Course Description

Introduction to Speech Communication explores the theories and practice of speech communication behavior to promote communication competence in interpersonal, small group, and public speaking situations. Skills: E

• Credit Hours: 3
• Classroom Contact Hours per week: 3

Course Rationale

Developing communication skills can give you a competitive edge in your professional and academic career. Not only are communication skills highly valued in the workplace, communication courses taken at ACC transfer to all colleges and universities in Texas.

Communication skills are essential to personal and professional success. Yet, for many people, communication skills are often some of the hardest skills to develop. Introduction to Speech Communication provides an overview of communication as a discipline. By taking this course, you will develop skills to confidently and competently communicate with individuals, groups, or audiences. 

Objectives

• Apply the techniques of communication competency in a variety of settings.
• Develop skills in selecting and using a variety of communication strategies and responses based on situational contexts, goals, and human needs.
• Integrate self-monitoring strategies to increase personal communication competence.
• Analyze the role of perception in communication and employ various perception checking methods to enhance competency.
• Recognize the power of verbal and nonverbal messages and adapt messages effectively.
• Evaluate listening habits and practice effective listening skills.
• Identify, analyze, and apply effective interpersonal communication skills to establish and maintain relationships.
• Recognize personal conflict style and demonstrate effective conflict management.
• Engage in and evaluate the dynamics of small group communication including problem solving, group roles, leadership styles and cohesiveness.
• Develop, research, organize, and deliver an effective, formal public speech that includes audience analysis.
• Identify the dimensions of cultural diversity and their influence on communication.
• Examine the influence of using communication technologies on human interaction.

General Education Outcomes

Upon completion of this course, students will demonstrate competence in:

• Civic and Cultural Awareness

Analyzing and critiquing competing perspectives in a democratic society; comparing, contrasting, and interpreting differences and commonalities among peoples, ideas, aesthetic traditions, and cultural practices.

• Critical Thinking

Gathering, analyzing, synthesizing, evaluating and applying information.

• Personal Responsibility

Identifying and applying ethical principles and practices; demonstrating effective learning, creative thinking, and personal responsibility.

• Interpersonal Skills

Interacting collaboratively to achieve common goals.

• Written, Oral, and Visual Communication

Communicating effectively, adapting to purpose, structure, audience, and medium.

Course Skills Levels

In accordance with H.B. 2183, students who enroll for ACC Speech courses are expected to demonstrate competent English speaking and listening skills:

• “Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion and audience.”
• “Listening at the college level means the ability to analyze and interpret various forms of spoken communication.”

Instructional Methodology

This class is a computer-based distance learning course conducted via Blackboard (BB). Since this is a communication course, there are various oral assessments that will be submitted throughout the semester. Students will film their oral assessments and submit the video recordings via the assignments in BB.

There is one synchronous online small group oral assessment. Students will elect from the following dates and times: Friday, Nov. 8 at 7 pm; Saturday, Nov. 9 at 10 am; or Saturday, Nov. 9 at 3pm.

There are two tests that will be administered within BB using the Respondus Lockdown browser. Additional information is in BB under Tests. 

Students who are successful in this course are diligent in doing the weekly readings and the weekly online assignments.

Distance Education

Online learning requires diligence and time management in keeping up with the weekly readings and assignments. I encourage those of you new to distance education to review the ACC Distance Education General Information available at https://online.austincc.edu/faq/  Students will use the Blackboard learning management system for assignment instructions, submitting assignments, and collaboration.

Student Technology Support

Austin Community College provides free, secure drive-up WiFi to students and employees in the parking lots of all campus locations. WiFi can be accessed seven days a week, 7 am to 11 pm. Additional details are available at https://www.austincc.edu/sts.

Students who do not have the necessary technology to complete their ACC courses can request to borrow devices from Student Technology Services. Available devices include iPads, webcams, headsets, calculators, etc. Students must be registered for a credit course, Adult Education, or Continuing Education course to be eligible. For more information, including how to request a device, visit http://www.austincc.edu/sts.

Student Technology Services offers phone, live-chat, and email-based technical support for students and can provide support on topics such as password resets, accessing or using Blackboard, access to technology, etc. To view hours of operation and ways to request support, visit http://www.austincc.edu/sts.

