Public Speaking 129 Fri. evening

The instructor returned the "bad apple" papers and talked about the last question, which few students answered correctly.

Next we reviewed dates for the end of the semester and what happened in the last class.

The instructor handed out the worksheet for the class exercise, which was called "Sell Me Something." With this exercise, each person has 30-60 seconds to sell a product that they have with them and that they find indispensable. The objective was to gain experience working through the "motivated sequence" in a classroom situation.

Students delivered a 30-60-second speech using the sequence.

Next class:

persuasive speeches

Public Speaking 129, What Happened in Class

Students told what their persuasive speech topic selection was:

Keltha: legalizing drugs
Alonso: trans-fatty acids
Koffi: prison industry
Jorge: guns
Cherrie: healthier eating
Constance: asparatame
Jonathan: dangers of driving a motorcycle
Yasmine: animal communication
Joan: ALS
Parisa: cholesterol
Sherry: wash your hands!
Gregg: U.S. should put more money into infrastructure
Joe: buy environmentally friendly fabrics (not cotton)
Ana: desensitized soldiers
Elisangela: how agricultural practices waste water

The instructor talked about how Powerpoint is misused and then told students the most effective way to use it. She told about visuals and how to select pictures (dpi), pixelation, how to choose photos, public domain imagery, and how to put the pictures in the program. Also, she showed how to get new templates and clip art for use in speeches.

We then discussed the use of the camera in cell phones for pictures. Alonso told students how to take such pictures and send them to their computer via e-mail.

After the lecture, everyone went to the computer lab to try out some of the techniques.

Persuasive outlines will be due next week and the speeches will be presented during the last two weeks of the class, May 1 and 8.

Attn: Friday afternoon and evening students

It is looking like I will be able to make it, so barring an unforeseen difficulty, I will see you in class sometime around 6:30 p.m.

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I had a car problem when I attempted to leave the Kean campus at around 1:30 p.m.

It is too late to warn the 102 students but students in 129 should be aware that I might be late for class tonight. Please stay, as it does look likely that I will make it. To be on the safe side, take an extra half an hour and try to arrive around 6:30 p.m. I will keep you updated via this blog and I am now going to try to get an email out. I have no access to a phone at the moment.

Public Speaking 129 What Happened in Class

Students went to the library to complete a more extensive version of the Myers-Briggs and get their four letters for their personality type. While they were gone the instructor went over the full-sentence outlines.

We revised the group symposium presentations by one week due to the fact that one week had been scheduled during spring break.

The instructor went over the full-sentence outlines and pointed out common errors:
--no internal text citations
--students not using the style guide to write the citations

We then discussed the transition from the full-sentence outline to keyword outline. Index cards must be used: 30-50 words per card. Direct quotes may be put on a separate card.
Students did a sample of their keyword outlines in class and we looked at them on the overhead document cam.

The last thing we did in class was break into small groups. Students had a chance to discuss what they learned from the "I Am" paper and from the personality profile.

Next week:
Read Chapter 11, "Informative Speaking." Convert to key word outline. Make corrections to your outline.Practice speech.Bring camera if you agreed to do so.

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

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.

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.