Faculty Report on Oral Communication in COM 145

Instructor's Report on the Exemplary Sample: For each relevant outcome on the CASLO rubric, briefly describe your assessment of theexemplary student's work; point out the elements or characteristics of the work that establish theskill level.

Response

The student's presentation was well organized into a logical sequence with effective transitions.

Outcome 4.1: Organize an oral presentation for effective communication (exemplary sample).

Response

The student used clear, informative language appropriate for the presentation. Humor, creativityand an engaging presentation helped to convey the message very effectively.

Outcome 4.2: Use impactful language suited to an intended audience and situation (exemplarysample).

Outcome 4.3: Demonstrate physical and vocal communication techniques (exemplary sample).

Response

This student displayed confidence and poise with effective eye contact, body language, vocaltone/volume that engaged the audience effectively.

Response

Not applicable.

Outcome 4.4: Convey a central message (exemplary sample).

Response

The presentation included relevant, well-researched information to support the presentation'sinformative purpose.

Outcome 4.5: Gather and present supporting material (exemplary sample).

Instructor's Report on the Minimally Passing Sample: For each relevant outcome on the CASLO rubric, briefly describe your assessment of the minimallypassing student's work; point out the elements or characteristics of the work that establish the skilllevel.

Outcome 4.1: Organize an oral presentation for effective communication (minimal sample).

Response

The presentation was fairly well organized, but transitions were abrupt as the presentersequenced through elements within the presentation.

Response

Word choice was adequate, but might have had a stronger impact with fewer words to sustain anaudience's attention.

Outcome 4.2: Use impactful language suited to an intended audience and situation (minimalsample).

Response

The student appeared nervous, fidgeted with his hands during the presentation and read most ofhis presentation from the note cards. This was his weakest element in the presentation.

Outcome 4.3: Demonstrate physical and vocal communication techniques (minimal sample).

Response

Not applicable.

Outcome 4.4: Convey a central message (minimal sample).

Response

The presentation includes sufficient supporting material for the purposes of the presentation.

Outcome 4.5: Gather and present supporting material (minimal sample).

Instructor's Report on Course Work: To provide context for discussion of the student work, please briefly describe course work thatprepares students to demonstrate each relevant outcome on the CASLO rubric.

Response

Students are introduced to content on organizational strategies through lectures and text bookreadings. Students reinforce their understanding and practice skills through homework and in-class activities. Students further develop and demonstrate skills on three group presentationprojects on which students assess their own performance and receive feedback from theinstructor on issues including organization and transitions. Student performance is expected toimprove with practice over the semester.

Outcome 4.1: Organize an oral presentation for effective communication.

Outcome 4.2: Use impactful language suited to an intended audience and situation.

Response

Students are introduced to content on effective use of language through lectures and text bookreadings. Students reinforce their understanding and practice skills through homework and in-class activities. Students further develop and demonstrate skills on three group presentationprojects on which students assess their own performance and receive feedback from theinstructor on issues including using language to meet the audience needs. Student performanceis expected to improve with practice over the semester.

Response

Students are introduced to content on physical and vocal communication techniques throughlectures and text book readings. Students reinforce their understanding and practice skillsthrough homework and in-class activities. Students further develop and demonstrate skills onthree group presentation projects on which students assess their own performance and receivefeedback from the instructor on issues including poise, body language, vocal expression, andeye contact. Student performance is expected to improve with practice over the semester.

Outcome 4.3: Demonstrate physical and vocal communication techniques.

Response

Students organize and present information to support a general topic, they are not required toform and support a central message.

Outcome 4.4: Convey a central message.

Outcome 4.5: Gather and present supporting material.

Response

Students gather, evaluate, and present researched information from sources for each of thethree major presentation projects. Most of their information comes from basic internet searches.Students are expected to acknowledge sources used in their presentation in a Works Cited page.

Student Success Rates: Of the students enrolled in your course at end of the first week of the semester, what percentagepassed this assessment with a grade of "C" or better?

