First Year/Freshmen Studies 1003

Spring 2020

Instructor: Margaret Dwyer

Office: Grohmann Museum 304
Phone: 277-7351 for Departmental Administrative Assistant
277-2755* for my office
E-mail: dwyer@msoe.edu

Office Hours: Tuesdays: 9-10:50AM

Fridays: 1-1:50PM

Office hours are drop-in hours, allowing you to come and see me with no appointment necessary.
You can come with problems, progress, questions, or just to shoot the breeze. If none of these
times work for you, feel free to set up an appointment, but please consult my teaching schedule
(below) before doing so. If I am teaching, then I am NOT available.

Teaching Schedule: Mondays: NO CLASSES (generally not on campus)

Tuesdays: 8-9AM, 11AM -Noon, 2-3PM
Wednesdays: 10AM-Noon
Thursdays: 8-10AM, 11AM-Noon, 2-3PM
Fridays: 8-9AM, 2-3PM

Introduction to Course
This course is one of three in the basic communications cycle designed to prepare you for both
future course work and career communication. This course will provide you with a practical
introduction to the fundamental skills of public speaking, and a forum for practicing public
speaking skills. Through a variety of strategies—discussion, readings, internal and external class
exercises, speeches, and presentations—you will learn how to conceive, prepare, and deliver
effective speeches.

The objective of this course is to help you develop effective public speaking skills, confidence
and poise, and an understanding of the basics of speech communication. The assignments given
during the quarter will offer you a substantial amount of practice in various professional public
speaking situations.

Required Text
O’Hair, Dan, Rob Stewart, and Hannah Rubenstein. A Speaker’s Guidebook Text and Reference.
7th Ed. Boston: Bedford/St. Martin’s, 2018.
Other materials will be distributed in class or on Blackboard.

The MSOE Undergraduate grading scale will be used for all work.
Letter Points
A 100-93
AB 92-89

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B 88-85
BC 84-81
C 80-77
CD 76-74
D 73-70
F 69 and below

Attendance and Participation

Like every teacher, my basic goal is to create an environment where learning occurs. To do this I
expect two things from myself and my students: common courtesy and common sense.
In terms of common sense, I expect students to attend class and attend it in its entirety. Leaving
early or leaving and coming back is not acceptable, and will result in an absence for that class
period. Do not ask permission to come to “some” of class, and do not wander about after class
has begun. Use the restroom before class, take care of necessary phone calls and texts before
entering the classroom.(If you have a sudden need for the bathroom that can’t wait, go ahead,
you don’t need to ask permission. But this should NOT be a regular occurrence.) With class and
group discussions being held during class, participation grades depend largely on attendance.

It is your choice to come to class or to miss it. I don’t give permission or excused absences, so
please don’t request these of me. Use your best judgment to determine if you need to be
somewhere else that day. If you do not attend, it is your responsibility to get information or
material from a class member. Do so in a timely manner.

If you have absences totaling more than ten percent of overall class time, I will consider
dropping you from the class. There is some flexibility for athletes and members of the military.
See that section of the syllabus. If you miss more than twenty percent of the total class work, I
will consider dropping you from the class. I call roll at the top of class, and if you are not in
class when roll is called, it is your responsibility to come to me immediately after class ends to
remove the “absent” notation from your name. If you forget, you stay absent. Absences and late
arrivals will affect your participation grade.

In terms of common courtesy, I expect students to be on time for class. If late, I expect them to
enter and settle in as quickly and quietly as possible. However, when students are presenting,
late students should remain in the hall, and not interrupt their classmates until the speech
or presentation is complete. I will consider dropping students who arrive late regularly. I expect
students to treat me with attention when I am speaking. When participating in class discussions, I
expect relevant comments and questions, stated in a tone of respect for me and for each other.

Laptop and Cell Phone Use

Laptops are required during certain class sessions, and allowed during most classes. A student
will lose the opportunity to use a laptop in class if it used in any way that distracts anyone: the
student, classmates, or me.

Cell phones are not necessary for research because laptops are allowed. Cell phone use in any
form is generally a distraction to me, and therefore usually not acceptable during class. Please do

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me the courtesy of telling me when events in your life necessitate you being accessible by cell,
and work with me to determine the best way to manage it.

Note-Taking with Cell Phones

Generally, I do not post lecture slides, expecting students to take notes for themselves.
Occasionally, there are either text-heavy slides, or slides with an image that I encourage students
to retain. In those cases, students may certainly use their phones to take pictures of the slide(s), in
order to keep pace with the lecture.
Basically, I don’t want to compete with your cellphones during class. If you can keep your
phones on the surface in front of you, face down, but ready for use when necessary, that’s fine. If
you know that having your phone out will lead to using it during class, I suggest you put it away.
At no time during class should any student create a distraction that affects my ability to
teach or any student’s ability to hear, focus, and learn.

