Group speech rubric

Name__________________________ Group____________________ Time_________:
Topic_________________________________________________________________
_____thesis (5)
_____individual contribution (25)

_____sources (10)

_____outline (10)
_____presence (20)

_____physical attributes (20)
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
_______preparation (10)

Reminder about final speeches

Make sure to provide a background or context if the material is unfamiliar to common audiences.

For instance, if you are creating a television show based on a show that aired in 1950, make sure to show clips to familiarize the audience.

Also, if you do not feel you will have enough content to fill the 20 min..


1. Use clips to fill time
2. The time goes faster than you think!!

Group Speech Rubric

This speech is worth 100 points

- Content 70 points:
thesis (5)
individual contribution (25)
sources (10)
outline (10)
presence (20)

- Presentation 30 points:
physical attributes (20)
preparation (10)

Speech Order 3:00 class

Tuesday, Dec. 7th

1. The Band
2. Penetrators

Thursday, Dec. 9th

1. Blue
2. Mastodons
3. Communicators

Turn in a complete outline and reference page the day of your speech. Label your sources by individual and make sure to verbally/ visually cite them as well.

EVERYBODY MUST SPEAK!!!

Speech order 1:30 class

Tuesday, Dec. 7th

1.Group Monstars
2. Awesome

Thursday, Dec. 9th

1. Bulls of 96
2. Shamrocks
3. Group Great

Turn in a complete outline and reference page the day of your speech. Label your sources by individual and make sure to verbally/ visually cite them as well.

EVERYBODY SPEAKS!!!!!

Final Essay

DUE THURSDAY DEC 16TH BY 3PM111 LATE PAPERS WILL NOT BE ACCEPTED!!!!


This is a two- three page essay/worksheet that should analyze your group's formation, interaction, and final product using ALL of the following criteria... (Label your responses by number) All resources can be found in Chapter 7 in your textbook. Respond as you would to this being a worksheet.

1. Type of group (Define the type of group and purposes)

2. Formation (Analyze your group interactions in terms of the following areas: forming, storming, norming, performing, and adjourning. See page 182.)

3. Interaction: Identify your group's feature in terms of:

- Togetherness: interdependence, cohesiveness
- Peformance: norms, sanctions, culture

4. Leadership: Identify your group leadership in terms of:

- Power: formal/ informal

5. Decision Making: Identify the forms of communication used in decision making in terms of:

- Promotive, Disruptive, and/ or Counteractive

* Be specific in your reasoning and support for your assessments.

Rubric:

No. 1-5 worth 20pts. each for a total of 100 points (give complete responses)I want to see that you both know the material and can accurately apply it to your group's interaction.

Speech order for Nov. 30th

1.Kyle
2.Kyle
3. Matthew
4. Jordan
5. CJ
6. Tre'
7. Sandy
8. Tocarra
9. Chante
10. Joe

Speech order for Nov. 30th

1. Miranda J
2. Trisha
3. Miranda H
4. Michael
5. Chaz
6. Stevie
7. Clare
8. John
9. Alycia
10. Sara
11. Jeremy
12. Sheema

Speech order 11/18 (Thursday) 1:30 class

1. Angie
2. Derrick
3. Melissa
4. Emma
5. Brittany
6. Oscar
7. Timothy
8. Miranda J.
9. Trisha
10. Miranda H.

Okay....

So, today (Thursday) did not goes as planned. Speeches will commence on Tuesday. If you were scheduled this past week, BE READY!!! We will continue with any necessary speeches after Thanksgiving Break.

Note: The fact that speeches are late will reduce the amount of class time that you will have to prepare in the week prior to presenting.Therefore, make sure that your group is preparing as we go!!!

1. This week you will need to turn in a status report on your group's progress.

A. Summarize overall project: thesis, bullet points
B. List group members and their contributions
C. List of sources
D. Outline presentation (how are you going to present this...)
E. What is left to do??

2. Speech papers should have an abstract as it is part of APA format, however, I will not hold it against you as we did not specify this in class. I will look kindly on those that submit one.

3. If you were scheduled to give your speech on the 9th, or the 11th be ready on Tuesday the 16th. If you were scheduled the 16th or 18th, be ready on Thursday, the 18th. We will know more about the pace on Tuesday, however, we should try to get through as many as possible.

Please email with any other concerns and thank you for your patience this week. You are all appreciated!!

NO CLASS TODAY

Hey everyone!

I am sorry, but I need to cancel classes today. My kids are sick and I am still not feeliing up to par. My husband is on a trip and I would not feel right about leavng them. We will move all class plans for today to Thursday. To be clear, if you were scheduled to give your speech today, you will do so Thursday. Those of you scheduled for Thursday should be ready on Thursday as well!!!!!

Thank you.

IPFW.edu

Hey everyone. I have your essays graded, however, ipfw.edu went down before I could post them all. I will get them posted this evening if the site becomes available to me. Overall, I was quite impressed with the level of engagement and comprehension demonstrated.

I am not getting emails either. I will respond to any as soon as I can receive them.

Keep in mind...

Ok, I have went through your outlines and I have a couple of suggestions...

1. Make sure to include a preview of your speech.

2. Make sure that the language you use is easy to understand by you and the audience. The audience will be able to tell if you are not confident. Paraphrase the article in your own words.

Overall, I am quite impressed. Hopefully after class today, everyone has a more clear idea of how to format this speech. Just concentrate on developing your outlines!!

Persuasive Speech notes 10/28

1. Have an argument: your perspective on the article ie. thesis stmt.

2. Verbally cite your bibliographic info. (author, title, journal title, vol., and date)

3. Attention getter- intro. (pose question?? statistic data?? and link back in conclusion- answering your question or summarizing the change of perspective after the speech)

4. APA style (NOT MLA)

5. Turn in the following: typed proposal, typed outline, typed writing assignment- "elaborated outline", copy of journal article--IN FOLDER!!!!!!

