Last stop, bloggers!

Well, after this entry, friends, I bid you farewell from COMM 301 blog-land--double credit for this last posting: Pick a cultural practice important to you this time of year (could be ethnic/could be spiritual/could be familial in nature) and tell us about it in a couple sentences...then relate it to the concept of audience analysis--thit is explaining a unique practice in a way that is inclusive for folks who celebrate/worship/live life differently than you do. perhaps the most important skill you will take away from this class--considering and adapting as sensitively as possible to your listeners and making it clear that we are all very different, but if we want to have important, difficult and eye-opening discussions, we can find common ground and convey mutual respect--REMEMBER: reasonable people can and often do differ in opinions but most of us want the overall big picture goals in life: Happiness, stability, love and connections. Your mastery of persuasion along with our thrilling anti-speech mini debate rounds Thursday and next Tuesday are grounded in these closing ideas of the fall 2009 semester! --Smiles and Hope--Your proud teacher!

Last Quiz of 2009! 20 points, you made it, now take it!

COMM 301 DIY PERSUASIVE QUIZ



DEVELOPED BY YOUR HOMIES AND PEEPS

Turn in answers on either a numbered piece of paper in class or copy and paste this quiz into an email and send it back to me before Thanksgiving break (by next Tuesday at the begining of class). No comments below for this entry.

1. (TCEA) In persuasive speaking the main points are called

A. Reasoning

B. Claims

C. Fallacies

D. Non of the above

E. Las Vegas



2. (KES) There are 3 different types of claims. Which of the following is not a type of claim

A. Value

B. Fact

C. The Las Vegas Strip

D. Appeals to tradition

E. Policy



3. (CJD, CTMCM) Which of Maslow’s needs are the most basic? ____________________________________________.


4. What is the most abstract level of needs on his hierarchy?

_______________________________________________.



5. (KRKH) Which 2 below are not on Maslow’s hierarchy?

A. A trip to Las Vegas

B. Belonging (social)

C. Safety

D. Self esteem

E. Non-sequitor



6. (TLS) How many steps are there in Monroe’s sequence? _____

7. Name one of Monroe's steps: _____________________



8. (KKHR) “Little Ms. Muffet sat on a tuffet, got nipped by a spider and died. If you see a spider, run, it’s bite could kill you!”
Which fallacy is exemplified above?________________________

9. Justify your answer for #8 using class vocabulary: ____________________________________________________________________________________________________



10. (SEKA) What fallacy can be found in this example? “Everyone likes Gucci so you should come up with the money and buy it as soon as possible!” _______________________________________



11. (SEKA) What fallacy can be found in this example? “If you don’t join Habitat for Humanity the world will end.”
__________________________________________________



12. (AZKN) T or F : A good example of the either or fallacy can be found in how popular UGG boots are again this winter. _________



13. Using key vocabulary words from your persuasive chapter in the book, write a 6-8 line rhyme, poem or rap. Underline or capitalize the vocabulary words. (5 points)

Filling in the blanks is cool __________.

It's not too early for the Thanks part of Thanksgiving, so I'm super thankful to have you guys in my class! Now A blog quickie: Pick someone who hasn't been mentioned yet, extra credit for more than one entry.Fill in the blanks: 1. I really have enjoyed ____________'s work in class. 2. He/she has improved in _____________ since we began meeting this fall. 3. ____________ rocks dah' freakin' podium, son.

Persuasive Speaking! Pg 176-203

OVERVIEW:
Hi Gang! Awesome informative work--Congrats to all who made it through that fire! On now to persuasion, the toughest type of speech we will tackle--but you are ready now! p176 reminds us that persuasive speeches hsoul influence attitudes beliefs or values and actions of others. Audience analysis is more important than ever! If you don't understand and know some one,how would you possibly influence them? Spend time reflecting on who your audience is...are there ways you can be inclusive and show respect to those who might feel differently than you on a subject you'd like to speak about?

P 177 reminds persuasive speakers to balance reason and emotion (logos and pathos)--In short, listeners must see that a topic matters in order to care about it, but the facts will drive the changes home! Review chapter 16 on description and emotion for stronger emotional appeals in this speech! On p 178 we see that credibility is more important when persuading as well--in addition to your introductory commentson credibility, you should refer to it during your body and conclusion as well! Also review Maslow on human needs to address your crowd with pinpoint accuracy! Back up claims with strong evidence! (P181). Understand facts, values and policies in terms of claims your speech will forward (p182).

In your closing comments, briefly address counterarguments or rebuttals. These are the primary nay-sayers against your attempt to persuade, found in the media or populus at large. In just a few sentences, acknowledge the other side and gently, gently, respectfully, discredit it by repeating your thesis and reviewing strong main points before ending your conclusion memorably! Avoid fallacies and be as organized as possible (186-187) . Also, it is important to stress and integrate 3 oral citations during the body of your speech, clearing signposting these moments with phrases such as "According to __________ in 2005, metal is really hard!" 

Your revised outline appears below. Outlines are due early for this speech, for 10% of your persuasive speech grade!

For this blog post a question you have about this assignment which you and your classmates can really benefit from. Extra credit for offering input to others who post constructively!