Success Rate:

Per

cent

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

0

25

50

75

100

Please let us know if you have shared each of the following along with this report:

Yes No

A sample of exemplary student work 100.0% 0.0%

A sample of minimally passing student work 100.0% 0.0%

Instructions for the assignment (as presented to students) 100.0% 0.0%

A rubric used to determine a grade for this assignment 0.0% 100.0%

Response

Please see the "What you'll be graded on" section of the assignment handout. I have alsoprovided my written evaluation as provided to students as well as student evaluations of theirown performance.

Please describe the method used for determining students' grades on this assignment.

Self-Evaluation Instructions:

In addition to your presentation and works cited list, you must submit a self-evaluation of your

contributions to the team project in order to receive a final grade. The self-evaluation itself is

worth 25 points (it counts as one of your class exercises) if it is submitted on time. I will accept

late self-evaluations, but you will forfeit the 25 points.

Part I:

Now that you've delivered your presentation, it’s time to reflect on how the entire process went.

Review your presentation (from the preparation to the delivery) to thoroughly evaluate your

performance. Then, answer the following questions in the submission field below:

Are you satisfied with the delivery of your presentation overall? Why or why not?

If you could do this again next week, what changes would you make?

What have you learned about public speaking as a result of preparing for, participating in and

listening to other presentations?

Part II:

Keep in mind, you will receive an individual grade for this project--not a "group grade"--which

is why I'd like to know what you did behind the scenes. In the submission field below, please

describe your respective role(s) and contributions to the project.

Part III:

This is also an opportunity to evaluate your team members. Did everyone contribute equally?

Did everyone communicate effectively? Why or why not? What team ground rules did you

establish? Did your teammates follow those rules?

As always, please let me know if you have any questions.

Sample #1/ “Exemplary” Self-Evaluation

Overall, I am satisfied and happy with my presentation. I feel that it was clear and organized. I

also feel that I used many proper speech skills, such as good posture, eye contact, and voice

volume. Most importantly, I am happy with my presentation because I think that I displayed

myself well and connected to the audience. If I could do it again next week, I would make better

note cards. I procrastinated on making my note cards and made half-sufficient last minute ones.

If I made better, thorough note cards, I think it would have been a little bit smoother and flowed

better.

The main thing I have learned about public speaking as a result of preparing for, participating in,

and listening to other presentations is the importance of body language and what message a

speaker's body language can send to the audience. Going towards the end of the class, I watched

many presentations before my own. I noticed I kept getting distracted by many of the speakers'

fidgeting and playing with their hands. I felt nervous for them because I could tell they were

nervous. I told myself that when it was my turn, I will not fidget at all. However, when it came

time to deliver my speech, I noticed myself continuously tapping the podium and bending my

knee. I just kept hoping the audience did not notice and think I was nervous too.

For this project I feel that my team and I deserve an above 90 grade. I'm not just saying this

because I want an "A," but I really do feel we did our presentation well. We put a lot of time into

finding the information and putting it together. We had drafts and meet ups. We communicated

through email, which was a little difficult to keep remembering to check, but we were definitely

well connected. Each person added something to the project and I believe we put good work into

our project. I was personally the collector of a lot of the information. I was excited to do our

presentation on Finland so I was happy to do a lot in the information collecting. Each member

did do their part though. The draft presentation was originally created by Angelica in google

presentations, and I believe she put most of the information I collected into the slide. However,

information was added to it by all members of the group. I'm not sure how much of the work

Jonathan had put into it, but in our meeting he was very involved and gave ideas on the

presentation that we had used. Zachary was our team leader and was in contact a lot, as well as

provided great feedback and ideas to the project. Alexis did her part into looking into the project

as well. I had to do with the information collecting, arrangement of the presentation, and

transferring all info into the website Prezi. I was also the one who set up the boot competition

and provided the supplies. I focused not only on getting information that related to the criteria,

but trying to make it as interesting as possible. Angelica was originally going to bring food to the

presentation as well, but due to high fruit prices it wasn't able to happen. I feel like all my team

members deserve a high grade, and that we learned a lot about our topic. I'm happy I got the

team members I did because I feel we worked together very well.

