GRADUATE TEACHING ASSISTANT (GTA) TENTATIVE

WORKSHOP SCHEDULE

AUGUST 9-17, 2006

DIRECTORS:

CHERI J. SIMONDS, Ph.D. (438-3298)

STEPHEN K. HUNT, Ph.D. (438-7279)

JOHN F. HOOKER (438-8578)

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Communication 110, Communication & Critical Inquiry Summer 2006

WEDNESDAY, AUGUST 9

Room 446—Fell

12:00—1:00 Informal Lunch with Peer Mentors

1:00—2:00 Informal WelcomeDr. Cheri Simonds, Dr. Stephen Hunt, & John Hooker, Directors of the Communication & Critical Inquiry Course

Introduction of Graduate Teaching Assistants

2:00—2:30 Formal Welcome to the School of CommunicationDr. Larry Long, Executive Director, School of CommunicationDoug Jennings, Associate DirectorCheryl Budde, Administrative Assistant

Graduate Program Policies & ProceduresDr. Mark Comadena, Director of Graduate Studies

Orientation to School Policies and Procedures (specifically, those relating to main office, school library/teaching resources, and speech lab)

Patty Franz—Office Staff

2:30—3:00 The Role of the Graduate Teaching Assistant in the School ofCommunication—Graduate Assistant Policies & Procedures

Dr. SimondsOverview of TA Assignments: Teaching, Forensics,

Speech Lab, Computer Labs, AdvisingDr. Simonds

Description of 392.08: Expectations, responsibilities, and topicsDr. Simonds

3:00—3:15 Break (See Patty to complete I-9s if you haven't already)

3:15—4:15 Overview of the General Education ProgramDr. Hunt

Overview of Communication & Critical Inquiry (Philosophy, Goals and Expectations)

Dr. HuntDescription and Expectations of Peer Mentoring Program and Introduction of Peer Mentors

Dr. SimondsDistribution and discussion of course materials—Assign Chapter 1

4:15— Tour of building facilities

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THURSDAY, AUGUST 10

Room 446—Fell

8:30—9:00 Coffee and Rolls

9:00—10:30 INSTRUCTIONAL STRATEGIES

a. Covering Content—Dr. Simonds

b. Leading Discussions—Dr. Hunt

c. Reading Objectives—John Hooker

10:30—10:45 Break

10:45—12:00 d. Processing Activities—Dr. Simonds

e. Engaging Students (Participation)—John Hooker

12:00—1:00 Lunch with Peer Mentors

1:00—2:45 UNIT 1: IMMERSION

a. Overview Portfolio Assignment—Sylvia Mikucki and Adam Smith, Peer Mentors

b. CIP

2:45--3:00 Break

3:00—4:30 c. Unit Goals, Content, and Related Chapters—Curt Livesay and Jessica Angelos, Peer Mentors

d. Unit 1 Activities

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FRIDAY, AUGUST 11

Room 152—Fell

8:30—9:00 Coffee and Rolls (Distribute Schedule/Peer Mentor Preferences)

9:00—10:30 UNIT 2: MESSAGE CLARITY

a. Unit Goals, Content, and Related Chapters—Dusty Day and Jessica Angelos, Peer Mentors

b. Unit 2 Activities

10:30—10:45 Break

10:45—12:00 c. Unit 2 Model Class Period—Brandon Wood, Peer Mentor

12:00—2:00 Lunch with Peer Mentors

2:00—3:30 EVALUATING SPEECHES

a. Discuss Grading Criteria—Dr. Simonds

b. Discuss Feedback

3:30—3:45 Break

3:45—4:30 c. Sample Speeches

6:30—11:00 Social with Returning Graduate Teaching Assistants—Adam Smith To provide Details

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MONDAY, AUGUST 14

Room 152—Fell

9:00—9:30 Coffee and Rolls (Schedule/Peer Mentor Preferences Due)

9:30—10:30 Developing a Syllabus—Dr. Hunt

10:30—10:45 Break

10:45—12:00 The Role of the Library in COM 110 (finding evidence, using resources, etc.)

Chad Kahl—213C, Milner Library

12:00—1:00 Lunch

1:00—1:45 Drop/Add policy and proceduresMrs. Judy Peppers, Academic Advisor

1:45—4:00 Schedule Teaching Assignments, Peer Mentors, and Offices

Workshop with Peer Mentors on Syllabus Construction and Office Etiquette (Syllabi are Due Tuesday Morning)

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TUESDAY, AUGUST 15

Room 152—Fell

9:00—9:30 Coffee and Rolls

Syllabi Due1

9:30—10:45 Classroom ManagementPeer Mentors & Rick Olshak, Associate Dean of Students, Community Rights and Responsibilities

10:45—11:00 Break

11:00—12:00 Helpful hints on conducting the first day of class—Dr. SimondsOther instructional issues (procedures for special students)

12:00—1:00 Lunch on Your Own and Run Campus Errands (Get I.D., Pick-up keys, parking decals, enroll if necessary)

1:00—3:00 Diversity and Affirmative Action ConcernsActing Director, Office for Diversity and Affirmative Action

3:00— Follow-up questions/concerns

1 You will also email a copy of your syllabus in Word format to Dr. Brent Simonds (bksimon@ilstu.edu) and Jason Taylor (jwtaylo2@ilstu.edu).

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WEDNESDAY, AUGUST 16

All Day Free time to make local and university arrangements

THURSDAY, AUGUST 18

Bone Student Center—Main Room

8:00—8:30 Coffee and Rolls

8:30—12:00 Critical Inquiry Colloquium

12:00—1:00 Lunch

1:00—3:00 Clicker TrainingDr. Larry Long and John Hooker

3:00—5:00 Meet the Faculty Reception in Fell Atrium—2nd Floor

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GRADUATE TEACHING ASSISTANTHANDBOOK

School of CommunicationIllinois State University

Course Directors:

Cheri J. Simonds, Ph.D.Stephen K. Hunt, Ph.D.

John F. Hooker

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GTA Handbook 2006-2007

Welcome to all new Graduate Teaching Assistants:

Congratulations on being selected as members of our Communication and Critical Inquiry (COM 110) instructional staff. Together, we have the honor and responsibility of providing high quality instruction to every first year student at Illinois State University as part of the inner core curriculum of the new General Education Program. The School of Communication is committed to excellence in teaching, and nowhere is that commitment more important to uphold than in our inner core courses. Each of you will play a vital role in the intellectual growth of our students. We welcome you to our community of Communication teacher/scholars, and we know you will dedicate yourself to excellence in teaching and learning.

Our GTA training and development program is designed to provide you with ongoing instructional training and support throughout your tenure with us. The purpose of this handbook is to introduce you to basic course administration policy and procedural information. Please review this information carefully, then sign and return to Dr. Hunt the acknowledgment form on the back page of the handbook. We look forward to working with you on both a professional and personal level and wish you the best of luck in your teaching and learning roles here at Illinois State University.

Best Regards,

Cheri J. Simonds, Ph.D.

Stephen K. Hunt, Ph.D.

John F. Hooker

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Teaching Assignment During your first semester, you will be assigned to one section of Communication and Critical Inquiry (COM 110), for which you will have full classroom and grading responsibilities. During our initial training program you will be given information regarding the section, time, and room you will be teaching. You will also be assigned to a peer mentor with whom you will be working during the course of the semester. You will attend one of the mentor's classes and serve as an assistant instructor, while at the same time, have the opportunity to observe an experienced instructor in the classroom. In addition, you will be assigned to five hours of a non-teaching assignment based on the needs of the school. These assignments include speech lab, computer lab, assisting in large lecture courses, forensics, etc. More details of these assignments will be provided at training. The following semesters, you will be assigned either two sections of COM 110 or one section in concert with a ten-hour non-teaching assignment. Class Roster/Class Overload Policies A Class Roster will be made available via the ISU iCampus Portal during the first week of class, however students may add and drop your class via computer through the 3rd day of class. Students can add after that only with the approval of a course director or the Associate Executive Director, Doug Jennings. Under no circumstances can a student enroll in your class after the first week of school. Since you can count on your enrollment numbers fluctuating until the second week of the semester, have students sign a roll sheet. COM 110 has an automatic enrollment cap of 23 students (although occasionally a few extra somehow get into the computer). Throughout the first week, find out if any students are sitting in your class without being formally registered. If so, inform them that they must be formally registered in the course in order to attend. It may be the case that a student is enrolled in COM 110, but is sitting in the wrong room since we teach multiple sections at a give time. Please be sure that all students are enrolled in your particular section and in the right room. Many students will ask you if you will sign an (override), "closed class card"(which permits the registration folks to override the 23 size maximum). GTAs are not authorized to sign closed class cards or any other form of registration request. Many students will have legitimate and/or creative reasons for why they should be allowed into your closed section. However, only course directors and/or the academic advisor, Doug Jennings, are authorized to sign for an “override.”

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If you encounter classroom scheduling issues, or wish to change a scheduled classroom, please discuss the concern with the Associate Executive Director of the School of Communication. If you experience a time/room conflict due to Final Exam scheduling, you should contact Academic Scheduling.

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Office Hours You need to establish and keep regular office hours. One and one-half hours per week, per class are the required amount of office hours for our GTAs. Try to schedule times that won't conflict with most students' courses, and stress that they should make appointments with you if they can't make your posted hours. Remind them when you are available for individual consultation, and no matter how great the temptation to skip them, always show up for your appointed hours. You may wish to conduct virtual office hours (in addition to regular office hours) where you make yourself available to students online at a given time. You should meet with your students on course-related business only in your office space, or appropriate on-campus locations (e.g., a conference room reserved for more privacy). Do not meet with your students in less formal locations (e.g., your place, their place, local bars) when you are conducting course-related meetings. This behavior could constitute a problem related to power differential, harassment, and questions of judgment that likely would not make you or your students comfortable. Please report your office hours to Jason at jwtaylo2@ilstu.edu or 438-3673 no later than the first week of classes at the beginning of any semester. A roster is prepared and distributed to all faculty and staff members each semester. Absence from Class/Office Hours/Other Duties Any absence from class, office hours, or other assigned duties requires you to complete a PERS 943 Faculty Notice of Absence from Scheduled Duties found at http://www.ap.ilstu.edu/AP_Website_New/Forms_Alpha.htm. You are also required to keep the office staff informed of arrangements you have made to cover classes or other obligations you have (e.g., administering exams). During your absence the office will receive several inquiries from your students, other faculty, etc., and need to have appropriate information to answer questions. The school office also needs to know if you have guest lecturers to ensure they have all their needs satisfied and questions answered related to parking, room numbers, class size, audiovisual needs, etc. Do every thing you can to make arrangements for a substitute. We will provide you with an Emergency Calling Tree at training with the names of GTAs who would be available to teach at the same time you do. If for some reason, you cannot find a substitute, please notify one of the course directors of this immediately. If you find that you will be missing more than one class, you must talk with a Course Director so arrangements can be made to ensure that your class is covered satisfactorily. If you anticipate missing a class, office hour, or other assigned duty, you must complete the necessary form (PERS 943) and file it with the school

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office. This form will expedite effective and efficient handling of your plans. Failure to do so may result in a termination of your contract.Additional Instructor Responsibilities

You are expected to make every effort to get to your classroom a few minutes early, in order to set an example for your students, and be able to begin instruction promptly. If you are habitually late, your students will follow your lead. You are expected to manage your instructional time so that students are in your classroom for the entire allotted time period. Except for exam days, when some of your students will finish an exam early, you should prepare yourself adequately in order to utilize the entire time period of your class. Do not get in the habit of letting class out early. You are getting paid to teach for the entire class period and they are paying tuition, so make sure you give them their money's worth! In addition, please do not give your students “research days” to complete out of class work during class time. The only exception to this case is if you and most of your fellow GTAs will be absent due to a regional or national communication conference (where it is difficult to get classes covered). Record Keeping: You will be given a grade book. Guard it. The following information should be included in your grade book:

Course Title and Section Number Semester Student's Name Absences (by dates) A grade for each graded assignment An indication of what each assignment is A grade for each exam Anything else that is used to compute a student's final grade

Prepare a grade book "Key" so that you (and the Course Directors) will know what entries mean when they appear in your grade book. You are responsible for providing the course director with a copy of your grades from your grade book at the end of each semester. Students often contest grades during the semester breaks or even long after their TAs are away from ISU. A key that clearly explains how a grade was calculated can save all parties involved a lot of time and worry. You must turn in your final grade books/grades when you leave the university.

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Academic Progress Alert Grades During the 5th week of the Fall and Spring semesters, Academic Progress Alert grades will be entered on-line by all faculty/GTAs through the iCampus portal. For purposes of the course, APA grades will be based on an anticipated grade, rather than a calculated grade determined by class participation and presence/absence of work turned in to date. Grades will be given based on the following: ‘C’ = adequate progress in the course; ‘F’ = inadequate progress in the course. It is the faculty member(s)/graduate assistant(s) responsibility to submit their grades by the deadline(s). Grades Grade collection at the end of the Fall, Spring, and Summer semesters will be entered on-line through the iCampus portal on the Illinois State University website. Staff may not submit grades.If a faculty member fails to turn in their grades by the stated deadline each semester, (usually the following Tuesday after a session concludes), “Grade Change” forms must be completed for each student, changing the grade from ‘NG’ (no grade assigned) to the “A” through “F” letter grade. The executive director must sign these forms. The grade change forms will be taken to the University Registrar's office at Moulton Hall 107. University Grading System University Undergraduate/Graduate catalogs contains descriptions of grading policies. Instructors assign a grade in each course for which the student is registered. The course instructor is responsible for correcting any error in grading. The grade point equivalents are: A = 4, B = 3, C = 2, D = 1, & 0 for all other grades. (The “0” value of F as well as WF is computed in the student's grade point average. The “0” value of grades I, AU, CR, CT, NC, WP and WX are not computed in the student's GPA. University grades assigned for course work are: A = Excellent, B = Good, C = Satisfactory, D = Poor - but passing, & F = Failing - assigned to students who are (1) enrolled in a course all semester but fail to earn a passing grade, or (2) who stop attending a class without officially withdrawing. Definitions of other grades are:

WX Withdrawal—Assigned to students who officially withdraw from a course before the quality of work can be determined and before the dates specified in the withdrawal policy.

WP Withdrawal Passing - Assigned to students who officially withdraw from a course and who are doing passing work at the time of withdrawal.

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WF Withdrawal Failing—Assigned to students who officially withdraw from a course and who are not doing passing work at the time of withdrawal.

I - Incomplete: See policy for “incomplete” grade below. AU - Audit CR Credit - Assigned to students who do satisfactory work in a course

which is offered on a Credit/No Credit basis only. CT Credit - Assigned to students who earn an A, B, or C in a course

which they have elected to take under the Credit/No Credit option. Also referred to as Pass/Fail option.

NC No Credit - Assigned to students who (1) do not do satisfactory work in a course which is offered on a Credit/No Credit (CT/NC) basis only and to students (2) who do not earn an A, B, or C grade in a course that they have elected to take under the Credit/No Credit (CT/NC) option.

Incomplete Grade Policy Incomplete grades will be given in COM 110 only in extreme circumstances and MUST be approved by a Course Director. An incomplete (“I”) will be assigned to a student who is doing passing work but finds it impossible, because of reasons beyond his or her control (such as illness), to complete the required work by the end of the term. The student must have attended class to within 3 weeks of the close of the semester or to within 1 week of the close of the summer session. The instructor may specify the time by which the required work must be completed, which may be no later than the final class day of the corresponding term of the following academic year. An incomplete cannot be granted for a student with a failing performance in course work. When the Incomplete is assigned, the student, faculty member, and the school director must sign an Incomplete Grade Permit form. The form will specify the date by which the work must be completed, the default grade (A,B,C, D, or F) that will be assigned if the work is not completed by the specified date, and the nature of the required work. It will be the instructor's responsibility to follow through with the necessary procedures for the student to complete the grade. If you are leaving campus, you are responsible for providing all documentation to a course director to complete the process. Once the student has completed the missing work, the instructor needs to file a Grade Change form indicating that the “I” should be changed to the appropriate letter grade. If the instructor fails to file the appropriate grade

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change form by the specified date, the Incomplete will lapse to the default grade specified. Grading. This is your responsibility. Be fair and consistent. All sections of COM 110 will be graded using a point system in which final letter grades will translated on a percentage scale e.g., 90% - 100% are = A; 80% - 89% = B; 70 - 79% = C, etc.). Put this information on your syllabus. Do not change your scale during the semester once it is established. Students have the right to know from the outset what scale will be used to calculate their grade. For major presentations, all students will be graded using the published criteria for the course. The School of Communication does not have a grade quota for any of the basic courses, though the university "expects" a 2.5-2.9 class grade average. Class GPAs (aka “Mark Summaries”) will be kept on file by the upper administration as part of the school's assessment profile. Examinations The university sets the date and time for your final exams. This is not negotiable. In other words, you may not give final exams during the final class period. Guidelines for student problems related to taking final exams are distributed by the university. You must be present and meet your class during the final examination period. Please do not make arrangements to leave town before your final examination period. Make-up Examinations When a student is unable to take a regularly scheduled exam on the established date, it is the faculty member's responsibility to make the arrangements with the student(s) to complete the missed examination. Office staff is not permitted to administer examinations. Office staff will place the exam in a secured area but cannot leave the office unattended to escort student(s) to the testing area. Return of Student Assignments Confidentiality of student records, fire code violations, and the Americans with Disabilities Act prevent the practice of keeping boxes of student papers, notebooks, or other materials outside faculty offices. There is also the chance of students taking another's work and plagiarizing materials when they are left in public spaces. After class projects are completed, please ask the students to retrieve them before the end of the semester. Please do not leave projects in the School office for students. You should make every attempt to grade all COM 110 portfolios before the scheduled final exam and return to students at that time. However, unclaimed graded COM 110 portfolios may be placed in the

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Speech Lab for students to retrieve; they must show their ID prior to receiving their portfolio. Portfolios will be stored in the Speech Lab for 30 days after the beginning of the following semester. Posting Student Grades In keeping with the university's movement away from Social Security Account Numbers as identifiers, the school expects posting of grades to include written authorization from the student and the use of a unique code identifier created by the student that does not contain a sequence of numbers identical to all or a portion of that individual's social security account number or their University Identification Number (UID). Keys Jason handles all key requests based on input from the Course Directors. Once he as ordered keys, they will be ready to pick up in 24 hours. No keys can be issued until all University hiring documents are completed. Keys can be picked up at Facilities Management, Gregory St. from Vicky Taylor. Hours of operation are 7:30 AM to 5 PM Monday through Friday. Syllabi Per College of Arts & Sciences policies, the school is required to keep a file copy of every class syllabus each semester. Syllabi are now posted on the School of Communication website. It is the faculty member's responsibility to e-mail an electronic copy of their syllabus to Jason at jwtaylo2@ilstu.edu and Brent Simonds at bksimon@ilstu.edu in Microsoft Word format. They will make arrangements to have your syllabus posted on the School website. A syllabus posted on your personal website does not satisfy our requirement for maintaining a file copy. Office phone number, office hours, and office location should be prominently displayed on the front page of each syllabus. Grading, course requirements and plagiarism policies should be clearly defined within the syllabus. The following “tag line” should be inserted in all course syllabi: “Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns, FELL 350, 438-5853 (voice), 438-8620 (TDD).” Other COM 110 standard syllabus requirements include the plagiarism policy, APA grade, and Tech Passport statements (See sample syllabi provided). Classroom Equipment Please report any problems with classroom equipment to the appropriate technical support at 438-7412. Smart Carts and LED Projection

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There are SMART carts and VCR carts in the faculty/staff lounge (FEL 429) for your use in class. See Jason for instructions on the checkout procedure. Faculty members are responsible for returning the equipment to the lounge after use. The School is acquiring LED projection equipment. Training sessions will be held at the beginning of each academic year for persons wishing to use this equipment. Training dates/times will be announced. Due to the approval processes currently in place for equipment acquisition by the University this equipment is for faculty/staff use only. Work Orders and Course Materials Let your students know that there are copies of your course texts on reserve at Milner Library for those students who are waiting for financial aid to purchase their books. These texts are on reserve under the name of Dr. Simonds. Students are expected, however, to have their own copy of the text within the first couple weeks of the semester. Handouts are your responsibility to prepare and provide. You are responsible for completing a “work order” form in the main office to have your handouts reproduced. Always give office staff at least 48 hours before handouts must be completed. In other words . . . plan in advance! Please do not provide students with handouts that are unnecessary or provide information that could otherwise be found in one of the texts. Always consider whether the information could better (and more efficiently) be provided on an overhead transparency (use at least a 20 point font). State and university policies preclude faculty and staff from selling or handling money for texts and other classroom materials. Local print shops such as Pip's and Copy Mat arrange personal publishing and packets for student purchase. Note: The school office is open from 7:30 to 12 and from 1:00 to 4:30 M-F. Please plan your work orders, test pick up, etc. accordingly. Work order forms must be completed for all duplicating, faxing, etc., jobs. See Jason in the school office for instructions. The office staff requires 48 hours lead time (not including weekends) on all work orders, including tests, in order to guarantee that your request will be completed by the time you request. We encourage faculty to place assignments and readings on-line so that students may access them 24 hours. Here are some guidelines we follow:

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When a work order is completed for a class, please do not request “extra copies”. If your students lose or forget handouts, they are responsible for obtaining additional copies.