OUTLINE:
1.Introduction
A.  Attn Getter (More than just a question/answer. Go sophisticated!)
B.  Purpose (To persuade) +Thesis (Main Idea (Claim) including the word should or another imperative)
C.  Preview of 3-4 main points which narrow and focus the thesis
D.  Credibility: Expertise
E.Connection: Why this matters to us and to you, how we all can benefit from your speech
Transition: A clear 2 part "Now that ________ let me take a look at ________"

2.  Body (Include 2 strong visual aids)
A.  Main Point One (Claim from the preview above supported by examples,experience, research and or facts that serve as evidence) Oral citation 1 and visual aid 1

B-D...Repeat 3 or 4 times, including a reminder about credibility

3. Transition to closing
A. Rebuttal/acknowledge other side using conclusive language AND credibility reminder (ie: Before I wrap up, let me say there is a movement out there to ignore global warming, that it is "not true")
B. Review the main points (claims) and restate the thesis (Major claim)
C. End memorably (Higher expectations this time)


Include reference page at end of typed outline using APA or MLA
Speech is 6-8 minutes, 2 copies are required on your speech day --one for each of us.

boo! BOO!!!!!!!!!!!!!!!!!!!!!!

HEY GANG--PAGE 141 OR SO IN THE BOOK OFFERS THIS TIP: Don't just show a visual aid, explain it and weave it into the speech structure, artistically to make it do important things: Support a main point AND add attention getting devices in the body to keep distracted busy listeners engaged! Huh? Did you say something? What? sorry I drifted off...Anyhoo--Props and graphs are a bit more professional than photo-collage type aids if you have to make something yourself because, say, your classroom is actually a broken down trailer with no computer and a bare wall instead of a slide screen. Anyhoo....as we have seen, the overhead transparency is not dead, as previously rumored around the time we lost Michael Jackson, so those are cool too, just cover them up in between points! For powerpoint slides, remember the 8 by 8 rule: Only 8 words per line and 8 lines max per slide: LESS IS MORE when it comes to visual support (Sandra Wheeler Abeyta, 200....well, just now) Be sure to offer citations for visuals you get on-line or in books...Us big simple fonts and save handouts for the end of the speech or they become disruptive! There, I said it...So this week, if you please...let's talk powerpoint. Tell us one thing you feel reaches you as an audience member , like a good use of powerpoint or a good powerpoint technique (ie: Easy to read and sound effects). Then mention a powertpoint practice that bugs you or is distracting. If you want, without using names we can kind of make fun of somebody you know that ""overdoes it"" with powerpoint. Thanks! Happy Halloween!!!!!!!!!!!!!!!!!!!!!!!!!!!!

ASSIGNMENT DETAILS: Informative Speech

Time: about 6 minutes
Topic: Must be approved by Sandra BEFORE speaking in class!
Visual Aid: 1 required per Textbook standards, with citation
References: Two sources, 2 oral citations minimum
Grading: points evenly distributed over organization, content & delivery.
Points: ________
Order: Sign up today! Grades docked for missing class on sign-up day.
Outline: See below, same as midterm PLUS References/oral citations. One copy due to me BEFORE you make the speech. Optional: Early copies emailed to idnasss@yahoo.com for extra input/editing/tips.

Overview: As an audience we will be listening for a new perspective on an old idea OR new information.

Speakers goals: Teaching us something by focusing us adequately, avoiding ‘persuasion,’(should should not be in your thesis/purpose), attempting audience interaction at least once, as well as being appropriate as you explain, instruct demonstrate or describe and ultimately offer the potential of life enrichment to us.

Bottom line: What often makes the difference between a C speech and an A or B? Contagious enthusiasm! Convey how much you care about your topic! (Brydon and Scott 368).
Outline: INTRO--attn getter, thesis/purpose, preview mp's, connection, credibility, transition to deeper exploration of mp's in body--BODY--main points 1-3 repeated and explored in depth supported by examples,research,analogies orpersonal experiences and visual aids, transition to conclusion--CONCLUSION--conclusive language, restate thesis, review briefly the main points (tell 'em what u just told 'em!) and end with a BANG!--Alphabetical References list Per APA or MLA (Not spoken, just included for me with the outline)

Also provide feedback for the speaker who goes immediately after you do! (10% of grade!)

For this BLOG, due next TH 10/22, please let your classmates know what you hope to gain through peer feedback, ie: what would be most helpful to hear from classmates about your speech? Sounds easy, right? Ok, if you want credit, turn it into a RAPor a Rhyme or a Poem! Can be funny or serious, whatever you like! About 5 or 6 sentences ONLY! Email me with any questions on the info speech! idnasss@yahoo.com.

MY RAP
YO YO YO, SANDRAH IN DAH HOWWWSE
WHEN I GET FEEDBACK   I LIKE TO HEAR
SOMETHING GOOD I DON'T WANNA FEEL FEAR
ABOUT MY GRADE CUZ I DON'T WANT IT 2 SUCK
ONCE I MADE A SPEECH ABOUT A LITTLE LOST DUCK
DON'T B 2 HARSH, BREAK IT 2 ME GENTLY
IF I SAID UM 2 MUCH  WHILE I WAS ROLLIN' IN MY BENTLEY.......WUUURDDDD

On To Personal Experiences!!!!!!!!!

That narrative ROCKED! Thanks for a great laugh and demonstration of creativity! Now, on to the use of personal experiences--can we use them in our info speeches? YES! Audiences, as out textbook reminds us--respond well to a mix of research based information and personal experiences to support your main points of your speech! How do you credit these personal experiences you ask? Something like this:

Speech Title: FOOD IS GOOD

"Now that you know how important food is, let me tell you about the time I myself ate some food! Why back in 2008, I ate three times a DAY!!" Woo-hoo! (Ok-- not too exciting, but you get the idea!) Followed by research: AFter I realized eating food would curb my hunger, I discovered an editorial in Time Magazine from May of 2007. In this piece, everyone polled claimed to like eating some sort of food! Smith actually stated, "Food keeps me alive!"

