch. 1
M 8/27	Ethics/impromptu #1	ch. 2
W 8/29	Selecting a topic and purpose	ch. 4
M 9/3	no class-holiday	--
W 9/5	Organizing	ch. 8
M 9/10	Outlining	ch. 10
W 9/12	Quiz #1/Intro. speeches	--
M 9/17	Informative speaking	ch. 14
W 9/19	Audience analysis	ch. 5
M 9/24	Personal experience speech	--
W 9/26	Library orientation	ch. 6
M 10/1	Intros. and conclusions	ch. 9
W 10/3	Informative speeches	--
M 10/8	Informative speeches	--
W 10/10	Informative speeches	--
M 10/15	QUiz #2/speeches	--
W 10/17	Listening	ch. 3
M 10/22	Language	ch. 11
W 10/24	Delivery/impromptu #2	ch. 12
M 10/29	Visual aids	ch. 13
W 10/31	QUiz #3/Demonstrative speeches	--
M 11/5	Demonstrative speeches	--
W 11/7	Demonstrative speeches	--
M 11/12	no class-holiday	--
W 11/14	Demonstrative speeches	--
M 11/19	Persuasion	ch. 16
W 11/21	Persuasive speaking	ch. 15
M 11/26	Special occasion Supporting material	chs. 17,7
W 11/28	Small group	ch. 18
M 12/3	Quiz #4/Persuasive speeches	--
W 12/5	Persuasive speeches	--
M 12/10	Persuasive speeches	--
W 12/12	Final Exam review Make-ups	--
*Calss schedule is subject to change
**Final exam date to be announced

Course Objectives:

1.Differentiate interpersonal from other forms of communication.
2.Illustrate the transactional nature of interpersonal communication as it applies to realistic interpersonal relationships and settings.
3.Recognize the influence of social norms, gender, and culture on interpersonal communication.
4.Formulate issues that arise in relationships and distinguish among various approaches (e.g., passive, aggressive, assertive) that people may choose in responding to them.
5.Evaluate communication choices with respect to levels of good faith, empathy, mutual goal satisfaction, and social propriety.
6.Analyze the two-way relationship between the student’s interpersonal experiences and his or her self-concept.
7.Formulate effective communication strategies that respond to the differences in people’s perceptions.
8.Assess risks and benefits of self-disclosure in work, social, and intimate settings.
9.Analyze and disclose components of experience (observations, thoughts, feelings, motives, behavior) clearly and appropriately.
10.Demonstrate active involvement and empathy as a listener through open-ended questions, paraphrase, and reflecting feelings.
11.Choose concrete and descriptive language for conveying information, praise, and constructive criticism.
12.Examine naturally occurring nonverbal communication and construct meanings based on theory and life experience.
13.Evaluate naturally occurring discussions and conversations with respect to cooperative rules.
14.Describe and analyze relationship stages that develop in work, social, and nonpublic settings.
15.Analyze patterns in relationships and formulate communication strategies for discussing and changing them.
16.Analyze realistic conflict situations and formulate communication strategies for constructive management of these conflicts.

Grading:

Your grade is based on the number of points you accumulate out of the total possible

Point Scale		Grade Scale
Midterm exam	100 pts.	715-775 points = A
Final exam	100 pts.	654-714 points = B
Journal	150 pts.	593-653 points = C
Dyad presentation	100 pts.	532-592 points = D
Presentation outline	25 pts.	531 or below = F
Application paper	100 pts.	*extra credit = 20 points
Activity labs	100 pts.
Participation	100 pts.
Total possible points	775 pts.

Assignments:

Examinations:

There will be two major exams which will consist of a midterm and final exam. Both exams will consist of material covered in the class and in the textbook.Exams will be objective consisting of true/false and multiple choice questions.Use scantron form 882-E and a number 2 pencil for both exams.

Journal:

Journals are used as a means to provide self-reflection. Journal writing will serve two purposes.The first purpose will be to respond to communication skills. The second will be to respond to various topics. There are 6 journal entries with each entry being worth 25 points. Journals will be collected twice through out the semester for grading.It is important that you stay current with your journal writings. Late journal entries will be penalized.

