Please Note!!!!

I would appreciate it if you would send me your final paper in elearning aka webct as an attachment instead of via email. I will be monitoring the webct on Thursday to see papers coming in and to give confirmation. This will certainly help, so that I do not have 50 emails coming in all at once!!! If you have problems logging in or sending me your final paper from there, go ahead and email. Please try to send it to me through elearning!!!

Also, I will try to have grades for final papers and participation posted in elearning (webct) by Saturday, 19th at the latest. Use your rubric on your syllabus to see your total points possible.

Brandy

OKAY!!!

There was a typo about the final. I repeated one of the criteria. there are seven main ideas to consider when writing your paper.

- You must respond to the criteria, use APA format, and have a reference page citingt the textbook!!!!!

Treats!!!

3pm class:

Tuesday:
Brynn- cookies
Gidget- pie
Cassie- Mt. Dew
Heather and Megan- puppy chow
Ryan- meatballs
Mark- cups
Carrie- napkins

Thursday:
Alicia- Mister Coney
Matthew- cookie dough, 7up with pomegranite
Charles- cake
Koch- juice
Carrie- chips


*I will bring a surprise!!!!

LOGS!!!

Hey Everyone!!

Just a reminder, the logs should be an informal summary of what your group has been up to during meetings etc. Originally, I wanted everyone to post directly to the log. However, time has certainly become a factor.

So, I want your logs to tell me three things:
1. The ways in which your group interacted
2. How you came up with your plans including individual contributions
3. The plan for your presentation.

The outline should be just like the ones before and outline your presentation.

Have these two things ready to turn in the day of your presentation. '

RUBRIC FOR GROUP SPEECH:

Rubric: 75 points total

25- scholarly and reliable sources (5)- concept usage (5-10)
15- proposal and status checks aka log
25- presentation (equal representation -participation, time, and physical factors)
10- organization and preparation

Attention!!!

The Communication Dept. is participating in a food drive this holiday season. There are barrels located around the Comm. Dept. and Comm classrooms. Please bring non- perishable food products to donate to class!!!

I will reward 2 pts extra- credit for each donated item up to 20 points!!!!

I thank you for your participation!!!

Updates on Group Project!!!!!

Here are some notes to keep in mind...

1. Make sure that your logs are detailing absences and group contributions specifically!!!
2. Make sure that your logs are detailing concepts being covered and how they are being applied!!!
3. Logs will be due Thursday, Dec. 3rd at the end of class. If you choose to work outside of class on Thursday someone will need to bring back copy or email me a copy by 5pm Thursday, the 3rd!!!!
4. Make sure you are in class on Thursday, Dec. 3rd. for attendance and evaluations!!!
5. If you would like to bring in food or drink for class during group presentation days, please feel free. If anyone organizes this, I will gladly contribute!!!

Group Orders:

130 class

Tuesday: Team Awesome
Crazy Tanning Cooks
Indecisive Freshmen

Thursday: Fuzzy Pickles
The Freshmen

300 class

Tuesday: Team Undecided
Fab 5
Group Nike

Thursday: Dolphins
Fantastic Five

Final Exam notes

I wanted to make a couple notes that I made in class today about the final exam.



Note: If you want to turn a hard copy, it needs to be turned in by Thursday, Dec. 10th!!!! If you send it electronically, it needs to be submitted NO LATER than Thursday, Dec. 17th at 3pm!!!!!!! I will send an email confirming that I received it. I will not accept any late papers, so make sure that you get it in early to be sure that I receive it!!!!!

1. It is a "take-home" exam essay.
2. It should be 3-7 pages in length and 3 is pretty short for what you are expected to do.
3. Make sure that you cite pages from the text with in- text citations. If you are confused or unsure about this, check out OWL Purdue. You can type in APA format in any search engine and go to the OWL for any and all information about APA format. DO NOT FORGET A WORKS CITED PAGE!!!! (Hint: The only text that should be listed is the textbook)
4. Make sure that your analysis is thorough with specific examples and make sure you apply all 8 concepts in your paper!!!
5. This paper is an analysis over the whole semester, not just the final project!!!

The final report should:

1.Identify the Style of leadership (laissez faire, authoritarian, democratic)

2.Include the features of your group (cohesion, size, power structure) be specific.

3.Identify the kinds of group communication and use specific examples (task, procedural, and climate, egocentric)

4.Describe the decision making methods (consensus, compromise, voting etc.)

5.Include cultural influences on decision making (individualism, equality, assertiveness etc.)


6.Identify limitations and strengths of the group (conformity, time) (resources)

7.Identify and analyze the types of conflict you and your group faced and how your group dealt with these situations (constructive, disruptive)


70 points
50- content (did you follow the criteria, were you thorough and specific and use support from the text)
10- organization: APA format (reference page: text) at least 3 pages!!!
10- engagement, details, application

Up and Coming Reminders

Attention Com students. As we approach the Thanksgiving break, I want you to realize that the rest of the semester will blow by. Dec. 1st and 3rd will be used as preparation days for your groups for the final group presentations.

Tuesday, Nov. 24th- Group Project Proposals due!!
- This should be a short summary of how your group intends to conduct this speech ( outlines are acceptable formats). Be as specific as possible at this time. I would like to have knowledge of your project and be able to offer sound advice when I meet with you the following week. I also want to know how your group interactions have been going so far. Complete descriptions will be due the day of your presentation!!!