ALL duplication of class handouts, exams, etc. will be duplicated in a “back-to-back” fashion. The only documents that will be done “face-only” are research papers to be submitted for publication.

Colored paper will be used only for tests for lecture classes and special occasions, such as Communication Week, etc.

Handouts such as journal articles for class should be put on reserve at the library. We will make two copies for faculty to put on reserve.

BEFORE completing a work order for handouts, tests, etc. for your class, consider whether this information could be presented to your class via another medium, such as transparencies or a PIP printing packet, which is highly encouraged by the school. See Jason Taylor for a quick explanation. Duplication and Copyright The photocopier machines are locked at night and on the weekends. If you require photocopying at another time, please check with Jason Taylor at least 48 hours prior to that requirement. If you need copies of handouts, exams, etc. for your class, please complete a work order. Office staff will have the materials duplicated in a timely fashion. Do not request copies of a document when a smaller number will suffice via other media (e.g. PowerPoint, transparencies, posting information on the school website, etc.) University policy requires that all duplication must be related to classroom instruction or research. All personal copying (e.g., thesis work, course paper, etc) must be done outside the School of Communication. Staff and student workers must follow University policy and copyright guidelines and standards; please do not ask anyone to violate these policies. The following are guidelines and standards of types of copying permitted under Section 107 of the Copyright Revision Bill. There may be instances in which copying does not fall within the guidelines stated below and may nonetheless be permitted under the criteria of fair use. (March 19, 1976, Ad Hoc Committee on Copyright Law Revision, Author-Publisher Group, Authors League of America, Association of American Publishers)

Single Copying for Teachers A single copy may be made of any of the following by or for a teacher at his or her individual request for his or her scholarly research or use in teaching for preparation to teach a class:

A chapter from a book;

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An article from a periodical or newspaper; A short story, short essay, or short poem, whether or not from a

collective work; A chart, graph, diagram, drawing, cartoon, or picture from a book,

periodical, or newspaper. Multiple Copies for Classroom Use

Multiple copies (not to exceed in any event more than 1 copy per pupil in a course) may be made by or for the teacher giving the course for classroom use or discussion; provided that:

The copying meets the tests of brevity and spontaneity as defined below; and

Meets the cumulative effect test as defined below; and Each copy includes a notice of Copyright Definitions.

Brevity Poetry: (a) A complete poem if less than 250 words and if printed on

not more than 2 pages or, (b) from a longer poem, an excerpt of not more than 250 words. [May be expanded to permit the completion of an unfinished line of poetry.]

Prose: (a) Either a complete article, story, or essay of less than 2,500 words, or (b) an excerpt from any prose work of not more than 1,000 words or 10% of the total number of pages of the work, whichever is less, but in any event a minimum of 500 words. [May be expanded to permit the completion of an unfinished prose paragraph.]

Illustration: One chart, graph, diagram, drawing, cartoon picture per book or per periodical issue.

“Special” Works: Certain works in poetry, prose or in “poetic prose” which often combine language with illustrations and which are intended sometimes for children and at other times for a more general audience fall short of 2,500 words in their entirety. Paragraph “ii” above notwithstanding such “special works” may not be reproduced in their entirety; however, an excerpt comprising not more than 2 of the published pages of such special work and containing not more than 10% of the words found in the text thereof, may be reproduced.

Spontaneity The copying is at the instance and inspiration of the individual

teacher, and

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The inspiration and decision to use the work and the moment of its use for maximum teaching effectiveness are so close in time that it would be unreasonable to expect a timely reply to a request for permission.

Cumulative Effect The copying of the material is only for 1 course in the school in which

the copies are made. Not more than 1 short poem, article, story, essay, or 2 excerpts may

be copies from the same author, nor more than 3 from the same collective work or periodical volume during 1 class term. [Does not apply to current news periodical and newspapers and current news sections of other periodicals.]

There shall not be more than 9 instances of such multiple copying for 1 course during 1 class term. [Does not apply to current news periodical and newspapers and current news sections of other periodicals.]

Prohibitions as to Single Copying for Teachers & Multiple Copies for Classroom Use

Notwithstanding any of the above, the following shall be prohibited: Copying shall not be used to create or to replace or substitute for

anthologies, compilations, or collective works. Such replacement or substitution may occur whether copies of various works or excerpts thereof are accumulated or replaced and used separately.

There shall be no copying of or from works intended to be “consumable” in the course of study or teaching. These include workbooks, exercises, standardized tests and test booklets and answer sheets and like consumable material.

Copying shall not: o substitute for the purchase of books, publishers reprints, or

periodicals; o be directed by higher authority; o be repeated with respect to the same item by the same teacher

from term to term. No charge shall be made to the student beyond the actual cost of the

photocopying.

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Telephone Procedures Please encourage your students to call your office directly and leave messages on your voice mail. Please do not use Directory Assistance; each call to Directory Assistance costs $1.99. Use your organization's directory, Switchboard.com or one of the other electronic searches to get a phone number. Voice Mail The school encourages every faculty member to activate the voice mail system on their office telephone. The steps are as follows:

Dial 8-3000. You will be prompted to dial your password. Your password is an “8”, followed by the last 4 digits of your office phone number. This can be changed to another 4 or 5 digit number if you prefer; under option “0” after dialing 8-3000, then press “3”. You will then be prompted to enter a new 4- or 5- digit password.

If you forget your password, there is a charge from Telecommunications to re-set your voice mail password.

Continue to follow the instructions to complete the voice mail procedure. If you have any questions please ask Cheryl, Jason, or Patty for help.

Other Faculty/Staff telephone features can be found on page14 of the Illinois State University campus telephone directory or on the Telecommunications & Network Support Services website at http://www.tel.ilstu.edu/. Conference Room Please see or call Jason or the person at the front desk to schedule the Conference Room, FEL 446. Scheduling will be on a first-come, first-served basis. There are times when previously scheduled events will have to be cancelled and re-scheduled to allow for higher priority school meetings. If this happens, we will try to schedule you in another room in Fell Hall. Guidelines for Conference Room use are posted on the door. Please abide by these guidelines since Building Services only cleans the room twice a month. The Conference Room is not available as a meeting location for regularly scheduled classes. Use of Faculty/Staff Lounge The faculty/staff lounge (FEL 429) is for use by faculty and staff ONLY. It is equipped with a refrigerator, microwave and table/chairs. Each person is responsible for cleaning up after him/herself and washing his/her own dishes, utensils, etc. Please eat only the food you bring or that you have been told is for everyone to enjoy.

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The lounge should not be used for class activities or student conferences. Please meet with your students in your own office, or reserve the School Conference Room or the Advisement and Resource Center. Change of Status If you incur an address, telephone, or name change, please notify Jason of the change. You will also need to fill out a PERS 903, Change of Name or Address Form, located at www.hr.ilstu.edu/Forms/Benefits_pers903.pdf. Return the completed form to Human Resources. Posting Materials on Walls/Surfaces Please do not post any materials on any painted or varnished surfaces in Fell Hall. Facilities Management has indicated that if materials are found taped to the walls, they will be taken down and returned to the School of Communication, along with a request to Facilities Management to repaint or refinish the affected surface, e.g., walls, doors, etc. Cost for that repairing, repainting, etc. will automatically be charged to the school's operating budget. This, in turn, will reduce allocations for essential items like travel, printing, equipment, etc. Payroll Faculty and staff have the option of having their payroll check directly deposited to any financial institution. Stop by the Payroll Office, Hovey Hall, Room 101, to complete the necessary paperwork. Beginning July 31st, 2002, paychecks will not be delivered to university personnel (faculty/staff/graduate assistants/student employees) through campus mail. If you do not elect to have Direct Deposit of your paycheck, it will be your responsibility to go to Student Accounts, Dry Grove St. to receive your payroll check on payroll dates. School of Communication Office Staff

Communication Office Staff Person/Role

Office Phone Email

Cheryl Budde, Administrative Clerk Fell 434A 8-3645 cdbudde@ilstu.edu

Patty Franz, Staff Clerk Fell 436 8-5898 plfranz@ilstu.edu

Jason Taylor, Chief Clerk Fell 434 8-3673 jwtaylo2@ilstu.edu

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Doug Jennings, Associate Executive Director Fell 449 8-2872 dkjenni@ilstu.ed

u

Larry Long, Executive Director Fell 434 8-5171 lwlong@ilstu.edu

Emergency Procedures Procedures For All Personnel To Follow In Case Of Fire

1. Leave immediately and close the door behind you. 2. Pull the nearest fire alarm to alert others of the problem. 3. Call 911 and report the fire if possible, without endangering life or health.4. Evacuate the building by using the nearest exit. 5. DO NOT use the elevators. 6. Once outside the building, please gather on the quad side of Fell Hall, leaving the west entrance free for fire and police professionals.

Procedures For All Personnel To Follow When A Fire Alarm Is Sounding 1. All alarms are to be considered real. No one is to remain in the

building unless they are prevented from exiting by fire and/or smoke. 2. Leave immediately and close the door behind you. 3. Always check the doors for heat and the halls for smoke before exiting.

4. Evacuate the building by using the nearest exit. 5. Do NOT use the elevators. 6. Once outside the building, please gather on the quad side of Fell Hall,

leaving the west entrance free for fire and police professionals What To Do When A Tornado Warning Is Given 1. Turn off all computers, lights, etc. if feasible. Immediately move from your classroom, work area, or office to a place of greater safety, closing and securing doors as you leave. 2. In classrooms, offices, or work areas, move into inner hallways, stairwells, underground tunnels, rest rooms, or other areas which are directly supported and which are relatively free from exterior windows and glass.

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Avoid the top floor of the building. Attempt to move to the basement level as quickly as possible. Move into interior, glass free hallways. 3. If you are wearing a heavy jacket or have access to a blanket or other heavy cloth material, use these items to cover your upper body and face. This will help protect you from any flying glass or debris. When possible, try to stay close to the floor. 4. If time permits, take a flashlight and a small battery powered transistor radio with you when you move to a place of shelter. Local radio stations will provide you with first hand weather information and the flashlight will provide you with a source of light should the electrical power fail. 5. Always remain in a place of shelter until you receive the all-clear message or until you are sure the tornado has passed. Procedures For All Personnel To Follow If Threatening Behaviors Occur 1. If you feel threatened in any manner, dial 911. The ISU Police will send an officer immediately. When going into a meeting with another person, be aware of the environment you create for yourself. Some considerations include: 1. Remaining in Control of the Exit: When conducting meetings, it is best to be the closest person to the exit in the event of a safety or security issue. 2. Being Near a Telephone: It is helpful to have a telephone within reach should a safety or security issue arise. 3. Open or Closed Door?: While privacy is important for many of our meetings, this must be balanced against safety. When meeting with an individual that may engage in problematic behavior, it is often best to leave the door open, and/or to inform other staff that the meeting is taking place. Leave door unlocked. 4. Use of a Table: Some people prefer to maintain an open environment and see a table as a barrier. When dealing with problematic individuals, however, a table serves as a physical barrier. 5. Alone or Accompanied?: In some cases, it may be best to ask another individual to observe the meeting. This is particularly helpful when you are concerned that the other party may later misrepresent your remarks. If you are concerned about your safety, it is always best to include a third party in the meeting. 6. Allowance of Bags and Backpacks: Determine in advance whether or not parties are welcome to bring backpacks and other containers into a

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meeting. Publicly post any policy prohibiting such items and provide for an alternative location for these items. 7. If you are not comfortable, do not meet with the individual. Indicate your decision to the party and assist them in making arrangements to visit your supervisor. Be calm and assertive, and do not negotiate this decision once it has been made. However, take care not to be combative or confrontational. 8. If faced with an immediate threat to your safety, remove yourself from the situation and contact the police (911). 9. If there is a shooting or other threat of physical attack, when possible shut the door of the room you are in and flee the area. Contact the police for immediate assistance. Student Welfare As instructors, you need to exercise mature judgment regarding your students' well being. A few pointers follow. Medical and other emergencies: Locate the nearest office in the building in which you teach before the first day of class. This way you can go there (or direct a responsible student there) in case of an emergency. Offices have telephones and personnel who can aid you in reaching appropriate agencies (e.g., the health service, ambulance, and campus police). Psychological emergencies: Remember that you are not a trained counselor. We do have a psychological counseling referral service available at ISU. This service is free of charge to ISU students. While there is usually a waiting list for regular counseling, any emergency will be given priority and a kind of "intervention" can be arranged. You may wish to talk to a counselor if you are unsure how to respond to a student, or if you are concerned about a student. The Telephone Number for the ISU Counseling Services is 438-3655. Classroom safety: Don't let students bring things (e.g., controlled substances, animals, weapons, etc.) to class that could harm others. You must help your students exercise good judgment. All ISU buildings are smoke-free. If a student tells you she/he is ill (non-emergency), and asks to leave, use your good sense. Do check to see if the student needs help. If in doubt, err on the side of compassion. Academic Support Services to ISU Students

Disabilities: The Office of Disability Concerns is located in 350 Fell Hall and the telephone number is 438-5853.

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Services available include the following: Test proctoring service Services to the blind/visually impaired Services to the deaf/hearing impaired Services to the learning disabled Readers, note takers, interpreters, and other aids Consulting on classroom or course adaptations, special equipment and

teaching techniques Tutorial services

During the first days/weeks of class, you may have a student who comes to you to discuss a disability. It is always the student's responsibility to “self-identify” with the office of disability concerns for any special needs or considerations. The students will then be given an identification card. The students must present the card to the instructor and inform him/her the particular needs he/she has. It is always the instructor's responsibility to accommodate such needs. Honors: Sometime during the first week of class, students may approach you requesting to take COM 110 for honors credit. There are a couple options available and students may do so. Please discuss these with a course director if you should receive such a request. In the event that a student wants to receive honors credit, the student will be responsible for taking care of the paper work (i.e., contract) with the Honors Office and submitting them for your approval. University Center for Learning Assistance: The Center for Learning Assistance offers help to students in many academic areas including study skills, writing, taking exams, etc. The Center is located in 133 Stevenson Hall. Appointments may be scheduled by telephoning 438-7100. School of Communication Speech Lab: The speech lab is located in 038 Fell Hall and is available for students to video tape a practice session of their speech with constructive feedback from a trained staff member (GTAs). The telephone number for the speech lab is 438-7028. More details of speech lab services will be provided at training. Evaluation of Instruction: Midterm and End of Term Instructor/Course/Evaluations

All COM 110 GTAs will conduct a midterm and end of term course evaluations for each of their sections. Packets (with detailed instructions) for

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these evaluations will be provided in the mail room just prior to the evaluation period. The Course Directors will retain a copy of these evaluations for their files. All evaluation information in your files will remain confidential unless you request one of the Course Directors to use this information for future job recommendation purposes. All first year GTAs will also be observed in the classroom by a course director or trained peer mentor and be provided the opportunity to receive feedback on teaching. More specific details of this evaluation process will be provided later in the semester. Termination or Non-Continuation of the Teaching Contract According to University Policy, GTAs must remain in good academic standing (GPA=3.0 or above) in order for contracts to be renewed. In addition to meeting this standard, GTAs must also meet the professional responsibilities of the School of Communication. The following paragraphs serve to elucidate those expectations. It is part of the work and responsibility of teaching to make decisions in the moment, based on your best understanding of the circumstances. Consequently, you may occasionally make a decision or act in a way that you later regret, or which leads to student dissatisfaction. Do not worry; there are ample opportunities for both you and your students to resolve conflict and learn from the experience. These everyday "bumps" are to be expected and do not reflect negatively on you or your commitment to teaching. In the majority of instances some focused, reflective conversations with your peers and a Course Director will alleviate the problem. Always document any incident that you feel uncomfortable with and report it to a course director. Sometimes, however, a serious situation will arise that indicates a GTA is not fulfilling her or his responsibilities as a representative of the school. These situations might include (but are not limited to) the following: cancellation of classes, refusal to follow standardized expectations and assignments as established for the course in the student workbook, failure to maintain office hours, repeated absences in professional development seminars (392.08), or failure to meet non-teaching assignment responsibilities. In such cases, the GTA will be asked to meet with a Review Board comprised of the Course Directors, the Director of Graduate Studies, and the School Director. In addition, the GTA may choose to invite a faculty member to serve as an advocate on their behalf. Based on this meeting—and the documentation and discussion which ensues—the GTA may be placed on "supervisory status.” This means that her or his teaching (or other GA responsibilities) will be closely monitored for signs of improvement. If the review board determines that insufficient improvement has been made, a new contract may not be issued. In rare instances, the GTA may be suspended from his/her original duties during the period of investigation at which point new

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duties may be assigned. [This policy was approved by the Graduate Faculty on September 27, 1999.] All university policies relating but not limited to sexual harassment, the physical endangerment of students, or academic dishonesty will be upheld by the school. In the event that a complaint is filed against you, be assured that you will be guaranteed due process either through the Office of Diversity and Affirmative Action (438-3383) or Community Rights and Responsibilities (CRR) (438-8621). Student Problems: Conflict You will head off many if not most problems by making course rules and policies clear from the start (putting them in the syllabus) and sticking to them. Our professional development seminars and mentoring program will provide new GTAs with support and resources for dealing with unexpected problems and challenges. The most important thing to remember is that you have a community of colleagues and Course Directors to turn to for advice and support. Use these resources. Deal with conflict outside of class. Don't allow a student to put you on the defensive in front of other students. You need time and clear thoughts to handle conflict. Public "power plays" generally create a no-win situation for everyone. Consider providing students with the proper channels for disputing grades or course policies (See Evaluation Challenge Form in Activities Packet). Arrange to have another GTA (or a faculty member) in the office when you meet with a student with whom you are experiencing some conflict. This may prevent the student from making any false accusations about you. You will also feel more confident regarding your own personal safety. Again, document the outcome of the meeting. If you cannot resolve a problem with a student, you and your student do have recourse. You should set up an appointment with a Course Director. It is the Director's responsibility to see that the basic courses are administered effectively. Resolving conflict between GTAs and students is one of the duties. If the Course Director cannot resolve the problem, then we will continue through the lines of authority until resolution is achieved. Students may, at any time, contact the school's academic advisor, Doug Jennings, or the Office of Community Rights and Responsibilities (CRR) for assistance in resolving problems with instructors. Should you be contacted by a representative of CRR, recognize that office as a professional entity, but do not assume that personnel from that office have supervisory authority over you. See one of the Course Directors if you have any questions about this process.

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If for some reason you feel it necessary to ask a student to leave your classroom due to extreme disruption, you may do so. If the student refuses, you may call university security to have the student removed. University Police may be contacted at 438-8631. According to university policy, the student may return the next class period and remain in class until the matter has been settled with CRR. You will want to document such incidents and report them to a course director immediately. A course director will, in turn, assist you in reporting the incident CRR which is located in 202 Fell Hall. This office may be reached at 438-8621. Student Problems: Academic Dishonesty Cheating/Plagiarism may be a problem especially with plagiarized speeches or portfolio assignments (artifacts). Plagiarism will be discussed within the chapter on Ethical Communication and should be defined for the students at the beginning of the course. Make sure that they know that using some else's work without due credit constitutes plagiarism (e.g., unauthorized and unacknowledged collaboration on a given speech). Be especially clear in explaining this. Give some examples of "innocent" (i.e., didn't know any better than to do it) plagiarism. Once you have done so, you may also want to explain the penalty for plagiarism (likely an automatic "F" on the paper/speech in question, possibly flunking the course and/or expulsion from the university). If you have reason to suspect a student of cheating/plagiarism, contact one of the Course Directors. We will follow the university guidelines on all matters related to questions of academic misconduct. You should be aware that the burden of proof is on you, the instructor, to produce evidence of a student's misconduct. So, if you suspect cheating or plagiarism, do document it. Make a Xerox copy of a suspected paper, exam, etc. This will protect both you and the student. You are always required to report instances of plagiarism to the Office of Community Rights and Responsibilities (CRR) whether you are able to resolve the issue with the student or not.GTA Training and Development Program If you are a new Graduate Teaching Assistant for the School of Communication at ISU, you will continue your training in our seminar COM 392.08: Teaching Communication and Critical Inquiry. You will be expected to attend these professional development seminars conducted throughout the year. In addition, during your first semester, you will be participating in a peer mentor program where you will be attending/observing your peer mentor’s class. You are expected to attend all of your peer mentor’s class sessions. You will keep an attendance record of your participation/attendance in your peer mentor’s class. You will also be responsible for making arrangements for an alternative assignment (speech lab or other observation) in the event you miss one of these classes.Course Communication

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Course directors will be in communication with GTAs regarding course issues via email on a regular basis. Please check your email often for course related “e-memos.” To reduce the school's copying costs, memos will not be placed in individual instructor mail boxes. Travel Guidelines for Graduate Teaching Assistants (2006-2007) In order to procure money from the School of Communication for travel, graduate teaching assistants (GTAs) must follow these guidelines:

Submit an encumbrance form to Patty by October 13, 2006. Students who do not submit an encumbrance form by this deadline will not be reimbursed.

Register for the conference.

Attend at least one basic course panel or business meeting. GTAs who satisfy these criteria will be eligible for reimbursement from the School for two conferences (Central States Communication Association and National Communication Association). Specifically, GTAs may be reimbursed up to $100 if they present at CSCA ($50 if not presenting) and up to $400 if they present at NCA ($200 if not presenting). All reimbursements are contingent upon available funding (amount of funds may change yearly due to location/expense of conferences). Given that this travel is funded from proceeds generated from the sale of the COM 110 supplementary materials packet, only GTAs currently teaching COM 110 are eligible for these funds.