Dyad presentation:

You and your partner will be responsible for delivering a 10-15 minute presentation.Your presentation should cover a communication principle in depth. Be as creative as you can on this. Make this presentation interesting and meaningful to the class. Your presentation will be graded on the quality of information presented as well as style.You are responsible for turning in to me an outline the day of the presentation. After you give your presentation you and your partner will be responsible for turning in a evaluation of one another to me.

Application paper:

This research paper should cover a topic we have covered in class. I will hand out a list of topics that you might want to use. The paper should provide insight and application into the area of communication. The relevancy of this paper should be how can we use these principles or concepts in the “real world”.Plan on typing a 5-7 page paper, double spaced and with a minimum of 5 sources in your bibliography.Any citations should follow standard APA or MLA format.

Activity labs:

One of the best ways to understand communication principles is by applying them.The labs will consist of a combination of both communication skills and exercises, reading assignments, video analysis and application. As a result of your participation in these labs you will be required to provide feedback in the form of a debriefing. Everyone will start out with 100 points for the activities and will receive a deduction of 10 points for every debriefing not turned in.

Participation:

Because this is an experiential course you must play an active role in participating in the communication skills presented.Understand that because of our class schedule, attendance is an important part of this class.If you miss class you risk missing important assignments or skills the class is working on. Simply attending class is insufficient to receive your full participation points. Class participation consists of a combination of attendance, active involvement in class, homework assignments, and in-class assignments.

Journal Assignments

Instructions:

Use only the “large” blue books you can get at the campus book store for your entries. All your journal entries can be written, however they should be free of spelling and grammatical errors and should be easy to read.It is recommended that you keep up with all your journal entries as we go through each section. This is important for two reasons: First, you will have the ideas or concepts that we have discussed in class fresh in your mind, therefore making it easier to respond.Second, I will be collecting the journals twice during the semester for grading.

Entry #1 Interpersonal Communication (personal assessment)

Think about communication competence and your communication skills. In a couple of paragraphs “What do you consider your two or three most significant strengths in the area of communication? Share some examples why you consider these to be strengths. Identify one or two significant weaknesses. Why do you consider these to be problem areas?
Now come up with three to five goals (related to interpersonal communication) which you would like to set for yourself this semester. What is one specific thing that you could do now in order to reach one of those goals?

Entry #2 Self-fulfilling prophecy

Evaluate two incidents in which self-fulfilling prophecies you have imposed on yourself have affected communication. Describe how each one of these predictions shaped your behavior. Describe how you might have behaved differently if you had made a different prediction. Now describe two incidents in which you imposed self-fulfilling prophecies on others. What effect did your prediction have on these peoples’ actions?

Entry #3 Perception checking

In at least two situations this week in which you think perception checking would be appropriate, try using this skill with others. The skill of perception checking consists of:
1.A description of the behavior you noticed.
2.Two possible interpretations of that behavior.
3.A request for feedback as to the correct interpretation of the behavior.
In your journal, describe the situation(s), discuss why you thought perception checking was appropriate in those situations, and reflect on how perception checking influenced the quality of your communication.

Entry #4 Emotions

1.Relate four incidents in which you experience communication related debilitative emotions. These can either be mild or extreme.(ex. Getting ready for a job interview, a presentation, etc.)
2.For each incident record the self talk that led to the emotion experienced.(ex. “I’m not ready for this test” or “I’m going to blow this interview.”
3.Identify the fallacy that relates to the self talk recorded.(ex. Catastrophic expectation,overgeneralization, helplessness, etc.)
4.Provide your conclusions for each.

