Communication Studies 151 & LAB Class # & Fall 2014 Thursdays 4:00-6:45

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1 Communication Studies 151 & LAB Class # & Fall 2014 Thursdays 4:00-6:45 Instructor: Bridget Sampson Websites: BridgetSampson.com / SampsonCommunicationConsulting.com Classroom: MZ111 Box for messages: Department Office, MZ 220 Phone: (866) Office Hours: Thurs. 2:45-3:45, Fri. 10:45-11:45, MZ Office phone: (818) (office hours only, no messages) CSUN General Education Goal and Student Learning Outcomes for Oral Communication: Goal: Students will understand the basic concepts and practices associated with public speaking and will make public presentations of their own thoughts and research. Student Learning Outcomes: Students will: 1. Apply critical thinking skills when listening, reading, thinking, and speaking 2. Create, organize, and support ideas for various types of oral presentations 3. Evaluate contexts, attitudes, values, and responses of different audiences 4. Identify, evaluate, and apply different styles of presentation utilizing effective delivery techniques in public speaking 5. Demonstrate acceptable ethical standards in research and presentation of materials, including proper verbal citations Communication Studies 151/L fulfills Section A-4 of General Education. Textbook: Wrench, Goding, Johnson, & Attias. (2013). Stand Up, Speak Out: The Practice and Ethics of Public Speaking. Version 1.0. Washington, DC: Flatworld Knowledge. *Please bring your textbook to each class meeting Assignments: 5 points: Introductory Speech (1-2 minutes) 5 points: Personal Narrative Speech (2-3 minutes) 15 points: Informative Speech (4-6 minutes) 5 points: Impromptu Speech (2-3 minutes, no preparation required) 5 points: Special Occasion Speech (2-3 minutes) 15 points: Lab Assignments 20 points: Persuasive Speech (6-8 minutes, plus up to 5 minute question & answer session) 10 points: Culminating Speech (2-3 minutes) 10 points: Quizzes 10 points: Participation & Attendance Final Grades: Grading is based on a 100 point scale. The final grades will be computed using a plus/minus system based on the following table: = A = B = C = D = F = A = B = C = D = B = C = D- Academic Honesty: Students are responsible for understanding and adhering to university policies regarding academic honesty, as specified in the current CSUN Catalog and schedule of classes. If you are caught cheating in any form or plagiarizing any part of a speech or essay, you will receive a failing grade for the course and a report will be filed with the Dean of Students office for further action. 1

2 Speeches & Outlines: Typed outlines must be turned in for informative and persuasive speeches. You will need to bring TWO copies of your outline: one to turn in prior to the delivery and the other for you to glance at, not read from, during the speech. The outline format will be discussed in class. Speeches must be delivered on their assigned dates. There will be no make-up speeches. Speeches will be graded based on organization of the outline, quality of information and sources, and an extemporaneous delivery. The required outline format is on page six of this syllabus and a sample of an actual speaking outline can be found on page seven. The course laboratory component comprises 15% of the course grade. This requirement will be met with five essays, each worth 3% of the lab portion of your grade. Essays must be typed and will be turned in at the beginning of class on their due dates, which are listed on the course schedule. Required topics for each essay are listed after the course schedule on this syllabus. Quizzes: There will be eight quizzes to make sure you are keeping up with the reading. Each quiz will consist of one or two questions based on the reading for that week. You may create and use as many pages as you like of your own hand-written notes for every quiz. Quizzes are pass/fail, there is no partial credit. All parts of the quiz must be answered correctly to get the one point for that quiz. Each quiz will be given at exactly 4:00 pm and there will be no make-ups. Quizzes will count for 10% of the course grade. You may miss or fail one quiz and still receive 100% for quizzes. Personal Narrative Speeches: The personal narrative speech will give you an opportunity to practice giving a speech and receive feedback before actually delivering speeches for a grade. Each personal narrative speech will only be two to three minutes long and students will receive the entire 5 points for the speech regardless of the feedback. The two points to cover in your personal narrative speech are: 1. An important life experience 2. How it affected you or what you learned from it. Attendance/Participation: Attendance and participation count for 10% of your course grade. Group activities and exercises will occur in class on a regular basis and each student is expected to participate. Students are also responsible for all material discussed in class, which includes information that cannot be found in the textbook. Penalties for absence will begin after the first absence from class. For each additional absence, two points will be deducted from the participation and attendance portion of the grade. The instructor will take attendance at the beginning of each class and if you are not there at that time, you will be considered absent. Peer speech evaluations will also count toward your participation grade, so if you are absent on a speech day, even if you re not scheduled to speak, you ll lose participation points for not being a speech evaluator. Tardiness is very disruptive to the instructor and to the entire class. Every time you are late to class, it will be recorded as one third of an absence. If you are late, it is your responsibility to inform the instructor that you were late when the class is over, otherwise it will count as an absence since you were not present when attendance was taken. Course Schedule: 8/28 Course Introduction True Colors Icebreaker Introductory Speeches Reading due for this week: 9/4 Quiz 1 Why Public Speaking is Important Chapter 1, pages 5-9 Ethics in Public Speaking Chapter 2, pages Overcoming Anxiety Chapter 3, pages Listening Skills Chapter 4, pages &