Academic Calendar:

Fall 2006 Communication GTA Training—Aug. 9-17 Classes begin - Aug. 21 Labor Day holiday - Sept. 4 Thanksgiving Holiday – Nov. 18-28Last day of fall classes - Dec. 9 Commencement - Dec. 16 Grades due at 9:00 a.m. - Dec. 19 Spring 2007

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Classes begin - Jan. 16 M.L.King Jr. Holiday - Jan. 15 Spring break - Mar. 10-18 Last day of spring classes - May 5 Commencement - May 11-12 Grades due at 9:00 a.m. - May 15For a complete academic calendar, please go to: http://www.calendar.ilstu.edu/ End Note There is much, much more to be covered. Please work with your Course Directors to make this a rich learning experience for all parties involved. Do not hesitate to contact one of the Directors if you have any questions about your role, rights, and responsibilities as Graduate Teaching Assistant for the School of Communication. LET US HAVE A GREAT YEAR!

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GTA ACKNOWLEDGEMENT FORM This form requires you to acknowledge that you have read and understand the information presented in the Graduate Teaching Assistant Handbook. By signing this form you are acknowledging that you are aware of all of the policies and procedures outlined in the handbook. Please keep this handbook with your training materials and use as a reference guide for procedures that should be followed throughout the school year. I have read and understand the policies and procedures provided to me in the Graduate Teaching Assistant Handbook. ________________________________________ Name (please print) ________________________________________ Signature Date

GTA Handbook 2005-2006

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THE ROLE OF COMMUNICATION AND CRITICAL INQUIRY

IN THE GENERAL EDUCATION CURRICULUM

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Communication 110, Communication & Critical Inquiry 2006-2007

General Education Revisions (2005-2006)

Curriculum proposals that enact Senate mandate changes have been approved by the CAS Curriculum Committee, Council for General Education, and the University Curriculum Committee.

I. Major Program Changes Relevant to COM 110 (approved by Senate April 22, 2004):

English 101 and Communication 110, reconceived as a year-long sequence of courses, will take up core content of Foundations of Inquiry.

FOI will no longer be offered.

II. Changes to English 101 and Communication 110: A Faculty Committee has been meeting since the Senate approved revisions to General Education to ensure that core content of FOI is delivered in revised ENG 101 and COM 110 and across the General Education curriculum. A summary of key changes appears below.

Increased explicit attention to critical thinking

Revised course goals and learning outcomes Consistent vocabulary and approach to the introduction of critical

thinking that other courses can build on Re-examination of course readings (text, visuals, video, etc.) and their

use in building analytic skills Increased materials and exercises devoted to critical thinking Increased assessment of students’ progress in critical thinking,

including analysis of argument built into self- and peer-review process Formal critical thinking analysis as component of portfolio Holistic Critical Thinking Scoring Rubric

Increased Integration of the Two Course

Transition assignment that will carry over from fall to spring whether a student takes English or Communication first

Year-long information literacy instruction to be delivered in conjunction with Milner Library, including a common research log

Consistent vocabulary and approach to the introduction of critical thinking

Common evaluation rubrics Planning and budgeting for additional training of instructors in fall and

spring

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To reflect these changes, the courses will be retitled as: Composition and Critical Inquiry (ENG101) and Communication and Critical Inquiry (COM 110)

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MEETING ACADEMIC SENATE CRITERIA

The Communication and Critical Inquiry course clearly meets the nine criteria set forth by the Academic Senate. The following is an interpretation of each of the criteria and identification of specific student outcomes that apply to each one.

1) The course should survey the principles and strategies governing effective oral communication in diverse settings for diverse audiences.

The course is designed to allow students to practice communication principles and strategies in diverse settings. Students learn to choose among these principles and strategies and adapt their communication to the constraints posed by various oral communication contexts. All student outcomes apply to this criteria.

2) The course should enable students to develop a command of these principles in practice as they move from one communicative situation to another.

Students will have the opportunity to practice these communication principles across a range of settings. Assignments build upon previous ones, enabling students to understand and practice skills that correspond to the increasing complexity of the communication situations. All student outcomes apply to this criteria.

3) The course should teach strategies of analysis and synthesis to help students incorporate background research fluently into their oral communication.

Solid background research provides the foundation for effective oral presentations. Students will learn to conduct library searches, identify potential sources of information, locate and evaluate these sources, and incorporate supporting information into their presentations. Students also will learn to use personal communications, such as interviews with experts, as sources of information.

Analyze an audience to determine appropriate topics, anticipate questions, and construct messages.

Conduct and incorporate research into presentations using a variety of technologies.

Design outlines, speaker notes, and visual aids for presentations utilizing word-processing

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techniques.

Demonstrate effective delivery techniques in small group and public presentations.

Demonstrate ability to provide information in response to audience questions.

Construct arguments using adequate evidence and logical reasoning.

Employ ethical communication practices.

4) The course should require students to give oral presentations dealing with different issues for different audiences.

Students learn to identify key characteristics of audiences and to adapt their presentations to these audiences. Through the process of audience analysis, students learn that content and delivery may be adapted to fulfill the expectations of the audience and to meet their own goals as communicators.

Understand the similarities and differences in communicating in different communication

contexts.

Develop clear, concise, and focused messages that inform, describe, and explain

information in formal and informal settings.

Develop and use non-verbal behaviors to enhance effective communication.

Analyze an audience to determine appropriate topics, anticipate questions, and construct

messages.

Demonstrate effective delivery techniques in small group and public presentations.

Construct and deliver effective persuasive messages in formal and informal settings.

Construct arguments using adequate evidence and logical reasoning.

Understand and evaluate the attitudinal/belief positions of others.

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Recognize and understand the role of culture and gender in the communication process

and to apply it to formal and informal settings.

5) The course should address the differences and similarities between informal and formal oral communication and help students adapt to the informal and formal communicative demands in which they find themselves.

Formal and informal communication settings may place different demands on communicators. For this reason, students will learn to identify differences and similarities between these settings and to develop strategies to accommodate as the situation demands.

Understand the importance of communication skills in various aspects of life.

Understand the similarities and differences in communicating in different communication

contexts.

Develop clear, concise, and focused messages that inform, describe, and explain

information in formal and informal settings.

Analyze an audience to determine appropriate topics, anticipate questions, and construct

messages.

Demonstrate effective delivery techniques in small group and public presentations.

Construct and deliver effective persuasive messages in formal and informal settings.

Demonstrate use of constructive conflict management techniques.

6) The course should enable students to critique the oral presentations of others.

The evaluation of others' communications is important to the learning process. Students will learn and practice techniques of critical thinking and listening in order to formulate effective oral and written feedback.

Listen to understand and evaluate main points of an oral presentation.

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Listen, evaluate and provide constructive feedback to presenters.

Demonstrate empathy and openness to speaker ideas.

Ask effective questions to obtain information and clarify messages.

Understand and evaluate the attitudinal/belief positions of others.

7) The course should develop in the students a command of the relationship between goal and process in small group interaction.

Students learn that a variety of processes can be used to pursue their communicative goals. However, these processes may vary in their effectiveness and efficiency. Students learn that choices pertaining to the means (or processes) used to achieve an end (or goal) are as significant as the end itself.

Understand the importance of communication skills in various aspects of life.

Understand the similarities and differences in communicating in different communication

contexts.

Demonstrate use of constructive conflict management techniques.

Given a specific situation, identify and state the problem, offer possible solutions, and

evaluate the effectiveness of proposed solutions.

Recognize group roles and perform various group functions.

Understand and evaluate the attitudinal/belief positions of others.

Recognize and understand the role of culture and gender in the communication process

and to apply it to formal and informal settings.

8) The course should address the principles informing the resolution of conflict in small groups.

Conflict is a common occurrence in modern society. Students learn to distinguish between destructive and constructive conflict management techniques so that they can employ communication principles designed to manage conflict in effective ways.

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Ask effective questions to obtain information and clarify messages.Demonstrate use of constructive conflict management techniques.Given a specific situation, identify and state the problem, offer

possible solutions, and evaluate the effectiveness of proposed solutions.

Recognize group roles and perform various group functions.

Employ ethical communication practices.

9) The course should provide students with practice in small group communication.

Students will have the opportunity to engage in a variety of small group experiences in order to develop a range of group communication skills. They learn the role of agenda-setting in group process. They also learn how to contribute to the task and maintenance (social-emotional) functions of groups and to enact roles as leaders and followers.Develop clear, concise, and focused messages that inform, describe,

and explain information in formal and informal settings.

Develop and use non-verbal behaviors to enhance effective communication.

Ask effective questions to obtain information and clarify messages.Construct arguments using adequate evidence and logical reasoning.

Demonstrate use of constructive conflict management techniques.Given a specific situation, identify and state the problem, offer

possible solutions, and evaluate the effectiveness of proposed solutions.Recognize group roles and perform various group functions.Understand and evaluate the attitudinal/belief positions of others.Recognize and understand the role of culture and gender in the

communication process and to apply it to formal and informal settings.Engage in supportive exchanges with others.

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Employ ethical communication practices.

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TEACHING COMMUNICATION AND CRITICAL INQUIRY:

INSTRUCTIONAL UNITS

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Communication 110, Communication & Critical Inquiry 2006-2007

UNIT 1—IMMERSION

Purpose: The purpose of the first unit of the Communication and Critical Inquiry course is to expose students to a range of communication situations that will provide a foundation for communication skills development throughout the semester. Students are encouraged to reflect on their communication experiences as both speakers and listeners, as well as the importance of oral communication skills in all aspects of life. The first unit allows students to begin to identify critical elements present in most communication situations and to establish criteria for recognizing communication competence. Students complete a Communication Improvement Profile (including the Critical Thinking Self Assessment) in order to develop self-awareness and formulate self-improvement goals for the semester. Because performance classes may create anxiety for students, the unit also explores the common experience of communication anxiety and identifies strategies for managing anxiety.

Duration: 2 weeks

Unit Goals:

1) To acquaint students with critical elements present in most communication situations as well as elements particular to interpersonal, small group, and public speaking contexts.

2) To establish criteria for recognizing and enacting communication competence.

3) To introduce students to basic critical thinking skills and to illustrate the importance of these skills in a variety of communication situations.

4) To acquaint students with the concept of communication anxiety and identify strategies for managing anxiety.

5) To provide students with the information necessary to assess their communication strengths and weaknesses.

6) To aid students in the construction of their individualized Communication Improvement Profile and help them identify preliminary steps to reach their improvement goals over the semester.

7) To introduce students to the Portfolio assignment and provide them with examples from the several activities in this unit.

Instruction Notes:

Provide SyllabusConsider “Ice Breaker” Activity (See Activities for Unit 1)Assign Portfolio from Spiral BookAssign CIP and CTSA from Spiral Book

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Discuss and/or provide activities for Critical Thinking, Glossary of Shared Vocabulary, Operationalizing Critical Thinking (Bloom’s Taxonomy), Communication Process, Ethical Communication, Communication Apprehension, and Perception and Self-Concept

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UNIT 2: MESSAGE CLARITY

Purpose: Although the goals that guide individuals during various types of interactions will vary with features of the participants, constraints of the context, and definitions of the episode, the most fundamental requirement for goal attainment in every situation is message clarity. For verbal and nonverbal messages, as well as for factual and emotional information, clarity is essential for communicative success. In this unit, students will practice creating messages directed toward the functions of informing, describing, explaining, and problem solving. They will develop skills in producing concise, well-formed, and listener-adapted messages. They will also practice skills in listening for the main points of messages, in separating the content of the message from biases of the speaker, and in producing questions that clarify the messages of others. In addition, students will become acquainted with basic information literacy skills. Although these skills will be practiced in relatively uncomplicated interactions during this unit (e.g., giving a brief informative speech), they are fundamental to all forms of interaction. Instances include receiving or giving feedback in the workplace, managing conflict in social and personal relationships, decision-making during group meetings, and resisting inappropriate compliance-gaining attempts of others.

Duration: 5 weeks

Unit Goals:

1) To provide students with opportunities to enact, practice, and evaluate the success of messages directed to the functions of informing, describing, explaining, and problem solving.

2) To enhance students' skills in producing concise, accurate, well-formed, and goal-relevant messages.

3) To increase students' awareness of the importance of language in message clarity and accuracy.

4) To provide students with the opportunity to practice message precision in asking specific, critical, and informative questions.

5) To provide students with practice in translating difficult concepts from one presentational form to another (e.g., from graphs to verbal descriptions and vice versa).

5) To introduce students to the basic structures of an argument and relate this to organizing clear messages.

6) To introduce students to the basic information literacy skills and relate this to organizing clear messages.

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8) To provide students with opportunities to practice skills in listening for the main points of messages, and in separating the content of message from biases of the speaker.

9) To provide students with the opportunity to practice message clarity in content and delivery in the public speaking domain by presenting several short informative speeches.

10) To provide students with the opportunity to practice message clarity in the process of problem-solving in the small group domain, specifically the skills of identifying the problem, stating the problem precisely, translating the problem into new terms (other perspectives, etc.), identifying possible solutions, and specifying evaluation procedures.

Instruction Notes:

Assign Informative Speech from Spiral BookWhat is Information Literacy? & Why is it Important?Research Log #1Tests of EvidenceSpeech Lab TourDiscuss Evaluation Challenges (See handout in Unit 2 Activities)Discuss and/or provide activities for Topic Selection, Audience Analysis, General & Specific Purpose,

Thesis Sentences (or Central Idea), Support Material, Introductions & Conclusions, Outlining & Organization, Delivery, Visual Aids, and Language

Explain Grading Procedures, Speech Days, Self and Peer Evaluations

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UNIT 3: MESSAGE RESPONSIVENESS

Purpose: Unit 2 emphasized speaking with clarity and listening for comprehension. These two processes are necessary for all interactions to move toward shared meaning, but they are not sufficient. When speakers' public identities, private self-concepts, or emotions are tied to the issues being discussed or presented to a group, both the speaking and listening processes become more complicated. In such cases, messages need to be carefully directed to the relevant issues and yet remain responsive to the concerns of others. Similarly, when acting as a listener, personal agendas (of the moment or long term) must be set aside long enough to "hear" the needs and concerns of the other person(s).

Unit 3 emphasizes the related functions of perspective-taking, empathy, seeking and providing comfort and social support, managing conflict, and moving competently through the various group roles that facilitate the decision-making process. In a very real sense, the ability to function effectively as a group member while making difficult decisions (e.g., to be task leader, socio-emotional leader, tension reliever, etc.) requires students to have mastery over the component functions of perspective-taking, empathy, support provision, and conflict management. In addition, because context variables such as cultural and gender differences in communication experiences, expectations, and practices may complicate interactions, students practice communicating with persons who are members of American co-cultures.

Duration: 4 weeks

Unit Goals:

1) To encourage students to practice the skills of producing messages that are responsive to the concerns of others, respectful of the rights of others to complete and accurate information, and sensitive to individual and cultural differences (i.e., ethical communication).

2) Similarly, when acting as listeners, students will learn that personal agendas must be set aside long enough to "hear" the needs and concerns of the other person(s).

4) To provide students the opportunity to practice the various mechanisms through which the perspective of others may be taken (e.g., techniques for audience analysis, how to role shift during conflict, how to seek and provide social support, and how to manage the multiple voice and perspectives that arise during small group decision-making processes).

5) To introduce students to features of intercultural and intergender communication that may affect interactions.

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6) To help students identify and control perceptual barriers that hinder their ability to adapt their messages to others.

7) To practice the skills of constructive criticism and providing feedback..

8) To practice conflict management strategies.

Instruction Notes:

Assign Group Presentation from Spiral BookResearch Log #2Argumentation and Fallacies (Monty Python, Political Ads Video)Conduct Midterm Course EvaluationsReview for Midterm if necessaryDiscuss and/or provide activities for Group Communication, Cultural Diversity, Listening, and

Conflict.Provide guided group work time (See Handouts in Unit 3 Activities)

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UNIT 4: PERSUASIVE COMMUNICATION

Purpose: This unit is designed to help students understand the persuasive process, both as speakers who wish to influence others and as listeners who wish to resist persuasive attempts when necessary. It builds upon the previous unit, Message Responsiveness, in that effective persuasion requires sensitivity to the needs and perspective of others. Students construct and deliver persuasive messages in both formal and informal settings. Emphasis is also placed on understanding and evaluating the positions and messages of others. The foundation of this unit is based on traditional rhetorical theories, as well as modern views and research in persuasion. The student will gain an understanding of persuasion/attitude change processes, which will be reinforced through the use of short in-class presentations, activities, demonstrations, practice, and actual delivery of major presentations. In sum, this unit trains the students to set persuasive goals, to analyze their audience, and to use that information to construct or resist persuasive messages that meet their goals in the interpersonal, small group, and public communication contexts.

Duration: 4 weeks

Unit Goals:

1) To enhance students' understanding of the persuasive process, both as speakers who wish to influence others in an ethical manner, and as listeners who wish to resist illegitimate persuasive attempts.

2) To give students practice in constructing and delivering persuasive messages in both formal and informal settings.

3) To give students experience in setting ethical persuasion goals, analyzing their audience, and using that information to meet their goals in the interpersonal, small group, and public communication contexts.

4) To acquaint students with logical patterns of organization of varying degrees of complexity in persuasive messages.

5) To illustrate the role of speaker credibility in designing and delivering persuasive messages.

6) To provide students with the opportunity to practice delivery techniques/nonverbal behaviors that enhance or maintain a speaker's credibility.

7) To give students practice in the use of argument analysis and evaluation techniques to identify and analyze audience factors when preparing for a persuasive presentation.

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8) To give students the opportunity to practice skills involved in anticipating audience questions/objections and producing effective responses (i.e., preemptive argumentation).

Instruction Notes:Assign Persuasive Speech from Spiral BookResearch Log #3Toulmin Argument ModelDiscuss and/or provide activities for Critical Thinking, Fact, Value, Policy, Organizing, Persuasive

Appeals (ethos, pathos, logos), Argument Model, Argumentation Terms, and Anticipating Objections

UNIT 5: COURSE SYNTHESIS

Purpose: This unit provides students with the opportunity to synthesize and critically reflect upon what they have learned and experienced throughout the semester/year. Early in the semester each student developed a personal Communication Improvement Profile. This profile provided them with a personal agenda to pursue throughout the semester. Students re-visit their initial profile and reflect on their progress toward their improvement goals. They set new goals to pursue based on their progress and develop an action plan for practicing these skills in the future. This unit also clearly demonstrates for students the intricate relationships between their experiences in ENG and COM.

Duration: 1 week

Unit Goals:

1) To provide students with the opportunity to critically reflect on their growth over the semester and to evaluate progress toward meeting their improvement goals.

2) To provide students with the opportunity to project areas of continued growth in the future.

3) To reinforce the importance of the year long ENG/COM sequence.

Instruction Notes:

Conduct Portfolio Workshop (pass back any papers, 3-hole punch them, and provide organizational structure for portfolio)Assign Synthesis from Spiral Book, Post-test CTSAReview for FinalReflect on CourseConduct Course EvaluationsCollect Portfolios on last day of class/Return on day of Final

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Activities to Accompany Communication 110 Concepts

Activities compiled by Melissa Grant

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Communication 110, Communication & Critical Inquiry 2006-2007

TABLE OF CONTENTS

Introductory Concepts/Activities Any Old BagInterview as a BiographyEvaluation Challenges (instructor)Evaluation Challenges (student)

Unit I: ImmersionSelf-concept/self-esteem—Friends Video ActivityCommunication Apprehension—Brainstorming ActivityCritical Thinking—Fortune Cookie ActivityCritical Thinking—Newspaper Article ActivityCommunication Process—FeedbackCommunication Process—Make Your Own Model ActivityEthics—Felicia Robinson Activity

Unit II: Message ClarityOutlining—Kramer ActivityAudience AnalysisVisual Aids—Good VA/Bad VA ActivityDelivery—Dr. Suess/ Tongue Twister Activity

Unit III: Message ResponsivenessCulture—Exploring Influences of Culture on Small Groups ActivityCulture—Cultural Bingo ActivityConflict—X/Y GameConflict—Friends Video Clip ActivitySmall Group—Group Identification ActivitySmall Group—Orange ActivitySmall Group—Lost on the Moon ActivityListening—Good Listening Skills Activity

Unit IV: PersuasionPersuasion—Magazine ActivityPersuasion—The Great American Infomercial Activity

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ANY OLD BAG WILL DOASSIGNMENT SHEET(Introductory Activity)

NoteAdapted from M. Buchanan (1995). The Speech Teacher.

PurposeTo provide students with the opportunity to “get to know each other” so that they may make decisions as to who they think they think they can work with in a group for future assignments. To begin the process of audience analysis as well as to “break the ice” of completing the first “speech.” Finally, to provide students the opportunity to see what it is like to stand in front of an audience.

AssignmentStudents will bring to class 3 items in a bag of their choice (no book bags). The items should be a personal reflection of the student and allow that student to share information about themselves. The students will conclude their presentation by explaining why they chose the bag they brought and how it reflects them personally. Be creative!

EvaluationThe assignment is for points. You must stand in front of the class for at least one minute (no longer than 2 minutes, please). If you finish the explanation of each item before the time limit, then the class can ask you questions to finish your allotted time. (Remember one of the objectives of the assignment is to get a “feel” for standing in front of the class.) Basically, if you bring in three items in a bag, and stand in front of the class for at least one minute, you will receive the full amount of points. Easy enough!