Entry #5 Relationships

Consider one of your most important relationships. Begin by identifying the individual and briefly describing the relationship.Then, use the principles in the chapters to analyze this relationship.
1. Consider the variables of why we form relationships (attraction, similarity, complementarily, proximity, etc.) How did these variables function in the beginning of your relationship? How do the variables function now that you have a more established relationship?
2. Discuss your relationship in terms of Knapp’s stages of Coming Together/Apart. How did you move from one stage to another? Where are you now? What tells you this?
3. How do the dialectical tensions function in this relationship? Give at least two specific examples and describe how you managed the tension.
4. What role does self-disclosure play in this relationship? Why do you self-disclose (ch. 10). What benefits have you found in self-disclosure in this relationship? How important is honesty in this relationship? Do you ever use “alternatives” to self-disclosure (lies, “white lies,” equivocation, hinting)? What are the results of such behavior? Give a specific example.
5.How would you describe the “social penetration” of this relationship?
6. What is your satisfaction in the relationship? What could/should be changed? What is your prediction for the future?

Entry #6 Responding nondefensively

When we perceive that others are attacking our self-concept we tend to respond defensively.(I suggest using some of the skills we discuss in class) Responding defensively often lowers the quality of communication.
During this next week when you find yourself feeling defensive, stop and consciously decide to respond nondefensively.In your journal respond to the following:
1. First describe two situations in which you tried to respond nondefensively and what you did to be nondefensive.
2. Analyze the influence of your use of this skill on the quality of the communication that occurred.

Class Schedule
Date	Activity	Assignments
T 1/22	Introduction	--
Th 1/24	Comm. Process	ch. 1
T 1/29	Comm. Competence	lab, entry #1
T 1/31	Self-Concept	ch. 2, video
T 2/5	" "	lab, entry #2
Th 2/7	Perception	ch. 3, video
T 2/12	" "	lab, entry #3
Th 2/14	Emotions	ch. 4, lab
T 2/19	" "	entry #4
Th 2/21	Language	ch. 5, lab
T 2/26	" "	--
Th 2/28	Midterm exam	collect journals
T 3/4	Nonverbal	ch. 6, lab
Th 3/6	" "	--
T 3/11	Listening	ch. 7, lab
Th 3/13	" "	--
T 3/18	Relationships	ch. 8, lab
Th 3/20	" "	video
T 3/28	" "	video, entry #5
3/24-3/28	Spring break, no class	--
T 4/1	Self-disclosure	lab
Th 4/3	T.A.	lab
T 4/8	" "	lab
Th 4/10	Communication climate	ch.9, lab
T 4/15	" "	entry #6
Th 4/17	Conflict	ch. 10, lab
T 4/22	" "	video
Th 4/24	Persuasion/compliance gaining	lab
T 4/29	research day	--
Th 5/1	Presentations	--
T 5/6	Presentations	--
Th 5/8	Presentations	--
T 5/13	Presentations	--
Th 5/15	Presentations	--
T 5/20	Review for final exam	--
*Final exam is scheduled for Tuesday, May 27th, 8-9:50 AM.
**Class schedule is subject to change.

Course Objectives

1. Distinguish argument from other types of discourse.
2. Differentiate among naturally-occurring arguments related to the field to which they belong and the varying standards of evidence and reasoning common to their respective fields.
3. Analyze the student’s own cultural values and ethical standards with respect to argument and compare his or her values with non-Western conventions for determining truth and advocating change.
4. Identify areas of current controversy reflected in print and electronic media and analyze the issues on which each controversy turns.
5. Examine underlying assumptions in naturally-occurring, contemporary oral and written arguments.
6. Diagram the structure of sample arguments on current social, political, legal, scientific, and economic issues.
7. Analyze and evaluate evidence using standards of accuracy, recency, relevance, representativeness, sufficiency, and consistency.
8. Evaluate the credibility of sources of evidence and testimony using standards of expertise, objectivity, access, and reliability.
9. Analyze and evaluate reasoning in current persuasive discourse based on standards related to various forms of inference (e.g., generalization, deduction, analogy, cause, sign), noting the occurrence of common fallacies.
10. Formulate propositions which lay out reasonable positions within areas of current controversy and develop claims which respond to stock issues and unique issues inherent in areas of current controversy.
11.Research, evaluate, and select information, examples, and testimony to support claims in various types of reasoned written and oral discourse.
12.Formulate arguments using valid and appropriate reasoning, which is adapted to target audiences and fields and avoids fallacies.
13.Organize argumentative cases around the key issues of a controversy adapted to the type of question addressed (e.g., questions of fact, value, and policy).
14.Write full-sentence outlines of argumentative cases, showing case structure and the relationship between claims and supporting material.
15.Deliver oral arguments extemporaneously from key-phrase outlines, clearly looking at members across the audience and selecting clear, precise, and appropriate language to express intended meaning.
16.Employ methods for establishing and enhancing credibility in argumentation.
17.Identify and summarize opposing arguments in order to (1) refute them by evaluating the evidence, reasoning and credibility of the source and (2) rebuild a case which has been attacked.