My Feedback:

First of all, nicely done. If you couldn’t tell, I really enjoyed this presentation… and now I know

what to expect if/when I travel to Finland (the sauna etiquette was especially helpful). I know I

mentioned this already, but your team’s presentation was creative, compelling and simply fun to

watch (I really appreciated the bits of humor… and the boot competition was hysterical). The

content was well-researched and relevant; the format was visually appealing and easy to follow. I

agree with your evaluation: You were clear, organized and you really know how to engage an

audience. I didn’t notice the podium tapping or knee bending; you seemed confident throughout.

Nice job power posing, too! With more practice, you’ll feel even more confident. And yes, note

cards can be a speaker’s greatest ally. Again, nicely done. I look forward to seeing your next

presentation.

1

2

3

4

5

6

7

8

9

10

Self-Evaluation Instructions:

In addition to your presentation and works cited list, you must submit a self-evaluation of your

contributions to the team project in order to receive a final grade. The self-evaluation itself is

worth 25 points (it counts as one of your class exercises) if it is submitted on time. I will accept

late self-evaluations, but you will forfeit the 25 points.

Part I:

Now that you've delivered your presentation, it’s time to reflect on how the entire process went.

Review your presentation (from the preparation to the delivery) to thoroughly evaluate your

performance. Then, answer the following questions in the submission field below:

Are you satisfied with the delivery of your presentation overall? Why or why not?

If you could do this again next week, what changes would you make?

What have you learned about public speaking as a result of preparing for, participating in and

listening to other presentations?

Part II:

Keep in mind, you will receive an individual grade for this project--not a "group grade"--which

is why I'd like to know what you did behind the scenes. In the submission field below, please

describe your respective role(s) and contributions to the project.

Part III:

This is also an opportunity to evaluate your team members. Did everyone contribute equally?

Did everyone communicate effectively? Why or why not? What team ground rules did you

establish? Did your teammates follow those rules?

As always, please let me know if you have any questions.

Sample #2/ “Minimal” Self-Evaluation:

Everyone in my group contributed well with the subject, helped edit, gave ideas and planning,

we all kept in touch via messages and also met up every Tuesday before class to talk about what

was happening or what we were planning to do next. We didn't really have rules, if anything it'd

be show up to the meetings and play your part in it, so we basically all followed the rules and

worked well, I agree that everyone in my team was good, hard workers, and did a lot, especially

our leader, Kelly, he kept up with communication and planned our meetings. I believe everyone

in my group deserves 90's or 100's because they're one of the most hard working and dedicated

groups I've worked with ever. As for myself evaluation, I evaluate give myself around a 70-80,

why is because of how much I contributed in my group, I only did so much, and only gave little

ideas. I was also really nervous talking in front the class and I read my slides even though you

said not to. My focus was on what my subject was (Government) but my teammates came up

with a better idea to do an interview, I didn't have much to give, but I played the part I was given

for the least, and showed up to our meetings and gave my opinions.

My Feedback:

I know it’s an overused cliché, but it’s true: practice makes perfect. As we discussed in class, it’s

always a good idea to rehearse in front of the mirror or do a “test drive” with a friend or family

member (that’s what I do). Keep in mind, there’s a fine balance between “winging it” and

memorizing a presentation. If you wing it, you might appear unprepared—and if you memorize it

verbatim, you run the risk of sounding robotic. Try to find the sweet spot. You should also

consider writing key words and phrases on note cards—but not an entire script! If you’re reading

every word off the card, you’re usually not making eye contact or using gestures, since your

attention is focused on the card rather than the audience. Remember, presentations should be

about quality, not quantity. I noticed quite a bit of text on your slides and very few images.