6. Powerpoint: 3-7 slides

7. 3 cue cards

8. EMAIL ME if you want comments on outline before next Thursday, I will reply.

Persuasive speech rubric

10 Introduction (attention getter, preview)

20 Body (hypotheses/ argument, methods, results)correct identification

10 Strengths/ Weaknesses

10 Conclusion (review, link back)

15 Powerpoint ( thorough, cited )

5 Proof identification (emotional, credibility, logic)

20 Physical attributes: Delivery

Rate normal/fast/slow
Volume normal/loud/soft
Eye Contact consistent/sometimes/never
Enthusiasm above average/adequate/lacking/none
Gestures Natural/mechanical/distracting/lacking/none
Articulation 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




10 Preparation

100 points possible

Class Notes: 10/26

Persuasive Speech order is up. When you give this speech, you will turn in the following:

- proposal
- outline
- paper (writing assignment)
- journal article

Thursday, Oct. 28th--OUTLINE DUE IN CLASS!!!!!!


Test #2 will review chapters 5-8 NOT 9 or 10!!!!!!

The test will be the same format as test one. You will respond to questions emailed to you (hint: check out the questions on the study guide!!) You will type directly in the "create message" box, NO ATTACHMENTS PLEASE!!! Also, make sure to support your answer thoroughly with information from the textbook. Don't forget to do the second part where you will take the test in assessments. You will have one hour!!

Both parts of the test are due by your class time on Tuesday, Nov. 2nd.

Speech order 1:30

Tuesday, Nov. 9

1. Aisha
2. Ali
3. Chris
4. Lisa
5. Sabra
6. Robert
7. Amber

Thursday, Nov. 11

1. Angie
2. Derrick
3. Melissa
4. Emma
5. Brittany
6. Oscar
7. Timothy

Tuesday, Nov. 16

1. Miranda J.
2. Trisha
3. Miranda H.
4. Michael
5. Chaz
6. Stevie
7. Clare

Thursday, Nov. 18

1. John
2. Alycia
3. Sara
4. Jeremy
5. Sheema

Speech order 3:00 class

Tuesday, Nov. 9

1. Erika
2. Lauren
3. Aakrit
4. Stacy
5. Mark
6. Amanda
7. Alex

Thursday, Nov. 11

1. Chris
2. Christina
3. Olivia
4. Emmie
5. Lucas
6. Ryan
7. Kelsey

Tuesday, Nov. 16

1. Kyle B.
2. Kyle H.
3. Matthew
4. Jordan
5. CJ
6. Tre'

Thursday, Nov. 18

1. Sandy
2. Tocarra
3. Chante

Group Speech outline

It is important to note that I do not have any specific format requirement for this project. My criteria is that everyone participates in the research and the presentation. The idea is that you are working on a hypothetical project and will demonstrate your results to the class.

I expect your findings to be factual and make sense. You may deliver a direct speech in which each member take turns describing their role and findings. You may want to create a different format... I will be looking for creativity in your performance.

You should have the following:

Introduction
Body (parts/ roles/ description of process)
Conclusion

Journal article ALERT!!

Just wanted to let you know that when you are looking for articles, you can use "communication" as a keyword or use a communication database for more exact results. Check out lexus- nexus or academic search premier for the communication database. Librarians should be able to guide you as well.

Final Journal article!!!

Final journal article is due on Thursday, Oct.21. Please have a paragraph summary of the article and why you chose the article!!!

Chapter 8

Chapter 8

Communication- Culture (205- 209)

Doing Identity (geographical/ ethnicity)
*Communication creates community and culture
Culture is viewed from the perspective of others (“their culture”)
Ethnocentric bias: our culture is superior to all others

*Cross cultural communication (structurally/ geographically based)
*Intercultural communication (cultural interactions and barriers)

*Transacting Culture (society- coded system of meaning: beliefs, heritage etc...)

What are some features of your culture? What defines your culture? How do you learn that? (205- 209)

*Structure Based Cultural Characteristics (210-217)
Context (high context society- meanings are complex and dependent on many variables:
history, family, relationships etc. / low context society- message itself means everything)
*Collectivism: stresses the group/ Individualistic: individual centered.
*Time (monochronic- straight line, polychronic- simultaneous use of time)
*Conflict (as opportunity- normal, negotiable, confrontational, necessary) (ad destructive- disturbing the peace, members should adapt, ineffective, disciplinary)

What are the characteristics of American society? Mexico? China? England? (210- 217)

*Membership (217- 225)
*Identifying (race, geography, environment) not limited to these!!
*Inherent belonging by location, heritage, rules) co- cultures: cultures within larger cultures
*Imbedded behavior (accent, manners etc.) speech communities: culture varies over time, how do we show our culture
*Culture talk (cultural persuadables: topics that are unnecessary to explain due to common and shared understanding)
*Codes (restricted: taken for granted assumptions, elaborated: language to differentiate meanings and individuality)

What are the factors that show you are a member of your culture? How do these factors differ depending on whether we are in our culture or outside of it? (217- 225)

*Individualistic vs. collectivist cultures (see above)

What does it mean to be from a individualistic culture to you??

Chapter 7

Chapter 7

Communication- Groups
*Small group
common purpose
organization, membership, communication
communication varies among groups (formal- casual)

*Types:
formal (task oriented, legislative, restricted membership, Congress- Gov't)
advisory (task specific, best outcome focused, restricted membership, Committees- Boards)
creative (evaluation/ creation, lacking structure, invited membership, Brainstorm- Project)
support (comfort/ advice, sharing, voluntary membership, AA- support groups)
networking (relationship build/ sustain, undefined membership, chatroom- Facebook)

Give specific examples of the small groups you have been a part of. What kind will it be in this class?? (179-181)

*Formation of Groups:
*Forming: initial gathering
*Storming: creative process- goals
*Norming: define purpose, roles, procedures
*Performing: demonstrates goal
*Adjourning: end of interactions



*Orientation: getting to know one another
*Conflict: argument about approaching problem
*Emergence: consensus starts
*Reinforcement: consolidates consensus to finish project

What are your experiences with these formations? Which path would you rather take? Why?? (182)

*Group Features: (185- 197)
*Togetherness (interdependence, division of labor)*(cohesiveness, teamwork)
*Expectations (group norms, group sanctions- punishment, culture)
*Leadership (formal power- designated leader, informal power- liking based)
*task oriented vs. socioemotional leadership

*Decision Making (voting, consensus, straw polls, mandates etc.) (promotive- move toward goal, disruptive- diverts from goal, and counteractive comm- back on track.)