This may include:
-roles taken on
- group climate description
-preparedness and organization stats.
- group norms and interaction patterns
- group discussion
-roadblocks you have come across

These are also what should be included in your log that you will turn in when you give your final speech.

I will need one typed copy turned in from each group.

Do not forget about the final exam aka. take- home writing assignment. See the blog to review what this report should include!!! This can be turned in at your convenience. The last date of acceptance TBA!!

Attention students

I have two very important announcements regarding speeches.

1. Make sure that you are ready on the day you are expected to give your speech!!! I should not have to remind you of this and those of you who are not ready are at the mercy of the class time as far as being able to give your speech at all. I cannot guarantee that late speeches will even be able to be given resulting in a zero for the assignment.

2. We are all adults here. I expect that you will all show eachother and myself respect during your presentations. I do not want any of the following to come up in your speech in any way or else your grade will likely result in a zero for the speech.

- swearing or foul language of any kind
- pictures depicting genitals in the name of science or otherwise
- any reference, inference or suggestion of illegal action on your part or the parts of individuals in the class. I expect any mention of illegal action to be cited and supported by scholarly evidence if necessary to your speech.
- racially or gender based innappropriateness especially in your language

If you have any questions, see me prior to your speech!!!

If you have any materials that are the least bit graphic, please let me know ahead of time and the class must be warned!!!!!!!

Keep in mind...

1. You have the right to a safe classroom environment, You have the responsibility to contribute to the safety of the classroom.

2. You have the right to be heard, You have the responsibility to speak with reason and credibility.

3. You have the right to be respected for your views, You have the responsibility to show respect for others.

Group 4 and 5, Can I have your attention??

Okay, I have amended what I told the 1:30- 2:45 class of com 114. However, the 3:00- 4:15 class should follow along here as it is what we discussed today in class.

On Nov. 24th, I would like group four to answer the following questions pertaining to chapter 10. Type the question and your collective answers with all participants names attached and be prepared to turn them in. Also, I will lead a discussion with the questions and I expect you to discuss your answers in class.

Group 5, the same applies to you concerning chapter 11.

The rest of the class will still post in the discussion forum as if it were a typical learning module. Note: this is still going under the heading of learning module, I am just switching up the format. I want to see how this differs from the other format.

Group 4- Chapter 10 questions:

1. What are some of the potential limitations and strengths of a group and why are they important to recognize?

2. How do constitutive and regulative rules apply to groups? What are examples that you have come to recognize within your own group over the semester?

3. How is power distributed in a group typically? How is this similar or different from your group?

4. What are the four types of group communication? How do they differ? How are they alike?


Group 5- Chapter 11 questions:

1. Which type of task group is your group? why? When might it be another type? (give examples and reasons as to why)

2. What are the positives and negatives of the three leadership styles? Which identifies your group leadership style? why?

3. What is the best method for decision making within your group? why? What is the least effective way to make a decision within your group? why?

4. What is the difference between disruptive and constructive conflict?

Reminders!!

Just wanted to make a few notes about the speeches!

1. Make sure that you dress appropriately: casual dress. Slacks and button up shirts are preferred. Dress as if you were going to an interview for a job in a professional atmosphere.

2. Bring your proposal and completed outline. (two copies of outline- one for you and one for me)

3. You should be able to get all pertinent information on 1-2 notecards if you choose to use them. Anymore is probably too many.

4. Don't forget your powerpoint!! Test it out before class and have a back up plan such as a flashdrive and alternate email address that you send it to.

5. Practice, Practice, Practice... Make sure you are within time. I will cut you off if you go over 6 min.!!!

Speech Order: 300-415

OUTLINE DUE TUESDAY, NOV.12th.


11/12

1. Brandon!!!
2. Kathleen
3. Parker
4. Tyshae
5. Kirstie
6. Alexis
7. Alicia
8. Ryan- on cusp, could go today or Thursday, 17th

11/17

1. Gidget- on cusp, could go today or Tuesday, 12th
2. Megan
3. Matthew
4. Mark
5. Brynn
6. Brennan
7. Heather
8. Billy- on cusp, could go today or Thursday, 19th

11/19

1. Carrie- on cusp, could go today or Tuesday, 17th
2. Sara
3. Austin
4. Cassie
5. Sidney
6. Brenna
7. Charles

Speech Order: 130-245

OUTLINES ARE DUE TUESDAY!!!!!!!!

SPEECHES BEGIN NEXT THURSDAY, NOV. 12

11/12

1. Matt
2. Anna
3. Joris
4. Nicole
5. Christy
6. Lucas
7. Christina
8. Amador: on cusp- could go either today or Tuesday!!!!

11/17

1.Kenny: on cusp- could go either today or Thursday, 12th.
2. Colin
3. Michelle
4. Cori
5. Jack
6. John
7. Austin
8. Kayla: on cusp- could go either today or Thursday, 19th

11/19

1. Jake: on cusp- could go either today or Tuesday, 17th
2. Shelby
3. Elizabeth
4. Ethan
5. Tyler
6. Jasmine
7. Rachelle

Attention Students

DON'T FORGET THAT OUTLINES ARE DUE TUESDAY!!!!!!!!!!!!