Your turn: Pick an overly generic, way-too-basic topic, make up a title for the pretend speech and then link a personal experience as well as a faux (or real) research citation to support it using clear signposting (words that label the outline parts, such as "according to" or "Research states..."). Just like I did above. Also this week, please think about technology and the ways it has enhanced or set-back public oratory. Spend some time reading about this either on-line or in the library and we'll discuss it very soon in class! You'll finish the midterm with your introductions next week (20 points). I forgot to remind you at the end of last class since we went over, oops! Email me with any questions this week at idnasss@yahoo.com!

what should I call this, um: Exploring...No, I know! EXPLODING the Narrative!

Time to Tell a Story...together!

Using a narrative, or story-telling technique is a great way to add style to a longer speech! A good story teller doesn't say too much (no rambling) but just the right amount of colorful highlights are included in a brief and intesting was to gain our attention and keep us involved as the details of the speech unfold. Read about this in your textbooks and try it here this week as well. I'll go first. Be sure to read everyone else's entries before you type yours so it makes sense. Add on one 5-7 line paragraph to keep the story going--no profanity or non-PC language please. Also include a reference to one class member (yourself or some one else) in your entry. An audience loves to hear their name mentioned!

OUR STORY TITLE:"Public Speaking Skills Can Save Your LIFE!"
On an ordinary day in an ordinary town, a seemingly ordinary student sat in an ordinary college classroom. Except for one smal, extra-ordinary detail: Viktor was a top-secret. public speaking-super hero. Although at first glance, he appeared as ordinary as the students around him, beneath his hoodie he wore a glittery golden cape and concealed super powers, such as 'instant credibility," "transitions for every occasion" and "mind-blowing attention getters." He pretended to be texting before today's class while he actually checked in at super hero headquarters from his fancy I-phone. The words he saw on the tiny screen sent shivers down his spine and he realized today would be like no other day in the history of Sandra's classroom. The text from headquarters warned Viktor the super hero to expect a catastrophic public speaking event that very day, in COMM 301 at 531pm: "No!" he gasped, not my Sacred Writing Time!" Just then the classroom went completely dark.

Let's talk IMPROMPTU: No preparation? What the????????!!!!!

Yes, it is crazy, but in life you will be called upon once or twice without warning to speak eloquently...upon  those memorable, life changing moments, you'll think back about good ole' Sandra fondly and rock some serious rhetoric. Below is the detailed account of the midterm coming up on October 8th 2009, to a theater near you:

Mid Term Comm 301


2 Parts:

70 pts for impromptu speech

Suggestions for preparation:

Don’t do it sleep deprived! Memorize the outline (expect a quiz any time on the outline in class)

Memorize a generic attention getter, credibility comment, 2 complete transitions and a memorable ending. All of these can be fairly generic, used for any topic that comes up.



Speech will be graded on organization and delivery only, since you have no say in the topic.



Topics will be very simple and basic, yet potentially entertaining, to make it as easy as possible for those who come prepared. See previous list below for an idea. You’ll draw from an envelope. You can compare/contrast if you like.

Love or Money

Red or Green

Winning or How You Play the Game

Excitement or Relaxation

Hip-hop music or Opera music

High-Heels or Flat shoes

Spending Money or Saving Money

Studying for a test Guessing the answers

Fireworks Fire safety

Vegetables Meat

Hats Flip-flops

Telling the truth Embarrassing someone

Speech classes Writing classes

Cell phones Traditional Land Phones

Texting Emailing

Also: 30 pts AFTER the impromptu speech, for a complete written introduction on a source of your choice which you find and bring in and cite from on or before 10/13.

FROR THIS WEEK'S BLOG,  post an impromptu introduction, pretend you draw a speech topic from a blog-envelope, so just choose a random topic from the list above or elsewhere and see if you can plow right through with a FULL intro--label the parts please, (attn getter, purpose, thesis, preview of main points, connection to audience, credibility and end with the transition!)

Blog crisis 2009: Chris's photo images have been stolen from our blog!

Interruptions and Impromptu Speaking

Quick, watch this:

http://www.youtube.com/watch?v=tRvzl0zOsO8&feature=player_embedded

couldn't resist, that schtick is funny! interruptions are a recent phenomenon again! South Carolina REP senator Wilson interupted Pres Obama, shouting "you lie" during the health care reform speech, then Kanye threw down during Taylor's acceptance speech...is heckling the new applause? Has the world gone mad? Speechmakers everywhere must unite and support eack other, how does one survive heckling-style interuptions? Let's prepare JUST IN CASE --what happens if/when  Kanye or senatorWilson interrupts you right after your thrilling attnetion getter people??? It could happen! Will you lose your place...get thrown off, be horribly embarassed??? Will you curse, cry, maybe even rise above the event to come out shining even brighter than before...maybe Beyonce buys you Starbucks or gives you a cow on Farmville....

GET TO THE POINT SANDRA! This week tell me here, what did you think of these two recent moments from a public speaking perspective? I am NOT asking your opinion of the people OR even their specific behavior and words, I am asking you to comment on the rhetorical situation: The way the speaker handled it and how a good speaker might be prepared for such a thing...is it effective to address the heckler or just ignore them and move on? What do you notice in on-line clips of either speech as far as reactions to these interuptions? How do they make the audience feel? Are there social rules and expectations surrounding these types of unscripted, awkward moments? Can you think of another recent example? Finally, what would you do if you were interupted by either Kanye or S Carolina's Senator Wilson in our classroom at CRC during your big moment???

Street Creds and Squirrels

Hey gang--Don't forget, next week we make the group speeches--bring popcorn and snacks! Excellent meeting Thursday! --You all worked really hard with your groups, stick to that outline--it is like a map to a place you haven't been to before: DON'T GO OFF-ROAD!