What would seem like the optimal outline of these features for your small group in this class? Why? What would be the most detriminal outline of these features...why?

Chapter 6

Chapter 6

*Communication- Relationships: Talk
emotion
knowledge
ways of understanding the world
ways of connecting symbols (language- meaning)
ways of symbolically connecting to others

Does communication define relationships or do relationships influence communication? (147-149)

*Relationship Provisions:
Belonging and a sense of reliable alliance
Emotional integration and stability
Opportunity for communication about ourselves
Provision for assistance and physical support
Provision for reassurance of our worth and value

What is meant by “provision for assistance and physical support/ worth and value”? (151)


Talk- Relationships:
*Types of talk (distinctions)
Social relationships (replaceable individuals)
Personal relationship (irreplaceable individuals)

*Maintaining relationships – Talk (153-155)
Relational Continuity Constructional units: relationships continue in the absence of the partner
Prospective unit: future sense recognition of absense to happen (goodbye, next time..)
Introspective unit: present sense recognition of absense
Retrospective unit: signals an end of absence (kiss, hug, handshake, hello...)

Hypertext: referencing information, relationship building (155)
Crossing boundaries: changing relationship types (friend- sig. Other) (155-156)
Relating: talking on cell phones (156)

We change relationships by talk and subtle communication... (157)
direct talk: explicit discussion about relationship
indirect talk: ambiguous forms of relationship communication (flirting)

Do you agree that we sustain relationships through talk and subtle communication? What does this mean to you?? (157)

Relationship Stages of Development: (158-159)
Theory: based on individual feelings or attitudes, as emotion deepens- relationship progresses. Intensified feelings (emotions) are translated into behavior and relationship moves on effortlessly. Measured as an increase in intimacy.
They vary in depth, shyness, strength etc...Everyone is different and respond differently to relationships based on several factors: background, personality, culture..

What does the author and Jesse Delia find problematic about this theory? (158-159)

*Relationship Filtering Model: (RFM) (159-161)
We filter people by evaluating their attributes (1.physical appearance, 2.NVC, behavior 3.roles 4. psychological similarity)

Duck mentions that “the relationship grows not from the information that you learn about the other person, but from how you “go beyond it” .
The RFM suggests that our goal is ultimately to understand one another.

Do you agree with the RFM and recognize this pattern in your own interactions? How?






*Serial Construction of Meaning Model: (SCMM) (162-163)

How two individuals come to understand each other through talk.
First: commonality (same experience unbeknownst to each other)
Second: mutuality (discussed same experience)
Third: Equivalence of evaluation (evaluated experience similarly)
Fourth: Sharing (agree on world meaning of experience)

Give an example of this process. (162-163)

*Breakdown of relationships (164- 165)

- intrapsychic process (weighs pros and cons of relationship)
dyadic process (confronting issue with partner)
social process (talking to friend or confidant about relationship)
grave dressing (creating story of relationship ending, highlighting timeline)
resurrection process (preparing for new relationship)

How might dialectics contribute the decline of a relationship? (169)

chapter 5

Chapter 5

*Identity:
history, roles, characteristics
defined by our interactions
multi- layered (private – self concept: core (121) / public)

How does self concept and identity compare ? Do you think these are accurate assessments? How much of your identity depends on the ways others perceive you? (p. 117- 118)


*Jahari Window:
arena: open, blind: known to others, facade: hidden, unknown to all
Self disclosure: revealing info to make it known ( norm of reciprocity, p. 126)

How is the Jahari window dynamic? (p. 123) How does self disclosure operate within the window? (p. 124) What role does the norm of reciprocity play in self disclosure.


*self disclosure- identity= relationship context (dynamic process) (p. 125)
*dialectic tensions:
autonomy vs. connectedness
openness vs. closedness
novelty vs. predictability*

What do these tensions look like in your relationships? Which is more common to what kind of relationship (familial, intimate, friendly)

*Narrative: we tell about ourselves through stories ( memory/ history based)
*epistemology (how I think about the world...), ontology (how I came to be...), individual construction, and relational process (127)
narratives, accounts, social reports
origin- continuity (127-128)
loaded memory (biased) based on coherence and acceptability
labeling: identifying ourselves (Brandy or Mrs. Reincke, Ms. R) (129)
altercasting: language forces identies upon us that we must live up to..(129)

How does the form of narrative here differ from chapter 2? Give an example of an epistemological narrative and/ or an ontological account?? (127)

Relationships influence who we are to ourselves and others...
*Symbolic self: socially based and constructed self that exists primarily for the benefit of others...adapt your definition of yourself to that of societal frames (131)
*Symbolic interaction: how societal forces affect our image of one's self...we derive judgments and observations from our interactions
Attitude reflection: to think about how you appear in the eyes of others (131)
Cultural influence: we develop cultures within our relationships (132)
Performative self: “Doing your identity in front of others and well to “look good”” (135) influenced by social needs, social situation, social frame, and social circumstances.. (136)
front region: professional/ proper, back region: relaxed/ social cues (restaurant ex.) (136)
Predicaments challenge the performative self
Teamwork: working together to maintain social face
Accountable self: identity being morally judged by others
Moral accountability: Society as a whole makes judgments about our actions

Do you agree with the statement: “Much of our identity is constantly constructed by our interactions.” Why or why not??

*Summary selves: (140)

*reflective self: inner self reflected through behavior
*symbolic: self through the interactions we have
*performative: present social situation affect how we enact our identity
*practical: materiality affects identity
*accountable: social context and expectations affect behavior
*improvisational: ideology based behavior (rhetoric)

Which self do you think is the most authentic? Why?