Persuasive Speech Rubric

Peer Review (5)- complete, turned in on time
Proposal/Outline (10)- complete, turned in on time, followed, time
Topic (5)- limited, appeals to audience
Intro (5)- attention getter, establish credibility
Body (20)- proofs, trasnsitions, main points, organization (I/D), effectiveness, responsible
Presence (10)- nervous energy, confidence, vocal and physical qualities, reading, and murmurs
Conclusion (5)- highlights main ideas, final thought)
Sources(10)- 3 required sources met, credible, other

out of 75

Muddiest Points Ch. 8 and 9

Okay, all kidding aside... here is what you need to understand about these concepts.

regulative/ constitutive rules:

regulative rules tell us when, where and with whom to discuss a variety of information. The concern is appropriateness and social acceptance

constitutive rules tell us what counts for what and defines meaning for us. We may use slang language or shorthand with friends and speak properly to teachers, pastors, and our parents. There are also taboo topics that we will not discuss with our parents such as "partying" or other questionable behavior. If we do choose to talk with our parents about such issues, we skew the discussion to seem appropriate.

Defensive and Supportive climates: the climate is the overall feeling we have in an interaction or situation. Our communication styles can make these climates inviting and supportive or hostile and defensive.

evaluation vs. description:
We can enter a discussion with prejudgments, this would be defensive in nature and skew our interpretation.
We can fully engage and "hear the person out" before drawing conclusions and not being judgmental after hearing the details as well, this would be supportive. " I see what you mean."

certainty vs. provisionalism:
There are issues that we feel certain about and that there is only one answer or point of view. This kind of stand can appear defensive as if we are not open to any form of negotiation.
Provisionalism suggests that we are open to new ideas and altering our existing beliefs, this is supportive.

strategy vs. spontaneity
When we enter a discussion with an agenda or plan, it can seem manipulative and taking a defensive stand. I often think of "ambushing" from chapter 4 as an example.
Spontaneity suggests that we are mindful of the present discussion and figuring things out as we go. This appears supportive and not premeditated...more honest.

control vs. problem orientation
Control appears as defensive when a person feels that they must determine the result of an interaction and things must be done, "their way". I think of people who tend to handle all situations using a certain phrase: " I lead with an iron fist" which means that the person is strict and consequences are severe. This can be very defensive.
Using problem orientation would suggest that someone takes each problem independently and makes sure that the "punishment fits the crime". When they are mindful of all aspects and accepts alternate methods of resolving the issue. This is supportive.

neutrality vs. empathy
To be neutral can sometimes seem defensive. For instance if you have two friends that are arguing and you want to remain neutral by being detached and making comments such as "I don't want any part of this and I don't want to talk about it...etc." , it can be seen as defensive.
Empathy confirms a person's feelings even if we don't take a side by agreeing or disagreeing. Like; " I hate to see that you are hurt, I hope it all works out". This is supportive.

superiority vs. equality
When people come off as acting as if they are better than you in some way or another, this can seem defensive. An example may be saying; " You wouldn't understand because you weren't there or you have never been in a serious relationship or you have never won anything."
Showing equality levels the playing field and encourages comfortability. Someone may say; "I can remember a time when I failed a test and even though it is not the same, I remember the feeling" or " I know how you feel and you will get through it." This shows support.

Uniqueness helps us understand a major difference between social and personal relationships. Personal relationships are unique in that they are irreplaceable. Social relationships can change and seem more replaceable such as service jobs like restaurants and department stores where employee turnover is high. Also note that social relationships can turn into personal relationships and vice versa although not very often.

Relational dialectics: the constant struggles in a relationship that we must always deal.

Autonomy (independence) vs. connection (couplehood): the tension caused by longing for independence and still wanting to be an active and invested partner in this relationship and the struggle to juggle time to find the balance.

Novelty( newness) vs. predictability (familiar): finding the balance between finding ways to be "new" and "mysterious" to one another and the comfort of knowing eachother so well.

Openness vs. closedness: trying to determine what information to disclose and keep hidden. In addition, we think about the way this emitting and holding back will affect the relationship and our goals for the relationship. Lastly, we are always concerned with how we will appear to the other and skew our self disclosure to display us in the best lights whether it be "coming clean" or keeping secrets etc.

Self disclosure: We confirm by recognizing someone with a wave or "hello" and we acknowledge by paying attention with eye contact, nodding etc. We disconfirm by ignoring or speaking off topic showing that we are not engaged or paying attention.

Navigation is the process of maintaining a relationship as it undergoes changes. A basic example would be adjusting schedules of togetherness when a partner gets a new job and their schedule changes. Navigation usually applies to intimacy in the relationship and how each member gets to know one another and develops levels of comfort to discuss and interact romantic and intimate content.

I hope this helps. Email me with any other questions...Good Luck!!

Course schedule correction

11/5- No learning module
11/24- Group 4 Lm over chapter 10, Group 5 Lm over chapter 11

11/5- Review persuasive speech: Proposal due: Peer review
(application papers due!!!)
11/10- speech workday

11/12, 17, 19- persuasive speeches

Persuasive Speech Information

Persuasive speeches are used to change or reinforce the way someone feels, acts or believes.