Presentations that are text heavy tend to bore an audience and people are less likely to remember

them. Lastly, try power posing to boost your confidence level. If you missed last week’s extra

credit assignment, here’s the link to Amy Cuddy’s TED talk:

https://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are

Keep practicing! I look forward to seeing your next presentation.

1

Saudi Arabia السعوديةالعربيةالمملكة

Who? What? When? Where? Why?

Capital: *Riyah

Location: Africa/The Middle East

Area: 2,149, 690 km^2

Population: ~27,019,731 (2006)

Language(s): Arabic

Religion(s): Muslim - 100%

Government: Monarchy

Major Ethnic Groups: Arab 90%

Af A i 10%

2

Body Language: Rachel

-Use only the right hand -Showing the bottom of the shoe or sandal is very inconsiderate. -Avoid crossing the legs at the knee while seated. -The chin flick, where the hand is placed under the chin region and then flicked forward.

● --Before and after meals● Utensils● Menu● Order of dining

Dining Customs & Etiquette: Tyler

3

Social Rules: Tyler● -Greetings● Addressing● Gift-Giving● Invition ● Dress code

Emotional Expression & Display Rules: Dan

-Saudis do not tend to be very expressive in public.unlike western rules lovers even husband and wife do not even hold hands in public let alone show affections like a kiss or a hug. Strangely enough for westerners it is o.k for men to hold hands walking down the street. This closeness shows sincerity.

4

-When in Saudi you first meet someone you get close to them. A hug, kiss on the cheeks and at minimum a close handshake, but not firmly, is expected. Unlike western style, don’t break my bubble, keeping a distance is considered rude. The closer the more sincerer.

-Direct eye contact would not be made between a prince and a commoner but is acceptable between men of same status and between women of same status. Indirect eye contact can often be mistaken for ignoring one.

-Indirect to no eye contact in public between genders, man to woman or of someone's lady in a household is best.

Emotional Expression & Display Rules: Dan

Levels Of Communication: Dan

-Decisions are made from the top down and usually take time. It is important to not come across as impatient or over eager.

-They do express their emotion much in the same content as westerners.I.e. Anger; loud and boisterous.

-Always expect to bargain. It is a national sport of sorts and an integral part of the Saudi culture.

5

Personal Appearance: Val

Dress: --“thobe” (gown), head cover (scarf) “ghutra” (head-

band) “egal” --Dress conservable despite high

temperatures. --Western attire (pants/jackets/suits)

becoming norm --Remove shoes entering carpeted room.

Arabic LanguageAnd Sound: Reeve

6

Arabic : Reeve

How the Language Sounds: Reeve

7

View of Time: Rachel

Scheduled around/after prayer times. *5 to 6 times/day

The host will usually say we can meet after prayer

During "Ramadan" working hours are reduced at least by 2 hrs/day. Some tardiness and less efficient job performance are expected during this month.

8

Touching: Rachel

Standing a little less than an arm’s length apart

Much greater to none between men and women.

Same gender touching is ok. pic:2005 bush & prince

One to three kisses on alternating cheeks depending on

the level of familiarity.

Kissing the shoulder of a superior/elder is customary.

If greeting an older family member (father, grandfather,

etc.) one might kiss their forehead to show respect.

At Home & In The Workplace: Rachel

It’s always best to be on time for meeting, but do not necessarily expect all others to show up on time.

Meetings do not tend to follow set schedules. Frequent interruptions and cancellations are common. It’s best to go with the flow.

Addressing by Name

9

Gender Roles: Dan-While many Saudi women hold jobs yet segregation is the norm, i.e. female doctors see only female patients. This is true when it comes to educational, medical, religious and other service institutions. -Women are not allowed to drive or ride bicycles on public roads.-Western business women tend to be accepted but with a great deal of reservation.It's best to avoid direct eye contact with men. A simple smile can be severely misinterpreted.-Women are expected to be very feminine, and obey male authority. They are expected to grow up, and become wives/mothers.-It is unacceptable in most social circles for women to voice their opinions about many things or question their male guardian’s authority. These roles are generally expected of foreign women as well.