Journal article FYI and test update

For the journal article, you do not necessarily need to pick oe that applies to your major. That was just an idea to ensure you are picking a journal article that you agree with and can successfully persuade others to believe. It does have to be about interpersonal communication, however. You are not limited to concepts in the book, but I would start there!!

The test!! Blackboard and IPFW.edu have been under construction with registration beginning Monday, make sure to keep checking if you are trying to take your test!!!

Thanks and hope you are all enjoying break!!

Test One

Test One is worth 150 points.

Part one is a case study that you will analyze using the concepts in chapters 2- 4

This part is worth 70 points. You will need to be very clear and expressive in your responses. I will be asking you to identify the parts of a conversation using the terminology we have discussed in class. In addition, you will also give reasoning as to why you are using chosen terms. It is essential that I can see a clear reflection of your comprehension from the textbook.

Part two of the test will concern chapters 2- 4.

This part will be worth 80 points. This portion of the test will be comprised of matching, true or false, fill in the blank and/or multiple choice questions.

You will have approximately one hour to take part two on blackboard and receive part one in advance and send me your response via blackmail email at the time of the test.

Persuasive Speech

You will take a journal article and analyze it for this speech. You will then come to your opinions. Proceed onto developing a persuasive presentation based on your OWN conclusions. JOURNAL ARTICLE DUE THURSDAY, OCT.14 IN CLASS!!!!!

You will use the following areas as your body:

Overview:
hypotheses
methods
results
strengths/ weaknesses

Your writing assignment will directly relate to this speech.

Attention getter (imagery, question...)
Introduction (citing the bibliographic info of the article)
preview: overview

body- experiment summarized/ paraphrased

Conclusion
review: overview
link back

Must have a powerpoint and maximum of three cue cards.

Introduction 10(attention getter, preview)
Body 30 (hypotheses, methods, results, strengths/ weaknesses)correct identification
Conclusion 10(review, link back)

time (variable)
powerpoint 15 ( thorough, cited )
physical attributes 25: speech, gestures

Overall, how well were you able to familiarize your audience to this material?? (10)

100 points possible

I will give a formal rubric prior to speech!!

Written Assignment

The written assignment is the essay accompanying your speech. It is an analysis of the journal article. It should demonstrate to you what the hypothesis is,who conducted it, where it occured and is relevant, why it was done, what the methods and results are summarized, and strengths/ weaknesses.

This essay will accompany the persuasive speech, as you will summarize and demonstrate this in the speech persuading your audience for or against the argument you conclude.

This essay MUST be in APA format with a bibliography!

Point breakdown:

Format: APA format 30

Correctly identifies:(50)
specific bibliographic citation,
correct research question or hypotheses,
correct methods,
clear results,
identify strengths/ weaknesses within the article,
how it contributes to interpersonal communication based on your opinion

Other:(20)
Demonstration of understanding by paraphrasing and summarizing
Corresponds smoothly with speech
Easily understood

100 points possible

Group Project

The group speech is a collaborative project where groups are required to work togeter, analyze their group interactions, roles etc. and complete a specific task.

Group projects may include yet are not DEFINITELY limited to the following ideas: (Note: groups may not work on the same idea)

IDEAS DUE THURSDAY, OCT.14 IN CLASS IN FORM OF PROPOSAL!!! PROPOSAL SHOULD INCLUDE: THESIS STATEMENT, FIVE AREAS OF CONCENTRATION, WHERE YOU WILL BEGIN YOUR RESEARCH, POTENTIAL ROLES OF GROUP MEMBERS, AND TARGET AUDIENCE!!!

1. Reality show
2. Vacation package
3. Fairy tal adaptation
4. Newsprogram
5. Experiment
6. Advertising campaign
7. One act play- performed
8. Situation Comedy pitch
9. Network analysis
10.Game show

Requirements:
Must have at least 5 areas of depth.
Each member must contribute to the research and the presentation
Presentation must be at least 20 minutes in length
Group must conduct a survey based on their project online or on campus

Parts of project to be turned in.
Proposal- one copy from each group
Outline- one copy from each member about their part, one copy from group (whole)inluding survey.


Analysis- one copy from each member aka: final exam


Sample Proposal:

I. We want to create a household schedule to organize roles, limit spending, and lessen overall stress.

II. The five areas we will concentrate on are: budget, chores, activities/appointments, meal planning, and vacation.

III. We will begin my research by looking at magazines and online sites dedicated to family management.

IV.Alex will be the researcher, Sally will work on the format, Jane will be working specifically on the budget, Dave will work on meal planning, and Annie will start looking at vacation options.

V. The target audience is "busy moms and dads" with alot of family members to manage.

Mini App rubric correction

I have made a light change in the grading rubric for the mini apps that should facilitate better formatting and encourage you to visit the Writing Center.

10 pts for presentation:
- At least one minute in length
- Summarize the main ideas emphasizing the concept, situation, and what you learned.

15 pts for narrative (I want to fully understand how you interpret the concept, your situation in which it is being applied, and the connection you've made.)

15 pts for format: APA or MLA with proper documentation (intro- body- conclusion)

10 pts for critical thinking (I want to see a level of deep thought and engagement in which you show that you spent some time pondering and reflecting on this assignment.)

50 total points possible

Mini apps clarified!!

Come up with an idea or question concerning one concept in your assigned chapter. This concept will likely appear in bold face. The answer the question or respond to the idea using critical thinking and self reflection based on the surrounding text concerning the concept and your personal experience. Make sure to use proper in- text citations and have a works cited page.


Your paper should do three things:

Introduction of the paper.

1. Present your concept and define it in your own words (likely paraphrasing the text- thus citing the text)

2. Present your personal experience, giving relevant details.

3. Synthesize the connection between your experience and the concept.

Conclusion of the paper.

Bibliography using the textbook and any other reference material used.

Paper should be 2-3 pages in length realistically.

Use the post about the rubric to ensure that you have completed all required criteria.

chapter 4

Sorry this is up so late.... You will want to specifically focus on the objectives and the obstacles!! I will answer any other questions tomorrow in class!!!

Chapter 4 Notes:

Listening is the most frequently engaged in form of communication.