2.The three pillars of proof:

A. ethos: credibility (trustworthy, committed, and knowledgeable)

a. initial credibility: expertise realized by presence before speech("You're reputation proceeds you")
b. derived credibility: credibilty gained in addition to initial credibility during speech( culmination of speech attributes: points, organization, tone, support)
c. terminal credibility: credibility at result of the speech( combination of initial and derived credibililty- overall opinion of speaker's credibility)

B. pathos: emotional appeal (emotional stories or reasoning for beliefs, attitudes, and/ or actions)

C. logos: logical appeal (rational proof or arument with factual reasoning)

a. inductive reasoning: specific to broad ( make point than give reasoning)
b. deductive reasoning: broad to specific ( lead up to point with reasoning)

Ideal Organization

A. intro: capture attention, thesis statement, establish credibility, and preview speech

B. body: internal summaries of main points, smooth transitions

C. conclusion: summarize main points, strong closing statement, clincher

Here are a couple of things to keep in mind when formatting your persuasive speech.

1. Make sure that your outline and therefore your speech is either inductive or deductive. (Yes, you have to turn in your outline prior to giving the speech. Highlight your main persuasive idea.
2. I will be looking for examples of ethos (credibility), pathos (emotional appeal), and logos (logical reasoning) in your speech and outline. You will demonstrate these proofs in your content, posture/ appearance, and speaking.
3. Remember that persuading does not necessarily mean changing minds. Persuading can mean enhancing present ideas or perhaps introducing a new way to look at something. Remember: "Breakfast Club as a cultural film".
4. Practice your speech. Try to avoid the "ums" and "likes". Make sure that you capture your audience. Stay within the time limits of 4- 6 min. I will cut you off.
5. Make sure that you have an introduction and a conclusion. Everyone must have a powerpoint. (KEEP IT CLEAN)

Proposal: Due 11/5 (work on outlines and peer review) speech order!!
1. What is my topic?
2. What is my position on this topic? What is the other side? (big picture)
3. Why did I choose this topic? (relevance)
4. Why should the audience care?
5. How will I defend my argument? (sources)( proofs)

Outline: Due 11/10
See notes above!!!
11/10 Speech workday!!!
11/12 Speeches begin

Test format: REVISED

9 nonverbal types: know the names, their definitions, and an example for each

Other terms to know:

culture
social communities
norms
cultural calamity
diffusion
cultural relativism
tolerance
ethnocentricism
assimilation
low- high context communication style

For the case study: Be aware of the following concepts:



self- disclosure
confirmation and disconfirmation
defensive and supportive climates
conflict components

commitment
relationship rules
dialectics
evolution of friendship
evolution of romantic relationships

I will give more details about the case study or interpersonal section on Thursday!!!!!

Point value: 150 points

30 matching
40 MC
80 essay

Here is my example for the application paper

For instance, say I wanted to talk about self disclosure and my marriage. I would first describe what kind of relationship my husband and I have: communication styles, conflict management, and perhaps parenting styles as some background info that is relevant to self- disclosure. Next, I would talk about self disclosure. I would maybe cite the textual definition and then in my own words, describe how I interpret or use self disclosure. Maybe I would say that self- disclosure is a way of talking about all kinds of information in my relationship. I self disclose my feelings, thoughts, insecurities etc. Lastly, I may give an overall idea of how self disclosure works in my relationship. Maybe I would talk about how it is received by my husband, how he reciprocates, and/or when I feel vulnerable or confident in my self disclosure. Or I may pick a specific incident and describe how I used self disclosure in a particular interaction with my husband.

Muddiest points clarified

Artifacts are physical representations that can be used to identify us such as cars, jewelry, clothes, furniture, collections, and décor. They can overlap with physical appearance except physical appearance is more about appropriateness in this context and not identification.

If we wear a suit to an interview, it may not identify who we are necessarily.

Nonverbal communication can be intentional or unintentional and should not be used a sole basis for judgments or conclusions.

4 similarities of verbal and nonverbal comm.
1. Both can be intentional or unintentional
2. Both are culture bound: we are socialized into our understanding of society, it is not innate
3. Both are symbolic: open to interpretation
4. Both are rule guided by constitutive and regulative rules

Constitutive deals with what is appropriate behavior: we mourn at funerals and celebrate at weddings

Regulative deals with whom we disclose what information: we talk about sex with intimate partners and grades with teachers.

Responsiveness, Liking, and Power deal with common norms in society and how we show these ideas through nonverbal behavior.

Responsiveness: eye contact and nodding to show we are paying attention

Liking: hugs and smiles to show interest

Power: pats on the back to praise and standing up to show dominance

We can monitor nonverbal behavior, it is just not very natural and it is not so easy to see how we are viewed by others. We can say that “I caught myself rolling my eyes and I know she thinks I disagree”. This is a way to monitor our behavior.

Haptics is touching. It is typically used to supplement verbal comm. A waiter may place their hand on the back of a new guest at a restaurant to greet them and make them feel welcome.

Silences can be positive or negative. We can sit in quiet with those we are comfortable with and not feel that we are being negative. For instance, if someone has a long day and just needs quiet to relax. It can be used as a defense mechanism or a weapon. For instance, when someone says; “We are not on speaking terms” this can be seen as negative. And then you have the awkward silence. This usually occurs in situations with strangers or perhaps people that we have unresolved issues with.

Bring any further questions to class!!!

Clarification of attendance and participation

Hey everyone:

Please know that if you miss a day and I have excused the absence then you will not be docked the three attendance/ participation points. I only dock the points for unexcused absences!!

Another change...

Group 2 or the group covering chapter 8 will be presenting on Tuesday the 27th instead of Thursday the 22nd. Group 3- Chapter nine will present on Tuesday also and then Thursday will be review for the second test.

