1402 Mon-Wed What Happened in Class

Wednesday, Dec. 3

The instructor went over the nonverbal communication field guide, the video, and the handout.

We discussed credible sources. The instructor talked about propaganda and how to find credible sources. We discussed whether the models for supporting the press and in particular, the advertising model used by the U.S. and the method the U.K. uses. Here is a link to the "free press" rankings. You may be surprised at where the U.S. ranks.

Here is a link to a table of think tanks. Be careful when using these sources.

Jen told the class about Q&A at the libraries. The librarians have been helpful with determining the credibility of a source.

Note: the librarians who have put together Q&A also have a directory of credible sources. At the Q&A link, click "Librarian’s Index to the Internet."

The instructor finished up remarks on the use of visuals in print and screen. She showed an example of pixelation.

Speeches will begin next Monday. If your name is in a color, that means I have reviewed your outline.

December 8: Armand, Jen R, Isabel V, and Bobby
December 10: Lucy B, Jamie S, Stephen L, and Antonio S
December 15: Angie L, Katherine D, Nicolette C, and Brian S
December 17: Angelica, Melissa, Mike T, and Priyanka


Monday, Dec. 1:

We talked about Powerpoint and learned various file formats for graphics. We discussed resolution for print and screen.

Assignment: full-sentence outline for persuasive speech.

1402 What Happened in Class

Note: Please note I have added the topic selection table to the links at left.


Wed., Nov. 26

We worked on speech topic selection. Updates are posted at the file in the Links section (left).

The instructor explained an optional extra credit assignment.

We chose speech dates. The instructor assigned speech dates for students who were not in the class today. The dates are:

December 8: Armand, Jen R, Isabel V, and Bobby
December 10: Lucy B, Jamie S, Stephen L, and Antonio S
December 15: Angie L, Katherine D, Nicolette C, and Brian S
December 17: Angelica, Melissa, Mike T, and Priyanka

The instructor then handed out a nonverbal communication field assignment. She showed a video that illustrated the important terms in nonverbal communication. The due date for this assignment is Dec. 15th if the student wants instructor feedback. If the student doesn't request feedback, the due date is Dec. 17.

Note to students who were not in class today: the video and handout with your name on it is on reserve in the Multimedia Room at the library. Go to this office, ask for a copy of the tape which has been put on reserve for Prof. Kipple, and watch the tape. Then take your handout and do the field trip. Please note: you should read the handout and underline the terms before watching the video. Also, one term in this video is not articulated, and that term is "oculesics." The film simply calls it "eye movement."


Monday, Nov. 24:
First Katherine gave her speech on antidepressants. Then the instructor distributed Monroe's Motivated Sequence and we went through it step by step.

After reviewing the outline, we chose persuasive topics. The persuasive topic table will be posted at the left later today.

There is a nonverbal communication assignment that the instructor will be distributing, possibly on Wednesday. In addition, the instructor will go over benefits. Copies of the informative speech evaluations will be handed back on Wednesday.

Assignment: Research your topic. The full-sentence outline is due Dec. 3 Students who were in class today can go ahead with the n/v field trip.

At the next class, the instructor will talk about visuals in .ppt presentations. We will do an exercise in paring down words in presentations. She will show how to find public domain media and the permissible use of stock photos. APA documentation of visuals will also be explained.
Logic (arugment) and emotion (persuasive appeal) will also be covered. Please note that you must bring one study from an academic journal to class on Dec. 1.. Points will be awarded for having the study. It must be from an academic journal.

Persuasive Speech

Topic selection dates: Nov 24 & 26
Topics/student choice entered on table at left

Research dates: Nov. 26-Dec. 2
Bring one research study from an academic journal on Dec. 1

Full-sentence outline date: Dec. 3
Must have "persuasive outline" in the subject line

Presentation dates: Dec. 8, 10, 15, 17
Students and presentation dates will be listed here

Other dates:

Text check-in date: Dec. 17
Class notebook grade date: Dec. 1

1402 Mon-Wed What Happened in Class

Wednesday, Nov. 19

Today Mike , Antonio, Lucy, and Jen did their informative speeches.\

At our next class, Katherine will speak and then we will be through with the informative speeches. The instructor will show students how to do the persuasive speeches and we will also choose topics. Students should look at the persuasive topics at the link at left before coming to class. Be prepared with an alternate choice.

Monday, Nov. 17

Today we had three speeches: Angelica, Armand, and Isabel.

At our next class we have Antonio, Lucy, and Nicolette. If we have time, Jen will speak.

We need to log in the topics for the persuasive speech, so please have your topic selected.

After the speeches, the instructor logged in outlines.

