This document provides information about a freshman speech communication course at CHS, including the course description, goals, learning outcomes, policies, assignments, grading criteria, and speech requirements. The main goals of the course are to help students develop effective verbal communication skills through applying principles of effective speech and improving abilities like organizing, critically reasoning, and listening. Students will be required to develop and deliver several speeches and participate in peer evaluations to fulfill the course's focus on making public speaking a skill anyone can obtain with commitment to understanding and practice.
This document provides information about Communication Studies 100, an introductory communication course. It outlines the course objectives to help students explore communication dynamics, recognize how communication impacts identity and relationships, and advocate for themselves and others. The course is taught through a combination of lectures and recitation sections. Students will complete speeches, written reflections, group discussions and quizzes which will be graded and contribute to their overall course grade. Course policies on attendance, academic conduct, special needs and grade disputes are also reviewed.
This document is the syllabus for an English 101 course taught by Jamie Flathers at Washington State University in Spring 2020. The syllabus provides Flathers' contact information and office hours. It describes the course as introducing students to writing as both a skill and academic subject through sustained writing practice and revision. Students will complete assignments such as a literature review, literacy narrative, discourse community analysis, and rhetorical reading. The syllabus outlines policies on attendance, late work, communication, academic integrity, and reasonable accommodations.
This document provides information about a Physical Geography course taught by Professor Lisa Schmidt. The course will cover the basic elements of geography including climate, landforms, water, soils, plants and animals. It will examine the relationships between these elements and their global patterns of distribution. The course will use required textbooks and materials. Students will complete chapter quizzes, map quizzes, exams, and a presentation for grading. Professor Schmidt provides her contact information and office hours. The course schedule outlines topics to be covered each week.
This document provides the syllabus for a Communication Studies 5 course. It outlines the course objectives, which include identifying communication models, understanding the symbolic nature of communication, and improving public speaking skills. The syllabus details required readings, contact information for the instructor, policies on attendance and late work, assignments including speeches and papers, and the grading breakdown. The course aims to provide students with fundamental communication concepts and practical experience through group activities and presentations.
This document provides information about an FYE 101 class that meets on Mondays and Wednesdays at 1 pm in room CC 164. The instructor is Sara Hillis and her contact information is provided. The course is an overview of strategies to ensure success for first-year students. Grades are based on attendance, an outcomes log, MAP Works surveys, and a final exam. Course policies outline attendance requirements, participation expectations, guidelines for submitting assignments, and maintaining respect in the classroom.
This document provides information about an ENC 1102 course taught by Professor Jennifer Brunk. It outlines the professor's contact information and office hours. The course involves composing essays, including a formal research paper. Students will demonstrate skills in research, documentation, critical reading and standard English usage. Required materials include textbooks and general supplies. The document details policies regarding email communication, academic honesty, attendance, assignments and late work.
This document provides information about an English 1A hybrid class. It summarizes that the class will meet both in person and online, with assignments due on Fridays to be completed before the next class meeting on Monday. It also outlines the course goals of improving reading, writing, and critical analysis skills. Key requirements include active participation, five essays, blog posts, tests and quizzes. The grading scale and policies on attendance, late work, and academic dishonesty are also summarized.
This document provides guidance on establishing norms and etiquette for asynchronous and synchronous online communications. It discusses expectations around formatting, professionalism, addressing conflicts, and involving students in establishing guidelines. Example norms are also given around respect, constructiveness, and inclusivity. These include listening actively, focusing on ideas rather than people, building on others' comments, allowing all voices, and maintaining confidentiality. The document aims to help instructors facilitate respectful and productive online discussions.
This document provides information about Communication Studies 100, an introductory communication course. It outlines the course objectives to help students explore communication dynamics, recognize how communication impacts identity and relationships, and advocate for themselves and others. The course is taught through a combination of lectures and recitation sections. Students will complete speeches, written reflections, group discussions and quizzes which will be graded and contribute to their overall course grade. Course policies on attendance, academic conduct, special needs and grade disputes are also reviewed.
This document is the syllabus for an English 101 course taught by Jamie Flathers at Washington State University in Spring 2020. The syllabus provides Flathers' contact information and office hours. It describes the course as introducing students to writing as both a skill and academic subject through sustained writing practice and revision. Students will complete assignments such as a literature review, literacy narrative, discourse community analysis, and rhetorical reading. The syllabus outlines policies on attendance, late work, communication, academic integrity, and reasonable accommodations.
This document provides information about a Physical Geography course taught by Professor Lisa Schmidt. The course will cover the basic elements of geography including climate, landforms, water, soils, plants and animals. It will examine the relationships between these elements and their global patterns of distribution. The course will use required textbooks and materials. Students will complete chapter quizzes, map quizzes, exams, and a presentation for grading. Professor Schmidt provides her contact information and office hours. The course schedule outlines topics to be covered each week.
This document provides the syllabus for a Communication Studies 5 course. It outlines the course objectives, which include identifying communication models, understanding the symbolic nature of communication, and improving public speaking skills. The syllabus details required readings, contact information for the instructor, policies on attendance and late work, assignments including speeches and papers, and the grading breakdown. The course aims to provide students with fundamental communication concepts and practical experience through group activities and presentations.
This document provides information about an FYE 101 class that meets on Mondays and Wednesdays at 1 pm in room CC 164. The instructor is Sara Hillis and her contact information is provided. The course is an overview of strategies to ensure success for first-year students. Grades are based on attendance, an outcomes log, MAP Works surveys, and a final exam. Course policies outline attendance requirements, participation expectations, guidelines for submitting assignments, and maintaining respect in the classroom.
This document provides information about an ENC 1102 course taught by Professor Jennifer Brunk. It outlines the professor's contact information and office hours. The course involves composing essays, including a formal research paper. Students will demonstrate skills in research, documentation, critical reading and standard English usage. Required materials include textbooks and general supplies. The document details policies regarding email communication, academic honesty, attendance, assignments and late work.
This document provides information about an English 1A hybrid class. It summarizes that the class will meet both in person and online, with assignments due on Fridays to be completed before the next class meeting on Monday. It also outlines the course goals of improving reading, writing, and critical analysis skills. Key requirements include active participation, five essays, blog posts, tests and quizzes. The grading scale and policies on attendance, late work, and academic dishonesty are also summarized.
This document provides guidance on establishing norms and etiquette for asynchronous and synchronous online communications. It discusses expectations around formatting, professionalism, addressing conflicts, and involving students in establishing guidelines. Example norms are also given around respect, constructiveness, and inclusivity. These include listening actively, focusing on ideas rather than people, building on others' comments, allowing all voices, and maintaining confidentiality. The document aims to help instructors facilitate respectful and productive online discussions.
This presentation was created to guide Licensure Exam for Teachers examinees. Tips on how to prepare for the test, PRC application processing, sample previous actual board exam questions and high impacts topics in the LET are provided.
Disclaimer: Statistical figures of board performance and topnotchers are hypothetical. Photos included in this presentation were taken from the internet and are not personally owned by the author.
The document is a quiz about academic integrity and dishonesty. It contains multiple choice and true/false questions about proper conduct during exams such as not copying answers, as well as definitions for types of academic dishonesty including plagiarism, cheating, and inappropriate collaboration. It advises that if accused of academic dishonesty, a student should visit the Student Advocacy Office for help.
This document provides information about an English 1A hybrid class. Key points:
- The class meets partially in-person and partially online, with homework assigned on Fridays to be completed before an online Monday session.