Deadlines and Late Work

Because speeches are all scheduled, students are expected to present at their scheduled time,
providing whatever written work is required no later than at the time of their speech, or earlier if
necessary. I do allow alternate speech times without penalty when the student provides credible,
third-party documentation, such as medical, legal, or technological paperwork with relevant
dates. These make-up speeches, however, usually take place outside of class, and often cannot
offer students the same experience or opportunity to excel.

My turnaround time for grading is a maximum of two weeks. If I can complete grading and
return materials before then, I will, but my teaching schedule, especially the number of writing-
intensive courses I am carrying will be a factor.

Early Alert System

MSOE has a system in place to identify students with academic difficulties as well as emotional
and other kinds of problems. The Early Alert System is designed to identify students with
problems at the earliest possible time so that their difficulties can be addressed while they are
still manageable rather than waiting until it is too late. This should NOT be seen as some sort of
punishment. It is designed to help students by getting them the support they need to be
successful. If I do submit an Early Alert Report, I will tell you either in person or via e-mail that
I have done so.

Student Accessibility Services

If you wish to have alternatives to the requirements of the course (time extensions, third-party
note-taking, etc.), you need to contact Student Accessibility Services to document your needs
and reasons, and allow them to contact me, They will share information with me, and help
determine the alternatives that I can offer you. Without SAS involvement, I cannot offer any
student a different experience than I offer everyone else in the class.

Athletes and Active Military Members

As you know, there is some flexibility when it comes to you balancing your choices to play
sports or to serve, and your academic obligations. Athletes need to read the materials from the

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Athletic Department to understand general expectations. I require athletes to send me an e-mail
one full week before a classroom absence, every time there is an absence. For example, if you
are going to miss class Friday of Week 3 and Tuesday of Week 4, I expect two e-mails: one on
Friday of Week 2, and one on Tuesday of Week 3. In every e-mail you need to state what you
understand the class will be doing during your absence, generally using the class schedule in the
syllabus as a guide. If I’ve made an announced change verbally or by Blackboard, then you
should use that information as well. You should also describe, briefly, how you plan to make up
any work that you miss.

If you are absent when a hard-copy assignment is due, you must submit it before you leave
campus. For example, if an outline is due on a Friday and you leave campus on Thursday, you
need to submit the outline on Thursday before you leave. Or, you can arrange with a friend or
classmate to receive an electronic copy, print it out, and submit it for you in hard copy.

Not all academic work can be made up. If you have scheduled verbal presentations and/or group
work where your presence is required, you will likely need to choose academics over athletics in
that instance. The key is to communicate when you wish to be absent, and if there is a way to
balance the two areas that is fair to your classmates and me, then I am willing to work with you.

The same rules apply to those in the military who are called for training or service. You will
need to submit a hard copy of your orders and contact information. You need to e-mail me the
amount of time you will be absent and your plan for covering the work. We will discuss
assignment submission if needed.
Overall, students are responsible for communicating their needs, for understanding expectations,
and for delivering materials. Failure to communicate or to deliver will result in lower
participation grades and reduced grades on assignments.

Coursework
Quizzes 10%
Group Presentation 5%
Intro Speech (P/F)
Critiques 10% (total)
Informative Speech 10%
Persuasive Speech 15%
Poster Speech: 15%
Final Speech 25%
Attendance/ Participation 10%

Quizzes
Quizzes are posted on Blackboard after every student group presentation. They will remain at
least 48 hours after being posted. Students must confirm that they have a secure Internet
connection, because once the quiz has ended, there is no re-taking or alternate quiz.

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DIFFERENT SPEECH ASSIGNMENTS
Introductory Speech
This will be a brief speech of self introduction based on a personal object. The speech should be
delivered impromptu although brief notes that occupy no more than one side of a half sheet of
paper may be used. You are not to read your speech, and you should use as much eye contact as
possible.

In preparing for this speech, select an object in your possession that represents a significant
aspect of your background, personality, values, ambitions, or some other key trait. Using the
chosen object as a point of departure, you will develop a speech that explains how that object
relates to your life.

The purpose of this speech is not to describe the object in detail, but to use it as a vehicle to
introduce yourself to the class. Decide what information about yourself is critical to
communicate during this introduction.

Informative Speech
The purpose of an informative speech is to enlighten an audience by increasing its awareness of a
particular topic with a new perspective, new information, or new ways of thinking about that
topic. Your goal for this speech is not to advocate for any side or opinion, but to make listeners
more aware of the issues and the people involved.
A specific outline must be completed and turned into me BEFORE you give your speech.

Persuasive Speech
Your goal when giving this speech is to influence the attitudes, beliefs, values and/or actions of
your audience. By effectively applying Aristotle’s teachings, the speaker convinces the audience
to limit their alternatives to those the speaker puts forth.
A specific outline must be completed and turned into me BEFORE you give your speech.