Policies and Procedures

Because this is an experiential course, active participation is essential and is an important part of your grade. You should come to class ready to discuss reading assignments and participate in class activities. Activities include lecture/discussion, in class activities and speaking opportunities.
Class attendance is mandatory. Each student is allowed two absences without participation points being deducted. If you miss a class you risk missing important information and assignments. This instructor discourages tardiness, however, if you are late for class, do not walk in while an oral presentation is being given. Please be considerate and wait until the speaker is done. The instructor reserves the right to drop any student with excessive absences.
A student dropping the course after September 7th will receive a “W”. The final day to drop is a class is November 21st. Each student dropping the course is ultimately responsible for submitting an official withdrawal to avoid failing a class.
Make-ups for any missed assignments or exams are only allowed for excusable absences! The instructor will determine what an excusable absence is. Any late assignments will receive a 25% deduction. It is your responsibility to keep me informed.
Please turn off all cell phones and pagers prior to coming to class.
You are expected to provide original work. Any plagiarism will result in an automatic “F” in the course. To plagiarize is “to present the ideas or words of another as one’s own” (Merriam-Webster dictionary, 3rd edition,1989). In other words, give credit where credit is due. Keep in mind also that any cheating or copying of another person’s exam, paper, or speech will not be tolerated.
Any papers or outlines should be typed and free of grammatical, spelling, punctuation and writing style errors. Carefully proof read all papers. Use spell check if you have it.
Show courtesy and respect for your peers. This is especially true while someone is sharing their ideas. We may not always agree with someone else’s perspective or interpretation of information.

Grading

Your grade is based on the number of points you accumulate out of the total possible.

Point Scale			Grade Scale
Fallacy journal	50 points		540-600 = A	90%
Perception paper	50 points		480-539 = B	80%
Position paper	50 points		420-479 = C	70%
Persuasive speech	75 points		360-419 = D	60%
Persuasive speech outline	25 points		359 or below = F
Rebuttal speech	75 points
Rebutal speech outline	25 points		*Extra credit = 20 points
Team Debate	100 points
Quizzes (2)	50 points
Final exam	50 points
Class participation	50 points
Total possible points	600 points

Assignments

Fallacy Journal:

The fallacy journal is an assignment that focuses your competence in the area of fallacy identification. Plan on using print media to identify five different fallacies. This paper should be typed and provide good insight into fallacious reasoning.

Perception Paper:

The perception paper is a paper in which you will identify an instance in your life where your perception of the reality situation was far from the actual reality. This paper is graded on how well you address, discuss, follow directions and present the required assignment. No bibliography is required for this paper however, remember to follow proper MLA format.

Position Paper:

The position paper is an assignment in which you will take a position on a subject. The position can either be affirmative or negative. Keep in mind that the affirmative position has the burden of proof and the negative position rejects the resolution of the affirmative. Make sure that you clearly state your arguments and use ample evidence to help support arguments made. This paper should be typed and use proper grammar, syntax and spelling. A bibliography should be attached which sites all sources used in MLA format.

Persuasive speech:

The persuasive speech is your opportunity to act as an advocate trying to alter or reinforce the audience’s attitudes, values or beliefs. It is important that your topic falls under the categories of fact, value or policy.This speech should be 5-7 minutes in length. Plan on being graded on organization, content, purpose, delivery and evidence used.