HintsPractice working with your items. You’d be surprised how difficult it can be to talk and manipulate items at the same time (especially if you are nervous). Make sure you know exactly what you want to say, when you want to say it, and (most importantly) how you want to finish it. Make sure that your presentation is at least one minute long. Silence can be very uncomfortable. Most former students say this is the most difficult assignment of the semester, so from here on out is smooth sailing. Good luck!

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INTERVIEW AS A BIOGRAPHY PRESENTATION(Introductory Activity)

PurposeTo provide students with the opportunity to “get to know each other” so that they may make decisions as to who they think they think they can work with in a group for future assignments. To begin the process of audience analysis as well as to “break the ice” of completing the first “speech.” Finally, to provide students the opportunity to see what it is like to stand in front of an audience.

AssignmentStudents will meet with another student and “interview” him or her. Once you have learned some interesting facts about the other student, you will introduce this student to the class and present some of what you have learned. Be creative!

EvaluationThe assignment is for points. You must stand in front of the class for at least one minute (no longer than 2 minutes, please). If you finish your presentation before the time limit, then the class can ask you questions to finish your allotted time. (Remember one of the objectives of the assignment is to get a “feel” for standing in front of the class.) Basically, if have “interviewed” the other student, introduce him or her, and stand in front of the class for at least one minute, you will receive the full amount of points. Easy enough!

HintsPractice. Make sure you know exactly what you want to say, when you want to say it, and (most importantly) how you want to finish it. Make sure that your presentation is at least one minute long. Silence can be very uncomfortable. Some former students say this is the most difficult assignment of the semester, so from here on out is smooth sailing. Good luck!

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(Instructor Copy)

EVALUATION CHALLENGES: AN EXERCISE IN CRITICAL THINKING

By Cheri J. Simonds andJennifer Czarnik,

Illinois State University

Purpose: To afford students the opportunity to constructively and critically challenge grades received. Also, to prevent classroom disruption form destructive student evaluation challenges.

Rationale: Evaluation challenges occur when students question the nature of evaluation procedures or grades received (Simonds, 1997). But not all challenges are negative or destructive. Some challenges are based on a student’s “reflective skepticism” (McPeck, 1981) which is valued in our educational society as critical thinking. If students are afforded the opportunity to critically challenge their grades (which encourages higher order thinking skills), the resulting communication can serve to protect the relational climate of the classroom. On the other hand, if students do not feel they have this opportunity, they may attempt to “steal” opportunities during class time by arguing a grade angrily and publicly. These types of challenges are destructive in that they decrease time on-task and foster resentment between teacher and students.

Directions: Just prior to the first graded assignment, distribute and clarify the following procedural form for evaluation challenges. (hand out following sheet to students)

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EVALUATION CHALLENGES: AN EXERCISE IN CRITICAL THINKING

Procedures for Challenging Your Grade

1. Submit a specific written appeal. This should include the following Identification of the issue in question (e.g. outline, delivery, test item number). Arguments for why the grade should be changed (please reference any class materials,

i.e. assignment sheets, textual information to support your argument.)

Written appeals must be clear, concise, and meet the requirements of all other paper submissions as detailed in your syllabus. Appeals will not be considered without meeting these requirements.

2. Schedule an appointment to see me. Written appeals must be submitted before making an appointment. Appointments will only be made before or after class, not during. If you fail to make your scheduled appointment, your appeal will not be considered. Appointments must be requested no later than one full class week after the grade in question

has been returned to the student.

3. Make your case! (at the appointment) You must bring in you graded copy of the item in question (e.g. quiz, speech evaluation

form). You must bring in any evidence to support your claims and be ready to present them.

You will be notified of my decision to change or uphold the grade within 48 hours of the appointment. You will also receive justification of the decision at this time.

References

McPeck, J.E. (1981). The meaning of critical thinking. Critical Thinking and Education. Martin Robertson: Oxford.

Simonds, C. J. (1997). Challenge behavior in the college classroom. Communication Research Reports, 14, 4. 481-492.

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Unit ISelf concept/esteem—Friends Video Clip Activity

Purpose: To understand terms from Readings chapter 1 by application. These terms are self-concept, self-esteem, intrapersonal communication, self-fulfilling

prophecy, letting go of the past.

Activity: Watch the “Friends” video clip (obtained from the Communication Library labeled Friends self-esteem/self-concept). After the clip discuss

the following questions. Give the questions to the students before you watch the clip:

Discussion:

1. Who experienced changes in their self-concept? Give examples of these changes.2. Who engaged in intrapersonal communication or self-talk? What did he or she say?3. What kind of self-esteem does Ross have?4. Who has to let go of the past and has developed a higher self-esteem as a result?

What did he or she let go of?

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Unit ICommunication Apprehension—Brainstorming Activity

Purpose: To help students realize communication is a normal process; to build a comfortable classroom atmosphere.

Activity: Define communication apprehension and discuss the concept. Then as a class, or in groups, brainstorm a list. To get student participation, ask them, “What do you think would be the worst thing that could happen while giving a speech.” You could put these on the board, have a student take notes, or just discuss the list as a class.

Discussion: As students contribute to the list (and they will), discuss how you could deal with some of the things they fear could happen. Also, bring to light the fact that everyone in the class is thinking these thoughts and they are normal and can be healthy.

As a class discuss ways to deal with nervousness:Acquire speaking experiencePrepare, prepare, prepareThink positivelyUse the power of visualizationKnow that most nervousness is NOT visibleDon’t expect perfection.

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Unit ICritical Thinking—Fortune Cookie Activity

Purpose: This activity gives students an opportunity to apply the process of critical thinking.

Things you’ll need: Bag of fortune cookies

Activity: Give each student a fortune cookie. Have them read their fortunes. Then have students apply what they’ve learned from Lucas chapter one (pg. 15 & 16) about critical thinking to their fortune.

Critical thinking: a skeptical and inquiring attitude toward positions and claims of truth, value and policy.

Critical thinking 1. helps assess strength/weakness of argument2. helps distinguish fact from opinion3. helps in judging credibility of sources4. helps in assessing quality of evidence5. helps in determining relationships among ideas

Look for loaded languageunsupported claimsover-generalizationsreasoning from single examples

Discussion: Have students apply the previous guidelines to their fortune. How likely is it to happen? What kind of supporting material is there? Is the source credible? Had the students ever thought about their fortunes in this way?Where might it be particularly helpful to use critical thinking?How does critical thinking relate to communication 110?

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Unit ICritical Thinking—Newspaper Article Activity *

Purpose: This activity aids students in applying critical thinking in evaluating print materials.

You’ll Need: To have students bring in newspaper/magazine articles that they have read in advance (articles do not need to be very long)

Activity: Have students apply the guidelines (below) for critical thinking to their article. Then have them pair up with another student OR present to the class (dependent on time) what they have found.

Critical thinking: a skeptical and inquiring attitude toward positions and claims of truth, value and policy.

Critical thinking 6. helps assess strength/weakness of argument7. helps distinguish fact from opinion8. helps in judging credibility of sources9. helps in assessing quality of evidence10. helps in determining relationships among ideas

Look for loaded languageunsupported claimsover-generalizationsreasoning form single examples

Discussion: Have students apply the previous guidelines to their articles What kind of supporting material is there? Is the source credible? Had the students ever thought about what they read in the paper this way?Where might it be particularly helpful to use critical thinking?How does critical thinking relate to communication 110?*adapted from Communication 110 handout

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Unit ICommunication Process—Feedback Exercise

Purpose: This activity enables students to see the importance of feedback in the communication process. It also provides them with experience using listening skills and critical thinking.

You’ll need: A copy of the attached sheet with circles, squares, etc., and an overhead of that same drawing, a student from your class to volunteer, each student should have a piece of notebook paper.

Activity: Ask for a volunteer from your class. Give only that person a copy of the drawing (attached). This volunteer will be verbally instructing the rest of the class to draw a replica of this picture. Your volunteer needs to keep his/her back to the class, cannot use gestures. Your class can NOT speak. No questions, no requests for repeats, etc.

Discussion: Show the actual drawing on the overhead to the students. See if any of their pictures match. Rarely do they match. Usually both the volunteer and the class feel frustrated during this activity because it is one way communication. It cuts off the communication process. There is no feedback.

Ask the volunteer what would have made his/her job easier.What would have made it easier for the students?Have they ever had an actual conversation like this?How does the lack of feedback affect a conversation?How did you feel during this process?

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Communication Process (p.2)

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Unit ICommunication Process—Make Your Own Model Activity

Purpose: This assignment/activity affords students the opportunity to creatively apply the material they learn in chapter one of the Lucas text (pp 16-22) to their own model of communication.

Activity: After discussing the communication process with the class, ask them to create their own model of communication as creatively as they choose. They are to bring it to class with them and explain/discuss their model with the rest of the class at your next meeting time.

Discussion: Hold a basic classroom discussion of all models. Compare them to the Lucas model on page 21. Discuss what elements of the communication process they felt were most important and why. Also, did they keep the model circular? Also, ask students what their thoughts are on sender or receiver perspectives of the communication process.

Terms:

SpeakerMessageChannelListenerFrame of referenceFeedbackInterferenceSituation

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Unit IEthics—Felicia Robinson Activity (from Lucas)

Purpose: To discuss the differences between ethics and ethical communication. This exercise allows students to apply the material they read in Lucas

chapter 2.

Activity: Divide the class into about 4 small groups. Have the class read the excerpt on Felicia Robinson’s predicament (Lucas page 35). Each group is to

function as a consultant to Felicia Robinson. They should be discussing whether she should or should not make the impending indictment of her opponent an issue in her remaining campaign speeches. Assign each group the task of formulating a recommendation to Robinson and rationale. Have one member of each group present the group’s recommendation and rationale to the class. Follow up with general class discussion on the issues raised in the groups’ deliberations.

Discussion:

1. Why do we need to discuss ethics in this class?2. What is the difference between legal and ethical?3. What would Robinson’s opponent’s side of the story be?4. Would telling be honest?5. What other strategies besides “telling all” could Felicia rely on?6. What ethical guidelines do we as a class want to impose on ourselves?*

*This is a good time to possibly create classroom rules for the semester. (for example: don’t interrupt others, don’t leave room during a speech, etc.)

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Unit IIOutlining—Kramer Activity

Purpose: To become familiar with different organizational patterns.

Activity: Give students the following directions: In your small group, use a famous person, and come up with an outline organizing a description of that person either chronologically, topically, or spatially. Then be prepared to present your mini-speech to the class as a group. Remember to be creative!

EXAMPLE: Kramer on Seinfeld

I. ChronologicalA. His pastB. His presentC. His future

II. Topical (Kramer’s escapades)A. Escapade 1B. Escapade 2C. Escapade 3

III. SpatialA. Kramer’s Head

1. Physical2. Psychological

B. Kramer’s Body1. Characteristic 12. Characteristic 23. Characteristic 3

Discussion: Hold a general classroom discussion. What pattern did group A use? What about B?

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Unit IIAudience Analysis *

Audiences

A.The members of this audience are all Catholic Church members. They attend church regularly and

believe strongly in the Catholic doctrine. They are middle-aged (35-45), small-business people, and farmers

from the same community. They are patriotic Democrats who tend to be liberal in their political views

except for issues that involve religion.

B.The members of this audience are college freshman in a liberal arts college. They come from middle-or high-income families. None work; they are either supported by their parents or have scholarships. They vary widely in their religious beliefs. About half are liberals, and about half are conservatives.

Topics

A.You are to address the audience as a student government representative who is working to legalize the sale of beer on campus. You wish to get the support of the audience to convince the college’s administrators that legalization is popular.

B.You are a member of the election committee for a local mayoral candidate. The slogan of your candidate, Marvin Fitzpatrick, is “Stop crime in the streets.” Marvin is Catholic but does not attend church regularly. He believes in birth control but not abortion. You want to encourage your audience to vote and to support your candidate.

*from communication 110 handout

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Unit IIVisual Aids—Good VA, Bad VA

Purpose: To apply tips for creating visual aids to critically assess the quality of existing visual aids and assist students in creating and presenting their own.

Tips for creating/presenting visual aids: (Lucas page 329-336)1. Set them up properly2. Show visuals only when you talk about them3. Talk about the VA while you’re showing it4. Talk to your audience, not your VA5. Avoid passing visuals around the audience6. Practice, practice, practice!

Activity: Bring in several visual aids (several old ones in offices, speech lab, and overheads in Lucas overhead 3-ring binder). Try to bring an assortment of types and

quality.

Discussion: Using tips for creating and presenting visual aids discuss the pros and cons of the visual aids you have brought to class.

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Unit IIDelivery—Dr. Seuss/Tongue Twister Activity

Purpose: Students will gain experience practicing their delivery skills while becoming more familiar with speaking in public.

Activity: Get some Dr. Seuss books from library or tongue twisters (Simonds 3-ring binder), or poems. Have students take turns standing in front of class and practicing delivering the material using good delivery skills.

Discussion: Watch to make sure students are following guidelines from Lucas chapter 12.

Terms: Volume Pitch Rate Pauses Vocal variety Pronunciation Articulation Dialect Non verbal communication (appearance, gestures, eye contact)

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Unit IIICulture--Exploring the Influences of Culture on Small Groups (3 pages)

Activity enables students to realize small groups of the future will increasingly consist of individuals from different cultures, effective small group communication will require that members recognize, accept, and adjust to the differences in verbal and non-verbal patterns of behavior resulting from these distinctive cultures. (p. 134)

Purpose: Bring cultural diversity and group culture into classroom; Provide opportunity for students to see impact of cultural differences in small groups. Insight into individual’s contributions to development of group culture.

Activity: Break students into symposium groups This activity is on p. 25 of Lucas activity book Let group create own culture (approx. 15 min.) (following: what’s on their sheet-attached next sheet)In your symposium group, you are to create a unique culture. This culture must contain the following: One unique way of dressing (that can be displayed now) One unique ethical stand related to your topic Two unique manners of speaking Three unique beliefs that will NEVER be compromised Four words that only your group members understand

Remember, it is inappropriate to ask others why they are dressed funny or talk strange. Respect other cultures with a courteous behavior.

When they have made cultures, break them into new groups (same number as symposium groups) with a few from each “culture” group.

Should have some kind of discussion on respecting each other here. In real life wouldn’t tease, or ask silly questions. Should respect each other.

Now each group must work to solve problem: How could ISU fairly distribute student parking passes? (approx. 15 min.) Main focus is on making decision rather than trying to understand intricate principle.

Discussion:1. “So what happened?”2. How did the cultures affect group decision making?3. Are there advantages to homogeneous versus heterogeneous decision making?4. What are the disadvantages to each?5. What might happen if the group was to work together over period of time.6. Would cliques form?7. Would it become easier to work together once initial cultural barriers were broken down?8. Would members begin to co-opt the unique behaviors of other cultures?9. How might these unique cultures contribute to the development of a group culture?10. Discuss the limitations/contributions that our own cultural biases make to groups.

Student copies of assignment/questions attached!

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In your symposium group, you are to create a unique culture. This culture must contain the following:

One unique way of dressing (that can be displayed now)

One unique ethical stand related to your topic

Two unique manners of speaking

1.

2.

Three unique beliefs that will NEVER be compromised

1.

2.

3.

Four words that only your group members understand

1.

2.

3.

4.

Remember, it is inappropriate to ask others why they are dressed funny or talk strange. Respect other cultures with a courteous behavior.

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Exploring the Influences of Culture in Small Groups

1. So what happened?

2. How did the cultures affect group decision-making?

3. Are there advantages to homogeneous versus heterogeneous decision-making?

4. What are the disadvantages to each?

5. What might happen if the group was to work together over period of time?

6. Would cliques form?

7. Would it become easier to work together once initial cultural barriers were broken down?

8. Would members begin to co-opt the unique behaviors of other cultures?

9. How might these unique cultures contribute to the development of a group culture?

10. Discuss the limitations/contributions that our own cultural biases make to groups.

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Unit IIICulture—Cultural Bingo (board on next page)

Purpose: Bring cultural diversity and group culture into classroom; provide opportunity for students to realize cultural differences; provide insight into individual’s contributions to development of group culture.

Activity: Each student is given a copy of the attached cultural bingo game sheet. They are then encouraged to mingle with other students and have them sign a square if it pertains to their culture. As all BINGO games, the students aim for across, diagonal, down, or full board.

Discussion: This is a good opportunity to welcome open discussion. Also discuss stereotypes and other concepts from Readings chapter 2.

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Cultural Bingo

Was born outside the United States

Has attended a Native American

powwow

Knows the significance of Angel Island

Is a morning person

Is a vegetarian Has worked outside the United States

Has been to Austria

Can communicate in American Sign

Language

Has attended a Cinco de Mayo

celebration

Has never watched a superbowl

Knows the significance of the Stonewall

Riots

Knows which tribal government the

U.S. Constitution was modeled after

Has traveled outside the

United States

Celebrates Hanukkah

Has had his or her name

mispronounced

Is a late night person

Knows who Rosa Parks is

Knows the opening date of the deer

hunting or fishing season

Can name at least two

traditionally black U.S. colleges

Has been a student for more than five years

Has a lesbian, gay, or bisexual friend

Has a Native American ancestor

Worked while going to high

school

Has been to Europe

Is bilingual or multilingual

Knows what Kwanzaa is

Knows the meaning of Juneteenth

Knows the meaning of Jeri

Curl

Has danced to Tex-Mex Music

Can name the books of the Old or

New Testament

Is an avid country music fan

Has been to a long-house

Knows his or her Chinese birth sign

Has danced to Zydeco music

Knows why many Irish

people immigrated to the U.S. in the

1880's

Is an avid Calvin and Hobbs fan

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Unit IIIConflict—X/Y Activity

(XY Game typed out in detail on page 184 of Readings packet)

Purpose: Activity allows students to explore the effects of trust and conflict on communication

What’s needed: Stop watch, 4 cards labeled X, 4 cards labeled Y, a write on write off marker, and it is sometimes helpful to solicit a helper

Activity: Put class into 4 groups. Each group is given a card with either and X or a Y on it. Dependent on the combination of Xs and Ys held up, groups get a certain amount of points. You should instruct your students to “Get as many points as you can.” Do NOT instruct them to get more points than the other group. That is not the point, and don’t stress that to your students.

The points:4Xs: Lose 1 point each3Xs: Win 1 point each (all groups with X get one point)1 Y: Lose 3 points each (group with Y loses 3 points)2 Xs: Win 2 points each2 Ys: Lose 2 points each1 X: Win 3 points each3 Ys: Lose 1 point each4 Ys: Win 1 point each

You will go through a series of 10 rounds. Between each round you will give students different amounts of time to confer. Sometimes they will be allowed to confer only with their groups. Other times they will be able to confer as a class. It is crucial to follow this schedule which is printed very thoroughly on page 185 of your Readings Packet.

As you go through the rounds the groups will be holding up their cards. Be sure to record what combinations are held up on the board. Also keep track of points one or lost. Also keep track of time for conference and who gets to confer. This is a great activity, but can be a bit confusing. It is often helpful to make a deal with another instructor, “I’ll help your class with XY if you’ll help me with XY.”

Discussion:

Students will typically try to rob other groups of points, lie about what cards they will hold up, argue as a group, nominate a mediator. Students aren’t trying to get AS MANY POINTS AS THEY CAN, they are trying to get MORE points than the other group. Repeat the directions to them and see if they have any comments.

This was a meaningless conflict, yet it still occurred, why?Why didn’t you all just hold up Ys? Wouldn’t that have been the rational thing to do?What can we do to prevent this? (suggestions in readings chapter on conflict for management)The bottom line: Isn’t it human nature? Conflict, has and will occur. What did we learn from this exercise? Is anyone surprised by this outcome? Why? How does this affect

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communication? Did you negotiate a mediator? Would it have helped? How did you as a group make decisions?

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Unit IIIConflict—Friends Video Activity

Purpose: This video clip enables students to outline the stages of conflict; discuss styles of conflict; and discuss ways of managing conflict.

Activity: Show friends video tape from library (also conflict clips from Throw Mama from the Train and the Paul Reiser TV show) Discussion: Analyze this conversation—Type of conflict

is it a pseudo (individuals misunderstand each other), simple (individuals disagree over which action to pursue to achieve their goals), or ego (individuals feel personally attacked) conflict? WHY?

*Friends-either pseudo/simple

Outline Conflict on board:

1. prior conditions (what is the source of the conflict?2. frustration awareness (when did you become aware of the conflict?3. active conflict (when and why did the conflict become and active conflict?4. Resolution (is there and resolution? If so what? If not, how could it have been managed?5. Follow-up (is the conflict over? Does someone still harbor resentment? If so, what are the strategies used to

manage resentment?

Analyze the characters (Friends) conflict management styles:

Nonconfrontational style: avoids conflict by agreeing, distracting, or withdrawing from conflict (maybe Rachel)

Controlling style: wants to manipulate others by blaming and making threats; sets up win lose framework. (if not, any examples from other shows?)

Cooperative Style: Seeks mutually agreeable resolutions to manage differences. Works other oriented, win-win framework:

separates people from problemfocuses on shared interestsgenerates many options to solve problembases decisions upon objective criteria

(maybe monica, ross???)

Tips for managing conflict

Select mutually acceptable time/place to discuss conflictPlan your messageMonitor nonverbal messagesAvoid personal attacks, name-calling, emotional overstatementsUse self-oriented talk “I’m tired, maybe we should talk later”

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Unit IIISmall Group--Group Identity Assignment

First:

Each member of the group should present three self disclosures. This should be information that you wouldn’t mind sharing with your group and with the whole class.