1402 What Happened in Class

Nov. 12

We had three speeches today, Bobby, Melissa, and Jamie.

The instructor alerted students to the persuasive topics that were posted and we agreed that topic selection will be completed by next Wednesday. At that class, we will fill in a table with each person's choice of topic.

Students are not limited to the topics posted by the instructor but if another topic is chosen, it has to have the approval of the instructor.

After the speeches, we did the chapter check-ins. Students who had incomplete chapter outlines must show them to the instructor at Monday's class.

Nov. 10

We listened to three presentations today and the instructor returned the group symposium folders with the grades. In addition, the speakers received their grade for the speech today. All speakers are to bring their evaluation with them, however, as the instructor needs to make copies for an online database.

On Wednesday, our speakers will be Melissa, Bobby, Jamie, and Antonio.

Bring text outlines to the next class. In addition, at the next class the instructor will provide the persuasive assignment sheet and topics for the persuasive speech.

1402 Mon-Wed What Happened in Class

Nov. 5

Students turned in the remaining papers required for the Group Symposium assignment.

Today we worked with SurveyMonkey in learning how to construct a survey for purposes of a
primary source. Each student opened an account and did a survey with three questions. We also answered Priyanka's survey, which is for her informative speech.

In addition, we read an article from The Atlantic on communication and the campaign.

Next Tuesday informative speeches start.

We will check book outlines after the speeches at the next class.

Note: here is an online status sheet for student feedback on the informative speech outlines.
It will be updated periodically, as outlines are reviewed.



http://www.surveymonkey.com/s.aspx?sm=K3wnaaOaPsMq3KW4pCxLsw_3d_3d

------------

We told a ghost story or two in honor of Halloween. After that, we had our final group symposium, which was about the lack of support for people in American society.

After the group, the instructor talked about primary and secondary sources. We may have a chance to work with primary sources at our next class.

Please bring your outlines to class so they can be checked in. Also, the reaction to speeches should be brought to class so the final grade for the symposium can be issued. The DVD recording must be made available to the instructor either on disk or uploaded to the internet.

Speakers for next week:

November 10:
Stephen
Angie
Priyanka
Jen R.

November 12:
Melissa
Antonia
Bobby
Jamie

1402 What Happened in Class

Monday, Oct. 20:

We chose topics. The instructor handed out the informative assignment sheet and we went over the requirements for the next speech.

Next we chose topics. The instructor had a list of suggested topics, although student could choose their own topic. It must be OK'd by the instructor first, however.

The topic/student are listed on a table.

Student speech dates are:

November 10:
Stephen
Angie
Priyanka
Jen R.

November 12:
Melissa
Antonia
Bobby
Jamie

November 17:
Mike
Isabel
Armand
Angelica

November 19:
Lucy
Shin Young
Nicolette
Katherine

At our next class, we will begin the group symposiums. Please leave the three chairs in the back corner by the window open for the instructor for grading purposes. In addition, this is a reminder that each group is to have their full-sentence outline, note card together in one file for the instructor. The paper evaluating the second rehearsal (worth 15 points) is also due.

1402 What Happened in Class

This was our only class meeting of the week due to the Columbus Day holiday.

Students did their second recording in preparation for both the group symposium and the paper.

First the instructor provided a handout that detailed what students should be looking for in their presentation.

The students then went to rooms with their groups and a DVD camera and recorded their presentations. Now students will use the recording to do their critique paper (15 points) and to prepare for presentations, which start next week. The critique paper will be handed in after the presentation. Each group's moderator will prepare a folder which will be turned into the instructor. It will include the keyword outline, the full-sentence outline, and the critique paper.

Next week:

Deliver presentations. Continue with reading and outlines. Instructor may do a check of outlines next week.

1402 Mon-Wed What Happened in Class

Wednesday Oct.8

Today the instructor checked in notebooks while students recorded their presentations. Students were given a time sheet to record how long each speech and the intro/transitions/conclusion took.

The instructor only had time to check in the outlines. The notebooks will be checked next week. There were only a few notebooks that would get the three points, so students are advised to set up their notebooks exactly as the sheet specifies. The sections must be labeled. Envelopes are not suitable for this notebook. Get a 3-ring looseleaf notebook and make sections.

Checking in the outlines was a lengthy process due to the fact that the notebooks were not organized.

Next class: There may be a quiz on the role of emotions in communication. We will check in notebooks at the Wednesday class. There will be a handout that will help you cover the paper that is to be written after the second recording. Time permitting, we will do some worksheets on MLA and APA citation. Students will be given 10" at the beginning of class to finalize details regarding their next recording session.


Monday, Oct. 8

The instructor discussed the role of emotion in communication. The talk was accompanied by a Powerpoint. There might be a quiz.