Be sure and type your name along with comments for this week's response...So, credibility is important for a successful speech. Visit my You Tube masterpiece "The Making of Sandrah's Thesis" at http://www.youtube.com/watch?v=F16X_AoVd9I   (haha) I made this short film with a crew at Sac State as part of my thesis. According ANY detail in this  silly "Making of..." mockumentary, what might I be credible to speak to you about? In 5 or 6 sentences, identify a line or scene and connect it to my credibility:

Here's an example: Don't steal it! ...in one scene you didn't have any cash and couldn't buy parking, so you would be credible to speak about student parking issues here in Sacramento.

Read all previous posts and don't repeat what someone else has said or it won't count, and you may be playful and light-hearted in your examples, as long as you make a connection between what you see and the idea of speaker credibility, or "ethos." See you next Tuesday for the quiz!

Group Speech Details

Don't get too excited, here is the first major speech assignment!

100PTS

Speech given 9/16 in class
Aprox 7 minutes
Outline required: One per group but individual copies for members
Grading: Organization, 33%, Content, 33%, Delivery, 33%

Agree with your instructor on a selected portion of our textbook. Select and agree to group membership. Meet and exchange emails this evening, begin discussion and planning. Determine and select between one and 3 cultural artifacts/pop cultural icons or entities/current events that your textbook section can be applied to or that relate to your text in some way. When emailing outside of class for further planning, please CC me in your group so I may reply to all and offer help, input and criticism (kidding).

Outline:
INTRO
Attention getter
Thesis
Preview main points
Purpose
Credibility
Connection
Transition
BODY
Main Points
Support, examples, citations, analogies etc
Transition
CONCLUSION
Conclusive language
Review
Restate Thesis
Memorable Ending
REFERENCES LIST
Alphabetically list sources of support, info, quotes, including textbook

Each speaker must use a visual aid and make an oral citation, and speakers should refer to one another by name during speech.

For 9/9 class meeting groups will meet, exchange research results, devise outlines, interact with instructor, ensure approval of material. Coming to class for 9/9 is part of the group speech grade, fyi. Email me idnasss@yahoo.com for questions or assistance.

Attention Getters!

Sometimes the secret to good speeches are the devices that keep us interested--a good speaker knows how to use attention getters and peppers them throughout her speech!

An unusual photo, a funny comment or even a startling statistic or moving quote are great attention getters--try two in combination=even better! For this blog think of a speech you have enjoyed or hated from the past and describe the way the speaker kept your attention. Was it effective? Why or why not? Please keep all comments politically correct!

Tuesday 9/1

Agenda
Write 5 minutes/silently
Lecture on Chpt 1-3
Blog Reminder
Introduction Speeches
Handout Syllabus
Review Course Calendar
Thursday Preview

Lecture Notes

Chpt 1

Why study speech?
Quote
Rhetorical Situation
Vocab
Classic Roots
Conversation, Writing, Public Speech: Same/Different

Chpt 2 Ethics
Responsibility 4 Message
Define
Citations
Plaigerism
Fair Use

Chpt 3: Listening
An act, not passive
selective
40%, 50%, 35%=Ew!
Distractions: Internal/external
Barriers
Goals
P. 19:Evaluate

First Speech at a Glance

Hi Gang! Have a great weekend--Just a quick recap on Tuesday's assignment: Br prepared to make a 2 minute speech introducing yourself to us (see syllabus for points, etc) and including 3 or 4 highlights about you/your life--serious, funny or dramatic, you choose the tone. You may write it out and read it if you like. Try to make eye contact and smile once or twice--open with a catchy attention getter and close memorably (quote, question, statistic, joke). Don't miss my exciting mini-lecture on Chpt 1! It will blow your MINDS!!!!! (Did I tell you I am a bit dramatic?)

Introduction to Public Speaking

COMM 301: Fall 2009
Cosumnes River Community College

Course Description: This course prepares students to speak in a variety of rhetorical situations: as college students, as employees, as opinion leaders in the community. The course is designed to assist students in developing effective delivery, ethical research methodology, analytical thinking and listening skills, organization and outlining skills, and appropriate presentation skills. Emphasis is on researching, preparing, organizing, and presenting a variety of speeches for different audiences. Video taping equipment may be used as an aid to the student’s self-analysis and improvement. Access to a computer with online capabilities may be required and computer access is available on campus.

Textbook: O’Hair, Dan, Rubenstein, Hannah & Rob Stewart. (2007). A Pocket Guide to Public Speaking. Bedford/St. Martin’s: Boston.

Instructor: Sandra Wheeler Abeyta, MA
Email: idnasss@yahoo.com
BLOG: Comm-YOU-nication (idnasss.blogspot.com)
Office Hours: 5pm-530pm in BS 126
Classroom: BS 126
Time: T TH 530pm-650pm

Course Objectives--During this motivating and useful course you will:

DESIGN AND RELATE MESSAGES CLEARLY FOR EFFECTIVE AND APPROPRIATE ORAL COMMUNICATION (SLO#1).
• Analyze an audience using age, gender, cultural variations, and other appropriate measures.
• Design, deliver and differentiate a variety of speech types, including, at minimum, the speech to inform, to entertain or relate (within a special occasion), and to persuade.
• Identify, evaluate and apply appropriate nonverbal techniques.
• Design presentational aids, audio and/or visual, appropriate to the audience, message and context.
• Recognize and respond to techniques for managing communication apprehension.