- The class website is an important resource, where students will post homework. Students must create a WordPress account to access the site.
- The goals of the course are to improve students' reading, writing, and analytical skills through assignments including five essays, website posts, tests, and workshops.
- Grades are based on a 1000 point system divided among various assignments, with letter grades corresponding to certain point ranges. Policies cover submission formats, attendance, conduct, and late work
This document provides guidance on best practices for designing multiple choice test questions. It discusses determining if a multiple choice test is appropriate based on learning objectives, aligning questions with what is taught and practiced, and revising questions to avoid issues related to wording and construction. Key recommendations include identifying the specific skill each question tests; when the skill was taught; and whether question wording could interfere with determining the correct answer based solely on subject knowledge. The document aims to help ensure assessment questions accurately measure the intended learning objectives.
The document discusses various strategies for effective classroom management including establishing clear expectations and routines, using positive reinforcement, and implementing a recognition program. It describes Brewster's recognition system which awards points in various areas to earn privileges. Effective use of the system includes clearly linking classroom activities to recognition scores, providing weekly feedback, and establishing a ritual for sharing feedback. Mrs. Sunshine's frequent public acknowledgment of students earning high scores is evaluated as a good use of the system, while Mrs. Terminator threatening lower scores as punishment is not.
The Advanced Autism Practicum syllabus outlines expectations for undergraduate students training to administer Discrete-Trial Therapy to preschool children with autism. Students are expected to detect skill deficits, design procedures to address them, collect and analyze data, and modify procedures based on results. Students must adhere to dress code and attendance policies, and will be evaluated on participation, homework, monitoring scores, professionalism, and presentations. Failure to meet conduct standards, such as verbal/physical abuse or falsifying data, will result in dismissal from the course or practicum.
This document provides information about an introductory programming course including meeting times, instructor details, required materials, course description, expectations, assignments, and policies. The course introduces programming concepts and skills through weekly readings, tutorials, in-class challenges, and creative projects. Students will complete labs, exams, quizzes and larger projects throughout the semester and be evaluated based on technical and creative merits. Academic integrity, collaboration, and disability accommodation policies are also outlined.
TESTA, SIAST Universities of Regina & Saskathewan Webinar (November 2013)TESTA winch
This document provides an overview of a webinar on assessment and feedback given by Dr. Tansy Jessop. The webinar examined assessment at the program-level and discussed research conducted by TESTA (Transforming the Experience of Students through Assessment) which analyzed assessment patterns across multiple universities. Key findings from the research included a lack of formative assessment, issues with distributing student effort over time, problems with feedback, and student confusion about goals and standards. The webinar suggested changes to assessment practices such as incorporating more formative assessment, linking assessments across modules, and taking a program-wide approach to assessment design.
The document discusses various questioning techniques for trainers, including different types of questions and ways to handle answers. It provides guidance on responding to correct, incorrect, and partially correct answers, as well as how to handle when a student does not provide an answer. The document also discusses allowing appropriate wait time after asking questions to improve the quality of student responses. Prolonging wait time encourages more thoughtful answers rather than just quick responses.
This document provides tips for succeeding in first-year chemistry courses. It notes that these courses move faster and require more application of concepts than high school chemistry. Key recommendations include spending at least 9 hours per week studying outside of class using effective strategies like the continuous learning process, intense study sessions, getting the most from lectures, homework, help resources, and managing test anxiety. Students with GPAs over 3.7 typically studied over 30 hours per week using these techniques, while those with GPAs under 2.0 studied less and did not implement as many effective strategies.
Avoiding Power Struggles And Setting LimitsBeth Martin
The document discusses strategies for avoiding power struggles with students and setting effective limits in the classroom. It identifies situations that could lead to power struggles and provides techniques for preventing and defusing confrontations. These include establishing clear rules and consequences, actively listening to students, and enforcing limits while preserving student dignity. The document also discusses common misconceptions around limit setting and offers a five-step approach for setting limits effectively. Sources for additional information on the topic are provided.
Teach like a champion chapt.s 7, 8 and 9Alan Robinson
The document summarizes techniques for effective classroom instruction and student engagement discussed in chapters 7-9 of the book Teach Like a Champion. Some key techniques include using positive framing to correct behavior, precise praise for students, keeping explanations warm and strict with high expectations, normalizing errors, improving pacing through varying activities and participation, and asking challenging questions to push students' critical thinking. The goal is to increase student participation, understanding, and academic rigor through these strategic teaching methods.
Vancouver coast health staffing hiring guidelines - scu,cbrummmfff222
This document provides guidelines for evaluating candidates for care assistant positions in specialty care units for dementia. It includes tips for evaluating candidates based on job criteria and weighting responses to interview questions. The document also provides sample interview questions to assess qualifications, efficiencies in areas like communication, dealing with others, organizing work, and operating equipment, as well as reliability. Questions are scored on a scale and address topics like physical ability, experience with dementia patients, communication techniques, self-care strategies, and approaches to difficult situations. The guidelines aim to help select candidates best suited to the care of dementia patients through a standardized interview and evaluation process.
Toward More Successful Class Discussions – Elizabeth Dzabic and John Ragan, Colorado Community Colleges Online. Presented at Desire2Learn Ignite 2013 in Westminster, Colorado
This document provides guidance on developing a classroom management system without power struggles. It recommends dividing behaviors into 5 categories and teaching expectations. A mark system is suggested to track when students do not meet expectations. Rewards should be given weekly to those meeting expectations. Specific strategies are outlined for tardiness, not following directions, disrespect, bathroom breaks, homework, and materials. Consistency in enforcing the system is emphasized as key to its success.
Creating Online Courses that Minimize Test Anxiety DrFrankONeillCOI
In this presentation, Dr. Frank O'Neill shares tips and tactics for teachers that want to make courses and exams that cause less text anxiety for their students
This is the 10th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
The document summarizes teaching techniques from the books Teach Like a Champion Chapters 3 & 4. It discusses structuring lessons using the I, We, You framework and provides examples of specific techniques for each part including modeling concepts, having students help teach, and independent practice. It also covers engaging students through techniques like cold calling, call and response, pepper questions, wait time, and having students write responses. The goal is to increase student participation, checking for understanding, and developing independent mastery of the material.
This document discusses the importance of questioning techniques in the classroom. It notes that questioning accounts for up to a third of teaching time and is key for assessing, challenging, and developing student understanding. The document then provides examples of effective questioning techniques teachers can use, such as directed questioning, encouraging student independence, and using questioning as a plenary activity. Teachers are tasked with applying one of these techniques to their own classroom.
This document outlines the grading policy for an online graduation project seminar class. It details the grading scale and criteria such as class participation, in-class activities, journals, a culminating project, and quizzes/tests. Standards for written work are also provided, along with information on getting help, computer access, deadlines, absenteeism, and cheating. Grades are determined by total points earned divided by total possible points using the A-F grading scale.
Flanary Syllabus - Introduction to PsychologyKristin Flanary
This document provides an overview of an introductory psychology course including information about the instructor, course description and objectives, required textbook, tentative schedule, grading policy, assignments, exam and attendance policies, academic integrity policy, campus resources, and tips for preparing for exams. The instructor's goal is for students to understand key psychological concepts and their real-world applications by the end of the course. Students will be evaluated based on their performance on exams, writing assignments, and homework assignments.
