Course Syllabus

CMST&101 Introduction to Communication

Spring 2017 /5 credit

 

Instructor:   Li Liu, PhD

E-mail: Li.liu@BellevueCollege.edu 

Office: R230P

Office phone: (425)546 2646

 

Office hour:  TTh 9:30-10:20am / 11:30-12:20pm

Class time & location: TTh 10:30-11:20am C168

 

Division Statements

The Arts & Humanities Division develops curriculum and delivers instruction that stimulates intellectual and imaginative curiosity; critical and creative thinking; and varied means of expression among all learners seeking to develop the critical habits of mind necessary for personal, civic, and cultural life and work in a civil, democratic society. We cultivate inclusive learning environments that engage diverse traditions, ideas, expression, practices and values of human beings.

Course Information

Have you ever tried to impress someone but didn't know how to get started?

Have you ever felt frustrated in a relationship but didn't know how to improve it?

Have you ever wondered if you are a leader and if you can speak in front of the public?

CMST&101, Intro to Communications is a course that explores effective communication in one-to-one, small group, and one-to-many settings. Students analyze their communication skills and practice techniques to become more effective. Format includes public speaking experience.

 

Course Outcomes

• Describe the elements of the process of communication.
• Explain communication competence and identify your own personal strengths and areas of needed improvement in one-to-one, small group and one-to-many settings.
• Assess language, nonverbal, and listening skills in a variety of settings.
• Describe the elements of a supportive group communication climate.
• Describe effective decision-making and problem solving approaches in a group setting.
• Present a well-researched, organized, audience-appropriate speech.

How Outcomes will be met

Students will explore the theory and practice of communication skills and strategies.  Students will improve their ability to communicate formally and informally at home, work and school by practicing communication abilities in interpersonal, group and public contexts.  Emphasis is placed on developing and maintaining competencies in verbal and nonverbal communication, perception of self and others, listening, interpersonal communication and conflict management, small group communication dynamics, and presentational speaking.  The following table shows how learning outcomes align with corresponding in-class activities, written assignments, projects and quizzes.

 

Course learning outcomes	In-class activities		Weekly quiz		Weekly discussion		Job interview		speech
Describe the elements of the process of communication	X		X		X
Explain communication competence and identify your own personal strengths and areas of needed improvement in one-to-one, small group and one-to-many settings.	X		X		X
Assess language, nonverbal, and listening skills in a variety of settings.	X		X		X		X		X
Describe the elements of a supportive group communication climate.	X		X		X		X
Describe effective decision-making and problem solving approaches in a group setting.	X		X		X		X
Present a well-researched, organized, audience-appropriate speech.	X		X		X				X

Weekly calendar

week	date	content
Week one	April 4	Course overview
	April 6	Ch. 1 Communication: What and Why? Discussion: Media fast and communication competence
Week two	April 11	Ch. 2 The Self, Perception, and Communication
	April 13	Ch. 3 Communication and Culture Discussion: identifying your identities
Week three	April 18	Ch. 4 language
	April 20	Ch. 5 listening Discussion: slang and jargon
Week four	April 25	Ch. 6 nonverbal Communication
	April 27	Ch. 7 Understanding Interpersonal Communication Discussion: Kinesics and space
Week five	May 2	Ch. 8 Improving Interpersonal Relationships
	May 4	Discussion: relationship
Week six	May 9	Ch. 9 Communicating in Groups and Teams
	May 11	Discussion: Group roles
Week seven	May 16	Ch. 10 Solving Problems in Groups and Teams
	May 18	Ch. 11 Preparing and Presenting your speech Discussion: Group problem-solving
Week eight	May 23	Ch. 12 Organizing and Support
	May 25	Speech peer conference Discussion: speech critique
Week nine	May 30	speech
	June 1	Speech Discussion: speech organization
Week ten	June 6	speech
	June 8	Speech Discussion: Speech delivery
Week eleven	June 13	speech

 

 

 Grading Distribution

Item	Grade value	Item	Grade value
speech	30	quizzes	10*13=130
speech outline	10	participation	30
Speech peer critique	10	Job interview	40
Weekly discussion posting	10*10=100	Final Exam	50
Graded Surveys	5*10=50	Total	450

 

Grading schedule

Points earned will be calculated against 450, which are total points possible in this class. We then relate the percentage yielded to this grading schedule in order to produce the letter grade that you’ve earned in this class.

 

Percent	Letter grade	Percent	Letter grade
95-100	A	74-76	C
90-94	A-	70-73	C-
87-89	B+	67-69	D+
84-86	B	64-66	D
81-83	B-	60-63	D-
77-80	C+	59&BELOW	F

 

Submission of Assignments

    According to the academic code of student conduct, students are responsible for collecting any missed assignments, handouts or other materials due to an absence (WAC 132Z-115-090). If you are absent please contact me regarding material you missed. Please do this 1) during office hours, 2) before/after class or 3) via e-mail. Do not use class time to ask about the material that you missed. This is discourteous to other students.

• If you are absent on a day that we view a film please find out what the title is (check the syllabus, ask a classmate, or ask me) and arrange a review session on your own.
• It is imperative that you attend class on presentation days (even if you are not presenting). Every speaker needs an audience!  Absences on presentation dates will result in a letter grade reduction of your assigned grade for each absence.  Missing your assigned presentation dates will result in a 0 (zero) on that assignment. 

    Please note: Students must maintain backup copies of all submitted works.