Required Textbook

Adler, R. B., Rodman, G., du Pre, A., & Overton, B. (2024). Understanding human communication (15th ed.). Oxford University Press.

Course Requirements

BB = Blackboard

A brief description of each assignment is located below; complete descriptions of all assignments and grading criteria/rubrics are in the “Course Content” folder or in the Discussion Board folder in BB.

Self-Introduction (Discussion Board)

Introduce yourself to the class in the Self-Introduction discussion forum. Getting to know one another will help make the class interesting and will help you feel more comfortable with one another for the small group activity. I also expect everyone to engage with classmates, so please make sure to leave comments on at least two peer posts. Don't forget to answer any questions that are left on your own post.

Discussion Boards 10%

There will be several videos and topics for you to analyze in the discussion boards. The goal is to reflect on and engage with the class material. Students are expected to write at least 200 words and to tie their analysis directly to the readings and class modules. Please bold any class concepts. I also expect everyone to engage with classmates, so please make sure to leave comments on at least two peer posts. Don't forget to answer any questions that are left on your own post. The grading rubric is in the discussion board.

Perception Check 10%

Perception checks are a cooperative way of ensuring we have accurately interpreted a message. Instead of assigning motivation or assuming we know what is in a person’s mind, a perception check engages the other person in the discussion in order to clarify any misinterpretations.

Directions:

1. See Module 1 – Conducting a Perception Check in BB under “Course Content.”
2. Read the assignment and rubric.
3. Read the scenarios and practice creating a complete perception check.
4. Select your best scenario response, film it, and submit the video via the assignment in BB.

Public vs. Private Self Analysis 5%

Who are you when you are alone? Are you the same or different when you are with others? Do you manage your identity differently on social media?

Directions:

1. See Module 2 Private vs. Public Self.
2. Watch the videos.
3. Read the assignment and rubric.
4. Upload the collage and description/audio to the BB assignment.

Listening Analysis 2.5%

This is a departmental assessment that assesses critical thinking and writing skills. The scenario prompt, grading rubric, and questions are in Blackboard Module 4.

Paraphrase Check 7.5%

Active listening is a crucial skill we all need in order to maintain healthy professional and personal relationships. Learning how to paraphrase/reflect back what you have heard will allow the speaker to clarify any misunderstandings and will demonstrate that you were actively engaged in the listening process.

Directions:

1. See Module 4: Conducting a Paraphrase Check.
2. Read the assignment and rubric.
3. Read the scenarios and practice creating a complete paraphrase check.
4. Select your best scenario response, record it, and submit the video via the assignment in BB.

Identifying Dialectical Tensions 2.5%

For this assessment, you will identify the specific dialectical tension experienced in each scenario. See Module 6: Relationships and Dialectical Tensions.

Relationships 5%

For this assessment, you will identify the stages of Knapp’s relationship model. See Module 6: Relationships and Dialectical Tensions

Constructing an Assertive Message 10%

“You” language can be disconfirming because it is perceived as judgmental. “I” language takes ownership of the message and is assertive; it can be used to describe your reaction to someone’s behavior, instead of judgment of it. Creating an assertive message helps you clearly express your feelings and thoughts.

Directions:

1. See Module 7: Conflict.
2. Read the assignment and rubric.
3. Read the scenarios and practice rewording the language into an assertive message. You are not responding to the scenario; you are rewording the statement so that the message is confirming and assertive.
4. Select your best rewording and film yourself delivering it.
5. Upload your video to the BB assignment.

Small Group Decision-Making 15%

Students will be able to select from the following dates and times for the small group decision-making meeting: Friday, Nov. 8 at 7 pm; Saturday, Nov. 9 at 10 am; or Saturday, Nov. 9 at 3pm.

Groups will be assigned based on your preferred meeting date and time. Please let me know your preference via the doodle poll by Nov. 3. The doodle poll is located in the Module 8 folder. You will not be able to switch groups once they are assigned, so please only select the dates and times you are certain to attend.

I will provide your group with a specific scenario that will require all of you to reach a decision. To meet with your group, you will need reliable internet access, audio, and video. Your team needs to be able to see and hear you.

