129 Public Speaking What Happened (Friday night)

The instructor took the three points for the individual speeches on the group symposium and then discussed the evening's activities, which were to be at the computer lab:

1) Personality profile

2) Personalized news page

She showed the class the basics on each project and we then proceeded to the computer lab at the library.

We returned to the classroom where students received their three points back with comments. We reviewed what the next step should look like, as one of our students had already gone on to that step.

The instructor then handed out an assignment that will be due on March 21. The links are at left:  "Listen to Bad Apples Program," "Prof. Will Felps," and "Bad Apples Questions." The last link is the same as the assignment that was handed out in class.

Next class:

--full sentence outline, based on the model in the book. Must include text citations and References page.

--bring printed-out personality profile. "I Am" paper will be returned and we will have small group discussions

--Chapter reading, per the class reading schedule

Note:  please check back as I may be publishing links here for a personality profile that includes the acronym for your Myers-Briggs type (example:  ENTJ).

Links from 3/27 class:

Humanmetrics


How to get topic information to come to you:

Set up a Google News page:

Personalized news

128 Comm What Happened in Class

First the instructor handed out the "I Am" journal assignment. We read each section in class and then students asked questions. After the questions, we did our own rankings as a "benchmark."
Next we checked in notebooks. Each person looked over the four chapters and filled out a notebook sheet. The instructor spot checked the notebooks at break.

Students who did not turn in a notebook or who turned in a partially completed notebook can still get some credit for their work by filling in in a contrasting ink. The instructor will issue an additional credit at the end of the class. Contrasting or a date notation must be made at top of each chapter about what you're doing.

We went through a presentation by the instructor that showed the major points of Ch. 4.
In the last part of the class, we did peer readings of the theory or film summaries.

Next week:

Two interviews for "I Am" paper. Be prepared to show field research in class.

Read Chapter 5 and fill out corresponding notebook pages

Two more pages for theory paper. This can be summary of the film or the theory. Show one more additional theory source.

102 Tues Thurs What Happened in Class

Tues/Thurs 102 students please note: I have picked up another section of 102. Do not confuse their posts with yours. The other class is identified as Sec. 11.

February 26

We worked more on the three points. Some students did additional library research while others worked with the instructor on the three points.

In addition, the instructor scheduled more students for a contact hour on Friday.

Next week:

Per the assignment sheet, write Point 1 and turn in on March 3, the next class.

February 24


We did a worksheet on quotations that taught how to do summary and paraphrase.

In doing the exercise, it became apparent many students were not ready to begin their paper due to the fact that they did not yet have their three major points written.

For the remainder of the class, therefore, we worked on the three points.


Next class:

come to class on Thursday with your three points
RD of your first point (2 pages) (with sources)
finish 23 for Tues and do 24 by Thurs (langan)

1402 What Happened in Class

Friday, February 27

Today we worked through how to do full-sentence outlines. We did general topic, specific topic, and thesis. After that, we did Points 1, 2, and 3.

The full-sentence outline with APA source documentation is due on March 6. See the outline in the book for guidance. We went over how to do it in class. A References page is also required.

We checked text outlines in.

Next class:

Bring APA style guide and usage manual. "I Am" papers will be returned.

Work on the full-sentence outline for submission on March 6.








Note: if you want the class roster, e-mail me at the Comcast address on the syllabus. I am not posting it here. I will give you a hard copy on Friday.

Today we worked on topic breakdowns. The instructor showed students a new topic list and some reorganized under a new topic.

In addition, we did a roster so students know how to get ahold of each other for the group project.

The instructor showed students the full-sentence outline model in the book. We went over the outline and she discussed the sequence of its preparation.

We did not have time for the chapter outline check-in, so we will do that at the next class.

Next class:

Come with research that you have read and understand. Be prepared to put this information in outline form. Have your book with which to work.

Bring chapter outlines for check-in

2415 What Happened in Class

Friday, February 27

First we finished the video and then we talked about it for a short time. Most of the comments that were brought up were about cultural diversity and nonverbal communication.