NOTE!!!

I have opted to change the due date for the application paper. I have changed the due date from Thursday, Oct. 29th to Thursday, Nov. 5th.

Group Speech

Group Speech

Decades of Communication

Your current group will choose a decade of communication to present to the class in the form of a group speech. The decades are open for your choosing beginning in 1900. This speech will be 20- 25 minutes in length. As a group, you are responsible for incorporating at least 10 concepts discussed over the course of the semester. In addition, you must provide at least 5 scholarly sources to develop your presentation.

There are many purposes of this project:

1. To identify the ways in which communication has evolved over time in terms of mass communication and interpersonal communication.
2. To identify and figure out the dynamics of working within a group with such a detailed and involved assignment.
3. To present a collaborative project to the class in which each member is equally represented and involved with the process.

I am allowing for creative thought with these presentations. Proposals of project ideas and status reports will be due periodically to ensure that each group is moving along productively and so that I may offer any suggestions.

Rubric: 75 points total
25- scholarly sources
15- proposal and status checks
25- presentation (equal representation -participation, time, and physical factors)
10- organization and preparation

Final Exam:
As I said before, the final exam will be included in this project. The final is worth 100 total points and/ or 10 % of your total grade for the class.
During the final weeks beginning now, I ask that each group keep a log of group progress and individual contributions. All significant information about interactions should be noted such as time spent and tasks planned and achieved. I will ask for these logs periodically as I meet with your groups. In addition, prior to giving your presentation, each group member will write a detailed account of the interactions over the course of the semester using the criteria listed below!


The log should include:

The roles each member has taken on and how they change or do not change

The group climate during interactions (ex: rushed, hostile, uninterested, eager, and excited)

Preparedness and organization of the group

Include interaction patterns, group norms

Organization of tasks and success rates of completion

Identification and application of group discussion (p. 275)

What are some of the roadblocks interpersonally and with the content and how do you deal with them?

What are some of the methods your group used that worked well concerning the content and interpersonally?

30 points
10- participation: minimum of 5 entries (one from each member)
10- thoroughness: completion and specificity of entry
10- organization: does it include the above criteria and is it done on time

The final report should:

Identify the Style of leadership (laissez faire, authoritarian, democratic)

Include the features of your group (cohesion, size, power structure) be specific.

Identify the kinds of group communication and use specific examples (task, procedural, and climate, egocentric)

Describe the decision making methods (consensus, compromise, voting etc.)

Include cultural influences on decision making (individualism, equality, assertiveness etc.)

Identify limitations and strengths of the group (conformity, time) (resources)

Identify and analyze the types of conflict you and your group faced and how your group dealt with these situations (constructive, disruptive)

70 points

50- content (did you follow the criteria, were you thorough and specific and use support from the text)
10- organization: APA format (reference page: text) at least 3 pages!!!
10- engagement, details, application

Illness and Absence

It is no joke that there is illness in the air. However, that does not mean that we shuck our responsibilities. It is important to keep up with work even when your down.

In class we are conducting learning modules. These are group presenations and when members do not show up or give notice, they are letting their groups down. This is not acceptable. By now, groups should have exchanged information and be able to contact one another outside of class.

Here is the class policy on absence:

1. If you are not going to be in class, let me know before hand.
2. Let your group know (especially if you are expected to present!!!)
3. Make sure that you are still contributing as much as possible!!!

Alternative assignment: This is an assignment for those with an EXCUSED ABSENCE!! which means that they contacted me on time and I excused their absence!! See me with questions!!
Also, this assignment is only for those that missed a presentation.



Mini application paper:

Take the concepts you were to describe for the class and apply them to a particular situation in your life. You do not need to discuss all concepts, however, you should be as thorough as possible. This paper should be at least one page long. In addition, you will be asked to share this paper with the class so make sure you are comfortable with the material!!!

APA format

Attention students:

Anyone that has questions about APA format should check out the following link:
owl.english.purdue.edu/owl/resource/560/01

You will all be required to become familiar with APA and MLA formats during college. Might as well get started now.

Writing assignment aka application paper

Application Paper
- Choose a particular interpersonal concept from chapters 8 or 9.
- Observe a particular situation in your life that incorporates your chosen concept.
- Apply the concept to the situation.

1. The paper should be at least 3 pages long, typed, double spaced (APA format preferable)
2. You will need to:
a. Provide brief background of relationship of interaction
b. Briefly explain your interpretation of chosen concept
c. Analyze the connection between your concept and the interaction

- Worth 60 pts.
- Organization: 10
- Relationship: 10
- Concept explanation: 10
- Application: 20
- Length and Structure: 10

Suggestions for concepts: (Feel free to find your own concept within the chapters)
Climate: confirm/ disconfirm- defensive/ supportive
Self Disclosure
Relationships: social/ personal
Dialectics
Evolution
Romantic challenge
Deterioration
Violence

no class

Attention:

Class has been canceled for today. I am home sick and in the spirit of not wanting any of you to come to class ill, I will not either. I have an upper- respiratory infection and not the flu!!

Anyway, for today I had three goals in mind. I wanted to get your speech grades back to you, go over your written assignment, and group 5 were to present their learning module for chapter 6.
I will get your speech grades to you on Tuesday. I will post the writing assignment here in webct and on the blog and group 5 will present on Tuesday. Group one will present next Thursday along with group two.