APPLY EFFECTIVE LISTENING SKILLS TO COMPREHEND SPOKEN MESSAGES, ANALYZE INFORMATION CRITICALLY AND CONSIDER MULTIPLE PERSPECTIVES (SLO#2).
• Demonstrate critical listening skills.
• Recognize and model constructive feedback.

COMPOSE IDEAS CLEARLY IN EFFECTIVE, APPROPRIATE AND WELL-ORGANIZED WRITTEN MESSAGES (SLO#3).
• Compose fully developed, structured, and unified oral presentations, including formal written outlines.
• Locate, interpret and evaluate various research materials to accurately document sources (in oral and written form) according to a standard referencing style (MLA, APA, CBE, etc.).

ANALYZE AND FORMULATE CRITICAL THINKING WITHIN EVIDENCE AND REASONING OF SPOKEN AND WRITTEN MESSAGES (SLO#4).
• Assess, evaluate, and apply a variety of rhetorical strategies that are effective and appropriate per the purpose, occasion and audience.
• Apply language techniques and strategies appropriate to the audience and occasion.
• Arrange, paraphrase and effectively integrate evidence and/or supportive material into a presentation.

ASSESS INDIVIDUAL RESPONSIBILITY WITHIN ONE'S ABILITY TO INFLUENCE ETHICAL, EFFECTIVE AND APPROPRIATE COMMUNICATION AMONG DIVERSE SETTINGS AND PEOPLE (SLO #5).
• Recognize and apply ethical standards to the research, design and delivery of a message for an audience and occasion.

General Course Policies
1. Attendance: Coming to class has a HUGE impact on your grade! It tells me how committed you are and conveys passion and interest. I award points for each day JUST FOR COMING! Don't miss out, these points can't be made up and poor attendance will prevent you from passing this class. After 3 absences you lose 10 points for each subsequent absence, and after 8, I will administratively drop you.

1.B) Tardiness: If you are late to class, it is your responsibility to check with me before leaving class that day in order to correct the attendance record. If you are more than 20 minutes late to class, you will be considered absent. Consistently arriving late to class (regardless of the exact minutes missed) is also problematic: 3 “tardis” is equivalent to one absence.

2. Late Assignments: Assignments are due at the beginning of class. If they are not turned in at the beginning of class they will be considered late. I will accept late written assignments only with prior warning and only within one week after the original due date. Late work will be penalized one full letter grade (regardless of whether the assignment is two hours late or two days late). Speeches, exams, attendance, quizzes, partner evaluations, and presentations cannot be made up. NOTE: Speeches and presentations made on days that you show up late/leave early will be docked one half letter grade.

3. Cell Phones: Turn them off please! For crucial situations, set them to vibrate or silent and let me know ahead of time. If your cell phone continues to go off in class, I may administratively drop you for not following course procedures. Texting during class will be treated the same as talking verbally out of turn—it is disruptive and rude. You can be dropped for texting in class if it becomes disruptive.

4. Participation: A great deal of this class will involve the discussion of concepts and in-class activities. Many of the in-class activities will be given credit/no credit participation points. I expect every member of the class to fully participate.

Department/Campus Policies
Please visit http://www.crc.losrios.edu/College_Catalog/General_Information/Students_Rights_and_Responsibilities.htm for all campus policy details & specifics

1. Sexual Harassment: Sexual harassment is offensive and illegal and will not be tolerated in the classroom! Sexual harassment is any unwelcome sexual advance or requests for sexual favors or any other verbal, visual, or physical conduct of a sexual nature in the work or college setting. Using profanity that consists of sexual innuendo or sexist language (a slur or pejorative towards a gender)are considered a "verbal" conduct that may be an unwelcome advance. If you feel that you have been the recipient or a witness of sexual harassment by any other student enrolled in the class, please report the concern immediately to the Instructor. The Instructor, the Dean or the school student conduct personnel will address a report of Sexual Harassment immediately in a confidential, professional manner.


2. Academic Honesty: Los Rios Community College District values academic honesty. Current policies prohibit dishonesty, such as cheating, plagiarism, or knowingly furnishing false information to the college. All members of the academic community are responsible for the academic integrity of the Los Rios College campus.

2.A) Academic Honesty Process: 1. Faculty members have the right to choose whether or not to pursue suspected cases of plagiarism and cheating.2. When addressing plagiarism or cheating with reasonable evidence, the faculty member should notify the student of the concern.3. Faculty members may consult with other faculty, the Dean of the pertinent division, and the office of the Vice President for Student Services when determining whether plagiarism or cheating has occurred.4. In situations where cheating or plagiarism has occurred, the faculty member is to determine consequences in compliance with board policy and regulations, which prohibit dropping a student from a course. The consequences may be any of the following options: giving the student a verbal or written warning, giving the student an additional assignment, giving the student a zero on the assignment assigning a grade of F for the course determining other appropriate consequences that comply with board policy and regulations.5. In situations where cheating or plagiarism has occurred, the faculty notifies the Dean of the pertinent division, and the student that a “Referral for Student Code of Conduct Violation" will be filed through the Area Dean to the Office of VPSS.6. Students have the right to grieve an action that they feel violates their student rights.7. The office of the Vice President for Student Services (VPSS) shall be responsible for maintaining records related to cheating and plagiarism. Probation, suspension or expulsions are courses of action that may be determined by the College Disciplinary Officer in accordance with District policy.

2. B) Definition of Plagiarism: Plagiarism is defined as representing the words, ideas, or work of another as one’s own in any academic exercise. Plagiarism consists in taking the words or specific substance of another work and either copying or paraphrasing without giving credit to the source. Plagiarism is applicable to written, oral, and artistic work. The following examples are some of the many forms plagiarism may take:1. Word-for-word copying of work written by someone else.2. Failure to give proper credit for ideas, statements of facts, or conclusions derived by another.3. Failure to use quotation marks when quoting directly form another, whether a paragraph, sentence, or phrase.4. Close and extended paraphrasing of another work without acknowledging the source.