This document is the syllabus for an English course titled "Advanced Strategies in Rhetoric and Research" that will focus on rhetoric, research, and developing advanced composition strategies. The course will involve students working in different media formats and choosing the presentation format best suited to the rhetorical task. Students will develop the ability to analyze rhetorical situations, explain composition decisions, and gain familiarity with oral presentations, video production, and written papers. They will also gain an understanding of basic research methods. The goal is for students to become more eloquent. The syllabus outlines course objectives, texts, assignments, policies on attendance, academic integrity, and resources for writing assistance.
This presentation was created to guide Licensure Exam for Teachers examinees. Tips on how to prepare for the test, PRC application processing, sample previous actual board exam questions and high impacts topics in the LET are provided.
Disclaimer: Statistical figures of board performance and topnotchers are hypothetical. Photos included in this presentation were taken from the internet and are not personally owned by the author.
The document is a quiz about academic integrity and dishonesty. It contains multiple choice and true/false questions about proper conduct during exams such as not copying answers, as well as definitions for types of academic dishonesty including plagiarism, cheating, and inappropriate collaboration. It advises that if accused of academic dishonesty, a student should visit the Student Advocacy Office for help.
This document provides information about an English 1A hybrid class. Key points:
- The class meets partially in-person and partially online, with homework assigned on Fridays to be completed before an online Monday session.
- The class website is an important resource, where students will post homework. Students must create a WordPress account to access the site.
- The goals of the course are to improve students' reading, writing, and analytical skills through assignments including five essays, website posts, tests, and workshops.
- Grades are based on a 1000 point system divided among various assignments, with letter grades corresponding to certain point ranges. Policies cover submission formats, attendance, conduct, and late work
This document provides guidance on best practices for designing multiple choice test questions. It discusses determining if a multiple choice test is appropriate based on learning objectives, aligning questions with what is taught and practiced, and revising questions to avoid issues related to wording and construction. Key recommendations include identifying the specific skill each question tests; when the skill was taught; and whether question wording could interfere with determining the correct answer based solely on subject knowledge. The document aims to help ensure assessment questions accurately measure the intended learning objectives.
The document discusses various strategies for effective classroom management including establishing clear expectations and routines, using positive reinforcement, and implementing a recognition program. It describes Brewster's recognition system which awards points in various areas to earn privileges. Effective use of the system includes clearly linking classroom activities to recognition scores, providing weekly feedback, and establishing a ritual for sharing feedback. Mrs. Sunshine's frequent public acknowledgment of students earning high scores is evaluated as a good use of the system, while Mrs. Terminator threatening lower scores as punishment is not.
The Advanced Autism Practicum syllabus outlines expectations for undergraduate students training to administer Discrete-Trial Therapy to preschool children with autism. Students are expected to detect skill deficits, design procedures to address them, collect and analyze data, and modify procedures based on results. Students must adhere to dress code and attendance policies, and will be evaluated on participation, homework, monitoring scores, professionalism, and presentations. Failure to meet conduct standards, such as verbal/physical abuse or falsifying data, will result in dismissal from the course or practicum.
This document provides information about an introductory programming course including meeting times, instructor details, required materials, course description, expectations, assignments, and policies. The course introduces programming concepts and skills through weekly readings, tutorials, in-class challenges, and creative projects. Students will complete labs, exams, quizzes and larger projects throughout the semester and be evaluated based on technical and creative merits. Academic integrity, collaboration, and disability accommodation policies are also outlined.
TESTA, SIAST Universities of Regina & Saskathewan Webinar (November 2013)TESTA winch
This document provides an overview of a webinar on assessment and feedback given by Dr. Tansy Jessop. The webinar examined assessment at the program-level and discussed research conducted by TESTA (Transforming the Experience of Students through Assessment) which analyzed assessment patterns across multiple universities. Key findings from the research included a lack of formative assessment, issues with distributing student effort over time, problems with feedback, and student confusion about goals and standards. The webinar suggested changes to assessment practices such as incorporating more formative assessment, linking assessments across modules, and taking a program-wide approach to assessment design.
The document discusses various questioning techniques for trainers, including different types of questions and ways to handle answers. It provides guidance on responding to correct, incorrect, and partially correct answers, as well as how to handle when a student does not provide an answer. The document also discusses allowing appropriate wait time after asking questions to improve the quality of student responses. Prolonging wait time encourages more thoughtful answers rather than just quick responses.
This document provides tips for succeeding in first-year chemistry courses. It notes that these courses move faster and require more application of concepts than high school chemistry. Key recommendations include spending at least 9 hours per week studying outside of class using effective strategies like the continuous learning process, intense study sessions, getting the most from lectures, homework, help resources, and managing test anxiety. Students with GPAs over 3.7 typically studied over 30 hours per week using these techniques, while those with GPAs under 2.0 studied less and did not implement as many effective strategies.
Avoiding Power Struggles And Setting LimitsBeth Martin
The document discusses strategies for avoiding power struggles with students and setting effective limits in the classroom. It identifies situations that could lead to power struggles and provides techniques for preventing and defusing confrontations. These include establishing clear rules and consequences, actively listening to students, and enforcing limits while preserving student dignity. The document also discusses common misconceptions around limit setting and offers a five-step approach for setting limits effectively. Sources for additional information on the topic are provided.
Teach like a champion chapt.s 7, 8 and 9Alan Robinson
The document summarizes techniques for effective classroom instruction and student engagement discussed in chapters 7-9 of the book Teach Like a Champion. Some key techniques include using positive framing to correct behavior, precise praise for students, keeping explanations warm and strict with high expectations, normalizing errors, improving pacing through varying activities and participation, and asking challenging questions to push students' critical thinking. The goal is to increase student participation, understanding, and academic rigor through these strategic teaching methods.
Vancouver coast health staffing hiring guidelines - scu,cbrummmfff222
This document provides guidelines for evaluating candidates for care assistant positions in specialty care units for dementia. It includes tips for evaluating candidates based on job criteria and weighting responses to interview questions. The document also provides sample interview questions to assess qualifications, efficiencies in areas like communication, dealing with others, organizing work, and operating equipment, as well as reliability. Questions are scored on a scale and address topics like physical ability, experience with dementia patients, communication techniques, self-care strategies, and approaches to difficult situations. The guidelines aim to help select candidates best suited to the care of dementia patients through a standardized interview and evaluation process.
Toward More Successful Class Discussions – Elizabeth Dzabic and John Ragan, Colorado Community Colleges Online. Presented at Desire2Learn Ignite 2013 in Westminster, Colorado
This document provides guidance on developing a classroom management system without power struggles. It recommends dividing behaviors into 5 categories and teaching expectations. A mark system is suggested to track when students do not meet expectations. Rewards should be given weekly to those meeting expectations. Specific strategies are outlined for tardiness, not following directions, disrespect, bathroom breaks, homework, and materials. Consistency in enforcing the system is emphasized as key to its success.
Creating Online Courses that Minimize Test Anxiety DrFrankONeillCOI
In this presentation, Dr. Frank O'Neill shares tips and tactics for teachers that want to make courses and exams that cause less text anxiety for their students
This is the 10th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
The document summarizes teaching techniques from the books Teach Like a Champion Chapters 3 & 4. It discusses structuring lessons using the I, We, You framework and provides examples of specific techniques for each part including modeling concepts, having students help teach, and independent practice. It also covers engaging students through techniques like cold calling, call and response, pepper questions, wait time, and having students write responses. The goal is to increase student participation, checking for understanding, and developing independent mastery of the material.