Next we reviewed the reading assignments and found a discrepancy in the chapters. The instructor will issue copies to students at the next class.

After examining the readings, we moved on to the Sullenberger questions. Students received the questions back and the instructor explained the scoring process. We scored the papers and each person got to see the scoring. We also talked more about citation style.

Next week:

Read Chapter 6. Read Chapter 7 for Friday.





Tuesday, February 24

First we did the notebook check and an assessment was handed in on a colleague's notebook by each student. The instructor took students through the various categories.

Next we began a roster so each person will have contact information for others in their group.

The instructor discussed various forms of nonverbal communication: symbols, illustrators and regulators, adaptors, and barriers.

We watched more of the video on nonverbal communication, although we did not finish it completely. We will finish it at the next class.

Next class:

--be prepared for a reading assessment of Chapter 5, "Diversity and the Effects of Culture." (12th ed)

--instructor will hand out class rosters

Writing 102*11 What Happened in Class

Note to 102 students, added on Sunday, March 1:  I live on a private road where there are no snowplowing services from the city. If the snow is too bad on Monday, I may not be able to get out.  Please check this blog before you go to class. If there is no notice, that means I'm going to class. If there is a notice, I will post it by 1 p.m.

Friday, February 27

We did the notebook check-in.

Next we finished our MLA citation from the LION database. The instructor showed students how to access the databases from the library link. She told them what literary criticism is and then showed them how to access criticism of a fiction piece.

Next class:

Add the MLA citation of a literary piece to your Works Cited. In addition to the literary piece, correct the errors that your colleague marked for you in our last class.

Consult the topics at the list at left under links. The instructor will bring other topics for the research paper and we will select topics at our next class.

Instructor will post back about the bookstore.
Note: I called the bookstore but learned they close at 2 on Friday. I will contact them Monday and post back.





Hacker, Diane. A Pocket Style Manual. 4th ed. ISBN: 0312406843
Lester, James D. Principles of Writing Research Papers. 2nd ed. 2007. ISBN: 032142610x
Langan, John. Sentence Skills Form A. 8th ed. 0073123749


Please note: there has been a change in the Langan book.


We attempted to determine how many classes had been missed.


The instructor passed out an assignment sheet to get students started on MLA (Modern Language Association) citation. The assignment requires students to obtain certain types of references and put them in alphabetical order for the Works Cited page.


The instructor showed students how to do a citation.


At our next class, we will correct the citations in class. The instructor will also show students how to access the academic databases.


Next class:


--purchase books
--come to class with a Works Cited page

129 Public Speaking What Happened in Class

Note to class:  We are scheduled into the computer lab this Friday at 6:45.  Of course, we will meet at the classroom first and then go together as a group later.  I am posting this to make sure that all students have their access into the system cleared and that you can get into the system. Very important!  Call IT if you do not yet have your access to the system set up.

Friday, February 20

Our first project was to learn how to do a full-sentence outline. The instructor took students through the general purpose, specific purpose, and thesis statement. She demonstrated how to write thesis statements. Students wrote their own general and specific purpose statements. The instructor emphasized that the thesis is only a “working thesis” and can and should be changed as the research reveals more information. We followed along, using the example in the book (see Chapter 11, “A Sample Informative Speech with Commentary.”)

Then we went into the three major points students will cover in each of their speeches. The instructor helped students break down their topics by doing some of the students topics on the doc cam.

Students are to do their three points with support from their research. They are to document their source. The instructor showed an example (Smith, 1990, p. 148).

Next was the submission of the “I Am” paper.

Students met with their groups to further plan their presentation.

The last item in class was to watch a DVD on nonverbal communication, “Interpreting Nonverbal Communication.”

Next week:

--bring three points with support (Kelley, 1990, p. 356)
--chapter reading: 5, Nonverbal Communication

1402 What Happened in Class

February 20, 2009

The instructor handed out the grading sheet and extra copies of the group symposium and the speech evaluation sheet.