2. C) Definition of Cheating: Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of dishonest, deceptive, or fraudulent means.The following are only some of the many forms cheating may take:1. Copying another’s work on a test, paper, or project.2. Using unauthorized materials in an exam or collaborating on work to be turned in for credit where the instructor disallows such collaboration.3. Taking an exam for another student, purposely allowing another student to copy during a test, or providing coursework for another student to turn in as his or her own effort.4. Submitting the same work in multiple classes for credit without permission from the instructor.

3. Emergency and Evacuation Procedures: In the event of an emergency, the Instructor or another authorized person may need to follow the Emergency and Evacuation Procedures established within the policy of the campus and will require your compliance and cooperation. Typically, the Emergency and Evacuation Procedures are posted within the classroom. Each of the above policies is designed for your and each persons' safety with the intent for a rewarding academic experience possible.

Grading Scale/Assignment Overview
5% Sacred Writing = 40 pts
15% Blogging = 200 pts
20% Attendance & Participation = 240 points
20% Quizes, Midterm and Final = 240 points
40% Speeches & Reports = 475 points
Class total points = 1195
Grade Percentage: 90-100% = A, 80-89% = B, 70-79% = C, 60-69% = D,
Below 60% =F

Blogging: Extend our classroom discussions and enhance deeper understanding as each week you post a (6 sentence minimum) response before class. Extra points awarded for connecting to other bloggers by name, referencing classmates and book/lecture materials. New posts will be introduced aproximately every week by instructor based on hot classroom topics. Once a new post comes up, the old one is no longer "live" and late hitting comments will not be counted.

Attendance/Participation: Come to class, support other classmates, speak up, get involved and be kind and courteous to win these points! You’ll be rewarded just for showing up! (or lost if you miss class.)

Quizzes: Random pop quizzes are short answer and can't be made up. They focus on previous week's reading/lecture/speeches.

Midterm: An impromptu speech, no make ups. (2-3 minutes)

Final Exam: Comprehensive including all quiz material, short essay. Scantron 882

Speeches & Reports: See list below--Also provide feedback for other speakers to demonstrate audience analysis.

Introductory speeches: Done with a partner, you each introduce each other. (2 minutes, 50 points).

Group speeches: Experience rhetorical invention by working in a group to share a vital topic with the rest of the class. Details given in lecture. (100 points, 5-7 minutes)

Special occasion speeches: Recognize important events and cultural celebrations vividly (3-4 minutes, 50 points).

Informative speech or Demonstration: See book/lecture for details for this solo speech, including a strong organizational piece, visual aid and citations (5-7 minutes, 100 points).

Persuasive speech: Change an attitude, belief or value eloquently in your audience using visual aids, citations of research and avoiding faulty reasoning (6-8 minutes, 150 points).

Oral reports: Apply elements of media/pop culture/real life experiences to our text while honing good delivery skill and style. (2-3 minutes, 25 points)

Anti-speech speech: TBA

Take-Home Final Due May 15th by 9:30am

After completing the final blog entry below, turn to your textbook. Choose one chapter from our book which you find particularly helpful (NOT THE SHORTEST! Ha ha....) Next, choose two other chapters that you found interesting, or learned something important in, or skipped and can now go back to joyfully.

Clearly indicate which chapters you've selected as MAIN: and SUPPORT:

Create a written piece with a title, demonstrating understanding and using vocabulary from these chapters (underline 10 terms please) and creative ideas. For instance: You could choose the persuasive chapter and then as support, the audience and listening chapters. Then create a screenplay about a student trying to convice her parents to let her go out on a school night--you can use quotations, write dialougue, write a really long poem with ryhming, write the piece as a long 'rap' or song, write a scene from a movie OR post your response on You Tube (give me the url), write a short play, write a journal with daily entries, write a recipe, design a graphic novel, sketch and draw with captions, make a "map" for speaking success--design a board game, write a children's story, or have me approve another idea.

Present briefly (show and tell style) on these final pieces in class during our potluck next week. Plan to spend about 2 1/2 hours compiling your masterpiece! Writing should be equal to about 3 pages of material total--grammar and references will not affect grade as long as I can understand your work, please type whenever possible. (70% of final grade). Do NOT post your actual finals here, but questions and discussion are welcome on comments below!

Final Blog

Wow--what a pleasure to work with such dedicated and curious students! Thanks for everything you've taught me! As I reflect on a few of the highlights of our class this semester: you know, gulping down coffee together, numb limbs from sitting for so long, desperately passing the book back and forth in lieu of purchasing it-the dogs in the classroom, the free Red Bull (oh that's right, we haven't had one yet...) I find myself reviewing the fabulous, sophisticated and academically elevating topics we've explored: Making salad from bags, the Mayan apocalypse, bad fashion choices, great hair, crop circles, boiling eggs, how sitting can KILL you, oil changing, cutting class and making paper airplanes.... Well, we've really grown haven't we??!?? I mean what about here on our blog--who knew 'poo' could offer such a rich and helpful source for Toulmin reasoning? Seriously, you people are deep! Ummm...anyway...You all finish this class better than you were when you began, a testament to facing your fears and practice--Hope your public speaking skills help you in life! For this blog (20% of your final grade) Select a current event and a key concept from the text--Paraphrase the CAPITALIZED concept in your own words and site the page number. Also use the current event (or classroom example)as evidence of your concept. Do not repeat another person's concept. For instance:

ETHOS (p. 377) is characterized as speaker credibility or the amount of credence an audience will give to a speaker based on their 'expertise' and ethics--it's someone's 'character' and can make a good speaker effective in persuasion --A good example of this took place in our classroom when Lashonda taught Sandra the phrase "I look a hot mess"--both fashionable women had selected casual attire that day and now I want to use Toulmin in my example of ETHOS:
Claim: (so) Sandra desperately wants to remain 'hip' despite the aging process and
Warrant: (since) Lashonda is an authority in our class on professional and stylistic choices,
Data/evidence: (because) Lashonda shared the phrase: "I look a hot mess" with poor Sandra!

