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
Thursday, September 24, 2009
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
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.
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.
Monday, September 21, 2009
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
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
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:
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:
Wednesday, September 16, 2009
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
- 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.
Thursday, September 10, 2009
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.
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)
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)
Tuesday, September 8, 2009
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.
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.
Wednesday, September 2, 2009
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
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
Tuesday, September 1, 2009
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
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
Thanks,
Brandy
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