Next we figured out deadlines for the group symposium, however, later in the class it was determined that we will need to push the date back one week.

We broke down the topics students suggested for the panel discussion. There are two stereotype panels and one peer pressure panel.

Peer Pressure:

Mariam
Lashae
Paul
Rebecca
Nicole

Stereotypes 1

Ankit
Diane
Justin
Tom
Danielle

Stereotypes 2

Bryan
Deann
Luke
Joe

Stereotype groups should go to www.psychologytoday.com and put "stereotypes" in the search engine. There will be around 8 pages of articles.

The above groups should bring research to the next class.

The instructor will bring additional topics for panel discussions and we will finish the panel divisions next Tuesday.

Next week:

Read Chapters 14 & 15
Chapter outlines will be checked on Tuesday for this week's readings.










February , 2009:

We listened to a panel discussion on politics and the media. Each student was to bring a question on an index card.

102 What Happened in Class

Thursday, February 19

We went to the computer lab where we worked on the Works Cited folder. We entered our five sources into the file.

The instructor showed a technique for doing citations from online sources.

We returned to the classroom where the instructor took attendance and went over upcoming work.  At our next class:

--worksheet on person consistency

--worksheet on summary and paraphrase

--do chapters 24 & 25 in Langan

--notebook check

Note:  this post will be edited shortly

Tuesday, February 17

The instructor discussed the difference between primary and secondary sources. She used an example of a letter written by George Washington as an example of a secondary source.

Next we caught up on class introductions.

We checked in academic sources for the research paper. Students received points for having the specified sources, such as a book from the library.

The instructor discussed person consistency.  We will have an exercise on this in a future class.

Finally, the instructor showed how to do in-text source documentation.

At our next class, we will learn how to do paraphrasing and summary.

Next class:

Class notebook check.  Categories included.

Langan:  read 23 & 24 by Thursday. Subject/verb and fragments.

128 What Happened in Class

February 17

We checked in research for the theory. Students rec'd two points for each piece of research.

We read a theory paper and critiqued it:

Students made observations:

1. She's very detailed with both theory and movie

2. Paper is in MLA style and we are doing APA

3. Describes the theory and then applies it to the movie

4. She synthesizes well, bringing points from movie description and theory together

5. Difficult to read. Students had trouble getting past the first page.

b) Movie helps to clarify the theory

Instructor observation:

1. sub-heads

2. paragraph breakdowns

3. don't use paper as guide for format; use your style guide

4. add a "definition of terms" section to the paper

We went over the theory paper assignment sheet. In the section where students present a brief recap of their theory, we are taking a multimedia approach. Students may do a brief speech, a Powerpoint, or a movie.

We decided on dates due: the paper will be due on April 21 and the presentations will be due on Apr. 28 & May 5.

Instructor took Reference page and covered in-text citation (.ppt)

We covered some Chapter 3 points. We discussed the concept of "salience" and examined people (public figures) who have salience by examining recordings on youtube. Students named people who they thought had salience.  An example is Mr. Bean. Others who were named were Adolph Hitler and Bella Lugosi.  On the recordings, we examined why the individual had salience.

After discussing salience, we did an experiential learning exercise called "I Think I Know You." The point of the exercise was to get students to think about the basis they used for their decisions in answering the questions. Were the perceptions accurate? How does one feel about how the partner answered? What does this activity exemplify in terms of chapter concepts?

Next week we will check the workbook and all four chapters should be completed.

The "I Am" paper assignment will be handed out next week. (20 pts)

Next class:

--Summary of the film or the theory.

--Completed workbook (all four chapters)

2415 What Happened in Class

Friday, Tuesday, February 20

The isntructor returned References pages (corrected) and answered questions about citation.

We got into a discussion about psychology and accepting job offers.

Next we watched a video on nonverbal communication and we will finish watching it next week.