Purpose: This works on building trust within the group. Self-disclosure allows the members of the group to identify with one another and learn about their relative similarities. By choosing to disclose information about yourself that is relevant to the group’s task you will contribute to the growth of the group’s overall maturity (Cragan & Wright, 1999).

Second:

Each group should create a Group Name, Group Logo, and Slogan. Keep in mind that your group should be able to incorporate any person from any background. A new person should be able to easily join your group and should feel comfortable and welcome. Be sure that you are not isolating anyone. That means that your Group Name, Logo, and Slogan should be “ethical”.

Purpose: This helps create group identity and group solidarity. Groups function better when they know a little bit about the people with whom they are working. Creating a Name, Logo, and Slogan will help your group establish group-pride.

Third:

Each group will take 4 - 5 minutes to present their Group Name, Logo, Slogan and what they have learned about one another to the class. If you have an idea for your topic this is a good time to present it as well. Be professional yet creative!

Good Luck.

Cragan, J. F. & Wright, D. W. (1999). Communication in small groups: Theory, process, skills. New York: Wadsworth Publishing Co.

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Unit IIISmall Group Communication—Orange Activity*

Objective: Identifying the roles/characteristics that emerge in a small group via the orange peel activity

1. Ask class for definition of small group

2. According to Readings: It is a collection of individuals who, as a result of interacting with one another over time, become interdependent, developing shared patterns of behavior and a collective identity. Ask the class for examples of small groups they have been in and apply the definition to their group example.

3. After they can identify the definition of a small group, break the class up into their Symposium Groups and tell the class that again in class today they are going to get a chance to talk and gain group work experience. Give the following instructions before breaking the class into their groups.

Each group will get an orange (place orange on floor in center of group) The object of the game is to try to get the orange peel off in as few pieces as possible using only your

hands The catch is that every group member must have a chance to peel the orange, so when I say pass,

pass clockwise to the next person in the group.

4. Debrief the activity as follows with the following questions but have them return to rows: How did the orange get off the floor? How was that decided? Who started peeling the orange and why? How did you feel when you had the orange? Was there any pressure form other group members? Did you really perform as a group? Did roles emerge in the group and if so, when?

5. Link the activity to the objective (to be able to identify the roles/characteristics that emerge in a small group via the orange peel activity through the responses of the debriefing session.

6. Distinguish the difference between Task Roles and Maintenance Roles:Task roles: help the group accomplish tasksMaintenance roles: behaviors that enhance the social climate of the group.

7. Discuss some of the Roles in Readings chapter 4 (tell class to follow along on page. 118-119)

TASK ROLES MAINTENANCE ROLES

Initiator-contributor EncouragerInformation Seeker HarmonizerOpinion Seeker CompromiserCoordinator GatekeeperEnergizer FollowerRecorder

7. Ask the class if they can identify any of these roles that have already emerged in their Symposium Groups. If they cannot identify any, then ask if they can reflect on previous group work.

Evaluation: Have a student restate some of the roles/characteristics that emerged via the orange peel activity

*adapted from handout from Danielle Dietrich

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Unit IIISmall Group—Lost on the Moon Activity (from Lucas Instructor’s Manual)

Purpose: Students experience concepts of group synergy, reaching consensus, and task/maintenance roles. This exercise helps students realize the advantages of working in small groups. This exercise also aids students in seeing the potential dangers of group think.

Activity: Give students copies of page 335(individual worksheet) and 336(group worksheet). Students are “lost on the moon” and need to rank survival gear. First they rank by themselves without discussion. Then they are allowed to rank as a group by discussing. Very clear directions are printed on the worksheets. Next, you give them the actual NASA ranking of the items. Then the groups compare their group rank to their individual rank to get a difference. Once again very clear instructor directions on page 338. Have a volunteer from each group put the groups individual scores and group score on the board. In most groups the group’s score will be better—closer to NASA rankings. This exercise is fun for students and is a good start to small group communication because they can see its benefits.

Follow up: Discuss group synergy—groups are more effective than the best individuals in them, group think—when a group becomes too cohesive and confident, too interdependent, task roles—help group accomplish tasks, maintenance roles—behaviors that enhance social climate of the group

What were the advantages of working on this project together?How did you come to an agreement?What roles were played?Was there tension?What were your criteria?

Tie to future concept: This exercise had right and wrong answers. What do you think would have happened if there weren’t correct answers in a process like this? Might there have been conflict in making decisions? Conflict will be our next concept.

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Unit IIIListening—Good Listening Skills Activity (2 pages)

Purpose: For students to become familiar with effective listening skills while learning the difference between listening and hearing.

Discussion:Difference b/w listening and hearing? Hearing-what we do with our ears.. Listening—paying attention to and making sense of what we hear

Listening

Why important?Spend more time listening that doing any other comm. activity.pertinent to class, interpersonal relationships, jobslistening to others speaking can help us grow as speaker

Like other things, listening is a skill to develop.-what do you consider to be good listening skills?-what do you consider to be bad listening skills?

(Have student volunteer put a chart like this on board. Have students list skills)GoodNoddingEye contactAsking questionsRephrase statementPick out main pointsCatch content, not deliveryBuild on ideas

BadInterruptingNo eye contactJumping to conclusions (prejudge, biases)Focus on delivery—not messageListening too hard (pay attent. to details)Brain processes quicker than speaking

Activity: Now let’s put this into practice, break into pairs and one of you tell a story—“what you did this weekend”—the other demonstrate poor listening skills. Then we’ll switch roles.

Follow up questions:How did you feel when you were telling the story?

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(Distracted, quiet, upset, non verbal.)

How did you feel when you were the one showing poor listening skills? (rude, selfish, controlling, could you remember content?, eye contact)

What can this activity tell us about communications? (comm. is 2 sided?, listening is important, can effect speaker, difficult to listen for ideas, content, enjoy)

Where are other places you have seen this kind of conversation?

How can we be sure we are not creating this kind of problem?1. Analyze your problems2. Resist distractions3. Don’t be diverted by appearances/delivery4. Suspend judgement until hearing speaker’s full message5. Focus listening on point6. Develop note taking skills

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Unit IVPersuasion—Magazine Activity*

Purpose: To become familiar with organizational patterns of persuasive speeches. Also, to gain experience presenting material to the class.

Assignment: Bring to class an advertisement (of some sort…commercial, propaganda, an excerpt from a speech, magazine ad, brochure, etc….). Decide what type of question it is answering (fact, value, or policy) and why. It could possibly answer more than one type of question. Next, decide how it is organized (refer to Lucas). Third, determine what type of appeal the ad is using…emotional, logical, or ethical. Lastly, determine who the target audience is of the advertisement. Each person will present his/her advertisement to the class on Monday. Presentations should be 1-2 minutes.

Value: This assignment is worth points. You need to meet all of the above components and put effort into this assignment to receive the credit.

Discussion: As each student presents, use that opportunity to discuss different aspects of persuasion: appeal, organizational patterns, etc.

*Adapted from Erica Grohskopf.

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Unit IVPersuasion—The Great American Infomercial (2 pages)

Purpose: Student learn about organizational patterns for persuasive speeches while gaining experience working in small groups and presenting material to an audience.

Activity: Put students in small groups (symposium groups work well). Make the following sheet into an overhead or handout for class to read. Once they are in groups present to them their “surplus material” to sell: an upside down desk. Students are to decide what the merchandise is and using persuasive organizational pattern (most use Monroe’s Motivated) sell it to the class. Students tend to get very creative with the use of the upside down desk. Be sure to give them time to create a “script” and gather props. Then they are to give their presentations persuasively.

Discussion: A general class discussion on which organizational patterns were used in the presentations is helpful. Also, discuss whether or not the presentations were persuasive in nature where else this type of organizational pattern might be used.

See attached second page.

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The Great American Infomercial

Congratulations! Your group has been invited to appear on “The Great American Infomercial”. As a group, your job is to create the most potentially marketable product out of some surplus material to be supplied.

The group must try to persuade the audience (your classmates) that this item is one that they can not live without.**

You have approximately 10 minutes to decide on your “selling” techniques and 5 minutes to try to persuade the audience to buy your product.

**Beware, the competition has come out with a similar product and will be trying to market it to the same audience. Be creative as well as persuasive.

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ADDITIONAL

HANDOUTS

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Communication 110, Communication & Critical Inquiry 2006-2007

Instructor: Dr. Cheri SimondsOffice: Fell 454 Office Phone: 438-3298Office Hours: MW 2:00—3:00 & by appointment when necessaryE-mail: cjsimon@ilstu.eduWebsite: http://www.ilstu.edu/~skhunt2/com392/index.htmSection: 01 (Thursday 9:35-10:50/Fell 125)

COURSE DESCRIPTION:

This course plays a vital role in the ongoing professional development of graduate students teaching COM 110 COMMUNICATION AND CRITICAL INQUIRY. The purpose of our weekly meetings is to assist students in becoming more effective instructors. To meet this objective, we will discuss matters related to course content and instructional theory.

COURSE EXPECTATIONS:

This course—in concert with the COM 110 training workshop, the mentor program, and midterm student and course director evaluations—constitutes your professional development as well as your professional commitment. As such, attendance is both expected and mandatory.

Professional Courtesy. As this is a graduate level course, I feel it is unnecessary to emphasize issues such as respect for the class (attendance, punctuality, active participation, etc.) and the members of the class (respecting others' opinions, being respectful to those who are speaking, and working together in a spirit of cooperation rather than competition). I do, however, want to be clear about my expectations. I believe graduate school is an experience designed to bring professional individuals together to increase and expand knowledge. Thus, I will expect your behaviors and attitudes towards this course to reflect professional courtesy.

Special Needs. Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853(voice), 438-8620 (TDD).

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Communication 392.08, Teaching Communication and Critical Inquiry Fall

MY APPROACH TO TEACHING:

First of all, please keep in mind that I AM HERE TO HELP! My goal as an instructor is to do all I can to create an environment in which we all can learn from each other safely, productively, and happily. Every person in this class contributes to that environment, and together we share the power to determine whether or not we live up to that goal. Please do not hesitate to ask questions, or ask for help, in or out of class. (Unless there is a privacy issue at stake, in-class is often best, since your classmates may have the same questions or concerns that you do, and then you are helping them, too.)

If you have any special needs that it would help for me to be aware of, please do let me know. I am committed to helping every student attain the best quality of education she or he can.

Ultimately, I believe that the quality of each student’s education is largely dependent on her or his own efforts, attitudes, and behaviors. It is important for you to know that I will bend over backwards to help you if I can see that you are putting forth the effort to do the work in this class.

TENTATIVE SCHEDULE

DATES TOPICS

Aug. 24 IntroductionPractice Teaching Units AssignedTraining Assessment

Aug. 31 Grade Books/EvaluatingCIP’s and Artifacts

Sept. 7 Writing Exams/Quizzes

Sept. 14 PTUs

Sept. 21 PTUs

Sept. 28 Unit 3--Message Responsiveness

Oct. 5 PTUs

Oct. 12 PTUs

Oct. 19 PTUs

Oct. 26 Unit 4--Persuasion

Nov. 2 PTUs

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Nov. 9 PTUs

Nov. 16 NCA Convention

Nov. 23 Thanksgiving Holiday

Nov. 30 Grading Portfolios

Dec. 7 Synthesis/Course Assessment

PRACTICE TEACHING UNITS FORCOM 110

Purpose: To provide new instructors with classroom experience in:

preparing and delivering content information associated with a specific instructional objective.

developing and asking discussion questions. selecting, organizing and debriefing a content-relevant activity (ELV).

Instructions: Consider the course content and select any area of interest (e.g. ethical communication, critical thinking, listening, language, etc.).

Format: Each instructor will have 15-20 minutes to present the class material. In preparing the content of your class presentation, consider the objectives you'd like to accomplish in your particular unit and structure your time to meet those goals. Your oral presentation should include a brief outline of the content to be covered, inclusion of at least 2-3 discussion questions, and the start/debriefing of an experiential learning vehicle. While I realize this is a great deal to cover in 15-20 minutes, please attempt to include the above, realizing time may not allow for the actual presentation of everything you had planned.

Each presentation will be taped (please bring a VHS tape) with informal group feedback to follow. Videos can be used should the instructor desire a more detailed evaluation with a course director at a later date.

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The School of Communication at Illinois State University takes teaching seriously. In addition to the formal instruction presented in COM 110 training, all new teaching assistants in the department are expected to participate in the mentor program. The mentor program has been developed to help teaching assistants refine their teaching skills by working collaboratively with an experienced graduate student. Teaching assistants are afforded the unique opportunity to teach one section of Communication 110 while simultaneously attending a mentor's class to observe how he or she prepares lectures, and structures exercises, conducts class discussion, evaluates students, and deals with the array of situations and issues likely to arise in the classroom. This structure allows the teaching assistant to observe, apply, perform, and discuss instructional techniques with his or her peer mentor.

In order for the program to be most successful, both parties must be committed to the goal of teaching excellence and take an active part in the process. The following roles and responsibilities are suggested:

Peer Mentors' Roles and Responsibilities

To serve as a role model for mentees, demonstrating the highest standards of professional and instructional expertise

To attend mentor orientation/training prior to the beginning of fall semester and additional meetings related to the mentor program that might be called by the Communication 110 course directors or the School Director

To attend/take part of the Communication 110 training program for new graduate teaching assistants prior to the beginning of fall classes

To attend/take part of some of the ongoing training and development meetings with new graduate teaching assistants

To arrange and facilitate weekly meetings with mentees to answer questions, offer advice, discuss problems, provide feedback, etc.

To explore ways, when appropriate, that mentees might gain additional experience through participation in the mentor's classroom (e.g., team-teaching a lesson, conducting an in-class exercise, helping students with class work/activities, etc.)

To observe and provide feedback to mentees in their own classroom (can be video observation)

To provide course directors with feedback regarding mentees teaching progress (Course directors will conduct formal observations of teaching in the Spring semester)

To refer any major problems directly to course directors

To provide Communication 110 course directors with assessment information regarding unusual or persistent problems for teaching assistants, strengths and weaknesses of the program, suggestions, concerns, etc.

Mentees' Roles and Responsibilities

To serve as an apprentice teacher, actively working to acquire the highest standards of professional and instructional expertise

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COM 110, Communication & Critical Inquiry Peer Mentor

To attend training prior to the beginning of fall semester and additional meetings related to the mentor program that might be called by the Communication 110 course directors or the School Director

To attend weekly meetings with mentors to seek answers to questions related to instruction, classroom problems, course content, etc. as well as to share insights with other mentees

To explore ways, when appropriate, to gain additional experience through participation in the mentor's classroom (e.g., team-teaching lessons, conducting an in-class exercise, helping students class work/activities, etc.)

To invite mentors to observe them in their own classroom (Formal director observations will be conducted in the Spring semester)

To provide Communication 110 course directors with assessment information regarding unusual or persistent problems that exceed the responsibility of the mentors, strengths and weaknesses of the program, suggestions, concerns, etc.

To complete the following specific requirements:

Enroll in Communication 392.08 during the fall semester and attend all class sessions

Attend the Communication 110 class of the mentor and participate in the day-to-day functioning of the class at a level agreed upon between the mentor and the mentee (e.g., mentors might team-teach lessons, lead a class discussion, help students work on speeches or group presentations, etc.)

Attend the weekly mentor/mentee meetings established by the mentor

Assist in the grading of a written assignment and/or presentation. (See training manual for recommendations on how to grade papers and evaluation forms for speeches)

To complete any of the following optional activities as established in consultation with the mentor:

Submit sample test questions (e.g., closed-ended, essay, and application) to the mentor from selected chapters and lectures

Ask mentor for feedback on the quality and consistency of the grading

Mentees might videotape a typical class and use the tape to critique their teaching and/or review the tape with their mentor

Monitor Communication Teacher and related sources for potential classroom activities or instructional practices. These can be shared with other mentees and with the mentor

Visit other Communication 110 classes, when convenient for the instructor's schedule, to observe a variety of teaching styles

Peer Mentor/Mentee Attendance Record

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Week Mentor—All Classes Observed

Date/Class Missed

Alternative Arrangements

Mentee—Alternative Completed

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

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INSTRUCTIONAL STRATEGIES

See McKeachie, W. J. (1994). Teaching tips: Strategies, research, and theory for college and university teachers. (9th ed.). Lexington, MA: DC Heath and Co.

Lecture when material is:

NewComplexUnavailable

Discuss Reading Expectations

Communicate clearlyFollow through consistently

Presentation of Content Material

Overview

Link

Clarify

Elaborate

Framework

Class Sessions/Units

Warm-up activity, interesting introduction, and/or quizPresentation of ContentDiscuss ContentExperiential ActivityDebrief Activity

Practice Teaching Units

See additional handout

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INSTRUCTIONAL DISCUSSION2

I. What is Instructional Discussion?

A. It is NOT:1. open-ended discussion2. guess what' on my mind3. any discussion in a classroom

B. This is a specific teaching strategy characterized by high student interaction, the use of students' personal experience, and higher order questioning.

II. Planning the Instructional Discussion--planning for instructional discussions differs from planning other classroom activities because the teacher is interested less in what he/she will say and more in how to create effective questions which will enable students to reason toward information without being told.

The purpose is not to check retention but to move students through the lower levels of thinking to the analysis, synthesis, and evaluation levels.

A. Select an appropriate topic and objective

The topic must be one with which the students have sufficient background so that they may engage openly and productively in a discussion.

B. Develop a questioning strategy

Preparation of effective questions prior to the discussion is a necessity!

C. Outlining for instructional discussion

Start in the right-hand column to determine what you expect students to achieve as a result of the instructional discussion. Then move to the left and generate questions.

D. Prepare discussion questions over reading material before the instructional discussion.

III. Leading Discussions

A. Pre-discussion variables1. Psychological climate--students must feel safe.2. Physical setting--conducive to interaction (circle).3. Role of discussant--if you use a technique like instructional discussion, you really have to tell your students what to expect.

B. Facilitative behaviors

2 Adapted from Jody Nyquist and Ann Q. Staton-Spicer.

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1. Initiate the discussion.2. Quality of questions.3. Probe student responses to elicit information or to clarify.

a. restateb. paraphrasec. request elaborationd. request the student to justify responsee. encouraging behavior--verbal and nonverbal messages that mean keep

goingf. WAIT TIME

C. Summarizing--provide internal summaries to the discussion.

D. Mediate conflict

E. Concluding the discussion--provide a clear synthesis of ideas.

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INSTRUCTIONAL DISCUSSIONDEVELOPING A QUESTIONING STRATEGY

Classifying Questions:

Level 1--Memory

Self explanatory but it is important to note that more complex mental processes cannot take place until the facts or information have been remembered. These questions usually ask what, when, where, and who.

Level 2--Translation

Requires students to paraphrase information.

Example: "Describe, in your own words, what perception means."

Level 3--Interpretation

Interpretation = discovering and explaining relationships between facts, generalizations, definitions, values, and skills.

At this level of thinking, the student should be able to take sets of information and make comparisons according to similarities or differences. Students should be able to determine what ideas, by implication, might result from certain information.

Example: "Do communicators always have to be honest to engage in ethical communication?"

Level 4--Application

Application thinking involves the solving of problems through identification of issues and selection of appropriate generalizations and skills. When presented with a problem, the student must independently choose pertinent knowledge and then apply an appropriate theory.

Example: "How can spontaneity contribute to both the development and the deterioration of interpersonal relationships?"

Level 5--Analysis

Analysis is the systematic examination of facts in order to solve problems. The teacher must know and teach students the rules for valid conclusions. You should become aware of the reasons for using analytic questions:

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1. To teach students to reason from the specific to the general (induction).

2. To teach students to reason from generalizations to specific instances (deduction).

3. To teach students to recognize and identify fallacies or common mistakes in reasoning.

Example: Effective instructors employ spontaneous and natural communication styles, but classroom analysis of communication is necessarily artificial and somewhat unnatural. Therefore, you can't really teach instructors to be effective communicators. Is this conclusion valid or invalid?

Level 6--Synthesis

Synthesis involves solving a problem through original and creative thinking. When synthesis questions are used, it is important that the atmosphere of the classroom be such that the students know that the teacher does not have an answer in mind which the student is expected to duplicate.

Example: "If we view communication as a transactional process, what how does this affect the role of the sender/receiver?" or "Use the components of the communication process to create your own model of communication."

Level 7--Evaluation

Students make assessments of good or bad, right or wrong.

Example: "In your own judgment what kinds of communication behavior in others creates barriers or breakdowns in your potential relationships with these individuals?" or "What is the most appropriate model of communication?"

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LEADING AND PROCESSINGACTIVITIES

Adapted from Gray, P. L. (1998). Leading classroom activities. In Hugenberg, L. W., & Moyer, B. S. (Eds.), Teaching ideas for the basic communication course, (vol. 1). Dubuque, IA: Kendall Hunt.

Why Use Activities?

What Preparation Needs To Be Done Before Leading The Activity?

1. Decide on the goal(s) and objective(s) for the activity.2. Decide on the grouping you need (individuals, pairs, groups, whole class, etc.).3. Decide on any materials needed.4. Decide on the placement of the students.

What Steps Need To Be Considered When Actually Leading An Activity?

1. Capture Attention.2. Give the students an overview of the coming activity.3. Give the students a reason to participate.4. Provide the needed details.5. Check for questions.6. Monitor their work.7. Check to see if all groups are ready to share their outcome.8. Capture Attention Again.9. Set the environment for the sharing and the evaluation/critique.10. PROCESS THE ACTIVITY.