Rebuttal speech:

The rebuttal speech is your opportunity to refute an argument that has been put forward. The rebuttal speech should be 3-5 minutes long. It is important that you follow the guidelines for a rebuttal. This speech will be graded on organization, content, purpose, delivery and evidence used.

Outlines:

You will be responsible for turning in a typed outline for your persuasive and rebuttal speech. These outlines must be turned in the day of your speech. Late outlines will be penalized. Also make sure every outline has a page for your bibliography. All sources that you use in your speech must be cited in your bibliography section and should be in MLA format. As was discussed with the major papers careful consideration should be given to grammar, syntax and spelling in your outlines.

Peer evaluations:

For every major speech that is given in class we as a class will evaluate the speaker and the speech. I will hand out the evaluation sheets out prior to the speeches scheduled that day. After your speech has been graded you will receive the evaluation sheets back. Keep in mind that evaluations should always be done in the spirit of constructive criticism. Any evaluations not written in this manner will be thrown out.

Team Debate:

This debate will be the capstone assignment of the course. This will be handled as a four person debate where one team will take on the affirmative and the other team will take on the negative of a resolution. Propositions of policy should be considered for the resolution. Each team should split up responsibilities of the debate equally. Careful consideration should be given to organization, evidence used, arguments used, time limits and delivery.

Exams:

There will be two quizzes and a final exam. The quizzes will consist of 25 questions, with a combination of true/false and multiple choice questions. The final will be comprehensive and will consist of 50 questions containing true/false and multiple choice. Each exam will cover the assigned reading, lecture and in class activities. Bring Scantron (882-E) and a number two pencil for the exams.

Extra credit:

This is an optional assignment but could definitely help you, especially if you are close to the higher grade. A total of 20 points is available for extra credit. I will provide more detail on this assignment in class.

*Preparation is key to doing well in this class! Careful consideration should be given to your papers and your oral presentations. Do not attempt to throw together any of the assignments together last minute! I have a good eye for this type of work. If you are having any problems don’t be afraid to contact me.
**Academic support is available for all students through the services provided in each campus Learning Resources Centers. Inquire at each center regarding hours of operations and specific subjects for which tutors are available. In addition, some subject area specialist tutors are available for courses through specific departments. Ask your instructor if specialized tutors are available for your individual course.
***Mt. San Jacinto College abides by the American with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 that prohibits federal and state agencies or programs from discriminating against qualified individuals with disabilities. Students in this course who have a documented disability, that limits a major life activity which may have some impact on your work in this class and for which you may require accommodations should meet with a counselor in Disabled Students Programs and Services (DSP&S) as soon as possible.

Class Schedule
Date	Activity	Assignment
M 8/20	Orientation	--
W 8/22	Introduction/ Comm. process	ch. 1
M 8/27	Critical thinking	chs. 2, 16
W 8/29	Ethics	ch. 3
M 9/3	no class-holiday	--
W 9/5	Reasoning	chs. 5, 7
M 9/10	Toulmin	ch. 6
W 9/12	Persuasion	--
M 9/17	Propositions/ Stock issues	ch. 8
W 9/19	Quiz #1	--
M 9/24	Evidence	ch. 9
W 9/26	Language	ch. 10
M 10/1	" "	--
W 10/3	Oral advocacy	ch. 12
M 10/8	Persuasive speeches	--
W 10/10	Persuasive speeches	--
M 10/15	Persuasive speeches	--
W 10/17	Refutation	ch. 11
M 10/22	Library orientation	--
W 10/24	Listening	ch. 13
M 10/29	12 Angry Men	video analysis
W 10/31	" "	--
M 11/5	Rebuttal speeches	--
W 11/7	Rebuttal speeches	--
M 11/12	no class-holiday	--
W 11/14	Rebuttal speeches	--
M 11/19	Debate formats	--
W 11/21	Faulty reasoning	ch. 4
M 11/26	Quiz #2/Research	--
W 11/28	Research Day	--
M 12/3	Team Debates	--
W 12/5	Team Debates	--
M 12/10	Team Debates	--
W 12/12	Team Debates/review	--
**Schedule is subject to change