This document discusses the importance of questioning techniques in the classroom. It notes that questioning accounts for up to a third of teaching time and is key for assessing, challenging, and developing student understanding. The document then provides examples of effective questioning techniques teachers can use, such as directed questioning, encouraging student independence, and using questioning as a plenary activity. Teachers are tasked with applying one of these techniques to their own classroom.
This document outlines the grading policy for an online graduation project seminar class. It details the grading scale and criteria such as class participation, in-class activities, journals, a culminating project, and quizzes/tests. Standards for written work are also provided, along with information on getting help, computer access, deadlines, absenteeism, and cheating. Grades are determined by total points earned divided by total possible points using the A-F grading scale.
Flanary Syllabus - Introduction to PsychologyKristin Flanary
This document provides an overview of an introductory psychology course including information about the instructor, course description and objectives, required textbook, tentative schedule, grading policy, assignments, exam and attendance policies, academic integrity policy, campus resources, and tips for preparing for exams. The instructor's goal is for students to understand key psychological concepts and their real-world applications by the end of the course. Students will be evaluated based on their performance on exams, writing assignments, and homework assignments.
This document is the syllabus for an English course titled "Advanced Strategies in Rhetoric and Research" that will focus on rhetoric, research, and developing advanced composition strategies. The course will involve students working in different media formats and choosing the presentation format best suited to the rhetorical task. Students will develop the ability to analyze rhetorical situations, explain composition decisions, and gain familiarity with oral presentations, video production, and written papers. They will also gain an understanding of basic research methods. The goal is for students to become more eloquent. The syllabus outlines course objectives, texts, assignments, policies on attendance, academic integrity, and resources for writing assistance.
This document provides the syllabus for a Spring 2016 Introduction to Sociology course. It outlines the course details including instructor information, required textbook, course description and objectives, policies on attendance, exams, papers and grading. The course aims to introduce students to basic sociological concepts and theories to analyze society and human behavior. Students will critically examine the world through open discussion of current events applying a sociological perspective. The syllabus also provides information on academic integrity, student support services, and contact policies for the instructor.
This document provides an overview of the COMM 1010-11 Intro to Communication course for Spring 2016 at Southern Utah University. The course will be taught by Quinn Thurman and meet on Tuesdays and Thursdays from 8-9:50am in room ED 103. Students will learn about communication theories and concepts through readings, activities, and assignments including speeches, quizzes, and papers. The course aims to help students improve their communication skills, particularly public speaking. Major assignments include an informative speech, persuasive speech, Myers-Briggs personality paper, and Ted Talk analysis paper.
This document provides information about a Reading 12 course offered at Treasure Valley Community College in fall 2011. The 3-credit course emphasizes developing reading skills needed for college-level textbooks, including vocabulary, identifying main ideas, critical thinking techniques, and study strategies. Required textbooks and supplies include two books on reading skills and vocabulary as well as class supplies. Instruction will involve lectures, discussions, and hands-on assignments. The course objectives are to equip students with study skills, develop vocabulary skills, and improve comprehension. Student performance will be assessed through various assignments, quizzes, exams, and class participation. The policies outline attendance, late work, plagiarism, and classroom expectations.
This course is designed to help undeclared students at the University of Illinois transition smoothly into their first semester. It will help students develop strategies to facilitate a positive experience through self-reflection, discussion, and learning about campus resources. The course objectives are for students to learn how to transition successfully, explore potential majors and careers, understand the transfer process, and utilize academic and career resources. It is taught by an academic advisor and meets weekly. Assignments include quizzes, informational interviews, and a final presentation. The goal is for students to feel comfortable navigating the university as they determine their academic and career paths.
Thompson Syllabus 8
CRS 325.8 : Presentational Speaking SYRACUSE UNIVERSITYFall 2017 SYLLABUS DEP. OF COMMUNICATION & RHETORICAL STUDIES
Teaching Assistant: Hunter C. Thompson Office Hours: Tuesdays 1-3 P.M
Email:[email protected]Or by Appointment
Office Location: Sims Hall, Room 137
Course Description
Public speaking is considered the most common fear; however, this fear can be conquered through proper instruction, preparation, and support. This course is designed to explore the conceptual and practical dimensions of public speaking and presenting. Emphasis will be placed upon audience analysis, adaptation, strategic organization and development of ideas, and verbal and nonverbal presentational skills. Speech is an extremely important professional and life skill, it’s how arguments are presented, problems are solved, bodies are motivated/moved, social change occurs, and so on. I believe this course can give you skills to be utilized for numerous exigencies that occur outside the classroom. It is my hope that through this course, you will be given a foundation for you to begin to create your own voice, thus enhancing your engagement and ability to participate in the social, political, and professional endeavors of life.
Course Mission & Objectives
By the end of the semester, we will build presentational competence grounded in theoretical understanding, which will allow you to:
· Conceptualize the dynamics of speaking situations and practices
· Organize a message
· Structure a Speech
· Adapt messages to audience
· Speak extemporaneously
· Critically analyze and create a cohesive argument
· Understand the importance of rhetoric and public speaking in our society
Course Policies
Attendance
Documentation is required in the instance of a university-sanctioned absence (athletic teams, extra circulars ,etc.) or for illness. Attendance means showing up on time and participating in class. Since this class is presentation based its imperative that you show up on time and respect your classmates while presenting. Unexcused absences will negatively impact your grade. Two or more (as this class meets once a week) absences may result in a failing grade. In instances of emergency, contact me as soon as possible to ensure that we can work out the situation.
Speech Days
On speech days, you need to be a good audience member.Audience members are attentive, considerate, and listen. They DO NOT fall asleep, use their phone, be disruptive, or work on assignments during a speech. If these things occur it will result in a 10% deduction from your own speech grade. The purpose of this course is to not only help build a foundation to make you a better speaker, but also better at listening. Being an excellent communicator is not only being able to speak eloquently, it also entails active listening. If you are late on a speech day, please remain outside the door and wait until you hear applause. I do not tolerate late students disrupting speeches.
If yo ...
This document provides information about a Speech Communication course at Northampton Community College. It includes details about the course such as the title, number, times, required materials, and instructor information. The course description explains that students will learn communication theory, develop speech-giving skills, and practice communicating in small groups. The course objectives are to improve students' public speaking, listening, use of persuasive strategies, and understanding of communication concepts. Course policies address attendance, late work, classroom conduct, and the academic honesty policy.
This document is a syllabus for a business management course that will be held in spring 2015. It provides information on the instructor, required textbook, course objectives and policies. The course will cover management theories, functions, planning, organizing, influencing and controlling. Students will be evaluated based on attendance, quizzes on assigned readings, individual homework assignments, group chapter presentations, and a team project analyzing a company.
Syllabus for my Strategic Campaigns class in the department of communication at Shepherd University.
Read more about it and my other classes at: mattkushin.com
SYLLABUS_2015SEX AND GENDERUNIVERSITY OF COLORADO DENVER.docxdeanmtaylor1545
SYLLABUS_2015
SEX AND GENDER
UNIVERSITY OF COLORADO DENVER
DENVER CAMPUS – Online class
SOCIOLOGY – SOCY 3080 - SECTION 001
FALL 2018
WORTH: 3.0 credit hours
Instructor: Allison-Scott Pruitt
Office Hours: Since this is an online course, there are no formal office hours. I am happy to set up phone or video chats if you need to talk.