3 9/11 Quiz 2 / Essay One Due Audience Analysis Chapter 5, pages Selecting a Topic Chapter 6, pages /18 Quiz 3 / Personal Narrative Speeches The Importance of Language Chapter 13, pages Types of Informative Speeches Chapter 16, pages /25 Quiz 4 / Essay Two Due Researching Speeches Chapter 7, pages Supporting Ideas Chapter 8, pages Speech Introductions Chapter 9. pages The Conclusion of a Speech Chapter 10, pages The Speech Outline Course Syllabus, pages /2 Quiz 5 / Essay Three Due Delivering Speeches Chapter 14, pages & Using Presentation Aids Chapter 15, pages & View & Critique Informative Speeches 10/9 Quiz 6 Your first speech Chapter 19, pages Informative Speeches (Group One) 10/16 Informative Speeches (Group Two) 10/23 Quiz 7 Persuasive Speaking Chapter 17, pages Ethical Persuasive Speaking Chapter 2, pages & View & Critique Persuasive Speeches 10/30 Quiz 8 / Essay Four Due Impromptu Speeches Impromptu Speaking Speaking to Entertain Chapter 18, pages Answering Questions 11/6 Persuasive Speeches (Group One) 11/13 Persuasive Speeches (Group Two) 11/20 Persuasive Speeches (Group Three) 11/27 THANKSGIVING NO CLASS 12/4 Special Occasion Speeches (Speeches to Entertain) / Essay Five Due *No attendance or speech required if you chose the Highland Elementary option. 12/11 Final Exam Period 5:30-7:30 PM Culminating Speech (Details to be announced in class) 3

4 ESSAY ASSIGNMENT DESCRIPTIONS Essay One: Write a one-page essay addressing the following topics: 1. Your public speaking experiences and your strengths and weaknesses as a speaker 2. Goals that you would like to accomplish in this course Essay Two: Write a one-page essay about two or three possible topics for your informative speech. For each topic, address the following questions: 1. Why does this topic interest you? 2. Why would members of this class find the subject interesting? 3. How would you adapt the subject for the class based on an analysis of your audience? Essay Three: Create a one-page sample speech outline. This may be your actual speech outline or it may be for a hypothetical speech. Your outline should follow the required outline format on page 6 of this syllabus and should be similar to the sample outline on page 7 of the syllabus. Essay Four: Write a one-page essay about a speaker, professor, celebrity, friend or any other person who has attempted to persuade you to do or believe something. This person may have tried to persuade you personally or it may have been through mass media such as an advertisement. Answer the following questions about this persuasive attempt: 1. Who tried to persuade you and what did they try to persuade you to do or believe? 2. Were you persuaded by the message? Why or why not? Which persuasive strategies and forms of evidence were least and most persuasive in your opinion? 3. Did the speaker's credibility or lack of credibility affect how persuaded you were by the message? How? Essay Five: Review what you wrote in lab one. Write a one-page essay addressing the following: Public speaking skills you have developed or improved in over the course of the semester Areas you feel you need to continue to strengthen with regard to public speaking Plans for the future to gain additional public speaking experience and continue to improve your skills 4