Thanks,Brandy

Please email with any questions!

Thursday's class

Attention Com classes.

I have been ill for the past couple of days (NO, it is not the flu) however, I am really not sure how I will be feeling by tomorrow (Thursday) There is a chance that we will not have class. I will post in the morning to let you know. I just wanted to give a heads up.

Brandy Reincke

Speech order 1:30

KEEP IN MIND THAT THOSE NAMES HIGHLIGHTED MAY GO EITHER THE DAY ASSIGNED OR THE FOLLOWING DAY AND IN SOME CASES THE DAY BEFORE!!!ALSO THIS IS A TENTATIVE SCHEDULE!!!


Thursday, Oct 1

Matthew
Courtney
John
Shelby
Lucas
Christina
Anna
Kenny
Tyler


Tuesday, Oct 6

Jack
Michelle
Cori
Colin
Ethan
Liz
Kayla
Austen

Thursday, Oct. 8

Christy (you may go today or Tuesday the 6th)
Rachelle
Nicole
Amador
Jasmine
Joris
Sarah
Jake

speech order 3:00 class

KEEP IN MIND THAT DAYS MAY CHANGE FOR THOSE WHOSE NAMES ARE HIGHLIGHTED. THEY SHOULD BE READY ON THE DAY ASSIGNED AND FOLLOWING DAYAND IN SOME CASES THE DAY BEFORE!!! THIS IS A TENTATIVE SCHEDULE!!!


Thursday, Oct. 1

Austin
Ryan
Brynn
Sidney
Alicia
Megan
TyShae
Heather


Tuesday, Oct. 6

Brenna
Alexis
Cassandra
Matthew
Billy
Gidget
Casey
Kathleen

Thursday, Oct. 8

Parker ( you should be ready on Tuesday the 6th)
Sara
Brennan
Brandon
Carrie
Mark
Kirstie
Charles

Due Tuesday

Hello All.

For Tuesday please bring your topic proposal with a completed outline to class!!!

Keep In Mind:

- Outline MUST be TYPED with your name, class period, and date
- Outline must follow the sample outline on the blog or e-learning
(Don't forget thesis (what is the point?) preview (quote what you may actually say) three main points with support/ evidence and transitions , conclusions ( what might you say?)
- Also recall that you are required to have 3 sources
-Between the informative and persuasive speeches, you must conduct one survey, an interview, and use a library resource from Helmke Library.
MAKE IT AS CLEAR AND THOROUGH AS POSSIBLE!!!!!!

Email me with any questions.

Chapter 15-17 summary

Chapter 15, 16, 17 summary
15
- Process of research
1. Personal experiences
2. Existing knowledge
3. Interviewing
4. Surveys
5. Libraries
- Evidence- clarify, dramatize, and energize a speech
1. Statistics
2. Examples
3. Comparisons
4. Quotations
5. Visual aids
Questions to ask about evidence…
1. Sufficient? Enough?
2. Accurate?
3. Relevant?
4. Timeliness- appropriate to speech?
5. Impartial? Free of bias?
16
- Outline organization: preview, transitions
- Presenting: Delivery/ Practice
1. Adapt appearance to audience, situation
2. Gestures to impact
3. Confident posture
4. Movement
5. Eye Contact
6. Reasonable volume
7. Voice to enhance message
8. Pause for effect
9. Clarity- Articulate
17
- Checklist: research, organization, supporting materials, delivery
- Informative Speech
1. Demonstrate
2. Instruct
3. Describe
4. Explain
5. Brief
6. Report

- Audience
1. Connect with audience interest
2. Motivate audience to want to be informed
3. Build credibility
4. Adapt to diverse listening
5. Organize so that easy to follow
6. Enhance retention
7. Involve audience
8. Use effective support

Outline sample

Outline Format

I. Title
- Thesis (brief statement of purpose and meaning)
Preview
II. Body
A. Main point 1
- Support ex. evidence
- transition
B. Main point 2
- Support ex. Visual aid
- transition
C. Main point 3
- Support ex. Testimony
- transition
III. Conclusion
- Restate thesis
- Bring content together
- Lasting thought

Informative Speech Rubric

Informative Speech with Research Evaluation Sheet

Speaker_______________________ Topic_____________________ Time_______

5 Topic (significant and limited) yes/no/marginal Comments:

10 Organization
All parts of the outline are clear yes/no/marginal

5 Introduction
Attention-getter interesting/average/weak/none
Thesis clear/marginal/not clear/none
Preview of Main Points well organized/weak/none

15 Body
Transitions smooth/adequate/weak or not enough or none
Main ideas well-supported/adequate/weak
Research Citations spoken/none strong/adequate/weak

5 Conclusion
Summary strong/adequate/weak/none
Final impression strong/adequate/weak/none

5 Content
Coverage of topic thorough/adequate/weak
Presentation of main ideas logical/adequate/confusing

15 Delivery
Rate normal/fast/slow
Volume normal/loud/soft
Eye Contact consistent/sometimes/never
Enthusiasm above average/adequate/lacking/none
Facial Expressions appropriate/average/deadpan
Gestures Natural/mechanical/distracting/lacking/none
Articulation good/adequate/weak
Pronunciation good/adequate/weak
Vocal Pauses None/few/many
Tone/vocal variety appropriate/marginal/monotone
Word choice clear/specific/marginal/inappropriate
Dress/Grooming appropriate/needs improvement/inappropriate