My Email: [email protected] (I usually check my email at least once a day. However, please give me 24-48 hours to respond to your email).
Cell Phone: 303-961-1791 (Please only TEXT and only in extreme academic emergencies directly related to this class).
*You are responsible for the knowing the content of this syllabus. Therefore, you should read it carefully on your own and come talk to me immediately if you have any questions.*
COURSE DESCRIPTION
In this class we will look at the causes and consequences of sex role differentiation at the individual, group, and societal levels. Current issues related to changing norms and values concerning gender in modern society are examined. This course is cross-listed with WGST 3080.
COURSE OBJECTIVES
· Demonstrate a basic understanding of gender studies concepts.
· Identify and critically analyze current theoretical ideologies concerning sex and gender.
· Demonstrate an understanding of the systems of gender inequality in such institutions as: family, education, the workplace, the media and politics.
· Apply gender study knowledge to one’s critical thinking and problem-solving skills.
CONTENT ADVISORY
A certain level of discomfort is typical in many sociology classes. This course deals with themes and content that may make you uncomfortable or disturb you. This content includes (but is not limited to): discussion of sex and sexuality, racism, explicit language, and religion. If you have concerns about your ability to participate, please let me know. If at any point in the semester you have responses or reactions that are difficult to sort out, it can be useful to talk them over with someone you trust. We are all responsible for maintaining a safe, respectful learning environment.
COURSE OUTLINE
1. Defining Sex and Gender
2. Theories Sex and Gender
3. Gender/Sex Socialization
4. Masculinities
5. Femininities
6. Gender/Sex Variation
7. Sexuality
8. Gender, Sex, and Work
9. Pathologizing, Policing, and Punishing Sex and Gender
10. Gender, Sex, and the Body
REQUIRED MATERIALS
1. Margolis, Jane and Allan Fisher. 2002. Unlocking the Clubhouse: Women in Computing. Cambridge, MA: MIT Press.
2. Green, Jamison. 2004. Becoming a Visible Man. Nashville, TN: Vanderbilt University Press
3. Access to a Netflix account for films
There are also a selection of REQUIRED readings and videos posted on Canvas (see Topics and Reading Schedule at end of syllabus).
COURSE REQUIREMENTS
DISCUSSION BOARDS: Since we do not have in-person meetings, your participation in the course will be through discussion boards. There are two discussion boards per week, due on Wedn.
- The document provides information for junior students at Carroll Senior High School, including introducing the counseling team, discussing topics like sexual harassment, diversity, and safety.
- It outlines graduation plans and requirements, explains the transcript and grading system, and provides details about PSAT/SAT testing, college visits, fairs, and the National Merit Scholarship program.
- Students are given guidance on course scheduling, community service hours, meeting with counselors, and planning for college and beyond.
This document provides the syllabus for CMAT 240 - Introduction to Journalism and Public Relations. The course will be taught on Tuesdays and Thursdays from 12:30-1:45pm in TETC 116B. The instructor is Vinita Agarwal and their contact information is provided.
The major learning objectives of the course are to understand the principles and practices of journalism and public relations historically and today, and to learn how to write news stories and analyze events from a journalistic perspective. Assignments will include writing news articles, creating a mini-media kit, and developing a nonprofit project proposal and presentation to be completed in groups. The grading breakdown and course schedule are outlined at the end
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Syllabus ViewPrintFilesInfoCV
Introduction to Ethics
Alamo Colleges District •
San Antonio College •
- •
PHIL-Philosophy
Introduction to Ethics
PHIL-2306
8 Weeks Flex I Spring 2018Section 050.203343-3-0 Credits01/16/2018 to 03/10/2018Modified 01/10/2018
Contact Information
Department of Language, Philosophy, and Culture:
Materials
Elements of Moral PhilosophyAuthor: RachelsPublisher: McGraw-Hill PublishersEdition: 8thISBN: 9780078038242
Description
Classical and contemporary theories concerning the good life, human conduct in society, and moral and ethical standards. This course fulfills the Language, Philosophy, and Culture foundational component area and the Component Area Option of the core, and addresses the following required objectives: Critical Thinking, Communication, Social Responsibility, and Personal Responsibility.
Prerequisite(s)
INRW 0420
Objectives
Objective 1: The student will be able to articulate key concepts in ethical and moral philosophy.
Objective 2: The student will construct defensible personal beliefs about assigned philosophical topics.
Objective 3: The student will be able to analyze primary philosophical works.
Objective 4: The student will be able to recognize and assess arguments and construct counter arguments.
Objective 5: The student will be able to identify the influence of major philosophers on contemporary ethical thought and experience.
Outcomes
1 Read, analyze, and critique philosophical texts.
2 Define and appropriately use important terms such as relativism, virtue, duty, rights, utilitarianism, natural law, egoism, altruism, autonomy, and care ethics.
3 Demonstrate knowledge of major arguments and problems in ethics.
4 Present and discuss well-reasoned ethical positions in writing.
5 Apply ethical concepts and principles to address moral concerns.
6 Apply course material to various aspects of life.
7 Discuss ways of living responsibly in a world where people have diverse ethical beliefs.
Evaluation
WEEKLY READINGS
The online course will be organized around weekly readings. While the amount of assigned readings will not be extensive, they will require careful reading and rereading. Notes on reading philosophical text are provided in detail below.
DISCUSSION
Discussions will play a central role in this course, so your active participation is required. I will post on CANVAS, and take part in, discussion questions related to the readings for each of the 8 weeks. Everyone must have at least one post and must respond to TWO other student’s post. Discussion posts should be AT LEAS.
This document provides information about an early childhood education course on health, safety and nutrition. The course is offered at Middlesex Community College and will be held on Tuesdays and Thursdays from 12:30-1:45pm in room HH 310. The required textbook is Health, Safety and Nutrition for the Young Child by Lynn R. Marotz. Students will learn about creating safe environments, preventing and identifying infectious diseases, and first aid techniques. Class activities will include discussions, demonstrations, group work and presentations. Students are expected to attend all classes, participate actively, and complete all assignments by the due dates.
This document provides information about an education course titled "Methods of Teaching in Career & Technology Education" being offered in the fall 2022 semester. It includes details about the instructor, course description and learning objectives, policies, assignments and grading. Students will learn how to plan and deliver instruction, create a supportive classroom environment, and use effective teaching methods and resources to engage all students in learning. Assignments include weekly discussions, developing lesson plans and teaching part of a lesson, and a group project. The course aims to help students address the needs of diverse learners in their teaching.
This document is a syllabus for an English 102 college writing course. It outlines the course goals, learning outcomes, assignments, grading policies, and expectations. The main goals of the course are to improve students' skills in persuasive and expository writing for various audiences, purposes, and genres. Students will focus on community awareness and thinking rhetorically about interactions in their environment. Major assignments include essays analyzing a sense of place and a community issue, as well as a public service announcement. The syllabus provides details on class structure, participation expectations, assignments, grading scale, academic honesty policies, and instructor contact information.
This document provides an overview of the goals, requirements, texts, grading, and policies for an English 1A course. The goals of the course are to prepare students to analyze college texts and write college papers by developing skills such as reading comprehension, thesis development, organization, and writing process. Requirements include papers, tests, discussions, and keeping up with assignments. Grades are based on essays, tests, posts, and participation. Policies address plagiarism, attendance, conduct, workshops, quizzes, tests, late work, adding/dropping, and use of student papers.