We looked at the cameras in preparation for the recording session this coming Wednesday.

The instructor advised that students should proceed with their outlines even if they have not received feedback. The instructor's computer is undergoing a "full factory recovery" of Vista.

For next class: come with index cards and intros, conclusions, and transitions written. We will record one Wednesday.

1402 What Happened in Class

Wed., Oct. 1:

Students brought in their full-sentence outline and we highlighted key words. The key words are what will be transferred to the index card. After learning that key words are what is needed to remind the speaker of what point is next (usually SV-->O), the students transferred the key words to their index card.

The instructor provided a handout showing an example card that was made using a word processing program. Fifty words per card for the informative speech are allowed as are thirty words per card for the three-minute group symposium speech.

We looked at numerous outlines on the overhead doc cam.

For next week:

In the next class, the instructor will highlight important parts of the current readings. We may also do personality profiles. We will also be checking notebooks and outlines.

Students should be practicing their speeches and getting the DVDs and index cards that are needed for the class.

Monday, Sept. 29:

As was noted in the blog, there was a pop quiz on the research discussion from the last class. We corrected the results in class. The instructor took the quizzes to record the grades and will return them at a future class.

Next the instructor handed back the "I Am" papers that were turned in last week. Students were given time to understand the correction marks and then the instructor went over grammatical, style, and usage errors. Students are expected to master these rules and to turn in future papers free of the errors.

We decided on which symposiums would go on what dates:

Oct. 22: Social Issues and Energy Crisis

Oct. 27: Eating disorders, STDS, Lack of support

Other deadlines we agreed upon were that while students are doing their practice session on October 8, the instructor will check the class notebooks and check the book outlines. Students should be current with their outlines for the readings on the week prior to Oct. 8.

To do for next class: Write the full-sentence outline and submit it to the instructor the night before class (Sept. 30) at the Comcast e-mail address on the syllabus. Copy and paste the outline directly into the e-mail dialogue box. Bring a printed-out copy of the full-sentence outline to class the next day,

Continue with the readings and outlining.

Students are to purchase index cards and the small DVDs for recording their speech on Oct. 15.

1402 What Happened in Class

Wednesday, Sept. 24:

Students turned in their "I Am" papers.

Next we discussed annotated bibliographies and the use of academic libraries. The instructor explained how public libraries differ from academic libraries. She also discussed how journal articles are published and who writes them. In addition, she told how publications are important to an academician's career and how the frontiers of knowledge are expanded.

Class members traded their annotated bibliography with another student who reviewed it. The instructor took samples of student work and put it on the overhead projector. She went through each part of the annotated bibliography and asked students to check to see if it was done correctly by their colleague.

Class members broke up into their small groups to share what they had learned from their research. Their ABs were returned and the students used them for points of discussion.

Next class:

Toward the end of class, the instructor directed students to the next step, which was to write the full-sentence outline. She updated the page numbers from the assignment sheet to pages 311-14, on which the full-sentence outline will be found. Students are to use this example to write their own outline, which must be turned into the instructor via e-mail before midnight, Sept. 30th. Students will come to class the next day with a printed version of their outline.

Students should bring their text outlines to the text class, as the instructor will be logging in the work.

Do not be surprised if there is a pop quiz on the academic research process. The quiz will be on the notes students took in class today.

Monday:

The instructor went over the Communication--Groups Presentation handout that was given in the preceding class. She went over each item point-by-point. It is important to note that all will collaborate on the solution but the solution will be delivered by one person in the group.

The instructor showed the annotated bibliography worksheet. Students who know MLA are encouraged to use APA for this assignment. The instructor showed a technique that she uses for writing citations. One student question was whether there should be internal text citations. The instructor said there should be.

She also showed an online example of an Annotated Bibliography and remarked that they are not easily found on the web.

The instructor went over the criteria for grading. She discussed how to bring in quotes. She demonstrated writing transitions into a quote on the overhead. Later one student asked a question about the quoting. The question was how to bring in material from the text. The instructor's response was to write the paper first, then go over through the text with the paper at hand. Wherever the content of the paper was supported by the text would be places to bring in a quote or paraphrase as support.


The group then broke up into the small groups. The instructor worked with several of the small groups in breaking down their topic areas.

Next class: Hand in Annotated Bibliography and "I Am" paper.


Other:

Please see the post from last week for the Annotated Bibliography Help Sheet. If you know MLA you probably won't need it.

Here is how I'll be grading your "I Am" papers. Field notes refers to your interview raw data. Be sure to attach it to your paper if you want a higher grade.