60 Total Score:

Taking a Look at Next Two Weeks

tues. 9/ 22 we discuss informative speeches and look at a few.
- Read chapters 15 and 16 and 17. We will be discussing sources.
- Bring to class a typed proposal that states the following:


1. proposed topic: thesis statement ( check out: http://writing.colostate.edu/guides/speaking/infomod/pop8b.cfm for info on how to create a thesis statement)
2. why you chose this topic
3. what makes this topic significant/ relevant
4. how will it appeal to the class
5. what sources do you foresee using


Thurs. 9/24 we will continue to work on preparing for informative speeches. (outline, thesis statements, main ideas, bibliography, visual aids)

Tues. 9/ 29 we will hold a workshop with a peer review session/ self critiques

Thurs. 10/1 Informative speeches begin.

Tues. 10/6 Informative speeches

Thurs. 10/ 8 Informative speeches

Important Note!!!

I have decided that I will allow students to use notes and textbooks for the first 5 minutes of the test!! Hopefully, this will help all of you with a couple of trouble areas you may be having. This is not a lot of time, use it wisely.

Attention:

Unit One Test is Thursday, Sept. 17. The test is worth 150 points toward your final grade, that is 15%.

Format:

Multiple Choice 10 worth 3 points each= 30 points
True- False 10 worth 3 points each= 30 points
Matching 10 worth 3 points each= 30 points
Short Answer- Fill in the Blank 10 worth 3 points each= 30 points
Essay- 30points

Some possible essay questions may be:
NOTE: you will not be able to use examples from the book!!!


1. Describe communication in your family using the following concepts: perception, verbal communication, and listening. Be as specific as possible and use as much information from the text as possible.

2. Explain the three- part process of perception. What is it? How do we enact each part? Why is it important to our perceptions? How does it affect our communication?

3. List the obstacles to effective listening, both internal and external. Give ways to overcome these obstacles. Use concepts from the text to answer this question. Be specific.

4. Describe what a symbol is using the three main attributes.(hint: the three "A"s) What affects the way that we interpret symbols? Be specific and thorough. Give examples to help demonstrate your points.

5. What are symbolic activities? Describe each and give a detailed example. Also, what are the four ways we can enhance effectiveness in verbal communication? Give examples and be specific.




Make sure that you bring any questions that you have over chapters 1-5 to class on Tuesday.

Unit One STudy Guide

Communications 114- Unit One Study Guide

Chapter One: (Identify and Define the following concepts) Hint: be able to make examples
- Communication (systematic process)
- Symbols (arbitrary, abstract, and ambiguous)
- Levels of meaning (content and relational)
- Values (personal, professional, relationship, and cultural)
- Symbols and meanings
- Critical Thinking
Chapter Two: (Identify and Define the following concepts) Hint: be able to make examples
- Perception (selection, organization, and interpretation)
- Constructivism schemata (prototype, personal constructs, stereotypes, and scripts)
- Steps to Enhancing communication: (subjective perceptions, avoid mind reading, check perceptions with others, distinguish between fact and inference, and monitor self-serving bias)
- Influences on communication (physiology, culture, social roles, cognitive scope)
Chapter Three: (Identify and Define the following concepts) Hint: be able to make examples
- Attachment Styles (Fearful, anxious- ambivalent, dismissive, secure)
- Direct definition
- Looking glass/ reflected appraisal
- Major influences on self (family, friends, and society)
- Generalized and Particular others
- Self Sabotage
- Improving self concept ( make commitment to improvement, gain necessary knowledge, set realistic goals, accept that you are in a process, and create supportive climate)
Chapter Four: (Identify and Define the following concepts) Hint: be able to make examples
- Hearing vs. Listening
- Listening Process (mindfulness, physically receive messages, selecting- organizing, interpreting, responding, and remembering)
- Obstacles (internal- preoccupation, prejudgments, lack of effort, failure to adapt to listening style) (external- message overload, message complexity, and environmental distractions)
- Nonlistening (pseudolistening, monopolizing, selective listening, defensive listening, ambushing, and literal listening)
- Adapt Listening (mindful, control obstacles, ask questions, use aids to recall, and organize info)
- Relational Listening (mindful, suspend judgment, understand other perspective, express support)
Chapter Five: (Identify and Define the following concepts) Hint: be able to make examples
- Symbols (arbitrary, ambiguous, and abstract) Back again!!!!
- Constructing meaning
- Communication rules (regulative and constitutive)
- Punctuation
- Symbolic activities (define, evaluate, organize perceptions, allow hypothetical thought, and allow for self reflection)
- Totalizing
- Loaded language
- Hypothetical thought
- Dual perspective
- “you” and “I” language
- Enhance verbal communication (use dual perspective, own feelings and thoughts, respect others feelings and ideas and strive for accuracy and clarity)

Attention: Two things

Just a couple of things to keep in mind...


1. In order to get credit for your group's learning module, YOU MUST BE PRESENT DURING THE PRESENTATION!!! Emergencies and such are under my discretion and the expectation is that you are there!!!

2. If group members are not contributing to group work, please let me know.

3. Discussion posts need to be more elaborate and specific. I want to see that you take what is presented and fuse it with the discussion from your group to come up with original ideas. I want to see that you are specific and clear in your examples and recall of information.