Introduction to Journalism and Public Relations Vinita Agarwal
This document provides information about a course titled "Introduction to Journalism and Public Relations" taught in spring 2016. The course will be held on Tuesdays and Thursdays from 12:30-1:45 PM. The instructor is Dr. Vinita Agarwal and her contact information is provided.
The course aims to teach students the principles and practices of journalism and public relations, both historically and today. Students will learn how to write news stories, cover different news beats, understand legal and ethical issues in journalism, and more. Required textbooks and class policies on attendance, participation, teamwork, and deadlines are outlined.
This document provides an overview of an introduction to public relations course at Georgia Southern University. It includes information about the professor, course description, prerequisites, required materials, learning objectives, grading policy, assignments including blog posts and exams, and course policies on attendance, late work, plagiarism, and classroom behavior. The main assignments are blog posts, an interview of a PR professional, online quizzes, and a final exam. Attendance is required and more than 6 absences will result in failing the course. Late work is not accepted and academic dishonesty is taken seriously.
Similar to CHS151_13387 FRESH SPEECH SYLLABUS (20)
1. CHS Fresh Speech Comm, 1
CHS151
FRESHMAN SPEECH COMMUNICATION
George B. Sánchez-Tello Spring 2015
Office: JR 102 Number: 13387
Email: George.sanchez@csun.edu Room: JR 302
Phone: 213-379-0564 Monday & Wednesday, 9:30 a.m. – 10:45 a.m.
Office Hours: 8:15 a.m., Monday & Wednesday
Public speaking is frightening. A 2014 study found more than a quarter of all Americans are
afraid of public speaking – more than heights, bugs, snakes, drowning, flying, darkness, clowns
and ghosts. Yet we speak publicly all the time. In our lives, we will address a large group – be it
a class room, a wedding, a quinceañera or presentation at work.
Over the semester, we will become better at speaking publicly. We will learn to manage our
anxiety. In doing so, we will also build community - in the classroom and outside these walls.
After all, if we aren’t strangers anymore, then why worry about speaking with friends?
COURSE DESCRIPTION
This course is designed to help you develop effective verbal
communication skills through the study and practical
application of basic speech forms. The textbook and lecture
focus on principles of effective speech communication and
their practical application. Attention will be given to
individual and group communication activities designed to
improve one’s ability to organize, reason critically and to
listen effectively. The basic premise of this course is that
public speaking is a vital skill that anyone can obtain with a
commitment to understanding and practice. Thus, you are required to develop and deliver several
speeches and to participate in class via peer evaluations during speech presentations. This course
fulfills section S-4 of General Education Prerequisites: EPT score of 151 or better or EPT and a
grade of credit in CHS 097 and/or 098, if appropriate.
COURSE GOALS
The objective of the course is the exploration, and discussion of communication practices.
Specifically, you will learn:
a) the importance of critical thinking;
b) the importance of organization and research;
c) to develop effective listening and analytical skills;
d) to construct full-sentence outlines and keyword outlines;
e) to write a speech with a main purpose and thesis;
f) to support ideas clearly, vividly and logically;
g) to understand and evaluate reasoning;
h) to analyze and adapt to an audience;
i) to successfully manage apprehension and anxiety about
public speaking.
2. CHS Fresh Speech Comm, 2
LEARNING OUTCOMES
The following G.E. SLO’s will be addressed on this course
Apply critical thinking skills when listening, reading and speaking.
Create, organize and support ideas for various types of oral presentations.
Evaluate contexts, attitudes, values and responses of different audiences.
Identify, evaluate, and apply different styles of presentation utilizing effective delivery
techniques in public speaking.
Demonstrate acceptable ethical standards in research and presentation materials, including
proper verbal citation.
Core to any classroom should be community
building. This class should transition from an
assignment of strangers to a gathering of peers,
advocates and friends. To transform this
classroom into a supportive community, we need
to be intentional in our actions. We must also be
present – physically, intellectually, emotionally
and spiritually. This has the potential to
transform your student experience. For the
specific purpose of this class, the more
comfortable you are with your classmates, the
more at ease you will be – provided you practice and prepare – when you deliver your speech.
As I ask of myself, I will ask of you: be prepared, be on time, be present and be open.
COURSE POLICY
CLASS PARTICIPATION and RESPONSIBILITIES: As a workshop and skills-oriented
class, attendance is critical. You learn by watching famous speeches, giving speeches, listening to
other student speeches, critiquing speeches, listening to lectures, discussing textbook concepts in
class and by participating in group learning activities. Your participation is critical to the success
of this class. Participation is mandatory and requires you put forth your best effort in (a)
preparing your presentations; (b) preparing for and contributing to lessons, discussions, projects
and assignments; and (c) attending—and listening to—your classmates’ speeches.
It is never acceptable to miss class on days you are assigned to speak unless you are too ill
to attend or there is a valid emergency within your immediate family.
If for some unforeseen reason you are late to lab on a speech day, do not enter the
classroom while someone is speaking; wait until you hear applause before entering.
Anyone who enters the classroom during a speech will receive a five point grade
deduction on his or her own speech. Likewise, anyone texting, working online or
allowing a cell phone to ring during another’s speech will be docked five points on his
or her own speech.
Difficulty with discussion or lecture should be directed to me during office hours.
ATTENDANCE POINTS: To achieve the goals of this course successfully, a high rate of
attendance, is necessary. Therefore, points will be added or deducted accordingly.
3. CHS Fresh Speech Comm, 3
Classes Missed Total Points Awarded/Penalized
0 28 out of 25 possible points (3 bonus points)
1 27 out of 25 possible points (2 bonus points)
2 26 out of 25 possible points (1 bonus point)
3 25 out of 25 possible points (no bonus)
4 21.25 out of 25 possible points (-3.75 points)
5 17.5 out of 25 possible points (-7.5 points)
6 13.75 out of 25 possible points (-11.25 points)
7 10 out of 25 possible points (-15 points)
8 6.25 out of 25 possible points (-18.75 points)
9 2.5 out of 25 possible points (-22.5 points)
An additional 3.75 points (15%) will be deducted for each additional absence
IMPORTANT - 3 tardies= 1 absence
Attendance will be taken daily. It is your responsibility to sign in before or after class. It is
your responsibility to be in class or make arrangements for someone in class to get class notes
and assignments for you. Do not expect the professor to email you assignments if you miss a
class. If you know in advance that you will miss a specific day, talk to your professor ahead of
time.
EXCUSED ABSENCES: Excused absences consist of school-related field trips with proper
documentation, documented illness—verifying you were too sick to attend class, a family
emergency, or other extenuating circumstances (determined at my discretion and only considered
with proper documentation). Please note that excused absence documentation must be copied on
a full sheet of paper, with your name, signature, and the date/s missed written on it—keep your
original documentation until the end of the semester.
MISSED WORK: If you have an unexcused or excused absence you are held accountable for
material covered in those classes as it relates to all future assignments, including tests. It is your
responsibility to contact a fellow student to find out what you missed.
Make Up Work General Policy: If you are going to miss a test, your scheduled speech or a
learning activity you must send me a message by email 24 hours before the start of the class,
saying you will not be there and why. There are no make-up assignments for full credit without
an excused absence.