1. See Module 8: Small Group Communication
2. Read the assignment and rubric.
3. Complete the meeting availability doodle poll by Nov. 3
4. I will create a Blackboard group page for your group so that you have contact information for your group members.
5. Meet with your group in Zoom. Video record your group’s decision-making meeting. TURN ON YOUR CAMERA. Please provide your name at the beginning of the recording, so I am able to identify each of you.
6. Upload the recording or a link to the recording along with the name of the candidate you selected to receive the award.   

Specific Purpose Statement 2.5%

1. See Module 9: Specific Purpose, Managing Apprehension, and Gathering Information

2. Read the Informative speech assignment located below.

3. Submit your topic and your informative specific purpose statement via the BB assignment in Module 9.

4. I will provide feedback on your topic, and revisions will be permitted.

Informative Speech Works Cited Page 5%

In addition to orally citing your sources during your speech, you must also submit a Works cited (WC) page that is formatted in MLA or APA style citation. WC page needs to cite a minimum of three different types of sources (e.g. book, journal article, credible website, etc.) that meet the CRAAP test. See Module 10: Speech Organization and Support.

You will need to record yourself delivering your informative speech to an audience of your choosing. Your audience needs to have at least five members. The audience can be a mix of live and virtual people, but you’ll have to deliver your speech standing up. See Module 10: Speech Organization and Support. If you are unable to gather five audience members, you can present your speech at the virtual meeting on Saturday, December 7 at 11 am. Please notify me by December 6 if you will be in attendance on December 7.

Presentation Requirements:

• Deliver a 4–6 minute informative speech instructing the audience about an object/person, process, concept, or event.
• The speech must be delivered extemporaneously using a brief speaking outline or a limited number of notecards. Concise organization is critical. Do not read your speech.
• Orally cite a minimum of three credible sources. Citations should match the sources on your works cited page and should be cited as the information is delivered. The oral citations are worth 30% of the assignment grade.
  • Including a citation on your visual aid but not orally citing it does not count; reading your works cited page at the end of the speech, also does not count.
  • Please clearly state your sources during your speech as you present the supporting information. 
  • Here’s an example of an oral citation: “Sydney Lupkin, an NPR health correspondent, reported on January 14, 2020 that the Food and Drug Administration has gotten faster at approving new prescription drugs, with almost half of these approvals based on only one clinical trial.”
• Incorporate/engage with a visual aid. I need to see you using the visual aid. The visual aid is 10% of the assignment grade.

Recording:

• Record yourself delivering your speech to a small group of at least five people. They may be a mix of live and virtual.
• Please make sure the recording is .mov or .mp4
• The video and audio for the recording need to be clear, and I need to be able to open and view the recording. If I can't see you or hear you, then I don't have anything to grade, and the assignment will earn a zero. 
• I need to be able to see your entire body (head to feet) in the recording. Please don’t record yourself sitting down.
• I need to be able to clearly see your visual aid incorporated into your presentation. 
• Please do not alter or edit the video. 

My recommendations:

• Choose a topic that is useful and interesting to your audience. Also, remember that if you aren’t excited about your topic, your audience won’t be either. 
• Avoid topics that cannot easily be covered in 4–6 minutes, are too dull or too technical
• Please practice to ensure a polished delivery. If you record and time your practice session you can re-watch it and see areas where you can improve. 
• Remember that your attire and nonverbal cues influence the overall tone of your presentation.
• I recommend multimedia like PowerPoint or Keynote for your visual aid. You can project it onto your television screen.

Please Note:

• You must deliver in front of an audience of at least five people. I need to be able to see your audience in the recording. If you are unable to gather five audience members, you can attend the virtual speech on Dec. 7 at 11 am. Speeches without the appropriate audience will not be graded.
• The speech must be informative. A persuasive speech will be an automatic failure of the assignment. If in doubt, let's talk.
• Please be aware that if you read your speech, you will earn zero points for delivery. Delivery is worth 20% of the speech grade.
• Points will be deducted from your presentation grade if you go over six minutes or are under four minutes. 
  • Points will be deducted by the seconds. For example, thirty seconds is a five-point deduction and sixty seconds results in a ten-point deduction.