5 SPECIAL EVENT / EXTRA CREDIT OPPORTUNITY Speaking at Highland Elementary School in Inglewood A sign-up sheet with dates for Highland visits will be distributed in class. You will be given the opportunity to give one of your speeches in the community rather than in class. Students who choose this option will deliver speeches about going to college at an elementary school. If you chose to attend one of these visits: You do not need to deliver a special occasion speech or attend class on 12/4. Your grade on the special occasion speech will automatically be 100%. You will get real-world speaking experience and impact the lives of young people by encouraging them to plan to go to college. You will be treated to lunch by your instructor! You will be assigned a particular speech topic with main points to cover prior to your visit if you choose this option. Some of the subjects we typically cover are: majors, housing, campus life, clubs, the importance of getting good grades so you ll be accepted, balancing studies with social activities, what s fun about college, financial aid, etc. You will speak as a small group of students along with your instructor, each covering a different topic briefly. You will give your speech 3 times because we will be visiting 3 classes from 10:00 am 12:00 am on the day we go to Highland. You can drive yourself or ride with me from campus at 8:15 am. Those who drive with me will be treated to lunch and be brought back to campus by about 2:00. You may also join us for lunch if you drove yourself. If you can t join us for lunch and can drive yourself, you ll be done by roughly 12:00. A sign up sheet will be passed around in class. If you are unable to attend any of these dates or choose not to, there is no penalty, you will just have to attend class and deliver a special occasion speech on 12/4. Highland Elementary School is located at 430 Venice Way, Inglewood, CA, Educational Opportunity Program Free Speech Event: October, 2014 EOP will be hosting an event in which students have an opportunity to prepare and deliver speeches on topics that are important to them. If you choose to deliver a speech at this event, you will earn one full point of extra credit as well as gaining valuable speaking experience in front of a large audience. The date and time of the event and details about signing up to give a speech will be announced in class. 5

6 Required outline format for Speeches Introduction I. Attention grabber II. State the purpose III. Establish Credibility V. Preview the main points Body I. Main point one A. Supporting point B. Supporting point a. Supporting point b. Supporting point II. Main point two A. Supporting point B. Supporting point C. Supporting Point III. Main point three A. Supporting Point B. Supporting Point Conclusion I. Restate the thesis II. Review main points III. Concluding Devise Bibliography Important points about the outline format: There should be a relatively equal amount of supporting material under each main point. All the above elements are required for outlines for informative and persuasive speeches. At least 3 sources must be included in the bibliography section for informative and persuasive speeches. See chapter seven for information on citing your sources. 6

7 Introduction Body Sample Speech Outline I. Imagine suddenly you can t breathe, arms tingling, dizzy, heart racing II. This is what you might experience if you were having a panic attack III. It happened to me 3 years ago & I researched the topic for this speech IV. Today, I ll cover what panic attacks are, people affected, & treatments I. Severe condition with physical and mental symptoms A. Defined by National Institute of Mental Health: unexpected and repeated episodes of intense fear accompanied by physical symptoms 1. Come out of nowhere 2. Last a few minutes to several hours B. Common symptoms 1. Physical heart rate, breath, dizziness, numbness or tingling 2. Mental fear, disaster or helplessness, detached from body II. Panic attacks affect millions of people A. American Psychiatric Association says 6 million people in the US are affected B. Groups with higher incidence: 1. Women twice as often as men 2. Most people develop symptoms before age 24 III. Two major options for treatment a. Medication i. Antidepressants most prescribed ii. Rearrange brain s chemical levels b. Cognitive-behavioral therapy i. Teaching to control symptoms and feelings 1. Breathing 2. Thought patterns ii. Very effective, says David Carbonal, author of Panic Attacks Workbook Conclusion I. I wanted to help you understand panic attacks because they affect millions of people II. Now you know what they are, who they affect and that fortunately, there are effective treatments III. My final word on the subject is this I had one panic attach 3 years ago but I ve never had another one. I believe that s because I educated myself and sought help. I didn t ignore the problem or let fear of it take over. As past president FDR said, The only thing we have to fear is fear itself. Thank you. Bibliography 1. Anxiety Disorders. National Institute of Mental Health. Web. August Retrieved from 2. Stahl, Bob, Milstine, Wendy. (2013). Calming the Rush of Panic. Oakland, CA: New Harbinger Publications. 3. Dryden-Edwards, Roxanne. (2014). Panic Attack Treatments. MedicineNet.com. Retrieved from 7

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