Course Objectives

Differentiate small group communication from other forms of communication and assess advantages and disadvantages of using small groups to plan and implement various types of discussion activities, especially with respect to decision-making and problem solving.
Analyze the relationships among small groups, their larger organizational systems, and the social, political, and cultural environment in which they operate.
Observe and evaluate the emergence of roles, norms, cohesiveness, and leadership in classroom and natural social and work groups.
Assess the task needs and social climate of groups and adapt behavior to meet the group task objectives and socio-emotional needs of group members. This objective includes demonstration of effective interpersonal skill, including following:
a. Effective listening and empathy
b. Use of specific, precise, concrete, and descriptive language.
c. A variety of leadership skills appropriate to the needs of the group.
Select and implement appropriate organizational strategies for various group purposes, including decision-making and problem-solving.
Describe the nature of consensus and compare the process of consensus-building to other methods of decision-making and problem-solving, such as voting or negotiating.
Analyze realistic group conflict situations and formulate communication strategies for constructive management of these conflicts.

Policies and Procedures

Because this is an experiential course, active participation is essential and is an important part of your grade. You should come to class ready to discuss reading assignments and participate in class activities. Activities include lecture/discussion, in class activities and speaking opportunities.
Class attendance is mandatory. Each student is allowed two absences without participation points being deducted. If you miss a class you risk missing important information and assignments. This instructor discourages tardiness, however, if you are late for class, do not walk in while an oral presentation is being given. Please be considerate and wait until the speaker is done. The instructor reserves the right to drop any student with excessive absences.
A student dropping the course after September 7th will receive a “W”. The final day to drop is a class is November 21st. Each student dropping the course is ultimately responsible for submitting an official withdrawal to avoid failing a class.
Make-ups for any missed assignments or exams are only allowed for excusable absences! The instructor will determine what an excusable absence is. Any late assignments will receive a 25% deduction. It is your responsibility to keep me informed.
Please turn off all cell phones and pagers prior to coming to class.
You are expected to provide original work. Any plagiarism will result in an automatic “F” in the course. To plagiarize is “to present the ideas or words of another as one’s own” (Merriam-Webster dictionary, 3rd edition,1989). In other words, give credit where credit is due. Keep in mind also that any cheating or copying of another person’s exam, paper, or speech will not be tolerated.
Any papers or outlines should be typed and free of grammatical, spelling, punctuation and writing style errors. Carefully proof read all papers. Use spell check if you have it.
Show courtesy and respect for your peers. This is especially true while someone is sharing their ideas. We may not always agree with someone else’s perspective or interpretation of information.

Grading

Your grade is based on the number of points you accumulate out of the total possible.

Point Scale			Grade Scale
Activity labs	100 points		729-810 = A	90%
Midterm exam	100 points		648-728 = B	80%
FInal exam	100 points		567-647 = C	70%
Game project	100 points		486-566 = D	60%
Outlines (3)	60 points		485 or below = F
Participation	50 points		*Extra credit = 20 points
Research paper	100 points
Symposium 1	100 points
Symposium 2	100 points
Total possible points	810 points

Refer to “gradebook” in blackboard in order to keep yourself informed of current grades. If you do not see a grade posted or have a question regarding a grade received let me know. You are responsible for saving all your course work!

Assignments

Activity labs:

Over the course of the semester you will be involved in various group exercises which will examine different aspects of group dynamics. Everyone will begin with 100 points to start. These activities are highly participative in nature so it is important that you involve yourself in each exercise. On the other hand if you don’t get involved or miss an exercise you can lose points for the lab.

Exams:

The course includes a midterm and final exam which include mostly objective questions from the text. Both exams consist of a cooperative and individual exam. A cooperative exam allows students to work together in a group on examination questions that check knowledge of key concepts and points presented in the text. After the cooperative exam has been completed each student will complete an individual exam. The instructor will provide a detailed explanation of how each exam will be graded.