Poster Speech
The poster speech may be either an informative or persuasive speech of your choice as long as
the topic is completely new, not a revision of a previous speech. You will work in groups and
instruction will be peer (student)-guided, with my role more assistive.

Special Occasion Speech

The Special Occasion Speech is your final exam, and it doubles as a practical, real-life speaking
opportunity. It allows you the chance to demonstrate what you’ve learned for a larger audience.
Students will organize the event, escort a guest from outside of the class, and pay whatever costs
the class determines it needs to make the event “special.” There is a $10 cap for each person in
attendance. Students who do not pay their share of the costs will not receive a grade for the
course.
Historically, the event is planned during finals week, but I will consider holding the special
occasion on an evening during Week 10, or during the weekend before finals week.

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You may choose among most of the Special Occasion Speeches from Chapter 27 with the
exception of toasts and roasts. Be creative and entertaining, but remember that our audience
could include just about anybody, so choose your topic wisely. Depending on class size, we may
have to limit speeches to 5 minutes.

Group Presentations
During this class, you will give at least one presentation with one or more of your classmates, on
a topic related to public speaking. The topics are listed in the Week-by-Week, and defined in the
text, but you shouldn’t rely on the text for all of your information. Working in groups is an
essential part of college-level communications courses, because it reflects professional
environments for which you are preparing. Therefore, all members of the group will receive the
same grade, unless a member is absent, in which case the absentee member will earn a zero. All
work should be delegated equally, but each member of the group should be prepared to present
alone.

Your presentation should be thorough, but it cannot take longer than 25 minutes. An electronic
copy of any PowerPoint or other media or outline must be sent to me 24 hours BEFORE you
present to the class. Presentations should be engaging and hold the attention of the class. Be
creative with visuals, handouts, activities, etc., to achieve this end. I will create a quiz on that
presentation, which all students, including the presenters, will take.

Critiques
All students will give constructive critiques of other students’ speeches in class, both written
and spoken. These will include both positive and negative comments, in order to help each other
realistically assess their speaking skills and improve. I will assign specific critiquing roles as
well as call for comments from the class in general. I too will provide critiques in class, so
students may use my comments as models if they are not sure how to critique at first.

Inclusive Language
You are expected to use inclusive language in all public speaking. Inclusive language is that
which shows that the speaker honors the diversity of the human race by not using language that
would universalize one element of humanity to the exclusion of others. The two main areas
where this exclusivity commonly occurs are religion and gender. Scholarly conventions that help
avoid this include the following: using BCE (Before Common Era) instead of BC, and CE rather
than AD; use humankind instead of mankind, men and women or people instead of the generic
man; use they or alternate he and she, instead of the generic he.

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Week Topics, Assignments, and (Reference Chapters)
One Day One: Course Overview (1-2, 11-13); distribute presentation surveys
Day Two: Introductory Speeches; collect completed surveys
Day Three: Announce Presentation Groups
Two Day One: Lecture “Introductions, Conclusions, and Language” (14-16)
Day Two: Presentation on Managing Speech Anxiety (3) (Q ); Lecture
“Intros…” continued
Day Three: Presentation on Audience Analysis (6)(Q)
“Introductions…” completed
Three Day One: Presentation on the Voice in Delivery (17-18)(Q); Lecture “What
Makes a Good Informative Speech?” (23) Assign Informative Speech
Day Two: Lecture “Integrating Sources into Speech” (8-10); Schedule
Informative Speeches
Day Three: Presentation on the Body in Delivery(17, 19)(Q); “Integrating…”
continued
Four Day One: Begin Informative Speeches
Day Two: Continue Informative Speeches
Day Three: Complete Informative Speeches
Five Day One: Lecture “What Makes a Good Persuasive Speech?” (24); Assign
Persuasive Speech
Day Two: Presentation on Effective Listening (4) (Q); “Developing
Arguments for a Persuasive Speech” (25)
Day Three: “Developing Arguments” (con’t); Schedule Persuasive
Speeches
Six Day One: Lecture “Organizing a Persuasive Speech” (26)
Day Two: “Organizing” continued
Day Three: Persuasive Speech wrap-up
Seven Days One - Three: Persuasive Speeches; Critiques
Poster Speech Assigned
Eight Day One: Presentation on Communicating in Groups (29) (Q); Group Work
on Poster Speeches
Day Two: Special Occasion Speech Assigned; “Special Occasion Speeches
Overview” (27) Group Work on Poster Speeches
Days Three: Special Event (Final Exam) Organization
Nine Days One: Group Work on Poster Speeches
Days Two and Three: Poster Speeches; Critiques; Lecture “Special
Occasion Speech Models and Analysis” (28)
Ten Day One: Special Event (Final Exam) Organization
Day Two: Special Event Organization
Day Three: Course Wrap-Up
Exam Week TBD