At our final class on Friday, we finished the speeches. The instructor will post here when grades have been recorded. We also checked text outlines and did the notebook grades.
At our last class, Francheska spoke on electronic textbooks. Here is a story appearing in today's Star Ledger about how Princeton is using the Kindle.
Showing posts with label 1402 spring 09. Show all posts
Showing posts with label 1402 spring 09. Show all posts
Saturday, May 9, 2009
Tuesday, April 7, 2009
1402 What Happened in Class
Note: Due to Good Friday, this will be our only class meeting this week.
Also: April 17, 21, and 24 are the next speaking dates (informative speech). Students must submit their outlines to the instructor via e-mail. Please allow a minimum of three-days turnaround time for input.
Chapter Check-in
New Assignment:
Critical thinking and evaluation of web sites (as a source for speeches). She showed the students a link to questions and said they would copy and paste the material into a Word doc. She showed the link for the sites to be evaluated and asked students to visit them before the next class. The links are: Questions Links of Sites to Evaluate (Note: on the latter site, go to "Consider the Source" section.)
What to do:
a) go to the site and evaluate it according to the questions, making notes while you do so
b) read at least four articles at the site before you make your judgments
c) come prepared to show your site and comment at the next class
d) you will be asked to rate the credibility of your site on a 1-5 basis, with 5 being high
e) you must provide specific examples of what you say about the site. For example, if you say the site is biased, you must show us why you think so
Also: April 17, 21, and 24 are the next speaking dates (informative speech). Students must submit their outlines to the instructor via e-mail. Please allow a minimum of three-days turnaround time for input.
Chapter Check-in
New Assignment:
Critical thinking and evaluation of web sites (as a source for speeches). She showed the students a link to questions and said they would copy and paste the material into a Word doc. She showed the link for the sites to be evaluated and asked students to visit them before the next class. The links are: Questions Links of Sites to Evaluate (Note: on the latter site, go to "Consider the Source" section.)
What to do:
a) go to the site and evaluate it according to the questions, making notes while you do so
b) read at least four articles at the site before you make your judgments
c) come prepared to show your site and comment at the next class
d) you will be asked to rate the credibility of your site on a 1-5 basis, with 5 being high
e) you must provide specific examples of what you say about the site. For example, if you say the site is biased, you must show us why you think so
Friday, March 27, 2009
1402 What Happened in Class
Friday:
Today the instructor passed out the persuasive speech assignment (two pages). She first explained the fundamentals of persuasion (cognitive dissonance) and then she went through the outline (Monroe's Motivated Sequence) using an example with which she had experience.
At the end of class, group symposium folders were distributed.
Next class:
Continue with the readings
Check in on chapters from text
Choose a persuasive topic and be prepared to tell what your topic is in class
Tuesday
Matt: infrastructure
Justin: what oil companies pay for a barrel of oil
Joe: the real reason marijunaa is not legalized
Lashae: online dating
Leila: cellphones, driving, and inattention
Bryan: doomsday prophecies
Ankit: corrupt countries
Danielle: NJ movies
Thomas: Zone gas pricing
Stephen: stolen identities
Francheska: Ku Klux Klan in NJ & immigrants
Neftali: : Google, Craigslist, and newspapers
Diane: hybrid/electric cars
Nicole: healthier eating
Deeanne: become more environmentally conscious
Mariam: mortality rate in children in USA
Rebecca: media/newspaper crisis--what it is, why it is happening
Paul:
Persuasive topics:
Ankit: ban cellphones on campus
Joe: limit intake of transfatty acids
Luc: workout with weights
LaShae: benefits of massage therapy
Danielle: biodiesel fuel
Nicole: literacy programs in US (compare to European)
Matt: not ready for electric cars
Deanne: organic foods
Mariam: cell phone driving and inattention
Francheska:
Bryan: school uniforms
Leila: lowering drinking age
Justin:
Diane: buy an electric car
Francheska: digital textbooks
Joyce: no violence in cartoons
Neftali: shoes
Yang:
Thos: recylcing
Steve: be more aware of the news
Today the instructor passed out the persuasive speech assignment (two pages). She first explained the fundamentals of persuasion (cognitive dissonance) and then she went through the outline (Monroe's Motivated Sequence) using an example with which she had experience.
At the end of class, group symposium folders were distributed.
Next class:
Continue with the readings
Check in on chapters from text
Choose a persuasive topic and be prepared to tell what your topic is in class
Tuesday
Matt: infrastructure
Justin: what oil companies pay for a barrel of oil
Joe: the real reason marijunaa is not legalized
Lashae: online dating
Leila: cellphones, driving, and inattention
Bryan: doomsday prophecies
Ankit: corrupt countries
Danielle: NJ movies
Thomas: Zone gas pricing
Stephen: stolen identities
Francheska: Ku Klux Klan in NJ & immigrants
Neftali: : Google, Craigslist, and newspapers
Diane: hybrid/electric cars
Nicole: healthier eating
Deeanne: become more environmentally conscious
Mariam: mortality rate in children in USA
Rebecca: media/newspaper crisis--what it is, why it is happening
Paul:
Persuasive topics:
Ankit: ban cellphones on campus
Joe: limit intake of transfatty acids
Luc: workout with weights
LaShae: benefits of massage therapy
Danielle: biodiesel fuel
Nicole: literacy programs in US (compare to European)
Matt: not ready for electric cars
Deanne: organic foods
Mariam: cell phone driving and inattention
Francheska:
Bryan: school uniforms
Leila: lowering drinking age
Justin:
Diane: buy an electric car
Francheska: digital textbooks
Joyce: no violence in cartoons
Neftali: shoes
Yang:
Thos: recylcing
Steve: be more aware of the news
Wednesday, March 25, 2009
1402 Students
On Friday, the Tuesday group symposiums will present. On the following Tuesday, we will have the presentations originally scheduled for Friday.