This is reasoning by authority by the way, the type of reasoning that most heavily relies on ETHOS! Ok--your turn--carefully read ALL previous entries--If you repeat another persons concept from the book you will recieve a zero on this part of the final!

Yeesh--I am a blog slacker!

Sorry gang--I forgot to post for the past week--I completed my interpersonal posting but forgot about good ole' 301! So I'll count this one double to make up for it! Good news, good news--The end is near! Great speecheslast week and yes, it's time for some Toulmin--remember earlier in the semester we encountered Toulmin logic and I suggested you wait until later in the semester to try it out--Now's the time! Basically, you reason your argument by taking data (or evidence) and basedon that data you make a claim, for instance: Data: (Because) I see puddles of water everywhere so (claim): there has been a late spring storm...'so' and 'because' help you to sign post your data (because) and your claim (So,...) Next... you look at the data and claim together and examine the reasoning behind them...in my example, it would be 'sign reasoning' as puddles are a 'sign' of rain--get it? You can use analogies or examples to reason as well, or even cause and effect! So for my example, my warrant is something like: (Since) water is a sign of rain...(since is the signpost for your warrant)

...now all together: (Since) Water is a sign of rain (So) we must have had a spring storm last night (because) I see puddles everywhere! Ta-dah! A Toulmin argument with all 3 parts!

Now you try it: State evidence or data and label it (because), then make a claim labeled by (So) and consider your reasoning (a sign, cause/effect, analogy, authority or examples) And finally state the warrant--warrants are brief and more abstract than the data and claim, that is they apply the bigger picture...rain as evidence becomes WATER in the warrant, snow and ice as data become BAD WEATHER in the warrant--see? It always gets more abstract. Finally the warrant is never "qualified" meaning you won't find words such as "sometimes" and "usually" in a warrant,it's short and sweet, abstract and obvious. For instance in my example above, do we really need to say "water is a sign of rain?" Warrants are so obvious we often don't say them out loud! Ok--your turn!

1. Evidence or data (because)
2. Claim (so)
3. Reasoning? (analogy, example, sign, cause, authority)
4. Warrant (Since)

Try using someone else in class to make this fun! ..."Since tardiness is a sign of intelligence.."

The Home Stretch!

Hi Speakers! You're almost there, a few short weeks and you have made it! Just 2 major speeches and a final, you can do it!!! As you prepare to speak informatively on Friday, please share the most helpful tip you have for classmates about speech anxiety--what works for you? If not you what helps some one you know to relax and do their best.

Take solace-- "Have no fear of perfection...you'll never reach it!" Salvador Dali


Quick recap of the closing weeks of class: Remember my copy of your outline!

April 24th: Informative speeches and persuasive lecture and hand-out, plus audience feedback

May 1st: Persuasive speeches, persuasive quiz, hand out study guide

May 8: Final study guide and review, discuss chpt 8, 15 and in-class exercise. Pot luck?

May 15th: Final, 100 points

Spring Break Extra Credit Blog Bunny

Hope you are having a nice time everyone--If you are in the mood for communication, and well, who isn't?????? How about some visual aid discussion! You need a fabulous visual aid for your informative speech, something easily seeen, interesting, not distracting from the speech itself and with very little writing on it......sooooooo......blog here on early ideas for your topic for the informative speech and what a simple,effective visual aid might be to enhance the idea? Happy Spring Vacation and good luck in the egg hunt!!!!!! S

Pre Spring Break Language Challenge

As we turn our public speaking focus towards word choices and language gadgets (metaphors, analogies, vivid adjectives and more) let's practice honing these skills together, virtually! Let's work with metaphors-They can be tricky but really add a level of sophistication to any speech or essay. Visit http://www.rhlschool.com/eng3n26.htm for a few tips and read our text chapter on language. Then try your own metaphoric statement. I'll go first:

"His life was that river, sort of simple and sweet, meandering on an indirect route and always dividing two rough banks but connecting them at the same time. All the while, it surged forward towards the source." Be sure to read the other selections by your classmates before posting so you don't use some one else's metaphor--there are plenty to go around! Sometimes a metaphor can be so similar to what it describes, the writer or speaker doesn't even have to state the connection, for instance, guess what I am evoking in this metaphor: "It had stopped him and he couldn't continue or even see past it. He stood there frozen, literally stopped in his tracks. The mountain was right there, literally blocking his path to the beautiful city he'd been looking for. It was steep, enormous and covered with thick underbrush. There was no way to get around it. He shook his head and sighed deeply." I could use a story and language like this without saying that an obstacle in life, such as facing addiction or taking on an enormous challenge, is that mountain in one's life. If the language is powerful enough and the imagery is clear, you can suggest the metaphoric relationship without even stating it, let the audience or the reader sense the relationship. Metaphors rule!!!