EXPERIENCE the activity

DESCRIBE the activity (ask students questions to get them to tell you what happened—what did they see, hear, feel, think?)

INFER the relationship between what they did and what they learned (refer back to the goal of the activity.)

TRANSFER experiences to real-life principles (how can we use this outside the classroom?)

The EDIT process is adapted by Covert, A. (1980). Processing games and simulation: The EDIT system. In R. Abelman (Ed.), Instructor’s Manual to accompany Human communication: Principles, contexts, and skills (pp. 1-9). New York: St. Martin’s Press.

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THE FIRST DAY

Rules, Routines, Expectations

Evertson (1987) suggests:(1) preparing and planning classroom rules and procedures in advance;(2) communicating their expectations clearly;(3) establishing routines, procedures, and expectations for appropriate

performance; (p. 153).

According to Friedrich and Cooper (1990), there are three categories of information that students wish to acquire on the first day of class: (1) course coverage(2) course rules(3) teacher personality.

Set the tone for class climate

Break the ice

Discussion

Additional Readings and Resources

Evertson, C. M. (1987). Creating conditions for learning: From research to practice. Theory into Practice, 26, 44-50.

Friedrich, G. W., & Cooper, P. (1987). The first day. In Daly, J., Friedrich, G., & Vangelisti, A. (Eds.), Teaching communication: Theory, research, and methods (pp. 237-246). Hilldsdale, NJ: Lawrence Erlbaum.

McKeachie, W. J. (1994). Teaching tips: Strategies, research, and theory for college and university teachers. (9th ed.). Lexington, MA: DC Heath and Co.

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COMMUNICATION AND CRITICAL INQUIRY (COM 110)

Instructor: Dr. Cheri SimondsOffice: Fell 454Office Phone: 438-3298 (direct line/voice mail)Office Hours: TR 1:00—2:00 or by appt.E-mail: cjsimon@ilstu.edu

TEXTS:

Lucas, S. E. (2004). The art of public speaking, (8th ed.), Custom published for Illinois State University. New York: McGraw Hill.

Simonds, C. J., & Hunt, S. K. (Eds.), (2006). Communication and critical inquiry: Supplementary materials packet. Champaign, IL: Stipes Publishing.

ALSO REQUIRED:

A videotape for recording presentations A three-ring binder (1 ½”) to be used for the course portfolioA working e-mail account that you check regularly!

Several assignments and handouts will only be sent to you via e-mail. So, if you don't have one, make sure you set one up as soon as possible, and check it often. (Remember: ISU provides you with a free email account that you can check through the school's server. Contact the University Computer Help Desk at 438-HELP for more information.)

COMMUNICATION & CRITICAL INQUIRY (COM 110) COURSE GOALS

1) Students will become more competent communicators (using knowledge, skill, motivation, and judgment).

2) Students will become more critical consumers and producers of ideas and information (using analytical reasoning skills in the reception, collection, and presentation of ideas).

3) Students will conduct background research necessary to develop well-informed presentations.

4) Students will evaluate the communication skills of others (identifying effective and ineffective aspects of oral presentations).

5) Students will become more competent in communicating in small group discussions (articulating and defending their own ideas as well as listening to and considering the ideas of others).

6) Students will become more effective communicators in a democracy (demonstrating ethical communication, considering multiple perspectives on controversial issues, and managing conflict).

ASSIGNMENTS:

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EXAMS: There will be one midterm exam and a comprehensive final exam. Exams will assess your understanding of communication concepts and theories, as well as your application and integration abilities.

SPEECHES: Each student will present three speeches:

a. Informative speech (4-6 minutes w/at least 4 sources) b. Group presentation (25 minutes w/at least 10 sources) c. Persuasive speech (5-7 minutes w/at least 6 sources)

All three speeches must be completed to pass the course. Each presentation will be evaluated on content and delivery. Specific details will be clearly outlined in class. Typed outlines and references are required for each (a sample will be provided). You are always welcome to bring a preliminary outline to me for comments prior to your presentation date.

PORTFOLIO: The portfolio is a collection of your work in this course over the semester. It will represent your insights, observation, experiences, and reflections that illustrate course content. Although a detailed handout will be provided, the end product will consist of your Communication Improvement Profile (CIP) and Critical Thinking Self Assessment, the videotape of your speeches, copies of your draft and final outlines, research logs from each presentation, self critiques, a series of communication artifacts, and a final communication analysis paper and Critical Thinking Self Assessment.

SPEECH LAB: You will be required to visit the speech lab at least once during the semester to practice your speech. You can do this for either your informative or persuasive speech, but keep in mind that this activity must be completed before you actually present the speech in class. It is also recommended that you plan a visit to the speech lab at least one week before your speech so you have enough time to synthesize the feedback received from the attendant and incorporate it into your speech. Ultimately, the speech lab can be a useful tool in improving the quality of your speech and public speaking skills.

To schedule time in the speech lab, call 438-7028. The speech lab is located in the basement of Fell Hall, room 036. Make an appointment at your earliest convenience since the speech lab fills up fast. Being unable to get an appointment will not excuse you from this activity. Furthermore, to receive credit for this activity, you must ask the speech lab attendant for verification of your visit in writing. If you need to change or cancel your appointment, you will need to call the Speech Lab at 438-7028 or stop by in person (room 38 Fell Hall) 24 hours in advance. Failure to do so will result in NOT being allowed to make an appointment or participate at the Speech Lab for the rest of the semester. ACTIVITIES: You are expected to come to class prepared to discuss and participate in activities associated with the readings. I will not lecture over the material you have read, rather I will synthesize the material into discussions and activities, of which, you will play a large role. In order to assess your preparation for class, you will hand in completed reading objectives which you may find in your spiral workbook.

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PARTICIPATION: Because Communication and Critical Inquiry is a skills-based, developmental course, participation is essential. Participation is a function of attendance, demonstration of having read the material, asking questions that extend the thinking of the class and instructor, contributing relevant examples, and demonstrating respect for the contributions of classmates.

READING OBJECTIVES: You are required to complete the reading objectives, along with the extended comments, for each chapter covered in class. Reading objectives assess your preparation for participation in class. If you are not in class to participate, you may NOT turn in reading objectives for partial credit. They can be found in the spiral book and should be completed before each class session. I will always collect reading objectives at the end of every class period. They should be written (not typed) using proper grammatical structure. The reading objectives will not only help you review the material for a given class, but they will also prepare you for discussion and will serve as a study tool for the midterm and the final.

EVALUATION: Informative Speech 100 pts. Group Presentation 100 pts. Persuasive Speech 100 pts. Portfolio 100 pts. Midterm Exam 100 pts. Final Exam 100 pts. Activities TBA Participation TBA

The grading scale is a standard ten percentage point scale: 90-100% = A; 80%-89% = B; 70%-79% = C; 60-69% = D; below 60% = F

COURSE POLICIES:

ATTENDANCE: Regular attendance is expected. Being absent will deprive you of valuable class discussions and will also prevent you from fulfilling certain graded in-class activities which cannot be made up. Excessive absences will affect your participation grade in this class. You are always responsible for all material distributed in your absence. Also note, any/all materials are handed out only once. If you are not in class to receive them, you should obtain the information from a fellow student.

TARDINESS: Participation/Attendance sheets will be distributed at the beginning of each class session. If you are late (and please try NOT to be), you are responsible for completing this sheet immediately after class or you will not get credit for that day.

ASSIGNMENT DUE DATES: All speeches, assignments, and exams must be completed on the date assigned. If you are unprepared to deliver a speech on your assigned day (you sign up for your own speech dates) or do not come to class on an exam day, you will receive a ZERO for that assignment unless an alternate due date has been previously approved or documentation has been provided for extreme circumstances.

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PROFESSIONAL COURTESY: Professional courtesy includes respecting others' opinions, not interrupting in class, being respectful to those who are speaking, and working together in a spirit of cooperation. I expect you to demonstrate these behaviors at all times in this class. With that in mind, sleeping, reading materials irrelevant to class purposes, and disrupting the class will not be tolerated and will result in the student being considered absent for that particular class period.

SPEECH ETIQUETTE: On speech days, you have dual responsibilities as a speaker and an audience member. When you are presenting, you will dress appropriately. When you are an audience member, you will be attentive and ask challenging but constructive questions when the speech is finished. Because most people are nervous when they give a speech, you will be supportive both verbally and nonverbally. You will never enter or leave the room while a speech is in progress.

CHEATING/PLAGIARISM: Students are expected to be honest in all academic work, consistent with the academic integrity policy as outlined in the Code of Student Conduct. All work is to be appropriately cited when it is borrowed, directly or indirectly, from another source. Unauthorized and unacknowledged collaboration on speech topics and/or the presentation of someone else’s work warrants plagiarism.

Students found to inadvertently commit acts of dishonesty will receive appropriate penalties specific to the assignment in question. Students found to commit intentional acts of dishonesty will receive a failing grade in the course and will be referred for appropriate disciplinary action through Community Rights and Responsibilities.

APA GRADES: During the 5th week of school, the university will send out Academic Progress Alert Grades. For purposes of this course, APA grades will be based on an anticipated grade rather than a calculated grade determined by class participation and presence/absence of work turned in to date. Grades will be given based on the following: C—adequate progress in the course F—inadequate progress in the course

SPECIAL NEEDS: Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TDD).

INSTRUCTIONAL TECHNOLOGY PASSPORT SYSTEM: As part of a new Performance-Based Assessment System, students at Illinois State University are expected to demonstrate the ability to use instructional technology appropriately. For complete information about the expectations, please visit the Instructional Technology Passport System web site at http://www.itps.ilstu.edu

In Com 110, you will be required to demonstrate proficiency in using Presentation Authoring tools (competency #3). You will use Microsoft PowerPoint to create a visual aid for your Informative Speech. If you do not meet the requirements in this speech, you may try again in your Persuasive Speech. If you do not meet the requirements a second time, a deficiency will be reported to the ITPS. If you are a teacher education major, you will need to make provisions for

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demonstrating this competency before you are admitted into the Professional Studies program.

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Instructor: Dr. Steve Hunt, Co-Director Communication & Critical InquiryOffice: Fell 458 Office Phone: 438-7279Office Hours: TR 10:00 a.m.-11:30 a.m., & by appointment when necessaryE-mail: skhunt2@ilstu.eduWeb Page: http://www.ilstu.edu/~skhunt2/com110/index.htm

TEXTS:

Lucas, S. E. (2004). The art of public speaking, (8th ed.), Custom published for Illinois State University New York: McGraw Hill.

Simonds, C. J., & Hunt, S. K. (Eds.). (2006). Communication and critical inquiry: Supplementary materials packet. Champaign, IL: Stipes Publishing.

ALSO REQUIRED:

A videotape for recording presentations A three-ring binder (1”) to be used for the course portfolio

COMMUNICATION & CRITICAL INQUIRY (COM 110) COURSE GOALS:

1) Students will become more competent communicators (using knowledge, skill, motivation, and judgment).

2) Students will become more critical consumers and producers of ideas and information (using analytical reasoning skills in the reception, collection, and presentation of ideas).

3) Students will conduct background research necessary to develop well-informed presentations.

4) Students will evaluate the communication skills of others (identifying effective and ineffective aspects of oral presentations).

5) Students will become more competent in communicating in small group discussions (articulating and defending their own ideas as well as listening to and considering the ideas of others).

6) Students will become more effective communicators in a democracy (demonstrating ethical communication, considering multiple perspectives on controversial issues, and managing conflict).

MY APPROACH TO TEACHING:

First of all, please keep in mind that I AM HERE TO HELP! My goal as an instructor is to do all I can to create an environment in which we all can learn from each other safely, productively, and happily. Every person in this class contributes to that environment, and together we share the power to determine whether or not we live up to that goal.

Please do not hesitate to ask questions, or ask for help, in or out of class. (Unless there is a privacy issue at stake, in-class is often best, since your classmates may have the same questions

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or concerns that you do, and then you are helping them, too.)

If you have any special needs that it would help for me to be aware of, please do let me know. I am committed to helping every student attain the best quality of education she or he can.

Ultimately, I believe that the quality of each student’s education is largely dependent on her or his own efforts, attitudes, and behaviors. It is important for you to know that I will bend over backwards to help you if I can see that you are putting forth the effort to do the work in this class.

COURSE POLICIES:

ATTENDANCE: It should be no surprise that in a class on language and communication, I expect attendance. The nature of this topic is such that your participation in discussion, exercises, and in providing feedback on speeches is a valuable and necessary part of the course experience. I expect you to be able to apply the things we discuss in class to your graded assignments. I will take attendance every day and I will be grading on your participation. (Obviously, you can only participate if you are present.)

PROFESSIONALISM: (1) This class begins on time. Habitual lateness counts cumulatively as absence(s). (2) Should you need to miss a class or an appointment, I would appreciate the same courtesy and sense of responsibility you would extend to an employer. (3) Professionalism includes respecting others’ opinions, not interrupting in class, being respectful to those who are speaking, and working together in a spirit of cooperation. (4) On speech days, never walk in while someone else is giving his or her speech.

PROBLEMS: All work is expected on the date it is due. Make sure to anticipate those predictable problems so that you can prevent them. For example, running out of paper or printer ribbons, or losing something on a computer disk that you did not backup are problems that need not occur if you are looking ahead. (Supplies only run out when you need them, because that is the only time you use them!)

TOUGHER PROBLEMS: All work is still expected on the date it is due. In emergencies I will make other arrangements with individual students but such cases are relatively rare. Like most instructors, I am more understanding if you keep me informed: If you encounter problems, please let me know right away. I may be able to help.

CHEATING/PLAGIARISM: Students are expected to be honest in all academic work, consistent with the academic integrity policy as outlined in the Code of Student Conduct. All work is to be appropriately cited when it is borrowed, directly or indirectly, from another source. Unauthorized and unacknowledged collaboration on speech topics and/or the presentation of someone else’s work warrants plagiarism.

Students found to inadvertently commit acts of dishonesty will receive appropriate penalties specific to the assignment in question. Students found to commit intentional acts of dishonesty will receive a failing grade in the course and will be referred for appropriate disciplinary action

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through Community Rights and Responsibilities.

APA GRADES: During the 5th week of school, the university will send out Academic Progress Alert Grades. For purposes of this course, APA grades will be based on an anticipated grade rather than a calculated grade determined by class participation and presence/absence of work turned in to date. Grades will be given based on the following:C--adequate progress in the course F--inadequate progress in the course

SPECIAL NEEDS: Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853(voice), 438-8620 (TDD).

SPEECH LAB POLICY: The School of Communication houses a speech laboratory (located in the basement of Fell Hall—038) where you can practice your presentations, videotape them, and receive feedback from an instructor who teaches the course. Students find the speech lab advantageous and research indicates that students who utilize the lab receive better grades on their speeches than students who do not. For this class, you will be required to attend the speech lab for at least one of your presentations. Because of the large volume of students using the lab, appointments are required. If you need to change or cancel your appointment, you will need to call the Speech Lab at 438-7028 or stop by in person (room 38 Fell Hall) 24 hours in advance. Failure to do so will result in NOT being allowed to make an appointment or participate at the Speech Lab for the rest of the semester.

INSTRUCTIONAL TECHNOLOGY PASSPORT SYSTEM: As part of a new Performance-Based Assessment System, students at Illinois State University are expected to demonstrate the ability to use instructional technology appropriately. For complete information about the expectations, please visit the Instructional Technology Passport System web site at http://www.itps.ilstu.edu

In Com 110, you will be required to demonstrate proficiency in using Presentation Authoring tools (competency #3). You will use Microsoft PowerPoint to create a visual aid for your Informative Speech. If you do not meet the requirements in this speech, you may try again in your Persuasive Speech. If you do not meet the requirements a second time, a deficiency will be reported to the ITPS. If you are a teacher education major, you will need to make provisions for demonstrating this competency before you are admitted into the Professional Studies program.

ASSIGNMENTS:

EXAMS: There will be one midterm exam and a comprehensive final exam. Exams will assess your understanding of communication concepts and theories, as well as your application and integration abilities.

SPEECHES: Each student will present three speeches:a. Informative speech (5-7 minutes w/ at least 4 sources)b. Group presentation (part of a 25-minute group presentation-10 sources)

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c. Persuasive speech (5-7 minutes-6 sources)

All three speeches must be completed to pass the course. Each presentation will be evaluated on content and delivery. Specific details will be clearly outlined in class. Typed outlines and bibliographies are required for each (a sample will be provided). You are always welcome to bring a preliminary outline to me for comments prior to your presentation date.

PORTFOLIO: The portfolio is a collection of your work in this course over the semester. It will represent your insights, observation, experiences, and reflections that illustrate course content. Although a detailed handout will be provided, the end product will consist of your Communication Improvement Profile (CIP) and Critical Thinking Self Assessment, the videotape of your speeches, copies of your draft and final outlines, research logs from each presentation, self critiques, a series of communication artifacts, a participation log, and a final communication analysis paper and Critical Thinking Self Assessment.

QUIZZES AND ACTIVITIES: You are expected to come to class prepared to discuss and participate in activities associated with the readings. I will not lecture over the material you have read, rather I will synthesize the material into discussions and activities, of which, you will play a large role. In order to assess your preparation for class, I will give several unannounced quizzes throughout the semester. The answers to these quizzes will be quite obvious to one who has read the material! You may NOT make-up a quiz. Also note, any/all materials are handed out only once. If you are not in class to receive them, you should obtain the information from a fellow student.

EVALUATION:

Informative Speech 100 pts.Group Presentation 100 pts.Persuasive Speech 100 pts.Portfolio 100 pts.Midterm Exam 100 pts.Final Exam 100 pts.Quizzes/Activities TBA

The grading scale is a standard ten percentage point scale:

90-100% = A ; 80%-89% = B; 70%-79% = C; 60-69% = D; below 60% = F

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TENTATIVE SCHEDULE FOR THREE-DAYS A WEEK

UNIT 1: IMMERSIONWeek 1Aug. 21 (M) Course Orientation/Introductions

Assign “Interview as Biography”

23 (W) “Interview as Biography” Ch. 1Communication ApprehensionAssign CIP and CTSAAssign Portfolio

25 (F) Defining Communication Ch. 1

Week 228 (M) Critical Thinking Ch. 1

Glossary of Shared Vocabulary/Critical Thinking Terms Operationalizing Critical Thinking in COM 110

30 (W) Ethical Communication Ch. 2

Sept. 1 (F) Perception and Self Concept App. AACIP & CTSA DUE

Week 3 4 (M) NO CLASS Labor Day

UNIT 2: MESSAGE CLARITY

6 (W) Assign Informative SpeechTopic Selection Ch 4 & 14What is Information Literacy? Why is it Important?

8 (F) Audience Analysis Ch. 5

Week 411 (M) Supporting Your Ideas Ch. 7

13 (W) Tests of Evidence

15 (F) Organization Ch. 8

Week 518 (M) Introductions & Conclusions Ch. 9

Sitcom Character Preparation

20 (W) Sitcom Character PresentationsOutlining Ch. 10

22 (F) Delivery Ch. 12

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Week 625 (M) Visual Aids Ch. 13

27 (W) Language Ch. 11

29 (F) Speech Tips/Reminders Assign Peer/Self Evaluations

Week 7Oct. 2 (M) Informative Speeches

4 (W) Informative Speeches 5 (F) Informative Speeches

Week 89 (M) Informative Speeches

11 (W) Review for Midterm Exam

13 (F) MIDTERM EXAM

UNIT 3: MESSAGE RESPONSIVENESSWeek 9

16 (M) Group Presentation Assigned App. BB

18 (W) Group Communication App. CC

20 (F) Cultural Influences App. EE

Week 1023 (M) Listening Ch. 3

Argumentation and Fallacies App. FF

25 (W) Managing Conflict App. DD

27 (F) Group Presentations

Week 11 30 (M) Group Presentations

UNIT 4: PERSUASIVE COMMUNICATION

Nov. 1 (W) Persuasive Speech Assigned Ch. 15 Discuss Fact, Value, and Policy

3 (F) Organizing Persuasive Speeches Central Statements and Previews

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Week 12 6 (M) Persuasive Appeals (Ethos, Pathos, and Logos) Ch. 16

8 (W) Refuting Counterarguments/Audience Analysis

10 (F) Toulmin Argument Model Central Statements DUE

Week 1313 (M) Persuasion Activities

15 (W) Research Day NCA Conference

17 (F) Research Day NCA Conference

Week 1420-24 NO CLASS Thanksgiving Break

Week 1527 (M) Speech Tips/Reminders

Assign Peer/Self EvaluationsAssign Synthesis Paper and CTSAAssign Portfolio

29 (W) Persuasive Speeches

Dec. 1 (F) Persuasive Speeches

Week 164 (M) Persuasive Speeches

6 (W) Persuasive Speeches

UNIT 5: SYNTHESIS

8 (F) Review for Final Synthesis Paper & CTSA Reflection and Synthesis of Course Portfolios DUE Course Evaluation

TBA FINAL EXAM

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TENTATIVE SCHEDULE FOR TWO-DAYS A WEEK

UNIT 1: IMMERSIONWeek 1Aug 22 (T) Course Orientation/Introductions

Assign “Interview as Biography”Assign CIP and CTSAAssign Portfolio

 24 (R) “Interview as Biography”

Communication ApprehensionDefining Communication Ch. 1

Week 2  29 (T) Critical Thinking Ch. 1 Glossary of Shared Vocabulary/Critical Thinking Terms

Operationalizing Critical Thinking in COM 110

Sept 31 (R) Ethical Communication Ch. 2 Perception and Self Concept App. AA

CIP & CTSA DUE

UNIT 2: MESSAGE CLARITYWeek 3

5 (T) Assign Informative SpeechTopic Selection Ch. 4 & 14Assign Research Log #1What is Information Literacy? Why is it Important?