Item:
Content (interesting read? Organization?)
No. of interviews and quotes
Insight
Grammar, spelling, mechanics
Field notes

1402 Mon-Wed What Happened in Class

Wed., Sept. 18

The instructor explained the group symposium project and how it results in two 15-point assignments. The class then read the assignment sheet.

Class members made a list of issues affecting their generation and broke the issues down into smaller categories. Each student decided the issue most interesting and then went into the corresponding group. The groups then met to break down the topic into individual categories:

Energy Crisis:
Wars & violence--Priyanka Patel
Nuclear energy--Katherine DeMenna
Windmills, solar energy, and geothermal: feasibility of each--Mike Texeira
Pollution--Armand Almeida

STDs
HIV--Jenny
Syphillis--Dan
Gonorrhea--Jamie
Herpes--Nick
Miguel--chlymidia
Note: instructor will check spellings on these later

Eating Disorders
Bulimia--Z
Anorexia--Nicole
Obesity--Isabel
Binge eating--Brian
Psych. effects of eating disorders==Steve

Social Issues
Allaycia Tell
Melissa Romero
Lucy Boateng
Robert Stanley
Angie
Group needs to select one issue and break it down


Psychological Issues & Health/Lack of Support
Steroids and the Olympics--Sin-young Choi
Mental and physical effects of steroids--Tony Somma
Lack of support--Angelica Bermudez

For next class: work on getting sources for your topic. Here is the Annotated Bibliography help sheet. Work on "I Am" paper. Do readings and outlines.


Monday, Sept. 15:
Links to assignments that were handed out in class:

I Am
Group Symposium


Links to 2008 topics are at left in the Links section. Microsoft .doc download. This document will not be distributed in class. The topics are for students to think about for their informative and persusasive speech.

We finished paired interviews today.

Next we did an outlining exercise where the instructor outlined along with the students. She then told what she considered to be the main points of the paragraphs. A few pointers are:

• determine whether the reasoning for the paragraph is deductive or inductive (see text, p 334-35). That will often be the main point.
• often the main point is the first or last sentence of the paragraph--but not always. Today we found one main point in the middle of the paragraph
• students will often find studies cited. What did the study prove? Don't write the details of the study in the outline--just what it proved.

The instructor pointed out that this practice helps students become better writers because they become more comfortable with the structure of academic writing.

Assignments were given:

• "I Am" communications perception reaction paper
• Group symposium
• Notebook dividers

We read through the "I Am" assignment and did our own personal characteristics rankings in class.

In our next class, the instructor will ask students to tell what social problems they perceive as being the most important. We will make discussion topics out of these issues and break down into groups to begin preparation for the group symposiums. We will also read through the group symposium assignment.

For the next class, students should be reading what is on the reading schedule and continuing with their outlines. Chapters 1 & 2 should be done. They should be getting interviews for their "I Am" paper. Students should also think about what they see as social problems that need to be solved (group symposium).

Alert: On September 24th , two assignments will be due: the "I Am" paper and an annotated bibliography. Please plan your time accordingly.

1402 Mon-Wed What Happened in Class

Wednesday, Sept. 10:

We started our paired introductions today and students were matched up with a colleague who knew MLA/APA citation work. In the future, these pairs will work together on class exercises with citation.

We finished about 60% of the introductions. Students can email the instructor for comments on their intro. When they do, they can be put on an e-mail list for the class. Being on the list is voluntary. What the list will be used for is to notify students if the instructor is ill or there is inclimate weather that would prevent holding class.

The class voted on whether to go with exams or outlines. Outlines won. Students should begin outlining Ch. 2 like the instructor showed in class. We will work again with outlines at future class. The main point of the writer is what should be written down from each paragraph.
Students need to indicate the chapter and pages being outlined at the top of the page. Outlines should only be about a page or page-and-a-half long.

Next week begin outlining Chapter 1 and finish up Chapter 2.

Go to http://www.queendom.com/ and try some of the personality profiles.

The instructor will give out the first assignment at the next class.

Monday:

The instructor introduced herself and told about her career in communication (business). She discussed the projects that the class will do and told what is important to achieve a high grade.

The class read the syllabus and looked over the reading assignments sheet.

What to do for the next class:

The instructor asked each student to set up a bookmarks folder and bookmark this blog. In addition, she asked them each to obtain a three-ring looseleaf notebook or a notebook with envelopes that has room for papers to be categorized under subject. The divisions of the notebook will be provided at a future class. The purpose of the notebook is to facilitate moving from one subject to another, as different areas of the class are addressed within one class period. This will insure that we are able to move quickly from one subject to another.

The instructor asked the students to read Chapter 2 on communication and perception. At the next class, some areas of this chapter will be discussed. We will also do paired introductions. Students might want to look at the areas they will want to ask questions about in the Writing 101 narrative post on this page.