Listening objectives:
relational development and enhancement: directly or indirectly
gaining and comprehending information
critical listening: accuracy, details, clarity
enjoyment and appreciation: (music)
therapeutic: empathy, support
What objective resonates with you most? Why? (85-88)

Listening process:
hearing: passive, listening: active
receiving: physical reception
attending: focus on message
interpreting: assign meaning (multiple senses)
responding: reaction
What are the senses involved with listening, specifically interpreting? (90)

Engaged: making a personal connection with the source through mutual effort to attain deep level of communication (transactional), Relational: recognizing, understanding and addressing the interconnection of relationships and comm.
Disengaged listening: non participatory interaction
What are the instances that we are disengaged listeners? What might prompt this? (91-92)

Listening Obstacles: ineffective communication
environmental distractions: physical attributes
medium distractions: the technical barriers
source distractions: auditory or sensory issues of the source
factual diversion: too much attention to detail, lose main idea
semantic diversion: unfamiliar or negative content deters attention
content (representational) listening: literal listening
selective listening: focus on content that you prefer
egocentric listening: focusing on ourselves in an interaction rather than respondent
wandering thought: daydreaming
experiental superiority: close off listening due to feeling of superiority or prior possession of same content
status of the other: when rank, reputation or social status deters attention to their message
past experience with other: previous experiences affect listening
message complexity: too much information
Could this section be considered message complexity? How or why? (95-99)




Critical listening: process of analyzing and evaluating the accuracy, legitimacy, and value of messages
Elements: evaluations
plausability (legitimacy)
source (credibility, relevance)
argument (consistency- internally compliant, appropriately supported, adequately supported)
evidence (verifiability)
How often do we use these evaluations? When do we? Why do we? (100-104)

Fallacious Arguments: appear legitimate, but are faulty in reasoning and evidence
against the source: personal attack (ad hominen)
appeal to authority: using authority, credibility, or celebrity as support (spokesperson)
appeal to people – bandwagon: something is good because everyone agrees or uses it (public opinion)
appeal to relationships: definitions of relationships define expectations of behavior (roles, types)
Post hoc ergo propter hoc: cause and effect (premise- conclusion)
Cum hoc ergo propter hoc: simultaneous action determines coincidental action (superstition)
hasty generalizations: basing conclusions on single occurrences
red herring: diverting attention with another issue
false alternatives: when two options are presented, neither of which are accurate or appealing
composition and division fallacies: parts are same as whole (representative)
division fallacy: whole is the same as the parts
equivocation: ambiguous language usage
What are some examples of composition and division fallacies? Cum hoc ergo propter hoc? (109/106)

chapter 3

Chapter 3 Notes:

Nonverbal communication is everything that communicates a message sans words.
Elements: kinesics (movement), proxemics (space), vocalics (voice), chronemics (time), haptics (touch)
What are some specific examples? What is backchannel comm, turn taking?(54/ 65-76)

Decoding: drawing meaning from an observation ( he smiles: “he is happy”), Encoding: sending meaning through nonverbal behavior ( I smile: “ I am happy”)
Where do we derive these meanings? (55)

Static: fixed elements of an interaction (furniture arrangement), Dynamic: changing elements of an interaction (posture)
How can these elements negatively affect an interaction? Positively affect it? (55-56)

Nonverbal guidelines:
symbolic: polysemic
rule guided: appropriateness of behavior
culturally bound: elements
personal: context
ambiguous: interpretative
less controlled: (leakage)
continuous: non- stop communication
What is “leakage”? Do you agree that non-verbal is less controlled than verbal comm? (60)

Nonverbal functions:
interconnects with verbal comm. (repeat, substitute, moderate, contradict, emphasize)
regulates interaction: how you are to behave and desired behavior of others (regulators- punctuate)
identifies others: identifiers
transmits emotional information: three kinds: attitudes about the other, attitude about the situation, attitude toward yourself (decode, encode) (elements)
establishes meaning: relationships develop
What are common identifiers? What are some examples of the ways we portray “attitudes”? (63-64)

chapter 2

Chapter 2 Notes:

Langue: formal grammar , Parole: informal usage
usage based on degrees of familiarity, relational assumptions, strict rules
Where do we use them? Why? (26)
Which is likely “low code” and “high code”? (40)


Polysemy: multiple meanings for the same word
determinants of intended meaning: context, interpretation (ambiguity), relationship
When can this run into problems for us? (27)

Frames:
Naming: distinguishes- contrasts, random (arbitrary- not intrinsically connected0
Sapir/ Whorf hypothesis: “you think what you can say”, verbal comm makes conceptual distinctions. Naming labels and distinguishes.
Do you agree?? why or why not?(29)

Meanings:
Denotative: blatant identification (literal)
Connotative: implied (relational- ambiguous)
Which is better? More social? (30)

Presentation: subjective perspective or version, Representation: objective factual information
How do these portrayals appear in society? Which is an “account”? Why? (35/45)


Talk in relationships:
instrumental function: to make something happen in the relationship
indexical function: indicate something about the relationship (hypertext)
essential function: creating relationship and defining it
How does hypertexting relate to the indexical function?
What is your impression of the “face” analogy (40)??

-Accomodation: adapting your speech to your audience to gain or confirm a connection
Convergence: moving toward the style of talk of the respondent
Divergence: moving away from the style of talk of the respondent
Why would we do either of these methods?

Narratives: organized story
Burke's Pentad: scene (where), agent (who), act (what happened), agency (how it happened), purpose (why, to what end: outcome)
Where do narratives occur? In society? What affects can they have?
What does culture, relationships, and context have to do with narratives?
How do narratives relate to accounts? (42-46)

Fall break...who knew!!

I have recently become aware that there is no classes on Oct. 12 for Fall Break. So, once again, I have had to make some alterations to the schedule. However, I think this is one that we will all be good with...