Tuesday, March 10, 2009
1402 What Happened in Class
Friday, March 13:
Three groups practiced and taped in other rooms while students who remained in the class did a profile of whether they were a high self-monitor or a low self-monitor.
The informative speech was assigned and dates agreed upon. The informative speech outline is posted at left (a hard copy handout will be provided in class) and the student speaking dates are as follows:
Tuesday, March 10:
Two groups practiced and taped in other rooms while students who remained in the class did a profile of whether they were a high self-monitor or a low self-monitor.
At the conclusion of the profile, we reviewed Matt's outline and how to convert it to a key word outline. Students then went over their full-sentence outlines and transferred them to the index cards.
Students returned after they finished their taping and we checked in outlines for Ch. 8 and in some cases, 7 and 9.
Next class:
Have Chapter 11 ("Informative Speaking") readIf you are preparing to tape, have your key word outline transferred to index cards for the taping.
Three groups practiced and taped in other rooms while students who remained in the class did a profile of whether they were a high self-monitor or a low self-monitor.
The informative speech was assigned and dates agreed upon. The informative speech outline is posted at left (a hard copy handout will be provided in class) and the student speaking dates are as follows:
April 17 (informative) and April 28 (persuasive):
Matt
Steve
Leila
Diane
Anira
Rebecca
Thomas
Justin
Neftali
April 21 (informative) and May 1 (persuasive):
Justin
Luc
Danielle
Francheska
Nicole
Deanna
Yang
April 24th (informative) and May 5 (persuasive):
Brian
Paul
Joyce
Ankit
Lashae
Joe
Marian
Tuesday, March 10:
Two groups practiced and taped in other rooms while students who remained in the class did a profile of whether they were a high self-monitor or a low self-monitor.
At the conclusion of the profile, we reviewed Matt's outline and how to convert it to a key word outline. Students then went over their full-sentence outlines and transferred them to the index cards.
Students returned after they finished their taping and we checked in outlines for Ch. 8 and in some cases, 7 and 9.
Next class:
Have Chapter 11 ("Informative Speaking") readIf you are preparing to tape, have your key word outline transferred to index cards for the taping.
Tuesday, March 3, 2009
1402 What Happened in Class
March 6, 2009
We revised the dates for the group symposium. Next week we will be doing the taped practice sessions in separate rooms(448, 453, and 455).
March 10: Stereotypes and Body Clock
March 13: Peer pressure, Flex-fuel, and Color
The instructor read the full-sentence outlines while the students worked in their small groups on both the upcoming presentation and the personality profile.
Next class: come prepared to present for the practice session. Revise your full-sentence outline to key words on an index card. No more than 50 words on a card. Quotes may have a separate card.
March 3, 2009
We did a personality profile at the computer lab. Students received four letters as a result of taking the profile. The results will be discussed in small group at the upcoming class on Friday.
We returned from the computer lab to the classroom and the instructor handed back the "I Am" papers. She explained the grading. At a future class, we will go over some of the more common grammatical and writing errors. Students were given time to understand the input from the instructor and she explained some of the marks, such as WDY (wordy), AWK (awkward), etc.
We set up a protocol for checking in the chapter outlines. All chapters are checked in each Tuesday and is for the chapters that were read the previous week. Marian will remind students at each class what is due and when.
Next class:
Bring full-sentence outline and index cards. The instructor will review the full-sentence outline while students are in small group discussion about their "I Am" results and the profile results.
The instructor will show students how to transfer notes to and index card from the full-sentence outline.
Put the four letters from your profile in a search engine and read up on your type. Print out one or two articles on your type and put them in your notebook with the "I Am" paper. This will be used for class discussion on Friday.
We will check in Ch. 8 on Friday, too.
We revised the dates for the group symposium. Next week we will be doing the taped practice sessions in separate rooms(448, 453, and 455).
March 10: Stereotypes and Body Clock
March 13: Peer pressure, Flex-fuel, and Color
The instructor read the full-sentence outlines while the students worked in their small groups on both the upcoming presentation and the personality profile.
Next class: come prepared to present for the practice session. Revise your full-sentence outline to key words on an index card. No more than 50 words on a card. Quotes may have a separate card.
March 3, 2009
We did a personality profile at the computer lab. Students received four letters as a result of taking the profile. The results will be discussed in small group at the upcoming class on Friday.
We returned from the computer lab to the classroom and the instructor handed back the "I Am" papers. She explained the grading. At a future class, we will go over some of the more common grammatical and writing errors. Students were given time to understand the input from the instructor and she explained some of the marks, such as WDY (wordy), AWK (awkward), etc.
We set up a protocol for checking in the chapter outlines. All chapters are checked in each Tuesday and is for the chapters that were read the previous week. Marian will remind students at each class what is due and when.
Next class:
Bring full-sentence outline and index cards. The instructor will review the full-sentence outline while students are in small group discussion about their "I Am" results and the profile results.
The instructor will show students how to transfer notes to and index card from the full-sentence outline.
Put the four letters from your profile in a search engine and read up on your type. Print out one or two articles on your type and put them in your notebook with the "I Am" paper. This will be used for class discussion on Friday.
We will check in Ch. 8 on Friday, too.
Tuesday, February 24, 2009
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
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
Tuesday, February 3, 2009
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.
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.
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