The instructor collected the Sullenberger assignment.

Next class:

bring notebooks for check-in
watch the rest of the video
read Ch. 5

There may be a new nonverbal communication assignment with questions, similar to "bad apple."



Tuesday, February 17

The isntructor brought the 12th edition page numbers to students' attention (Sullenberger assignment).

We reviewed a few articles on sunspots that Victoria brought in.
Each group reported back about what their plan would be if the power grid went out. We discussed the various ideas.
Toward the end of the class, the instructor discussed an idea for a project for the rest of the semester. She asked students to think about it and come prepared to discuss at Friday's class.

The key points are:

Group Project: Publish a NJ-specific disaster preparation book.
Deadline to finish: April 15
Cost: $4.95 + tax & shipping for b&w text
Each group does 1-2 chapters: research, including primary, writing, photography (if desired).
We relate what is going on in the class to what is going on in the book. One-page writing assignments.
Integrate project with campus disaster preparedness plans already in existence.

The instructor took the References page the students prepared, but we did not have time to do APA in-text citations in class. This will be scheduled for another class.

We will watch a video on Friday on nonverbal communication.

128 What Happened in Class

February 10

Next class:

1. Reference page returned

2. Read Ch. 3

3. Theory research--be prepared to show two articles/2 points each article

2415 Group Communication

12th edition page numbers for Sullenberger questions:

1. p. 255

2. p. 244

3. p. 256

A couple points regarding organization of the writing:

1. Define terms within the text and attribute source

2. Put the question you've chosen at the top

3. Write for someone who knows nothing about group theory but who is familiar with the Hudson incident.

4. As always, do a References page, even if it is only for the text.

129 Public Speaking What Happened in Class

Friday, February 13

We started the class off by learning APA in-text citations. The instructor showed sections of a Powerpoint that gave examples of how to do the citation in the text. After seeing how to do it, we did a few examples and put them in the notebook.  Students handed in their most recent effort with the References page.

In the second hour, students met with their small groups to plan the symposium. Each student selected one area of the topic on which to speak. The instructor had previously reviewed the students' ideas for topics. She selected one for each group and provided some starter research for discussion purposes. Next week students will review their research (see group symposium assignment sheet for specifics). 

The class then reviewed the deadline dates for the group symposium.

During the last part of class, the instructor discussed perceptual errors that can contribute to communicatons failures. Such errors are attribution error, stereotyping, and closure.

Next week:

1) Full-sentence outlines and conversion to key word outlines.

2) Meeting with group symposium members. Bring research material per assignment sheet.

3) Class exercise on chapter reading.

4) Turn in "I Am" paper.

1402 Speech/Critical 1402 What Happened in Class

Our next class will meet at Liberty Center on the 17th. We will be listening to a panel discussion on journalism and politics. Do not come to the classroom. Go directly to Liberty Hall where you will look for signs noting the panel, which is headed by Prof. Pat Winters Lauro. Be sure to touch base with the instructor so attendance is noted. Come prepared with a written question.

We will be doing an outline exercise in class and the class will vote on whether to do tests or outlines.

The other exercise we will be doing in Friday's class is to work with "closure."

2415 What Happened in Class

Friday, February 13

Two activities:

1) small group discussion about survival if power grid went out
2) Sullenberger questions

We broke into small groups and discussed what we would do to survive if the power grid went out in the U.S. or on the globe. This is in fact a possibility due to sunstorms. Each group was to analyze what they would need to do to survive. In addition, they were to make up a list of what information they needed to make intelligent decisions about survival.

Next class members went back to their original seating and the instructor handed out the Sullenberger questions (and also the school paper). We read the questions in class and decided on a due date of Friday, February 20.

To do for next class:

a) Revise References page and bring it
b) Read chapter 4, per the reading schedule
c) Research answers to questions from the small group meeting today. Note: at a future class we will go into small groups and tape the sessions.