-In the past Saudis followed a nomadic lifestyle and nowadays many of them maintain a lot of eating traditions of the past. Even though a lot of them have settled in cities and don’t follow the nomadic -lifestyle, they still eat a lot of the traditional foods like dates, fatir (flat bread), arikah (sort of bread) and hawayij (spice blend).-As in Egypt pitta bread is also served with every meal in Saudi Arabia. Rice, lentils, hummus and burghul (cracked wheat) are very common at the dinner table.

Food: Val

10

-Alcohol is strictly prohibited in Saudi Arabia. Drinking is illegal for all ages. If you are caught with alcohol, you can get lashed. However, there are still many underground alcohol sellers and buyers.-Penalties for the import, manufacture, possession, and consumption of alcohol or illegal drugs are severe. Convicted offenders can expect jail sentences, fines, public flogging, and/or deportation. -The penalty for drug trafficking in is death. Saudi officials make no exceptions.

Food: Val

Art

Saudi Arabia is one of the four richest regions in the world for rock art, along with South Africa, Australia and India. Pinterest.com

An art form called ‘tahjir’ has sprung up in a southern town in Saudi Arabia, where men go to prop their cars on platforms to show off. nydailynews.com

11

Flag 1973

-The Arabic inscription on the flag, written in the calligraphic Thuluth script, is the shahada or Islamic declaration of faith: د هللاإال إله ال هللارسول محم .lā ʾilāha ʾillā-llāh, muhammadun rasūlu-llāh

There is no god but God, Muhammad is the messenger of God

-The shahada in the Saudi flag, with individual words highlighted in different colours. Word order shown by colour key at bottom. (Read from right to left)

Music

This dance is one of the key performances in Saudi Arabia’s most famous cultural event, the Jenadriyah Heritage and Cultural Festival.

One of Saudi Arabia's most compelling folk rituals is the Al Ardha, the country's national dance.chinadaily.com https://www.youtube.com/watch?v=Scu3VLaPTPM

12

Works Cited (print & hand in)

"Country Insights." Government of Canada, Foreign Affairs and International Trade Canada, Canadian

Foreign Service Institute, Centre for Intercultural Learning. Web. 16 Oct. 2015.

"Flag of Saudi Arabia." Wikipedia, the Free Encyclopedia. Web. 18 Oct. 2015.

"FOOD & DRINKS | SAUDI ARABIA." OUT OF THE OFFICE. 22 Mar. 2015. Web. 16 Oct. 2015.

"Saudi Arabia - Culture, Customs & Etiquette." Saudi Arabia - Culture, Customs & Etiquette. Web. 16 Oct.

2015.

COM 145 Team Project #1 Date: October 25 Length: 15-30 minutes long. All team members must have a speaking role. Remember, this is a team project, so you should work as a team. That being said, I expect equal participation—no one should do the lion’s share of the work. Deliverables: Slide deck (if applicable), works cited list, self-evaluation and (confidential) peer evaluations. Overview: Your team will prepare and deliver a presentation that teaches us what we need to know before we interact with people from another culture, country or region—either here in Hawaii OR on their home turf. In other words, what are the “dos and don’ts” we should be aware of in order to successfully communicate—and avoid committing a cultural faux pas in the process? First things first: Select a country or culture that is unfamiliar to all group members. Over the next few weeks, you will conduct research on the social interaction and communication patterns associated with your selected region. Remember to go beneath the surface. Secondly: Choose a team leader. This person will be responsible for coordinating and facilitating team meetings, as well as communicating any team “issues” with me. Then, you should exchange email addresses, phone numbers, etc., and determine who will do what for the project (i.e., create a division of labor that is fair and acceptable to all group members). You should also create a task list and timeline with corresponding “checkpoints” for team members’ contributions. What you should research and include in your presentation:

Cultural Contexts and Cultural Values: What are they—and how do these impact interpersonal communication?