Course Schedule


9/21 Finish Speeches
9/23 No Class

9/28 Chapter 2
9/30 Chapter 3

10/ 5 Chapter 4
10/7 Review:--( Persuasive Speech review, final project discussion, and writing assignment)
Take Test online before your scheduled class time 10/12
10/12 No Class (Fall Break)
10/ 14 Chapter 5 (group time)

10/19 Chapter 6 (group time)
10/21 Chapter 7 (group time)

10/26 Chapter 8- 9
10/28 Chapter 9- 10 (Review)

Take Test Two online before your scheduled class time 11/2
11/2 No class
11/4 Speech workday

11/ 9 Persuasive Speeches
11/ 11 Persuasive Speeches

11/ 16 Persuasive Speeches
11/ 18 Persuasive Speeches

11/23-25 No class

11/30 group workday/ conference
12/2 group workday

12/7 Group speech
12/9 Group speech

Final exam!

Mini- App rubric

Your mini- application papers will be evaluated using the following rubric:

10 pts for presentation:
- At least one minute in length
- Summarize the main ideas emphasizing the concept, situation, and what you learned.

20 pts for narrative (I want to fully understand how you interpret the concept, your situation in which it is being applied, and the connection you've made.)

10 pts for format: APA or MLA with proper documentation (intro- body- conclusion)

10 pts for critical thinking (I want to see a level of deep thought and engagement in which you show that you spent some time pondering and reflecting on this assignment.)

50 total points possible

Revised Speech Order 1:30 pm class

Thursday, Sept. 16th

1. Trisha
2. Lisa
3. John
4. Dasheema
5. Amber
6. Miranda H.
7. Stevie


Tuesday, Sept. 21st

1. Emma
2. Jeremy
3. Alycia
4. Claire
5. Jermaine

Revised Speech Order 3:00 pm class

Thursday, Sept. 16th

1. Ryan
2. Emmie
3. Wyatt
4. Chris
5. Joe??
6. Matt
7. Jordan (today or Tuesday, be ready today!!)
8. Kelsey (today or Tuesday, be ready today!!)

Tuesday, Sept. 21st

1. Jordan??
2. Kelsey??
3. Olivia
4. CJ
5. Christina
6. Tocarra
7. Chante
8. Sandra

News from class today...

First off, there is a change in the speech schedule. I have extended speeches to next Tuesday, Sept. 21st. We will then move onto Chapter 2 and 3 on Sept. 28th. NOTE!!!!If you are doing a mini app for Chapters 2 or 3, have them in class this day!!!!!! We will then work on the rest of Chapter 3 and Chapter 4 on Thursday, September 30th. Finally, your test over unit one will be online on Tuesday, October 5!!!! Starting Oct.7th, we will move onto Unit 2.

We will discuss the Written Assignment on Thursday, Oct 7th in class and we will discuss the Group Assignment on the 7th as well. This is how the schedule will look:

9/ 21 Speeches
9/23 no class
9/28 Chapters 2 and 3 (have mini- apps for chapter 2 and 3 TODAY!! No late papers will be accepted without proper documentation!!)
9/30 Chapters 3 and 4 (have mini- apps for chapter 3 and 4 TODAY!! No late papers will be accepted without proper documentation!!)

10/5 TEST ONE ONLINE!! DUE BY THE END OF CLASS TIME!!
10/7 UNIT 2: Discussing writing assignment and group assignment
10/12 Chapters 5 and 6 (have mini- apps for chapter 5 and 6 TODAY!! No late papers will be accepted without proper documentation!!)
10/14 Chapters 6 and 7 (have mini- apps for chapter 6 and 7 TODAY!! No late papers will be accepted without proper documentation!!)
10/19 Chapters 7 and 8 (have mini- apps for chapter 7 and 8 TODAY!! No late papers will be accepted without proper documentation!!)
10/21 Speech workday
10/26 Persuasive Speeches
10/28 Persuasive Speeches
11/2 Persuasive Speeches
11/4 Persuasive Speeches: Written assign. due!!

Some thoughts...

Hello all!

First, I want to say that I feel we got off to an okay start with the speeches. Please keep in mind, that this is the first time for many of you to get up in front of a college class and speak. It can definitely be intimidating and make anyone nervous, so give yourself a pat on the back when you complete such a task. It will likely get easier from here on.

I do want to briefly note some of the thoughts I have following this first round. Please make sure to practice your speech and stick to the way you envision it going best you can. Do not go off on tangents because you get the feeling you need to explain more, this is for the question and answer portion. Be concise in your speech, say what is necessary and move on omitting slang and other such language that does not keep you on a professional track. Also, remember that you must cite any source you use both visually and verbally. For instance,if you have an internet image, it must be cited with the address below the image.

Overall, I feel that the speeches are going fine and I designed the overall grading scale so that this speech would not be a huge determinant of you final score in the course. Good Luck and to those that went...breathe a sigh of relief and take in the comments for future speeches.

check this out...

www.owl.english.purdue.edu

Peer Preview/ Review

3 persons per group. Each person will audit for a group member and keep time for the other.

Preview:

1. First impressions...




2. Two suggestions to consider...



3. What I am most curious about is...



Review:

1. This is what I heard...


2. This is what I noticed...


3. This is what I wondered...

Speech order 1:30- 2:45

Thursday, Sept. 9

1. Robert
2. Timothy
3. Michael
4. Ali
5. Derrick
6. Aisha
7. Brittany
8. Sara


Tuesday, Sept. 14

1. Angie
2. Chaz
3. Chris
4. Sabra
5. Melissa
6. Oscar
7. Miranda J.
8. John
9. Lisa

Thursday, Sept. 16

1. Trisha
2. Dasheema
3. Amber
4. Miranda H.
5. Stevie
6. Emma
7. Jeremy
8. Alycia
9. Claire
10. Jermaine

Speech order 3- 4:15

Thursday, Sept. 9

1. Amanda
2. Erika
3. Lauren
4. Aakrit
5.
6.
7.
8. Brittney


Tuesday, Sept. 14

1. Stacy
2. Mark
3. Lucas
4. Kyle B.
5. Ryan
6. Emmie
7. Kyle H.
8. Alex
9. Chris
10. Wyatt
11. Tre'

Thursday, Sept. 16

1. Joe
2. Matt
3. Jordan
4. Kelsey
5. Olivia
6. CJ
7. Christina
8. Tocarra
9. Chante
10. Sandra

Notes from class today

Just a few reminders about some things brought up today in class...