Make Ups for Excused Absences. If you have an excused absence from lecture, you must speak
with me about missed material prior to, or the day you return to class—failing to follow this
procedure will result in forfeiture of any make ups or the same grade deduction applied to
unexcused make up work. Should you miss a test, scheduled speech, learning activity, or lab
assignment because of an excused absence, you are responsible for making arrangements with
me for a make-up. All make up work for excused absences must be completed within two weeks
of the student’s return (unless the student is otherwise incapacitated).
4. CHS Fresh Speech Comm, 4
Make Ups for Formal Speeches (Informative, Persuasive, Special Occasion) for those with
Unexcused Absences. Failure to speak on the date assigned (without notification/documentation)
will result in a deduction of half the total worth of the speech.
Make Ups Tests for those with Unexcused Absences. If you miss a test, you must contact me
before or immediately after to make arrangements. Missing a test will result in one full letter
grade (10%) deduction for each meeting time the test is delay (unless proper documentation is
provided).
Make Ups for All Other Assignments with Excused Absences. If you miss class work due to an
illness, qualified school field trip, or bona fide emergency for which you are able to provide the
necessary documentation, then you will have one week from the date you return to class to
complete all make up work. Failure to complete such work in a timely manner and upon your
return will result in the same grade point deductions/penalties as unexcused absence work.
Make Ups for All Other Assignments with Unexcused Absences. If your absence is unexcused,
no makeup assignments will be offered.
ACADEMIC DISHONESTY
The maintenance of academic integrity and quality education is the responsibility of each student
within this university and the California State University system. Cheating or plagiarism in
connection with an academic program at a campus is listed in Section 41301, Title 5, California
Code of Regulations, as an offense for which a student may be expelled, suspended, or given a
less severe disciplinary sanction.
Please see: http://www.csun.edu/~vcspc00g/303/achonesty.html.
The academic honor system is based on the premise that each student has the responsibility 1) to
uphold the highest standard of academic integrity, 2) to refuse to tolerate violations of academic
integrity in the University community, and 3) to foster a high sense of integrity and social
responsibility on the part of the University community.
In this course, it is unethical to use as your own any material prepared in whole or in part
by someone else. It is unethical to abstract a speech in part or totally from a source and
pretend that it is your own work.
If you use material that is not your own, from any source whatsoever, you must provide
proper citation—a footnote, endnote, parenthetical reference, etc.—to the source of the
material, even if it is a personal communication from another individual, and you must
cite the source accordingly in a bibliography.
Material taken verbatim from another source must be enclosed in quotation marks and
attributed as in #2 (above).
Material not taken verbatim from a text, but paraphrased must also be attributed as in #2
above.
If you use material that is your own (from previous presentations, papers, etc.), it must be
significantly altered and you must seek the permission of your instructor before using
said material—not doing so qualifies as a violation of the honor code.
5. CHS Fresh Speech Comm, 5
It is unethical to cheat on a test—whether it be cheating off another or letting someone
cheat off of you.
Persons violating the Academic Honor Code on any outline, speech, paper, test, or assignment in
this class will receive a minimum penalty of a grade of zero (0) for the assignment in question
and possible additional penalties—including a failing grade in the course, indication of the
infraction in one’s permanent file, and possible expulsion from the University. In short, a student
committing any act of academic dishonesty will run a serious risk of harming his or her future
educational or employment opportunities.
UNFORSEEABLE CIRCUMSTANCES: If you suffer extenuating circumstances during the
semester that prevent your successful completion of the course, please inform me immediately as
things occur. I am happy to work with you during the semester, but will not address such
concerns after the fact.
ADA STATEMENT: In compliance with the Americans with Disabilities Act (ADA), all
qualified students enrolled in this course are entitled to “reasonable accommodations.” Please
notify me during the first week of class of any accommodations needed for the course. Students
with disabilities must register with the Center on Disabilities and complete a services agreement
each semester. Staff within the Center will verify the existence of a disability based on the
documentation provided and approved accommodations. Students who are approved for test
taking accommodations must provide an Alternative Testing Form signed by a counselor in the
Center on Disabilities prior to making testing arrangements. The Center on Disabilities is located
in Bayramian Hall, room 110. Staff can be reached at 818.677.2684.
ADDING & DROPPING: According to CSUN’s regulations, if you enroll in a course and do
not officially drop it, you will remain enrolled and will receive a grade, even if you never attend.
There are no “automatic” drops and I cannot drop you from any of my classes. February 6th is
the last day to add, drop, or change grading basis for this course. Withdrawals after this point
can be obtained only for “serious and compelling reasons,” if the student has completed 80% of
the class and require, among other things, that you petition Admissions and Records.
GRADING CRITERIA: This is a college course, and you are expected to perform as such.
Please plan, prepare and participate accordingly.
Total Possible Points Assignment
100 (20%) Informative Speech (5-7 minutes)
125 (25%) Persuasive Speech (6-8 minutes)
50 (10%) Special Occasion Speech (4-6 minutes)
75 (15%) Learning Activities, Mini Speeches, and Homework
25 (5%) Self-Critique
50 (10%) Textbook Test I
50 (10%) Textbook Test II
25 (5%) Attendance and Participation
6. CHS Fresh Speech Comm, 6
DISTRIBUTION: Grade distribution is a hard scale, meaning there will be no rounding up or
down. For example, the score of 89.6% points out of a possible 100% points B+ (not an A-).
A 100%-94% B- 83% - 80% D+ 69% - 67%
A- 93% - 90% C+ 79% - 77% D 66% - 64%
B+ 89% - 87% C 76% - 74% D- 63% - 60%
B 86% - 84% C- 73% - 70% F <59%
SPEECHES
You will give a series of three major speeches during the semester—an informative speech, a
persuasive speech, and a special occasion speech. To receive a passing grade for this class, all
three major speaking assignments (informative, persuasive, and special occasion) must be
completed. You must credit any and all sources you use both in your outlines and in your
speeches. The best speeches do not rely heavily upon a single source, but represent ideas
formulated from several sources. Source materials should be used for building background
knowledge about a subject and bolstering credibility.
Speaking Schedule: By the second week of term, I will distribute the class speaking schedule.
Please double-check to be sure that you appear under each heading. You will be responsible for
speaking on the specific dates listed in the order listed.
Timing: Please note the time limitations of the speech assignments. Learning to properly time
one’s speeches is a critical element of this course. Penalties will be assessed for falling short or
going over, and, in some cases, students may be asked to stop (when this happens, a student is
only graded on the portion of the speech presented).
Topics: For your three formal speeches you are expected to turn in your topic and thesis
statement to your instructor in advance of your speech.
Reminder: There are a few things that the university frowns on when it comes to bringing certain
items to class. Never bring a firearm or ammunition of any sort (including fireworks); never bring
illegal substances; never bring alcoholic beverages; and, never bring a live animal. As always,
check if you are uncertain as to guidelines.
Outlines and Manuscript: For your informative and persuasive speeches, you will turn in a full
sentence outline prior to speaking. Outlines must be typed, grammatically correct and must
contain all main points and sub-points you address in your speech, transitions, citations, and a
proper bibliography of all sources. A full-sentence, or preparation, outline means that you use full
sentences to express your main points and sub-main points, and any additional sub-points.
FIVE Points will be automatically deducted from your speech grade when:
You walk into class while a speech is in progress.
You are chewing gum during your speech.
You are reading (magazines, other class material) or texting while a classmate is giving
their speech.
Your cell phone rings during a speech.
7. CHS Fresh Speech Comm, 7
You are working online during a speech.