7 (R) Audience Analysis Ch. 5

Week 4  12 (T) General/Specific Purposes/Thesis Statements

14 (R) Supporting Your Ideas Ch. 7 Organization Ch. 8 Tests of Evidence

Week 5  19 (T) Introductions & Conclusions Ch. 9

Outlining Ch. 10

21 (R) Delivery Ch. 12

Week 6  26 (T) Visual Aids Ch. 13

Language Ch. 11 Assign Peer/Self Evaluations

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  28 (R) Informative Speeches

Week 7Oct. 3 (T) Informative Speeches

5 (R) Informative Speeches

UNIT 3: MESSAGE RESPONSIVENESSWeek 8 

10 (T) Group Presentation Assigned App. BBReview for Midterm

 12 (R) MIDTERM EXAM

Week 917 (T) Group Communication App. CC

19 (R) Cultural Influences App. EE

Week 1024 (T) Listening Ch. 3

Argumentation and Fallacies App. FF 

26 (R) Managing Conflict App. DD

Week 11Nov. 31 (T) Group Presentations

2 (R) Group Presentations

UNIT 4: PERSUASIVE COMMUNICATIONWeek 12

7 (T) Persuasive Speech Assigned Ch. 15 Discuss Fact, Value, and PolicyOrganizing Persuasive Speeches

9 (R) Central Statements and Previews Toulmin Argument Model

Persuasive Appeals (Ethos, Pathos, and Logos) Ch. 16

Week 1314 (T) Refuting Counterarguments/Audience Analysis

Assign Peer/Self EvaluationsAssign Synthesis Paper and CTSAAssign Portoflio

16 (R) NO CLASS NCA Conference

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Week 1420-24 NO CLASS Thanksgiving Break

Week 1528 (T) Persuasive Speeches 30 (R) Persuasive Speeches

 UNIT 5: SYNTHESIS

Week 16 Dec. 5 (T) Persuasive Speeches

Review for Final

7 (R) Reflection and Synthesis of Course Synthesis Paper & CTSA Course Evaluation Portfolios DUE

 TBA FINAL EXAM

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TENTATIVE SCHEDULE FOR A CLASS THAT MEETS WEEKLY

UNIT 1: IMMERSION

Week 1 Course Orientation/IntroductionsAssign “Any Old Bag”Assign CIP and CTSAAssign PortfolioCommunication Apprehension

Week 2 “Any Old Bag”Defining Communication Ch. 1 Critical ThinkingGlossary of Shared Vocabulary/Critical Thinking TermsOperationalizing Critical Thinking in COM 110Ethical Communication Ch. 2 Perception and Self Concept App. AA

UNIT 2: MESSAGE CLARITY

Week 3 Assign Informative Speech Topic Selection Ch. 4 & 14What is Information Literacy? Why is it Important?Audience Analysis Ch. 5 General/Specific Purposes/Thesis Statements CIP & CTSA DUE

Week 4 Supporting Your Ideas Ch. 7 Tests of EvidenceOrganization Ch. 8 Introductions & Conclusions Ch. 9Sitcom Character Preparation

Week 5 Sitcom Character PresentationsOutlining Ch. 10 Delivery Ch. 12

Week 6 Visual Aids Ch. 13 Language Ch. 11 Assign Peer/Self EvaluationsReview for Midterm

Week 7 Informative Speeches

UNIT 3: MESSAGE RESPONSIVENESS

Week 8 Group Presentation Assigned App. BBMIDTERM EXAM

Week 9 Group Communication App. CC

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Cultural Influences App. EE

Week 10 Listening Ch. 3Argumentation and Fallacies App. FFManaging Conflict App. DD

Week 11 Group Presentations

UNIT 4: PERSUASIVE COMMUNICATION

Week 12 Persuasive Speech Assigned Ch. 15 Discuss Fact, Value, and PolicyOrganizing Persuasive Speeches

Central Statements and Previews

Week 13 Persuasive Appeals (Ethos, Pathos, and Logos) Ch. 16 Toulmin Argument Model Central Statements DUERefuting Counterarguments/Audience AnalysisAssign Peer/Self EvaluationsAssign Synthesis Paper and CTSAAssign Portfolio

Week 14 NO CLASS Thanksgiving Break

Week 15 Persuasive SpeechesReview for Final

UNIT 5: SYNTHESIS

Week 16 Persuasive SpeechesReflection and Synthesis of CourseReview for Final Synthesis Paper & CTSA Course Evaluation Portfolios DUE

Week 17 FINAL EXAM

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Participation Log Assignment

The purpose of this assignment is to provide you with a mechanism to carefully track your participation over the semester. To accomplish this goal, you will construct a log of your participation efforts including, but not limited to, the following activities: level of preparedness for class (e.g., completing readings, reading objectives, coming to class prepared to engage in discussion), engagement in class discussion (e.g., oral contributions to class discussion, participation in class activities), outside of class involvement (e.g., readings not assigned for the class related to course content, participation in on-campus activities related to course content, talking with others about course content), and number of absences. Most importantly, it is your responsibility to keep track of this information on a DAILY basis!

Use the following criteria to assess your participation in COM 110:

A = Outstanding participation (typically completely prepared for class having read all of the required readings and completed reading objectives, contributed to the classroom experience for self and others, allowed/encouraged others to contribute in class; had insightful comments/questions for classmates and instructor; took a leading role in class activities; substantial outside of class involvement).

B = Good participation (prepared for class having looked over required readings and partially completed reading objectives; offered good comments and took an active role in class activities; significant outside of class involvement).

C = Average participation (responded to questions adequately; moderately prepared, participated in class activities; some outside of class involvement).

D = Poor participation (often poorly prepared; responded to questions, but briefly and with little elaboration; came to class late; little outside of class involvement).

F = Insufficient participation (came to class, but typically contributed little or nothing; continually arrived in class more than 10 minutes late).

In addition, the following should also be taken into consideration as you prepare your participation log:

If you are absent from class more than three times over the course of the semester, you cannot earn higher than a B for participation; more than four you cannot earn higher than a C for participation; more than five you cannot earn higher than a D for participation

You must develop an entry for each day of class—if you are absent you must make an entry explaining why.

You will write a brief paper (approximately 2 pages) to be turned in with your log in which you argue for the grade you should receive (30 points possible).

Remember, it is YOUR responsibility to keep track of this material over the course of the semester!

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Name:__________________________

Syllabus Quiz (Dr. Hunt)

1. What are the main sections of the syllabus?

2. Of the main topics covered in this course, which ones are of most interest to you? Why?

3. How will your grade be determined in this course?

4. What are the four most important things you believe a successful student must do to learn the most and get the best grade possible in this course?

1.

2.

3.

4.

5. List any inquiry questions you have about the syllabus.

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Communication 110, Communication & Critical Inquiry

Communication and Critical InquiryClass Participation Sheet

Name

Attendance and active participation are a necessary part of this course. Each class period you will grade your participation. Please fill in your score (whole numbers only) based upon the following scale and provide a rationale for your score. Scores may be adjusted if the point value is not consistent with the rationale or the criteria for evaluation.

5 = Outstanding participation (completely prepared for class having read all of the required readings and completed reading objectives, contributed to the classroom experience for self and others, allowed/encouraged others to contribute in class; had insightful comments/questions for classmates and instructor; took a leading role in class activities)

4 = Good participation (prepared for class having looked over required readings and partially completed reading objectives; offered good comments and took an active role in class activities.

3 = Average participation (responded to questions adequately; moderately prepared, participated in class activities)

2 = Poor participation (poorly prepared; responded to questions, but briefly and with little elaboration; came to class late)

1 = Came to class, but contributed little or nothing; Arrived in class more than 10 minutes late.

0 = Absent from class; entered class during another student’s speech.

Date Grade Rationale

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Communication 110, Communication & Critical Inquiry

Total / _______ = %

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INSTRUCTOR EVALUATION FORM: INFORMATIVE SPEECH

Name: Topic:

OUTLINE AND REFERENCES (10 pts.)Purpose statement clearFollows Outline FormatReferences correct/sufficient

pts. INTRODUCTION (20 pts.)Gained attentionShowed relevance of topic to audienceEstablished credibilityIntroduced topic/thesis statement clearlyPreviewed body of speech

pts. BODY (30 pts.)Main points clearStrong evidence & supporting materialOrganization effectiveLanguage precise, clear, powerfulTransitions effectiveSources are well integrated, credible, & cited fully

pts. CONCLUSION (10 pts.)Audience prepared for conclusionPurpose & main points reviewedClosed speech by reference to intro./other devices

pts. DELIVERY (15 pts.)Maintained eye contactUsed voice, diction, & rate for maximum effectUsed space, movement, & gestures for emphasis

pts. OVERALL IMPRESSION (15 pts.)Topic challengingAdapted to audienceMaintained time limitsEvidence of preparation & practiceQuality & relevance of visual aidsWas informative pts.

TOTAL POINTS

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INSTRUCTOR EVALUATION FORM: INFORMATIVE SPEECH

Name: Topic:

OUTLINE AND REFERENCES (10 pts.)Purpose statement clearFollows Outline FormatReferences correct/sufficient

pts. INTRODUCTION (20 pts.)Gained attentionShowed relevance of topic to audienceEstablished credibilityIntroduced topic/thesis statement clearlyPreviewed body of speech

pts. BODY (30 pts.)Main points clearStrong evidence & supporting materialOrganization effectiveLanguage precise, clear, powerfulTransitions effectiveSources are well integrated, credible, & cited fully

pts. CONCLUSION (10 pts.)Audience prepared for conclusionPurpose & main points reviewedClosed speech by reference to intro./other devices

pts. DELIVERY (15 pts.)Maintained eye contactUsed voice, diction, & rate for maximum effectUsed space, movement, & gestures for emphasis

pts. OVERALL IMPRESSION (15 pts.)Topic challengingAdapted to audienceMaintained time limitsEvidence of preparation & practiceQuality & relevance of visual aidsWas informative pts.

TOTAL POINTS

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INSTRUCTOR EVALUATION FORM: INFORMATIVE SPEECH

Name: Topic:

OUTLINE AND REFERENCES (10 pts.)Purpose statement clearFollows Outline FormatReferences correct/sufficient

pts. INTRODUCTION (20 pts.)Gained attentionShowed relevance of topic to audienceEstablished credibilityIntroduced topic/thesis statement clearlyPreviewed body of speech

pts. BODY (30 pts.)Main points clearStrong evidence & supporting materialOrganization effectiveLanguage precise, clear, powerfulTransitions effectiveSources are well integrated, credible, & cited fully

pts. CONCLUSION (10 pts.)Audience prepared for conclusionPurpose & main points reviewedClosed speech by reference to intro./other devices

pts. DELIVERY (15 pts.)Maintained eye contactUsed voice, diction, & rate for maximum effectUsed space, movement, & gestures for emphasis

pts. OVERALL IMPRESSION (15 pts.)Topic challengingAdapted to audienceMaintained time limitsEvidence of preparation & practiceQuality & relevance of visual aidsWas informative pts.

TOTAL POINTS

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TRAINING PACKETFOR EVALUATING SPEECHES

_________________________________________________________________________

Prepared by Cheri J. Simonds and Stephen K. Hunt

Table of Contents

Quicksheet Evaluation Forms with Criteria

Major Themes in Developing Criteria

Types of Speech Feedback and Using Feedback/Criteria to Determine Score

Outline and References for "C" Speech

Outline and References for "A" Speech

Video of "C" and "A" Speech (not included)

Sample Evaluations for "C" Speech

Sample Evaluations for "A" Speech

Worksheet for Evaluating Introductions

Criteria for Evaluating Speeches

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MAJOR THEMES IN DEVELOPING CRITERIAAND GRADING SCALE

(D) = Present in outline or speech, but not both.

(C) = Present—Meets requirement of the assignment.

(B) = Logically flows, well integrated.

(A) = Creative, unique, captivating, powerful.

Outline and References (10 Possible Points)9 = A8 = B7 = C6 = D

Introduction (20 Possible Points)18 = A16 = B14 = C12 = D

Body (30 Possible Points)27 = A24 = B21 = C19 = D

Conclusion (10 Possible Points)9 = A8 = B7 = C6 = D

Delivery (15 Possible Points)13.5 = A12 = B10.5 = C9 = D

Overall Impression (15 Possible Points)3.5 = A12 = B10.5 = C9 = D

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TYPES OF SPEECH FEEDBACK

Positive Non-Descriptive: Positive non-descriptive comments say that the student did a good job but do not describe or detail how the task was accomplished. These comments generally identify which behavior is performed well, but lack any specificity. Positive non-descriptive comments will use qualitative language from the A or B criteria and indicate a skill on the behavior list. When feedback is high inference in nature, it is considered non-descriptive. For example, effective, funny.

Examples: Good Eye ContactClear ThesisThorough DevelopmentExcellent Visual Aids Plus Marks (+)Happy Faces ()YesVery AppropriateLetter Grades (a or b)Funny (high inference)Effective (high inference)

Positive Descriptive: Positive Descriptive comments are those that say that the student did a good job, and specifically describe or detail what was liked about how the student accomplished their task (going above and beyond what is listed as a skill in the behavior set). Positive Descriptive comments will use qualitative language for the A or B criteria, identify the behavior or skill, and provide additional specificity that includes mention of a behavior or skill not listed in the behavior set. These comments transcend the requirements of non-descriptive comments and may give students some advice and/or future direction. In other words, positive descriptive comments may indicate repeatable behaviors for continued success. Positive descriptive comments are also low inference in nature. For example, nice energy and enthusiasm in your closing remarks.

Examples: Good job of engaging your audience through the use of facial expression and direct eye contact.

Nice job of incorporating full source citations into the flow of your presentation.Your Visual Aids are very professionally produced and incorporated smoothly into the presentation.Cool quote to close.

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Negative: Negative comments criticize the speech without providing suggestions for improvement. These comments generally identify which behavior is present, lacking, or performed poorly, but lack any specificity (or are high inference in nature). Note to ISU coders: If the quicksheet is used, code C and D items in this category.

Examples: Poor Eye ContactUse APA referencesOnly heard 2 sourcesConclusion not statedVisual Aids need workMinus marks (-)Check marks Letter grades (c, d, or f)NoNeutral statements (present or completed, adequate, fine, ok, sufficient, appropriate)Be more effective (high inference)

Constructive: Constructive comments acknowledge the need for improvement in the speech and provide specific direction or detail on how to improve (going above and beyond what is listed as a skill in the behavior set). These comments transcend the requirements of negative comments and may give students some advice and/or future direction. In other words, constructive comments make a request of the student or ask him/her to do something different next time. These suggestions are low-inference in nature—that is, you can assume that the student would reasonably know specific behaviors to engage in based on the feedback. For example, be confident.

Examples: You need more direct eye contact. Try using fewer note cards and gaze more directly with more of your audience.Try to provide more complete information for each source. I would suggest putting complete information on your note-cards.Your Visual Aids need to be larger and bolder. Practiceincorporating them into the flow of your speech.Read less.Be confident.

USING FEEDBACK/CRITERIA TO DETERMINE SCORE

“C” Speeches: will meet all of the requirements for the assignment and the criteria for a “C” speech. However, “C” speeches will contain a preponderance of constructive comments. Start by writing negative comments during the presentation and provide elaboration (constructive comments) when completing the evaluation.

“A” Speeches: will exceed the requirements for the assignment, the criteria for an “A” speech, and will contain a preponderance of positive descriptive comments. Start by writing positive comments during the presentation and provide elaboration (positive-descriptive comments) when completing the evaluation.

Notes: Use language from the criteria form to provide elaboration. Examine the relationship between the types of comments provided (constructive/positive-descript) and the score for each graded category (outline, introduction, body, conclusion, deliver, impression).

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OUTLINE FOR INFORMATIVE SPEECH “C”Roman Coliseum

Specific Purpose: To inform the audience about the Roman Coliseum.

Thesis/Central Idea: Because the Coliseum’s architecture is amazing and the games held inside were so terrible, it is being rebuilt today.

Organizational Pattern: Topical

I. Introduction

A. Attention Getter: Can you imagine fighting for your life in front of thousands of people? B. Relevance: History is a useful subject to learn in school because of the many lessons it teaches us, and the Roman Coliseum is a part of history. C. Credibility: Did you hear about the Roman Coliseum in your history classes? I learned about it in my high school history class and was so interested in it that I did research in the library and on the Internet.D. Thesis: Because the Coliseum’s architecture is amazing and the games held inside were so terrible, it is being rebuilt today.E. Preview: So, [show transparency] first I will tell you what it looked like, then tell you about some of the games, and finally, tell you what’s going on today.

Transition: First, I will tell you what the Coliseum looked like.

II. Body

A. What the Coliseum Looked Like1. According to www.govoyageur.com, the Emperor Vespasian had the Coliseum built on an old swamp.

a. The Coliseum was the first “People’s Palace,” because it had given the land back to the people.b. Although people don’t agree on how long it took to build, most say that hundreds of men did 8 years of really hard work.

2. The architecture of the Coliseum was amazing. a. It had 80 different doors or places to come in and leave, where all 50,000 people could leave in only 3 minutes. Our basketball gyms today can’t do that. b. The really rich people got to sit on marble benches, and the people who weren’t so rich sat on wooden ones. People from other countries, slaves, and women had to stand in the back. c. The floor of the Coliseum was made out of wood, but it was covered with sand.

Transition: Now I’ll tell you a little bit about the games that happened there.B. The Games at the Coliseum

1. Right away when it first opened, if you were a Roman, you didn’t have to dish out any dough to go to the games.2. First, according to ablemedia’s website, there were fights between wild animals that came from far away lands, like Africa. Lions would fight against tigers, and bears would fight against bulls. 3. Next, there were executions. In ancient Rome, they wanted you to feel tons of pain while you died. So they would crucify people on crosses, burn them alive, or have wild animals, like lions or dogs, eat them. 4. Finally, the gladiators would come out and fight.

a. Gladiators would sometimes fight in groups or one on one, but they all would have different outfits and things to fight with.

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b. For example, the Thracian had a saber and shield, and the retiarius had a net and small trident. [show video clip]c. That was a part of the movie of groups of gladiators fighting each other. One group had to use chariots, while the other group had to fight being chained to each other.

Transition: So let’s see what the Coliseum is like today.

C. What the Coliseum is Like Today 1. After lots of years of the Coliseum’s games, some guy ran into the arena, yelling for them to stop killing people, but the people killed him.

a. The gladiators didn’t ever fight again, and 100 years later, all the games stopped.b. Then, people started to take rocks from the Coliseum in order to build other buildings.

2. Today, http://news.nationalgeographic.com/news/2001/06/0625_ wirecolisum.html says that a rebuilding project of the Coliseum has started for more people to tour it and watch a play. And that is going to be 18 million dollars.

III. Conclusion

A. Thesis/Summary: Because the Coliseum’s architecture is amazing and the games held inside were so terrible, it is being rebuilt today. Now I hope you know of what the Coliseum looks like, about the games that happened inside, and what’s going on today.B. Memorable Close: For as Senator Gracus in the movie “Gladiator” said, “The beating heart of Rome is the sand of the Coliseum.” Hopefully, maybe one day you can visit the Coliseum and remember my speech. Thank you.

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References C Speech

AbleMedia. (2001). The Roman gladiator. Retrieved July 31, 2002, from About, Inc. the history net Web site: http://ancienthistory.about.com/gi/dynamic/offsite.htm?site= http%3A%2F%2Fwww.ablemedia.com%2Fctcweb%2Fconsortium%2Fgladiators.html

National Geographic News. (2001, July 29). Rome Colosseum being restored for wider public viewing. Retrieved July 31, 2002, from http://news.nationalgeographic.com /news/2001/06/0625_wirecoliseum.html

Voyageur Educational Tours. (n.d.). The Colosseum. Retrieved July 31, 2002, from http://www.govoyageur.com/eol/rome/colosseu.html

Wick, D. (Producer), & Scott, R. (Director). (2000). Gladiator [Motion picture]. United States: Dreamworks Pictures and Universal Pictures.

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OUTLINE FOR INFORMATIVE SPEECH “A”Roman Coliseum

Specific Purpose: To inform the audience about the Roman Coliseum.

Thesis/Central Idea: To truly understand the historical impact the Coliseum has had on civilization, it is important to learn of the architectural wonders of the Coliseum, the terror of the Roman Games, and the present plans for its restoration.