1. Make sure to type your final outline!
2. Make sure to include your interview summary on the outline as well as you source (cited correctly)

3. Make sure to cite your sources on the powerpoint as well. You can cite your interview on your powerpoint like this: *interview: name (title)

4. Make sure when you orally cite your source to use their proper name. Introduce them and then use their proper name.

5. You must cite all images and info from the internet that you use in your powerpoint.

6. Your best bet is to put your powerpoint on a flashdrive and bring it in, however, you can also access it from email or other such methods.

Informative speech rubric

Informative Speech with Research Evaluation Sheet

Speaker_______________________ Topic_____________________ Time_______

10 Peer preview/ review

Outline:

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

10 Content:
Sources: both/ cited (orally)
Presentation of main ideas: logical/ adequate/ confusing

Speech:

5 Introduction

Thesis clear/marginal/not clear/none
Preview of Main Points well organized/weak/none

10 BodyTransitions smooth/adequate/weak or not enough or none
Main ideas well-supported/adequate/weak
Research Citations spoken/none strong/adequate/weak

5 ConclusionSummary strong/adequate/weak/none
Final impression strong/adequate/weak/none

25DeliveryRate normal/fast/slowVolume 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

75 Total Score:

Informative Speech summary

Informative Speech: Here's what you need to know...

TYPE SPEECH THAT YOU WILL TURN IN!!!!!


Part One: The Structure

I.Introduction
- thesis
- preview speech
- transition (guide)
II.Body
A. Main Idea #1
1. subpt #1
2. subpt #2
3. subpt #3
transition (guide)
B. Main Idea #2
1. subpt #1
2. subpt #2
3. subpt #3
transition (guide)
C. Main Idea #3
1. subpt #1
2. subpt #2
transition (guide)
III.Conclusion
- summarize main ideas
- restate thesis
- lasting thought

*interview summary --on powerpoint, list: "interview: name (relevance or title)
*cite source (bibliography style)

see: www.owl.english.purdue.edu for assistance

Part Two: The Development


1.Pick a topic
- knowledgeable, experienced; confident
- audience appeal
2.What are your goals? (consider audience)--thesis
3.Create 3 main points with at least two subpts. each
4.Conduct suitable interview
5.Find appropriate source
6.Create outline
- include summarized interview (orally and written)NOTE:USE NAME OF INTERVIEWEE!!!
--who
--why you chose them/how they fit
– what you discussed
- include cited source (orally and written)
7.Create supplementary powerpoint
8.Make note cards on index cards (3 at most, key phrases)
8.Practice, Practice, Practice
9.Dress business casual

Part Three: Presentation


1.Speak clearly
2.Speak at a moderate pace
3.Speak at normal tone, emphasizing key points
4.Focus on and span audience, make eye contact
5.Gesture and move with purpose
6.Stay out from behind computer (helper)
7.Do not slouch, stand up straight!!
8.Try to be conversational
9.It's okay to moderately interact with audience
10.Be energetic and enthusiastic

Part Four: Commonly made errors


1. distracting movement
2. omitting preview, main pts., conclusion, lasting thought
3. slang- "ums" "ers" "casual language"
4. no plan of action: do not visualize speech (practice),
5. unprepared: scattered argument, stay focused
6. messy structure/ organization: powerpoint
7. abrupt conclusions: "that's it" "that's all I got..."
8. inappropriate content/ delivery (gruesome, sexual, illegal, drug, alcohol images and content)
9. lack of audience consideration: familiar/unfamiliar content

More important ALERTS!!

When you are picking your three main areas of your life, consider why you chose them and how they are significant to you. If you choose your job, ask yourself why it is important. If you choose your family, what comes to mind. Also, your interviews do not necessarily have to be an evaluation of you.

Here's an example:

Say you are a server. It is significant because you spend alot of your time there, have made good friendships, and you are a hotel- restaurant major. You may want to interview a co- worker or manager. You may ask a manager about their path to success and what steps they think you should maybe take to attain your goals. You may interview a co- worker that has the same job. This may give you some insight into your job from another perspective. Lastly, you can interview someone that you work with to learn more about the organization.

Be creative with this assignment. I want you to find a unique way to tell a story about you on your terms!!

Informative Speech topics ALERT

Hey Everyone!!

I want to remind you all that you do not necessarily have to frame your speech with family, friends, and job. Please try to pick areas of your life that are relevant to the audience and that you are comfortable with as well.

I spoke with a student today about creating a speech based on favorites. For instance, one could use favorite food, t.v. shows, sports etc. Perhaps you would like to frame your speech like a typical day in your life breaking it down to morning, afternoon, and evening. Maybe you would like to do something deeper where you discuss three life affirming occurences you have had. It really is up to you how serious or lighthearted you want to be and how in depth you feel comfortable going. Keep it within the requirements, but surely try to enjoy the process.

BRandy

outlines

Here is a sample outline.


I. Intro:

- "How many of you have made a salad?" (attention- getter)
- How to make a salad (thesis)
- " Today, I will discuss ingredients, steps, and variations (preview)

II. Ingredients: lettuce, tomato, cheese (main point #1)
III. Steps: chop lettuce, slice tomatoes, shred cheese (main point #2)
IV. Variations: caesar, taco, oriental (main point #3)

V. Conclusion:

-Ingredients, Steps, Variations (highlight main points)
- "I have demonstrated how to make a salad" ( restate thesis)
- "Salads are healthy and with so many variations, you won't get bored of them." (lasting thought)


Sources:

Interview
potential source

Chapters 11 and 12 notes...

Audience Relationships:

Speaker: Who you are in the eyes of the audience. Find way to connect with everyone.

Topic: Audience's relationship with topic. Anticipate and Adjust.

Selecting topic: Base it on YOUR KNOWLEDGE, EXPERIENCE, PERCEIVED IMPORTANCE

General Purpose: The purpose is to...inform...persuade...entertain...