Communication Traits and Style: What are the most common/preferred traits and styles? How can we flex to adjust?

Language: e.g., slang, idioms or phrases to avoid; are there any specific linguistic patterns, words, phrases, idioms or expressions that have particular significance within this culture?

Mixing Humor with Business: Yea or Nay?

Appropriate/Inappropriate Body Language: e.g., gestures; positioning within groups; posture; facial expressions; eye contact; etc.

Dining Customs and Etiquette: e.g., table manners; greeting and farewell rituals; gift-giving customs; etc.

Cultural Expectations/Social Rules: What is considered rude, taboo or socially unacceptable? How do people show respect? Who receives respect? Are there any unwritten rules that govern social behavior or social interaction behaviors?

Emotional Expression: What are the rules governing emotional expression? What kinds of emotions are expressed and when? What kinds of emotions could lead to loss of credibility?

Personal Appearance: How appearance relates to social status; the styles and significance of the way people look and dress; personal hygiene; what is considered “appropriate” attire; etc.

Conflict and Conflict Resolution: What are common causes of conflict? How are conflicts approached? How are conflicts resolved?

Vocal Characteristics and Qualities: e.g., volume, tone, rate and pitch; the sound and feel

of the language; how certain vocal characteristics are perceived; etc.

Time and Space: How does this culture approach time? Is there a stiffness or flexibility when it comes to time?

Personal Space: e.g., rules governing personal space; how personal space is used and perceived; etc.

Touching: e.g., rules governing touch; who can be touched and under what circumstances; proper and improper touching; etc.

Gender Roles: e.g., gender-specific behaviors that are expected and/or accepted; traditional gender roles that influence communication; gender differences in communication; etc.

Use of Technology in Interpersonal Communication: What are the preferred channels (i.e., social media, email, phone, face-to-face, etc.)? Should a visual element be used in oral presentations—or is there more worth in words and personality?

Please note: You are not confined to this list! If you come across other relevant facts, please add them to your presentation. Also, keep in mind, this is NOT a history or geography report. In a nutshell: Do your research—and use reliable sources. If you’re stuck, refer to the links I posted in the “Team Project” folder on Laulima. If you’re really, really stuck, you may want to change your topic. Be sure to have a structured format and tie the parts together—rather than present seemingly unrelated segments. You should try to get the audience involved in a way that stimulates us to question and think about the issues you present. Be careful of trying to cover too many areas or cram too much information into your presentation. I would rather see more depth and development of a few areas than a rushed surface treatment of too many issues. Make sure to explain what you illustrate; tell us WHY people act in certain ways and WHY they expect others to do likewise. Does it have to do with their history, physical environment, heritage, tradition, etc.? Attire: Act as if this were an actual presentation to a group of people who are relying on (and compensating you for) your intercultural communication expertise. That being said, you should dress to impress. Visual Aids: Your presentation must include a visual component. If you decide to use Prezi or PowerPoint, DO NOT READ DIRECTLY FROM YOUR SLIDES. I will deduct points for this. You may use notecards during your presentation, but refer to them only when you need them. What you’ll be graded on:

Content (presentation contains accurate and valuable information, audience members walk away informed and enlightened): 35%

Delivery (appropriate body language, delivery is poised, controlled and smooth, *spoken—not read, appropriate vocabulary and grammar, clear and audible voice, interaction with the audience, etc.). 25%

Mastery of the Subject (preparation is evident, knowledge of subject is evident, team members are able to answer basic questions, etc.): 20%

Visual Aids (presentation contains a visual component, presentation is visually attractive and dynamic, etc.) and the deliverables listed above: 20%

Last, but certainly not least: HAVE FUN! Approach this as an opportunity to explore, learn and teach others something new.