Film Follow Up

Hi Everyone--It was fun to watch the film Iron Jawed Angels with you all! Those banners and chants used in the film were all actual excerpts from Suffrage speeches, fyi--Also, women were the first group to ever picket the White House, and the way they avoided getting arrested was by using Woodrow Wilson's own presidential quotes, his claims about why we had to stay alert and ready for war to protect human rights and spread democracy, which seemed odd to the suffragists as on the homefront in the domestic US, half the population (female) was not allowed to own property, could not have custody of the children they gave birth to themselves and couldn't have their own financial security! Anyway, when the US joined the war, everything changed (the rhetorical situation became emotionally charged and patriotism was now questioned) Picketing during war time was considered treason, so that's when the arrests and hunger strikes kicked in.

For this blog give and example of a person or group you know or are a part of or have studied that made sacrifices to gain their legal voice and rights. How did public speaking play a role in that fight? Be sure to read the previous entries so you don't repeat someone else's comment idea--Have a great week, let me know if you had any questions after watching the film.

Another great film is Rabbit Proof Fence, have you seen it? It is a true story about the abroginese outback and Australia/New Zealand, human rights and slavery, an amazing journey on foot by 3 young girls following the 2,000 mile bunny fence which was built to keep rabbits, emus and Kangaroos from eating the farm crops. You can watch it and write up a half a page for 3 points of extra credit if you'd like, due in 2 weeks please. Just in time for Eatser...see how I magically worked in a bunny theme? No extra charge ladies and gentlemen! Wink--Sandra

Special Occassion Speech

Hi Class! This week you'll let your breath out (I hope) and relax a bit since you have completed the difficult group speech--yeah! Coming up in the next few weeks we have

March 13: Homework: Read chapters 7, 8 and 9. For your special occassion speech, research, locate and print out or copy a suffrage speech and bring a copy to class 3/20 along with reference info. Visit the website for the film we'll watch at http://www.hbo.com/films/ironjawedangels/ and you might also enjoy http://womenshistory.about.com/ or http://www.nwhm.org/about/visiting.htm and/or http://womenshistory.about.com/od/suffrage/a/suffrage.htm as places to start tracking down a good suffrage speech. Also--start memorizing the class outline for the midterm. Be prepared for a quiz on current reading.

March 20th: We will watch a film called Iron Jawed Angels followed by discussion and selected Special Occassion readings from suffrage speeches as part of CRC Women's History Week. I will also lecture on some highlights from chapters 7, 8 and 9 and handout the midterm details. Bring to class: Your speech from the suffrage movement along with author and source citation. Be prepared to read a brief selection from this speech for the class (50 points) and for a quiz on current reading. Your homework will be to memorize the class outline and review impromptu information in the textbook on pg 45, 46 -284, 285 in book. Also, read chpt. 10.

March 27th: Midterm: Impromptu speeches, topics to be drawn from a secret envelope (very general) and grade based on organization and delivery in that order (content doesn't count)--(70 points)--Group speech feedback and grades distrubuted. Lecture on chpt 10.

FOR THIS BLOG ENTRY: Post title of speech you plan to share and who wrote it/why you chose it. If 2 people choose the same Suffrage speech, that's ok--but no more than two ok? Smiles--S

GROUP SPEECH ASSIGNMENT DETAILS

Hello Class! This week you'll begin to work in groups on issues surrounding the current economic crisis and attempt to connect outside of class as well as construct group speeches--you'll use the outline I require throughout this class including the following elements

INTRODUCTION
Attention Getter
Thesis
Purpose
Preview main pts 1,2 (3)
Connect with audience
Credibility demonstrated
Transition to body

BODY
Main point 1 w/support/citation/visual/example
Main point 2 w/support/citation/visual/example
Transition to end

CONCLUSION
Review main points using CONCLUSIVE language
Restate thesis
End memorably

REFERENCES
Alphabetical using APA OR MLA style guide

Group speeches should include:
Individual times of 2-3 minutes
All outline details
A copy of group outline (same for all members) from each speaker, including individual highlights/directions/details on his or her copy ONLY. Speech is worth 100 points, as always I'll grade on content, organization and delivery of each speaker--grades are not given by group, but awarded to individuals--typical speech breakdown should include: 4 or 5 members, one speaker takes the intro, 1 takes main point one, 1 takes main point two and one speaker concludes, all using equal time and information. Review group speaking in your textbook for help and feel free to email me. Below, post for this week's blog

1.) One good question about this speech and/or anything you've read for class so far.
2.) One funny example of working in a group (either real life or movie/tv)

5-7 lines total please!
Thanks!
Sandra

Blog #2: Cultural Awareness

As an ethical audience we must respect cultural differences--but how can we do this when we don't have exhaustive knowledge of cultural practice and custom? Share a unique cultural practice or custom for you with the class and explain how a classmate's speech could connect with it in some way--For instance--Respect, body language, word choice, type of visual aids chosen and even a topic for a speech can either be inclusive or leave individuals "out of the conversation"--Have a great week! Review your ethics and speech anxiety chapters in the book--Smiles--S

CRC COMM 301 Spring Late Starters! Hi!

Hello--Great class meeting today! Let's start out with a nice, easy blog and work our way up to the fancy stuff! This week, click comments below, then post your name and tell us who you're introducing next Friday. Don't give away your introductory speech though!!! Save the details for the classroom--also, please post any questions you have about the syllabus or the first speech--remember to watch the rest of the president's inaguration speech on you tube and take note of organization/content/delivery style details and anything that stands out to you--also read chpt 1 and 2 and in the book and collect a short verse or quotation or song lyric or something special not written by you or a family member (something that can be cited from a book, cd orinternet/magazine source) print it out and bring it in next Friday and finally--please share any good tips you have with each other on cheap textbook deals, as long as they are legal! Great meeting you all today--Smiles--S