Inform. Goal: understanding, definition, clarification, demonstration, explanation...
Persuade. Goal: desire to change, enhance, alter, convince...behavior/action

Specific Purpose: The purpose is to convince the audience that...inform the audience of...

Thesis: A statement that summarizes your speech thoroughly. (hmmmm)

The purpose of this speech is to inform the audience about myself in terms of my family, friends, and my hobby collecting stamps.

Evidence/ Support:

Definitions: (operational)
Facts
Opinions
Proofs: logos (logic), ethos (credibility), pathos (emotions)- (Persuasive)
Compare/ Contrast (Persuasive)
Testimony: expert/lay (Persuasive)
Examples
Illustrations (hypothetical)
Statistics -Consider issues..(Persuasive)

Body:

Principle Points: 3 main points, 2-3 subpoints

(Consider: unity, balance, guidance (transitions), organizational pattern)

Introduction:

thesis? -somewhere appropriate
attention getter
illustration
personal reference (persuasive)
provocative facts (persuasive)
question posed to audience (rhetorical or not)
quotation (persuasive)
humor

Conclusion:

wrap up
summarize
restate thesis
audience motivation (persuasive)
clincher (persuasive)
relational reinforcement (persuasive)

Sources: (persuasive)

unbiased
editorial review
expertise minded
recency
credibility

(2 sources: interview, at least 1 resource)

Presentation Aid:

Powerpoint checklist (323)

Enhancement (322)

A Note..

I have posted your groups and mini app sign ups!!

Remember to read chapters 11 and 12 for Tuesday! If you want to get ahead, check out chapters 13 and 14 also!!

Have a safe and happy weekend and I will see you all next week!!

Groups: 1:30- 2:45 class

Group Great:

Stevie, Lisa, Michael, Oscar, Emma

Shamrocks:

Sabra, Melissa, Chris, Derrick, Angie, Claire

The Bulls from 96'

Robert, Ali, John, Alycia, Trisha

Monstars:

Chaz, Miranda J, Miranda H, Timothy, Sara

Group Awesome:

Brittany, Dasheema, Jeremy, Aisha, Amber

Mini- App sign up 1:30-2:45 class

Chapter 2

Sara
Alycia
Trisha
Chaz
Timothy
Oscar
Sabra

Chapter 3

Aisha
Sara
Brittany
Alycia
Robert
Lisa
Amber

Chapter 4

Miranda H
Michael
Miranda J
Brittany
Robert
Derrick
Emma
Dasheena

Chapter 5

Miranda H
Stevie
Ali
Melissa
John
Amber
Sabra

Chapter 6

Dasheema
Chris
Trisha
Angie
Chaz
Emma
Timothy

Chapter 7

Stevie
Ali
Melissa
Jeremy
Chris
Oscar
Michael

Chapter 8

Aisha
Miranda J
Jeremy
John
Angie
Lisa

Groups: 3:00-4:15 class

The Band:

Erika, Ryan, Lucas, Olivia, Aakrit

The Mastodons:

Wyatt, Tocarra, Sandy, Chante, Kyle B

The Communicators:

Alex, Joe, Christina, Chris, Lauren

The Penetrators:

Kyle H, Mark, Stacy, Amanda, Tre'

Blue:

Emmie, Kelsey, Matthew, Jordan, CJ

Mini- App sign up 3:00- 4:15 class

Chapter 2

Olivia
Amanda
Chante
Lauren

Chapter 3

Wyatt
Matthew
CJ
Stacy
Tre'


Chapter 4

Erika
Kelsey
Alex
Wyatt
Sandy
Lucas
Ryan
Emmie


Chapter 5

Alex
Chris
Lauren
Sandy
CJ
Tre'
Joe
Aakrit

Chapter 6

Olivia
Kyle H
Kelsey
Kyle B
Christina
Jordan
Tocarra
Lucas

Chapter 7

Kyle H
Christina
Emmie
Stacy
Mark
Matthew
Jordan
Ryan

Chapter 8

Erika
Amanda
Kyle B
Chris
Mark
Tocarra
Joe
Chante

Syllabus Corrections!!

Remember that office hours are on Tuesdays from 4:30- 5:30pm or by appt. There are NOT scheduled office hours on Mondays!

Speech times have changed: informative speech 4-6 min., persuasive speech 5-7 min., group speech 20-25 min.

Double check this course schedule again!!

Course Schedule

8/26 Chapter one review, groups assigned, sign up for mini- apps

8/31 Chapter 11/12 review
9/2 Chapter 13/14 review, mock speeches (speech outline due!)

9/7 Speech workday
9/9 Informative speeches

9/14 Informative speeches
9/15 Informative speeches

9/21 Chapter 2/3- Mini apps
9/23 NO CLASS

9/28 Chapter 3/4- Mini apps
9/30 Review chapters (1-4) and finish up any Mini apps

10/5 No Formal class meeting, TEST ONE online in blackboard- Due at end of scheduled class time!!
10/7 Chapter 5- Mini apps

10/12 Chapter 6- Mini apps
10/14 Chapter 7- Mini apps

10/19 Chapter 8- Mini apps ( I have included mini apps for this chapter!!)
10/21 Speech workday

10/26 Persuasive speeches
10/28 Persuasive speeches

11/2 Persuasive speeches
11/4 Persuasive speeches

11/9 Chapter 9 group discussion ( Paper due!!- this is a change)
11/11 Chapter 10 group discussion

11/16 Review of Unit 2 (Chapters 5-10)
11/18 No Formal Class- TEST TWO online in blackboard, Due at end of scheduled class time.

11/23 Group workday (library)
11/30 Group activity

12/2 Group workday/ conference

12/7 Group speeches
12/9 Group speeches

Final Exam due at scheduled time TBA!!

Welcome

Hello Everyone!!

Here we are at the beginning of a new semester. I am very excited to get started. I have some interesting things to teach you all about Communications. We will be discussing interpersonal communications as well as the effects of the media. In addition, you will all become familiar with public speaking.

I am looking forward to getting to know each of you!!