INFORMATIVE SPEECH: Extemporaneous/Outline 5-7 minutes
Informative speeches typically describe an object, show how something works, report an event, or
explain a concept. The primary goal is to convey knowledge and understanding rather than
change listeners’ attitudes, beliefs, or actions. For this assignment, you should select a topic
about which you can inform your audience. In preparing your speech, be careful not to become
persuasive (that will be appropriate for the next assignment and will result in a loss of points if
done here). Five notecards are allowed.
Your grade will be based upon: (a) choice of topic; (b) use of attention-getting introduction; (c)
preview of the body of the speech; (d) development of three identifiable main points; (e) inclusion
of three citations of source/supporting material; (f) adequate summarization of main points in
conclusion; (g) analysis of/and adaptation to audience; (h) establishment of rapport with audience;
(i) appropriateness of movement, posture, dress, vocals, etc.; and (j) full-sentence outline.
PERSUASIVE SPEECH: Extemporaneous/Outline 6-8 minutes
Persuasive speeches attempt to change or reinforce an audience’s attitudes, beliefs, or actions.
The persuasive speech is more complex and demanding than the informative speech and,
therefore, is worth more points. The three major types of persuasive speeches address questions
of fact, questions of value, and questions of policy. For this assignment, you will use Monroe’s
Motivated Sequence and a topic that reflects the Chicano/a Latina/o experience in the local and
global society. Three notecards are allowed.
Grading will be based upon (a) memorization of the speech (b) choice of subject relevant to
Chicana/o Latina/o experience; (c) organization of speech; (d) adequacy of introduction; (e)
adequacy and development of main points; (f) adequacy of source/supporting material; (g) choice
of evidence and strength of reasoning; (h) adequacy of conclusion; (i) use and appropriateness of
all delivery techniques; (j) use of language; (k) analysis of and adaptation to audience; (l)
establishment of rapport with audience; (m) use of techniques for encouraging the audience to
listen to your perspective; (n) use of techniques to stress commonality of interests with audience;
(o) use of techniques to stress positive value of your position and allay audience fears; (p)
effective use of steps of Monroe’s Motivated Sequence; and (q) full-sentence outline.
SPECIAL OCCASION SPEECH: Extemporaneous/Manuscript 4-6 minutes
A Commemorative speech is a speech that pays tribute to a person (if the person is deceased, the
tribute is in the form of a eulogy), a group of people, an institution, an event, a thing, a place, or
an idea. The subject for your Commemorative speech may be historical or contemporary, famous
or obscure. You are encouraged to select as the focus of your speech someone or some institution
that has had a positive influence on your life. You can also choose an After-Dinner speech, a
speech to entertain that makes a thoughtful point about its subject in a light-hearted manner.
No notecards are allowed. All speeches and toasts must be to real individuals, awards or
institutions.
The grading standards for this assignment will be based upon some or all of the following: a)
appropriate topic; b) effective or attention-getting introduction; c) subject clearly introduced; d)
8. CHS Fresh Speech Comm, 8
main ideas easily followed; e) topic dealt with creatively; f) use of evocative, clear, vivid,
colorful/compelling language; g) supporting materials entertaining; h) tasteful humor (if used); i)
adaptation to audience; j) effective verbal and nonverbal delivery; and k) manuscript.
LEARNING ACTIVITIES / MINI SPEECHES / PARTICIPATION: In order to receive an
“A” for learning activities, mini speeches, and homework you must: a) regularly attend class, b)
actively participate in discussion, c) complete quizzes and d) complete assignments on time.
SELF-CRITIQUE: You are expected to review your speech captured on video and then write
thoughtful and honest two-page essay about your overall performance. Please provide evaluative
comments with concrete evidence. For example, when commenting about your delivery, don’t
write, “My delivery was good” or “It was hard for my audience to follow me.” Instead identify a
specific aspect of your overall point to support your comments. For example, “I need to develop a
greater rapport with my audience through stronger eye contact. In my informative speech I looked
down at my notes too much during the body of my speech and when I looked up I tended to just
establish brief eye contact only with students in the front row.” Another example, “I realize that
the audience may not have known when my second major point on “visual elements” ended and
when my third one on “audio components” began. I need to work on using internal summaries,
internal previews, and clear transitions so my audience can better follow my speech.” In addition,
your essay should be:
Two pages, double-spaced, proofread.
in essay form with an overall thesis and fully developed paragraphs.
should have all comments backed up by concrete examples from the speech itself.
TESTING: There are two unit tests given in this course. These tests are designed to measure
your knowledge of course material, to keep you on task with reading, and to encourage attendance
and learning. Tests will cover lecture material, textbook material, handouts and student speeches.
EXTRA CREDIT: Over the course of the semester, governing bodies will convene for public
meetings. Some examples include the CSUN Associated Student Body, United States Forest
Service, Los Angeles City Council, Los Angeles Unified School District Board and the East Los
Angeles Advisory Committee. At each public meeting, public comment is allowed. For extra
credit, study an issue relevant to the governing body, attend a meeting and speak during public
comment. Write a 500 word summary of your experience. Include in the summary a selfie from
the meeting. Turn it in along with a full-sentence outline of your comment.
REQUIRED MATERIALS: (can be purchased at Matador Bookstore)
A Concise Public Speaking handbook, CSUN Edition by Steven A. Beebe & Susan J. Beebe
9. CHS Fresh Speech Comm, 9
CLASS SCHEDULE
This schedule is tentative and subject to change—it is intended as a guide. Reading Assignments:
All reading assignments are to be done prior to class for dates listed.
Week 1 January 21
Week 2 Jan. 26
Theoretical Approach
Chapters: 1, 2, 3
DUE: Signed statement of
understanding
Jan. 28
The Audience
Chapters: 5,6,7
Week 3 February 2nd
Delivery
Chapters: 4, 15, 16, 17, 18
Feb. 4
Organization
Chapters: 11, 12, 13, 14
Week 4 Feb. 9th
The Informative Speech
Chapter: 23
DUE: Informative Speech Topic
Feb. 11th
Research
Library
Week 5 Feb. 16th
Informative Speech Workshop
DUE: Informative Speech
Outline and draft
Feb. 18
Informative Speeches
Week 6 Feb. 23rd
Informative Speeches
Feb. 25
Informative Speeches
Week 7 March 2nd
Informative Speeches
March 4
DUE: Self-Critique
Self-Critique Discussion &
Mid-Term Review
Week 8 March 9th
Mid-Term
March 11th
Raza
Chapter: 27
Week 9 March 16th
The Persuasive Speech
Chapters: 24 & 25
DUE: Persuasive Speech Topic
March 18
Persuasive Speech Workshop
Week 10 March 23rd
Persuasive Speeches
March 25th
Persuasive Speeches
Week 11 March 30
Persuasive Speeches
April 1st
Persuasive Speeches
Spring Break
Week 12 April 13th
April 15
The Special Occasion Speech
Chapter: 26th
DUE: Special Occasion Speech
Topic
Week 13 April 20th
April 22
10. CHS Fresh Speech Comm, 10
Special Occasion Speech
Workshop
DUE: Special Occasion Speech
Outline
Special Occasion Speech
Workshop
Week 14 April 27th
Special Occasion Speeches
April 29th
Special Occasion Speeches
Week 15 May 4th
Special Occasion Speeches
May 6th
Final Review
Final: Wednesday, May 13, 2015 8 a.m. – 10 a.m. JR 302