Rubrics for LM and D

Learning Modules grading rubric:
25 points total
10- group participation
5- content
5- supplementary materials and examples
5- outline

Discussion response rubric:
20 points total
5- content
5- critique
5- on time
5- group participation

Syllabus corrections!!!

Okay, here are the corrections. We will discuss them on Thursday. I have also posted this in blackboard under "course content" and course schedule. Please print a copy as I will not be passing them out!!!

Course Schedule: REVISED!!!
8/ 25 Welcome and Syllabus Review
8/27 UNIT 1: Chapter 1: Mock Learning Module (LM) and discussion (D)
9/1 Chapter 2: Group 1 LM/ D (response 1 due) (SG) ( IP)
9/3 Chapter 3: Group 2 LM/D (response 2 due) (SG) (IP)
9/8 Chapter 4: Group 3 LM/D (response 3 due)
9/10 Chapter 5: Group 4 LM/D (response 4 due) (SG) (IP)
9/15 Review for Test One Ch. 1-5 (response 5 due)
9/17 Test One Ch. 1-5
9/22 Chapter 15, 16, discussion; Watch Speeches (PS)
9/24 Chapter 16 cont., 17 readiness activity; Watch Speeches (rough drafts due) (PS)
9/29 Speech workday
10/1 Informative Speech (PS)
10/6 Informative Speech (PS)
10/8 Informative Speech (PS)
10/13 No Class: Fall Break
10/15 UNIT 2: Chapter 6: Group 5 LM/D discuss written paper assignment (SG) (IP)
10/20 Chapter 7: Group 1 LM/D (response 6 due) classroom exercise (SG) (IP)
10/22 Chapter 8: Group 2 LM/D (response 7 due) (SG) (IP)
10/27 Chapter 9: Group 3 (response 8 due
10/29 Written assignments due! (response 9 due) Unit 2 Review (IP)
11/3 Test Two: ch. 6-9
11/5 Chapter 13, 18 discussion Group 4 LM, analyze famous persuasive speeches (PS)
11/10 Speech workday
11/12 Persuasive Speeches (PS)
11/17 Persuasive Speeches (PS)
11/19 Persuasive Speeches (PS)
11/24 UNIT 3: Group Project assignment given; Chapter 10-12 discussion Group 5 LM (SG)
11/26 No Class: Happy Thanksgiving
12/1 Chapter 10-12 discussion RAT; Project workday (SG)
12/3 Project workday (SG)
12/8 Group presentations (SG)
12/10 Group presentations (SG)
Final Exam TBA

Attention: OOPS!!!

There have some discrepancies in the syllabus with the schedule. I will fix these changes and bring revised copies on Thursday. Most immediately, Group 4 will not present on 9/8, they will go on 9/10. Other changes will follow.

Thanks,

Brandy

Just a reminder

Hello. I wanted to make a reminder that initial postings are due in blackboard by the start of class Tuesday over the communication blog at :http://tcbdevito.blogspot.com/2009/02/values-of-communication-course.html Many of you have already posted, thank you.

Learning Modules

I wanted to make a note that may help your groups when working with the chapters. It is important that you are able to take the content from the chapters and identify it in your lives, apply it in your lives, and improve your communication due to a better understanding. Consider these three attributes when you are coming up with ideas to share in class. Chances are that the sharing of the ideas that you focus on within your designated chapter will be relevant and welcome to the members of the class and quite possible helpful.

Chat and Modules

Hello Everyone!!

I wanted to let everyone in both com 114 classes know that I have added the "Chat" option to the e-learning board. This will give groups the opportunity to chat in real time. This will come in handy for the learning modules. If there are any questions, please let me know!!!

Also, I want everyone to know that it is going to be a bit rocky getting the hang of the learning modules. The most important thing to do is come to class prepared and having read the assigned chapter! This is a mode of learning and I have no doubt that it will catch on fast. Again, if there are any questions, let me know.

Things to know about modules:

1. Pick three to five main points in the chapter.
2. Think of a way to present the information to the class.
3. Make sure you incorporate the class. ( This can be as easy as asking questions or giving scenarios and having class comment)
4. Make sure you have an outline.
5. Remember that all you are doing in essence is starting a discussion, class participation is expected.

Groups!!!

1:30 class

Fuzzy Pickles: Rachelle, Shelby, John, Tyler, and Christy

Indecisive Freshmen: Anna, Christina, Joris, Jo and Kayla

The Freshmen: Ethan, Lucas, Cory, Nicole, and Colin

Team Awesome: Austen, Kenny, Liz, Sarah, and Jasmine

Crazy Tanning Cooks: Matt, Michelle, Armador, Jake and Courtney

3:00 class

Team Undecided: Kathleen, Austin, Brenna, Mark, and Carrie

Group Nike: Ty Shae, Gidget, Matt, Brandon, and Sara

Dolphins: Charles, Brynn, Sammantha, Brennan, and Sidney

Fantastic 5: Megan, Alicia, Billy, Parker, and Heather

Fab 5: Alexis, Cassandra, Casey, Ryan, and Kirstie

Welcome to Comm 114

Hey gangs!!

This is the classroom blogs. You can find important information posted here throughout the semester including class cancellations and any alterations to the syllabus! This is also a place where you will be posting your thoughts and ideas on the learning modules that we conduct in class. It is very important for everyone to stop by and check out the class blog often!!

I am looking forward to a great semester and I am eager to meet everyone!!

Brandy