• Do not alter/edit the video recording in any way. This includes speeding up, slowing down, and cutting the video.

I know all of this seems intimidating and scary, but if you start working on your speech now you'll feel better prepared and will notice a reduction in your anxiety. Plus, I'm here to help every step of the way. Don't worry; you've got this! 

Tests 5% each

There are two tests administered in Blackboard using the Respondus Lockdown browser. Tests are timed for 80 minutes. Test 1 will cover chapters 1-6. Test 2 will cover chapters 7-9, 11-13. Exams are a combination of scenario and application-based multiple-choice, matching, and short answer questions. Review sheets are available in BB under Tests.

Class Attendance

Regular and timely completion of work is expected of all students. If attendance or compliance with other course policies is unsatisfactory, I may withdraw students from the class. In the event of unforeseen circumstances (for example, severe weather or other emergency), I will communicate via Blackboard with further instructions. You are responsible for completing any assignments or activity I assign through those instructions.

Withdrawal Policy

It is your responsibility to ensure your name is removed from the rolls should you decide to withdraw from the class. I do, however, reserve the right to drop a student for lack of attendance or lack of progress. If you decide to withdraw, please verify that the withdrawal is recorded before the Final Withdrawal Date. The Final Withdrawal Date for this semester is November 21. I also strongly encourage you to keep any paperwork in case a problem arises.

Please be aware of the impact that withdrawal from a course may have on your financial aid, veterans’ benefits, and international student status. Per state law, students enrolling for the first time in Fall 2007 or later at any public Texas college or university may not withdraw (receive a W) from more than six courses during their undergraduate college education.

Missed Assignments

Late assignments will be deducted a letter grade for every calendar day it is late. Assignments will be accepted up to a week after the due date, and nothing will be accepted after the term has ended. The Small Group oral assessment cannot be made up if missed.

Due dates and times are clearly marked in the syllabus and on Blackboard. Please make sure to check your syllabus often. Also, I would recommend turning assignments in before the due date in case of unforeseen technical complications.

Missed Exams

You may be allowed to take a make-up exam only when the following conditions are met:

1. An unforeseen, unavoidable, extenuating emergency occurs that is verified through written documentation.
2. You make a conscientious effort through email, face-to-face, and/or telephone communication to me PRIOR to the exam deadline to report your absence.
3. Since students are provided with an entire week to take their exam, the extenuating circumstance would have to have occurred for the entirety or majority of the week.

The format of the make-up will be at the instructor’s discretion and penalties may be imposed. Tests cannot be made up after the term has ended.

Incomplete Policy

I do not assign incompletes.

Blackboard

This course uses Blackboard (BB) for course information, announcements, assignments, and grades. To access the BB site, log onto http://acconline.austincc.edu You will use your ACC online services eID username and password to log on to BB.

If you experience technical issues, first change browsers and ensure you have the newest updates. If that doesn’t fix the problem, call the ACC Help Desk at 223-HELP (4357).

Access to Technology

Students enrolled in this course must have access to:

• Computer and operating system capable of doing the work required in the course

• Fast and reliable Internet connection

• Virus protection software

• Headphones or speakers to use for audio or video

• Webcam for the small group oral assessment

Use of ACC email

All e-mail communication will be sent to your ACCmail account. Please check your email prior to each class meeting. Per ACC policy, any email you send me must be sent from your ACC email account. I will not open or respond to emails sent from a personal email address. Please make sure to include your name and class information (two digit synonym) in the email.

I usually respond to email within 24 hours during weekdays. To maintain a life-work balance, I stop checking email at 5 pm on Friday and resume responding to email on Monday.  

Grade Disputes

Any grade dispute regarding an assignment/assessment must be brought to my attention in writing within a week of receiving the grade but after 24 hours of careful reflection. Disputes must be received before the term ends.

Scholastic Dishonesty

Depending on the nature and/or severity of the violation, scholastic dishonesty will result in either a zero for the assignment or an F in the class.

Audience Etiquette

Students are expected to be courteous during all interactions with one another and with me.

See “College Policies and Student Support Services” in Blackboard class menu. Also available at https://drive.google.com/file/d/1OGr4hCO9toB7Ne57Fn2F5mPxXPp4HLag/view