Tuesday, February 10:

We talked about the 1549 Hudson airplane incident and watched two segments from the CBS Couric interview. We read in the book about teams and leadership in relation to this event. The instructor will provide questions that will relate the concepts from the book. 

There were two handouts:  grades and notebook classification. We went over both in class. The notebooks will be checked off on ? (have no record of what we agreed upon).  

To do:

Bring References page.

Writing 102 What Happened in Class

We started the class off by correcting the MLA Works Cited page.  Students turned in one copy to the instructor who will record it for student credit. The other copy will be corrected by the student and turned in at the next class on Tuesday.

We took a short break and the instructor made copies of the syllabus for the four new students and three others who didn't have one.  

After the break, we discussed research paper topics. Research paper topics were entered into a table. The link has been posted under "Links," at the left.

Next we listened to a few paired introductions. 

After the intros, the new students stayed to pick up their syllabi and assignment sheets.

Next class:

Bring five sources per the assignment sheet (research paper).

Revise Works Cited, but consult your own style book to be sure it is correct.

Note:  the bookstore says Lester will be available next Tuesday or Wednesday.

Notes to students:

This link is for Ebony, who is researching CEO salary caps.

Also:  The average CEO compensation in the US today is 400 times the average workers' compensation in their company.  In Germany the average CEO makes only 11 times their average workers compensation. In Japan its 10 times.  The CEO of JAL (Japan Air Lines) was on TV news recently and said his compensation was $84,000 last year (less than what his pilots were being paid) because of tough economic times.  Most US airline CEO's continue to pay themselves millions while their company loses billions and then goes to our government and demands US taxpayer funds to stay in business. 

You may want to track down these statistics and verify them.

No Internet Access for Awhile

7 p.m. Wednesday evening

Internet access just restored. I'll be catching up with the class posts shortly.




I have to go offline while the construction guys finish my office. I had new sheetrock put in.

The access will be restored by late afternoon.

129 Public Speaking What Happened in Class

Notebook and Scarf: One of our students left a notebook with a scarf wrapped around it. The notebook and scarf was left in the classroom inside the multimedia desk.

We checked the APA References page. Each student checked another's page. The instructor had a guide that was put on the overhead document camera. Students handed in the other copy to the instructor.

Next we discussed the "I Am" assignment. We changed the date due from February 13th to February 20th because we need to understand how to do APA textual citations. The instructor will cover this next week.

Next we read the Group Symposium assignment. The instructor handed out the written assignment. We numbered off into five groups. The instructor explained the nature of brainstorming and what past topics have been for this assignment. An example was "trade with China."

Next week the instructor will bring the evaluation form for the group symposium assignment. We will go over the evaluation in class. The instructor will also show students how to do the various tasks required for the assignment.

Each group was to come up with ideas for panel topics. The top five of these ideas will be given to the instructor to refine. The topics will be put on the board and students will sign up for their topic based on their interest.

The last activity was a class exercise involving definitions from Chapter 1.

Next week the instructor will hand out the notebook divisions.

Next week:

Revise References page according to colleague's input. Be sure to check with style guide.
Read Chapter 3, "Connecting Self and Communication."
Continue work on "I Am" paper.

Writing 102 What Happened in Class

We read the syllabus in class.

We discussed the books and the instructor explained that she had called the bookstore and they said they would be in next week.

The instructor handed out the assignment and explained how to do it.

She showed students the blog and explained that they must visit it two days prior to every class to make sure they are prepared for the class. the instructor will bring a handout telling what the class notebooks division labels.

At the next class, the instructor will take students through an MLA style documented paper. We will also do paired introductions.

Next class:

Get a library card and be able to access the library's databases from your home PC.

Get a three-ring notebook with dividers (about nine needed).

Order the books per the syllabus (except for Langan).

Write an MLA Works Cited page per the assignment handed out in class.  Bring two copies, one for the instructor and the other to be corrected in class.  

128 What Happened in Class

Added February 7, 7:20 p.m.