Organizational Pattern: Topical

I. Introduction

A. Attention Getter: Imagine yourself being ushered up a dark hallway and into a huge, outdoor theatre. Here you are greeted by 50,000 screaming spectators and one man—crazy for your death, hungry for the thought of ripping you apart limb from limb. You and Blood Thirsty are the only ones inside an arena encompassed by a 15-foot wall, and the 50,000 people are waiting for you to die. B. Relevance: From professional football and basketball games to the sporting events at ISU’s Redbird Arena, much of our culture is influenced by the success of one great sports arena built nearly 2000 years ago. The author Alan Baker, in his book, “The Gladiator,” published in 2001, makes the connection between the ancient Roman games and our culture today. Our own athletes, he states, “…are merely the pale echoes of the ancient fighters… [they] display their skill and aggression before thousands of screaming spectators, with millions more watching on television. This is exactly what happened in the ancient world.” C. Credibility: As a history major focused on Roman studies, I have always been enamored with the stories surrounding the Coliseum. Further, a tour of Ancient Rome this past summer intensified my horror and fascination with this great monument.D. Thesis: To truly understand the historical impact the Coliseum has had on civilization, it is important to learn of the architectural wonders of the Coliseum, the terror of the Roman Games, and the present plans for its restoration.E. Preview: Therefore, [show transparency] we will first, lay the foundation by describing its design and construction, next, live through a day at the games, and finally, learn of the present plans to restore and renovate this ancient monument to its original glory.

Transition: To begin, we will lay the foundation by describing its design and construction.

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II. Body

A. The Coliseum’s Construction1. According to John Pearson, author of “Arena: The Story of the Colosseum,” published in 1973, the Emperor Vespasian, to curry the favor of the Roman people, commissioned the construction of the Coliseum.2. Considering the games were held 1900 years ago, the construction was considered pure genius.

a. The outdoor theatre boasted 80 entrances, with a design so incredibly pragmatic that each was equipped with a numbered staircase, ensuring the simultaneous exit of about 50,000 individuals in 3 minutes flat. Our sports stadiums today cannot even accomplish this feat. b. Just as we look down from gymnasium bleachers, spectators would look down upon the wooden arena floor. However, the Coliseum’s floor was covered with sand, which served to soak up large quantities of blood. The floor also concealed a labyrinth of tunnels, trapdoors, and a complicated system of chains and pulleys, similar to our modern-day elevators.

Transition: Now that we have laid the foundation of the Coliseum’s construction, let us live through a day at the Roman Games.

B. A Day at the Games1. As ISU students, part of our tuition pays for Redbird Arena. However, at the Coliseum’s inception, it was a Roman citizen’s right to attend the games free of charge. And just as we are treated to semesters of games, it was not uncommon for emperors to treat their subjects to many months of games.2. The mornings began with fights between wild animals. One battle involved a bull and a panther, each at the end of a chain. They could barely reach other, and they were forced to tear each other apart piece by piece. Lions would be matched against tigers and bears pitted against bulls. 3. Lunchtime executions followed. The scholar Baker, as cited earlier, states that the infliction of pain was an essential part of punishment in ancient Rome. Therefore, common methods included crucifixions, being burned alive, and being thrown to wild beasts. In fact, Emperor Constantine would order molten lead to be poured down the condemned’s throats. 4. The best attraction was saved for the afternoon: gladiatorial combat. The following videoclip is taken from the 2000 epic film, Gladiator, in which Russell Crowe stars. As stated earlier, notice the concealed trapdoors in the arena floor. [Show videoclip.]

Transition: Now that we have lived through the terror of the Roman games, let us learn of the present plans to restore and renovate this ancient monument to its original glory.

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C. The Present Life of the Coliseum 1. After 300 years of this publicly accepted entertainment a monk named Telemachus ran into the arena, screaming for them to stop. However, the mob was not to be cheated of their entertainment, and he was torn to pieces.

a. Although gladiatorial combat was subsequently banned, the battles and executions involving wild beasts took another 100 years to end. b. Stones were taken from the Coliseum to construct other buildings during the Middle Ages, and the inner arena, as shown here [show transparency] became overgrown with weeds and vegetation.

2. Recently, [show transparency] the national geographic website reported in July of 2001, that a restoration project is underway to reinstate the Coliseum, which is located near the center of modern Rome.

a. It will take 8 years and cost 18-million dollars. b. It will also continue to allow international tourists to attend Greek plays and gladiatorial exhibitions.

Transition: Once restored, it will encompass, as historian Dr. Alison Futrell states in her 1997 book, “Blood in the Arena,” “all the glory and doom of the Roman Empire.”

III. Conclusion

A. Thesis/Summary: In many ways, the Coliseum has influenced the development of civilization and will likely do so for years to come. The Coliseum’s construction was truly genius, bearing witness to the wealth of the Roman Empire. The games, unlike those at Redbird Arena, served bloodshed and agony, in the form of wild beasts, executions and gladiators. Hopefully, the restoration of the Coliseum will see much less bloodshed.

B. Memorable Close: To quote the 7th century historian and monk, the Venerable Bede, in his famous “Ecclesiastical History of the English people,” “While the Colisuem stands, Rome shall stand; when the Coliseum falls, Rome shall fall; when Rome falls, the world shall fall."

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References A Speech

Auguet, R. (1998). Cruelty and civilization: The Roman games. Barnes & Noble: New York.

Baker, A. (2001). The gladiator: The secret history of Rome’s warrior slaves. St. Martin’s Press: New York.

Bede, V. (1849). The Venerable Bede's ecclesiastical history of England. H. G. Bohn: London.

The Coliseum on Eliki. (n.d.) The Coliseum. Retrieved July 20, 2002 from http://www.eliki.com/coliseum/

Core Tour Europe 2003. (2002). Coliseum. Sponsored by Saint Joseph’s College. Retrieved July 22, 2002 from http://www.saintjoe.edu/~mjoakes/europe/images/ photos_01/coliseum.jpg

Futrell, A. (1997). Blood in the arena: The spectacle of Roman power. University of Texas Press: Austin.

National Geographic News. (2001, June 29). Rome Colosseum being restored for wider public viewing. Retrieved July 22, 2002 from http://news.nationalgeographic.com/ news/2001/06/0625_wirecoliseum.html

Pearson, J. (1973). Arena: The story of the Colosseum. Thames & Hudson: London.

Wick, D. (Producer), & Scott, R. (Director). (2000). Gladiator [Motion picture]. United States: Dreamworks Pictures and Universal Pictures.

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INSTRUCTOR EVALUATION FORM: INFORMATIVE SPEECH

Name: SAMPLE Topic: COLISEUM “C” (negative)

Outline & References (10 pts.)Follows Outline Format nice jobReferences correct/sufficient could have had better references _______ pts.

Introduction (20 pts.)

Gained attention yesShowed relevance of topic to audience kind ofEstablished credibility weak credibilityIntroduced topic/thesis statement clearly could be betterPreviewed body of speech yes _______ pts.

Body (30 pts.)Main points clear okStrong evidence and supporting material could have better sourcesOrganization effective worked okLanguage precise, clear, powerful not really-work on thisTransitions effective not creative-were shortSources are well integrated, credible, & cited fully poorly cited _______ pts.

__________________________________________________________Conclusion (10 pts.)

Audience prepared for conclusion not really-kind of suddenPurpose and main points reviewed okClosed speech by reference to not very memorable intro./other devices _______ pts.

Delivery (15 pts.)Maintained eye contact very weakUsed voice, diction, & rate for maximum effect could be betterUsed space, movement and gestures no for emphasis

_______ pts.

Overall Impression (15 pts.)Topic challenging goodAdapted to audience not this particular audienceMaintained time limits yesEvidence of preparation & practice okQuality and relevance of visual aids poorly doneWas informative yes _______ pts.

TOTAL POINTS _______

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INSTRUCTOR EVALUATION FORM: INFORMATIVE SPEECH

Name: SAMPLE Topic: COLISEUM “C” (constructive)

Outline & References (10 pts.)Follows Outline Format -yesReferences correct/sufficient - try to incorporate more credible sources

_______ pts.

Introduction (20 pts.)

Gained attention -try to be a little more creative, engaging, and energetic with your attn. getter.Showed relevance of topic to audience -need to be more specific to this audienceEstablished credibility - attempted to connect to topic, but what

Made you interested in the topic?Introduced topic/thesis statement clearly -adequatePreviewed body of speech -clearly stated main points _______ pts.

Body (30 pts.)Main points clear -yesStrong evidence and supporting material -claims could be better developed– need to provideOrganization effective -ok more info from more credible sourcesLanguage precise, clear, powerful -language is clear but needs to be more powerful, also

try to economize language useTransitions effective -use internal summaries, try incorporating linguistic devicesSources cited appropriately -cite sources fully by including dates & authors

do not read URL, rather state website title _______ pts.

Conclusion (10 pts.)Audience prepared for conclusion -must transition into conclusion!,Purpose and main points reviewed-okClosed speech by reference to -end with the quotation rather than adding a statement intro./other devices to be more powerful _______ pts.

Delivery (15 pts.) -relied too heavily on outline, switch to note cards Maintained eye contact and try to not write as much information on themUsed voice, diction, & rate for maximum effect-check word pronunciation (e.g., retiarius,

Vespasian)Used space, movement -once you become familiar with the content, focus on and gestures for emphasis using gestures & taking a few steps during transitions

_______ pts.

Overall Impression (15 pts.)Topic challenging -yes, but could be better developedAdapted to audience - try to make several references that are unique Maintained time limits -yes to this audience throughout entire speechEvidence of preparation & practice -a visit to the speech lab would help a great dealQuality and relevance of visual aids -videoclip was too long, a colorful transparency wouldWas informative -yes add professionalism _______ pts.

TOTAL POINTS _______

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INSTRUCTOR EVALUATION FORM: INFORMATIVE SPEECH

Name: SAMPLE Topic: COLISEUM “A” (positive-nondescript)

Outline & References (10 pts.)Follows Outline Format completed wellReferences correct/sufficient sufficient & recent, followed APA _______ pts.

Introduction (20 pts.)

Gained attention creative & originalShowed relevance of topic to audience great Established credibility personal connection to topic presented!Introduced topic/thesis statement clearly yesPreviewed body of speech well done! _______ pts.

Body (30 pts.)Main points clear yesStrong evidence and supporting material sources okOrganization effective yes!Language precise, clear, powerfulTransitions effective excellentSources cited appropriately nice citations _______ pts.

Conclusion (10 pts.)Audience prepared for conclusion yesPurpose and main points reviewed good jobClosed speech by reference to intro./other devices excellent close _______ pts.

Delivery (15 pts.)Maintained eye contact yes!Used voice, diction, & rate for maximum effectUsed space, movement, & well done! gestures for emphasis

_______ pts.

Overall Impression (15 pts.)Topic challenging yesAdapted to audience well done!Maintained time limits yesEvidence of preparation & practice definitely!Quality and relevance of visual aids well chosenWas informative yes _______ pts

TOTAL POINTS _______

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INSTRUCTOR EVALUATION FORM: INFORMATIVE SPEECH

Name: SAMPLE Topic: COLISEUM “A” (positive-descriptive)

Outline & References (10 pts.)Follows Outline Format -nice visual frameworkReferences correct/sufficient -credible sources, followed APA format well _______ pts.

Introduction (20 pts.)

Gained attention -innovative, used suspense and imagery!Showed relevance of topic to audience -established importance of topic to specific audienceEstablished credibility -presented a personal connection to topicIntroduced topic/thesis statement clearly -powerfully worded thesis, used parallel structurePreviewed body of speech -creative, nice use of alliteration _______ pts.

Body (30 pts.)Main points clear -yes!Strong evidence and supporting material -rich understanding of literature; vivid descriptions of

architecture, games, etc.Organization effective -yes!Language precise, clear, powerful -excellent use of vivid, clear, & descriptive language

-good repetition & preview during transitionsTransitions effective -wonderful use of internal summaries & previewsSources cited appropriately -well done, very thorough verbal cites_______ pts.

-try to incorporate more of a variety (e.g., journals,magazines, newspapers)

Conclusion (10 pts.)Audience prepared for conclusion -well-chosen quotation as transitional phrasePurpose and main points reviewed -good job making reference to audienceClosed speech by reference to -closing quote reiterated power of the Coliseum intro./other devices _______ pts.

Delivery (15 pts.)Maintained eye contact -yes! eye contact was purposeful and pleasantUsed voice, diction, & rate for maximum effect -great vocal variety, and conversational toneUsed space, movement, & gestures -try to add movement—perhaps while transitioning for emphasis -gestures revealed enthusiasm—make them purposeful

_______ pts.

Overall Impression (15 pts.)Topic challenging -yes- very interesting and informativeAdapted to audience -made several references to ISU students throughoutMaintained time limits -yesEvidence of preparation & practice -preparation is very apparent, try to increase

enthusiasmQuality and relevance of visual aids -transparencies were colorful & relevant, great clipWas informative -yes _______ pts.

TOTAL POINTS _______

Note. Form from Language and communication (Com 110) supplementary materials packet: Illinois State University Department of Communication (p. 19), Stipes Publishing. Copyright 2000 by S. Metts, C. Simonds, & S. Hunt. Comments by C. Simonds. Reprinted with permission.

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WORKSHEET FOR EVALUATING INTRODUCTIONS

Name: SAMPLE WORKSHEET Topic: ANY

Introduction (20 pts.)

Gained attention Excellent use of imagery to captivate audienceShowed relevance of topic to audienceEstablished importance of topic, well integrated, but could be a little more specific to this particular audienceEstablished credibility Oops! Forgot to state, but in outlineIntroduced topic/thesis statement clearly Good use of parallel language—clear main pointsPreviewed body of speech Preview logically flows from thesis ________ pts.

Criteria—Introduction GAINED ATTENTION (C) = Began with an attention getting device that prepared the audience to listen to a speech on the topic. (B) = In addition, it created a need to listen to the rest of the speech and flowed well into the relevance statement. (A) = In addition, it is creative, original, and highly motivating.SHOWED RELEVANCE OF TOPIC TO AUDIENCE (C) = The importance of the topic is established. (B) = In addition, the importance of the topic is related to the audience and well integrated. (A) = In addition, it is of significant importance to a COM 110 audience.ESTABLISHED CREDIBILITY (C) = Student clearly states why he or she is competent to speak on the topic. (B) = In addition, the statement is well integrated into the introduction and presents a logical argument for speaker credibility. (A) = In addition, statement is a unique and creative way of presenting a personal connection to the topic.INTRODUCED TOPIC/THESIS STATEMENT CLEARLY (C) = Statement is direct and leaves little or no room for confusion about topic. (B) = In addition, statement flows well into the preview. (A) = In addition, it has been worded powerfully and in a way that demonstrates a unique approach to the topic.PREVIEWED BODY OF SPEECH (C) = Preview fits well with the topic/thesis statement and clearly (and briefly) states exactly what each main point will be. (B) = In addition, preview logically follows from the thesis/topic statement and flows well into the opening transition. (A) = In addition, it uses powerful and creative language tailored to the topic.

Scale—Introduction (20 Possible Points)18 = A16 = B14 = C12 = D

OUTLINE & REFERENCES (10 Possible Points)FOLLOWS OUTLINE FORMAT (C) = An attempt is made to follow the format provided in the spiral (B) = In addition, it includes phrases that connect the parts of the speech so that they flow together, the connections between ideas are logical and evidence

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directly supports the ideas. (A) = Has a clear separation of points, written in full sentences, has a consistent pattern of indentation, includes written transitions, previews, summaries, with little or no errors REFERENCES CORRECT/SUFFICIENT (C) = Uses appropriate number of sources in APA format on the reference page, with few mistakes. (B) = In addition, sources cited are from credible and qualified sources (A) = In addition, sources provide insightful perspective into the issue(s)INTRODUCTION (20 Possible Points)GAINED ATTENTION (C) = Began with an attention getting device that prepared the audience to listen to a speech on the topic. (B) = In addition, it created a need to listen to the rest of the speech and flowed well into the relevance statement (A) = In addition, it is creative, original, and highly motivating.SHOWED RELEVANCE OF TOPIC TO AUDIENCE (C) = The importance of the topic is established. (B) = In addition, the importance of the topic is related to the audience and well integrated. (A) = In addition, it is of significant importance to a COM 110 audience.ESTABLISHED CREDIBILITY (C) = Student clearly states why he or she is competent to speak on the topic. (B) = In addition, the statement is well integrated into the introduction and presents a logical argument for speaker credibility. (A) = In addition, statement is a unique and creative way of presenting a personal connection to the topic.INTRODUCED TOPIC/THESIS STATEMENT CLEARLY (C) = Statement is direct and leaves little or no room for confusion about topic. (B) = In addition, statement flows well into the preview (A) = In addition, it has been worded powerfully and in a way that demonstrates a unique approach to the topic.PREVIEWED BODY OF SPEECH (C) = Preview fits well with the topic/thesis statement and clearly (and briefly) states exactly what each main point will be. (B) = In addition, preview logically follows from the thesis/topic statement and flows well into the opening transition. (A) = In addition, it uses powerful and creative language tailored to the topic.BODY (30 Possible Points)MAIN POINTS CLEAR (C) = Main points are easy to identify. (B) = In addition, main points are well integrated and each is an independent idea. (A) = In addition, main points are made exceptionally clear with the use of internal transitions and previews, as well as signposting.STRONG EVIDENCE AND SUPPORTING MATERIAL (C) = A minimum of four sources have been used for evidence and sources have been orally identified. (B) = In addition, the supporting material furthers the argument and a link between the evidence and the claims has been provided. (A) = In addition, the evidence demonstrates a thorough and rich understanding of the topic.ORGANIZATION EFFECTIVE (C) = The quantity and arrangement of the issues is appropriate to topic. (B) = In addition, the issues are organized to meet the specific purpose of the speech. (A) = In addition, sentences are carefully constructed, have parallel structure, and include repetition of language or imagery for effect.LANGUAGE PRECISE, CLEAR, POWERFUL (C) = Language has been used appropriately with heavy use of concrete and familiar words. (B) = In addition, clutter (superfluous words) is absent from the presentation, demonstrating clarity, accuracy, and an economy of language use. (A) = In addition, language is used vividly, employing imagery, clear metaphors, and a smooth rhythm.TRANSITIONS EFFECTIVE(C) = Transitions are used to connect main points (B) = In addition, transitions use full sentences and briefly state what was just talked about and what will now be talked about (A) = In addition, transitions use references to other devices (preview, attention getter, etc.), and use language for effect.SOURCES ARE WELL INTEGRATED, CREDIBLE, AND CITED FULLY(C) = The author (source, if author unavailable) and date of information have been provided. (B) = In addition, the source references are placed just before the information being cited, and are relevant to the topic (A) = In addition, sources are from a reputable source, are fully cited, and include evidence of source credibilityCONCLUSION (10 Possible Points)AUDIENCE PREPARED FOR CONCLUSION

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(C) = Speaker has made a statement that suggests he/she is moving into the conclusion. (B) = In addition, the statement flows well from the body and into the review. (A) = In addition, speaker has used language to make the statement creative and unique.PURPOSE AND MAIN POINTS REVIEWED (C) = The main points have been briefly noted and no new information has been presented. (B) = In addition, links have been provided that bridge the gaps between transition and review, and the review to the closing statement.(A) = In addition, it is not just a restatement of the opening preview.CLOSED SPEECH BY REFERENCE TO INTRO./OTHER DEVICES (C) = 1 last sentence is provided after review that closes speech. (B) = In addition, a link has been provided between reference to attention getter and/or closing thought. (A) = In addition, closing thought is a quotation (or other device) related to the topic, that signals the end of the speech.DELIVERY (15 Possible Points)MAINTAINED EYE CONTACT (C) = Speaker maintained eye contact with audience for at least part of the speech. (B) = In addition, eye contact was purposeful with a comfortable transition between notes and audience. (A) = In addition, eye contact was used to gage feedback from most of the audience most of the time.USED VOICE, DICTION, AND RATE FOR MAXIMUM EFFECT (C) = Majority of words have been pronounced and articulated properly. (B) = In addition, vocal variety has been employed to highlight key information. (A) = In addition, voice, diction, and rate demonstrate the speaker’s interest in the topic and enthusiasm.

USED SPACE, MOVEMENT, AND GESTURES FOR EMPHASIS (C) = Delivery had few distracting gestures, movements, or body shifting. (B) = In addition, space and movement was used to transition between points, and gestures to add emphasis. (A) = In addition, use of space, movement and gestures clearly demonstrated the speaker's enthusiasm for the topic and maintained audiences attention.OVERALL IMPRESSION (15 Possible Points)TOPIC CHALLENGING (C) = Topic is consistent with assignment. (B) = In addition, the speech provides audience with new and relevant insight into the topic. (A) = In addition, the speech made a genuine contribution to the thinking of the audience about the topic.ADAPTED TO AUDIENCE (C) = An attempt was made to adapt topic to audience. (B) = In addition, several references to audience were integrated throughout presentation. (A) = In addition, a high degree of rapport was established through exceptional adaptation of topic to the specific audience.EVIDENCE OF PREPARATION & PRACTICE (C) = Speech must have been delivered extemporaneously, notes conformed to instructor requirements. (B) = In addition, speaker did not rely heavily on note cards and was clearly ready to present the speech (A) = In addition, speaker displayed poise and confidence indicative of a well-practiced speech (perhaps including evidence of a speech lab visit).MAINTAINED TIME LIMITS (C) = The speech was delivered within the time limits. (B) = In addition, an appropriate balance of time was spent on each idea. (A) = In addition, the speech was fully developed with in the time limits.QUALITY AND RELEVANCE OF VISUAL AIDS (C) = Correct # of visuals were used. (B) = In addition, visuals could be seen clearly and were devoid of distractions/clutter, and a link was presented to connect visual to issue being discussed. (A) = In addition, the visuals had explanatory power (used to help audience understand difficult material).WAS INFORMATIVE/PERSUASIVE(C) = Speech was of the type assigned. (B) = In addition, information was easy to understand. (A) = In addition, speech added interesting and new information to the audience's body of knowledge.

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