Game project:

This is the capstone assignment of the course and each student will be assigned to a group which will be responsible for presenting a game to the rest of the class. Group members will be responsible for the research and development of a board game or other entertaining device which can be used to demonstrate knowledge of the concepts and skills learned during the semester. Each group will be graded on how well the group can provide creativity, workmanship, written instructions, keep meeting minutes, content, clarity of questions, and presentation of the game which has been created. The instructor will provide more of a detailed explanation of this assignment.

Outlines:

An outline should be turned in for each symposium and the final project. Follow correct outlining guidelines. (See Appendix A, In Mixed Company, organizing and outlining) These outlines are due the day of the assignment. (No exceptions) Also make sure to cite sources properly using APA or MLA guidelines. Make sure you provide attention to proper spelling, syntax, and grammar in your outline.

Participation:

Because the nature of communication is experiential and involvement is important, each student should be ready to be involved in all the various activities and assignments presented in the course. Understand that because of our class schedule, attendance is an important part of your grade. If you miss class you risk missing important assignments or information the class is working on. Simply attending class is insufficient to receive full participation points. Class participation consists of discussion of course content, group involvement, homework assignments, and in class assignments.

Research paper:

The purpose of this writing assignment would have you examine and craft a paper that provides insight into some aspect of small group communication. A good research paper will provide a good balanced discussion of small group concepts, theory, application, and communication that is pertinent. Make sure that you write this paper using proper syntax, spelling, and grammar. Also be sure to follow correct APA or MLA guidelines. A minimum of four references should be used for support.

Symposiums/forums:

The symposium format is a public discussion forum in which group members’ present short speeches on a central discussion question or topic. (See Appendix A, In Mixed Company) Usually, the audience participates in a question-answer session following formal delivery of speeches. Each group member should be ready to turn in an outline of their selected topic.

Extra credit:

This is an optional assignment but could definitely help you, especially if you are close to the higher grade. This will consist of a 3-5 page paper, double spaced and typed. Plan on evaluating a group outside of class and provide a thorough analysis of the performance of the group. The key to success on this assignment is how well you can critically think about the different aspects of group communication which are occurring in the observed group. (See me on what you plan on doing)

*Preparation is key to doing well in this class!
**Academic support is available for all students through the services provided in each campus Learning Resources Centers. Inquire at each center regarding hours of operations and specific subjects for which tutors are available.
Mt. San Jacinto College abides by the American with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 that prohibits federal and state agencies or programs from discriminating against qualified individuals with disabilities.Students in this course who have a documented disability, that limits a major life activity which may have some impact on your work in this class and for which you may require accommodations should meet with a counselor in Disabled Students Programs and Services (DSP&S) as soon as possible.

Class Schedule
Date	Activity	Assignment
W 1/23	Orientation	--
M 1/28	Communication process Competence	ch. 1
W 1/30	Groups as systems	ch. 2
M 2/4	" "	lab
W 2/6	Group development	ch. 3
M 2/11	" "	lab
W 2/13	Group climate	ch. 4
M 2/18	Holiday-no class	--
W 2/20	Prep time	groups
M 2/25	Symposium #1	--
W 2/27	Leadership	ch. 5
M 3/3	" "	lab/review
W 3/5	MIdterm exam	--
M 3/10	Teams	ch. 6
W 3/12	" "	lab
M 3/17	Defective decision making/ Problem solving	ch. 7
W 3/19	" "	lab
3/24-3/28	Spring break-no class	--
M 3/31	Effective decision making/ Problem solving	ch. 8
W 4/2	" "	lab
M 4/7	Prep time	groups
W 4/9	Symposium #2	--
M 4/14	Power	ch. 9
W 4/16	" "	lab
M 4/21	Conflict	ch. 10
W 4/23	" "	lab
M 4/28	Technology/virtual groups	ch. 11
W 4/30	" "	lab
M 5/5	Prep time	groups
W 5/7	Prep time	groups
M 5/12	Presentations	--
W 5/14	Presentations	--
M 5/19	Presentations	--
W 5/21	Review for final exam	--
*Final exam is scheduled for THursday, may 29th, 8:00-9:20 AM.
**Class schedule is subject to change