Still thinking about your theory choice? This table summarizes the various theories.


The instructor explained the difference between academic and public libraries. She talked about the types of holdings that would be found in a public library vs. an academic library. She talked about the differences in the educational backgrounds of the librarians.
Next the instructor explained an APA handout of a References page.Each class member received a copy. Students were given an assignment sheet to prepare an APA References page (due next class).
Next we set up a table for the media theory on which each class member will write a paper. Each class member was to choose a film. We put the theory and the film on a spreadsheet. See the link at left under "Media Theory/Film 128.)

Next class:
Have Chapters 1 & 2 read and the workbook completed.
Write the References page per the assignment sheet.

1402 What Happened in Class

Friday, February 6

We started the class off by collecting the References page. The instructor will look them over and we will correct them in a future class.

Next the instructor passed out the Group Symposium assignment and we read it in class. We broke into small groups to brainstorm topics. Each group came up with topics and communicated them to a group as a whole. The instructor will take the ideas and refine them and add research to them. We will then join the groups according to our interest.

After brainstorming the topics, the instructor showed excerpts from a video of students doing a group symposium. The class critiqued some of the common problems, which were:

a) reading from Powerpoint notes
b) saying "uh" too much
c) lack of knowledge of what to say due to poor preparation

Next class:

a) have research for the "I Am" paper stapled together and a rough draft of the paper on top. The instructor will ask for these at the next class and check them in. You will have this material to work from through Friday, however.

"Research" is the results of the field interviews, i.e., the rankings of the adjectives.

b) Read Chapter 3

c) Bring text, as we will be doing an outline from the book. Then we will vote on whether we want to do tests or outlines.

d) Bring your style guide that shows how to do APA documentation. We will be working with this in class, as the instructor will show how to do internal text citation.

e) Time permitting, we will go over the handout "The Quick Guide to Public Speaking." This handout will be used to critique yourself on the Group Symposium assignment.


Tuesday, February

We started the class off with a discussion of the inauguration speech. Students were asked to write a paragraph telling what they thought the speech said. We listened to a few students' interpretations, which, we later learned, would be called "feedback" if we were providing it directly to the President.

We watched a clip of Obama speaking to refresh our memories of the speech. The instructor spoke about written speeches, the conditions under which they are given, and presidents who have differed from the custom of delivering the written speech.

the instructor handed out a category listing for the notebook. She explained it in class. Students are to have the notebook done for a check on February 15. Three points of the 10 awarded in the class participation section will be determined at that time.

Next we attempted to do the References page. Students had been asked to have this page corrected. Unfortunately only 7 out of 18 people had their assignment done. The instructor gave bonus points to those who had it done and asked the others to have it done by Friday, when we will correct them in class.

Using a Powerpoint, the instructor then went over important communication terms from Chapter 1. She asked students to make sure they knew the terms from Ch. 2 for a possible group exercise on Friday.

To do for next class:

Read Chapter 2 and know the terms
Revise References page and have it ready to check in class

For February 15:

Have category dividers labeled and in notebook.

2415 What Happened in Class

Fri., February 6

We worked with small group systems today and had a class exercise. The isntructor handed out a worksheet and class members refreshed their memory on what the terms meant by writing in 3-4 words under each term.
Then the instructor explained the exercise and handed out another page. She showed students how to answer the six comparisons. Students worked in small groups to define the characteristics of the two small groups.
As a group we went over the results of the small group work.
Students turned in their References page and the instructor gave them tips on what still needed to be done. All class members should bring theReferences page to the next class and we will correct them .

Next class:

Chapter 3 (read)
Bring References page to correct in class



Today we broke into small groups to discuss the segment of the program on "bad apples" from the This American Life program.

The instructor returned the references page and each person who turned one in received 3 points.

Next class:

Discuss Chapter 2
Instructor will hand out notebook categories
Bring corrected References page to class

Access Restored

I finally got my internet service repaired at 2 p.m. on Saturday.