 

Late Work

Each student desires to do his/her best on all assignments but circumstances arise that may cause conflicts in your personal schedule of events.  However, as responsible learners you are expected to plan well in advance and be prepared for the unexpected.  If you believe you have a legitimate, verifiable emergency that prevents you from completing an assignment on time, send me an email BEFORE it is due and let me know 1) what the emergency is, 2) how you will verify it, and 3) your plan for submitting the late assignment. I will consider the legitimacy of your request. Keep in mind that intentionally making false claims or statements regarding late papers, projects or attendance is a violation of the academic code of conduct (WAC-132-115-090).

Legitimate, verifiable emergencies include:

• Serious health problems involving a doctor’s care (and documentation)
• Death of a loved one

 

They DO NOT include:

• Computer and/or Internet problems
• A busy work schedule
• A heavy course load
• Computer system failure
• Vacation

 

Participation grade

Participation grade is summary of your intellectual involvement throughout the quarter. It is calculated based on your general attendance, quality of in-class reflection writing, as well as contribution to weekly online discussion forums. While specific attendance requirements are up to individual faculty members, the Arts and Humanities Division recognizes that attending class and participating actively are perhaps the most important way in which students can set themselves up for success.  Conversely, not attending class almost certainly leads to failure. 

In order for students to be eligible for a grade in a course, they must not miss more than ten classes, or 20% of the total class time scheduled, for any reason.  When absences go beyond ten, instructors may a) give a grade of "F" for the course, or b) lower the final grade as much as they see fit.  In cases of legitimate hardship, students may also request that instructors grant a “HW” (hardship withdrawal), which is a non-credit grade.

 

Participation (30 pt)

Item	100%	75%	50%	25%	total
In-class attendance as an engaging learner	Learner didn’t miss any scheduled sessions without verifiable documentations.	Learner missed no more than 5% of all scheduled class sessions without verifiable documentations.	Learner missed 5-10% of all scheduled class sessions without verifiable documentations; or learner has received one warning from instructor for disruptive behavior in class.	Learner missed 10-20% of all scheduled class sessions without verifiable documentations; or learner has received two warning from instructor for disruptive behavior in class..	10
On-line attendance as an engaging learner	Learner didn’t miss any scheduled discussion postings without verifiable documentations.	Learner missed no more than 5% of all scheduled discussion postings without verifiable documentations.	Learner missed 5-10% of all scheduled class sessions without verifiable documentations; or learner has received one warning from instructor for on-line disruptive behavior.	Learner missed 10-20% of all scheduled class sessions without verifiable documentations; or learner has received two warning from instructor for online disruptive behavior.	10
In-class activities (bluebook writing)	Learner completed all in-class bluebook writings	Learner completed more than 95% of in-class bluebook writings	Learner completed 90-95% of in-class bluebook writings	Learner completed 80-90% of in-class bluebook writings	10
total					30

 

Punctuality

Please arrive on time. When you arrive late you miss important announcements and disrupt the learning process for everyone. I realize that life events may occasionally prevent you from arriving to class on time. However, chronic lateness is a sign of disrespect and will affect your grade, and you forfeit your opportunity to earn extra credit points. If you must arrive late please try to be considerate of others when you enter the classroom.

Any late arrival or early dismissal of more than 10 minutes, without prior notification, will be documented; when equal or more than a scheduled class session is reached, learner will be considered as having a full absence.

 

Books and Materials Required

Required Texts:

Alder, Ronald and Rodman, George (2012). Understanding Human Communication, 12^th  edition, Oxford University Press, USA

Materials Needed:

• Access to a course textbook
• Access to a computer
• A Current Student Account/Email
• A bluebook for in-class reflection writing

Classroom Learning Atmosphere

     Students must take responsibility for their learning. Education is not a commodity that can be purchased simply by paying for the right to sit in a classroom. Education is the result of meaningful learning, which involves applying information to real-world situations. Students must be actively engaged and present in the learning process for meaningful learning to occur.

     My role is help facilitate the learning process and to provide you with learning opportunities. Your role is to come to class prepared to fully take advantage of those learning opportunities. I value your feedback and will check in with you throughout the quarter to assess how your learning experience is going. However, you must also take responsibility for assessing your learning experience and for providing me with feedback when things are not working for you.

    The quality of our learning environment is dependent on all of us. This is not “my classroom”, but “our classroom”. Together we will establish what kind of learning environment we wish to create and adapt it as we see fit.

    Some of what you will learn in this course may initially seem like "common sense."  However, some of what you will learn might be shocking, surprising, or even make you angry. I hope you will be open to examining the information presented in class.

    Given the nature of the topics in this course, you can expect that there may be discussions and/or presentations on controversial or sensitive topics. These discussions/presentations may make you uncomfortable. Please trust that this is part of the learning process. If the discussions/presentations make you uncomfortable, please let me know (either in class or privately). We will work together to provide a safe and respectful environment in which all students can express their ideas.

Creating a Respectful Learning Community

    Each class is unique and develops its own culture and personality. However, in order for learning to occur, there are certain basic conditions that must exist. Each participant in the learning community (instructor and student) has rights and responsibilities. The most important right/responsibility we have in this class is to create a respectful and safe environment. The following guidelines will help us in that process:

• Arrive on time. When you arrive late you miss important announcements and disrupt the learning process for everyone. I realize that life events may occasionally prevent you from arriving to class on time. However, chronic lateness is a sign of disrespect and will affect your grade, and you forfeit your opportunity to earn extra credit points. If you must arrive late please try to be considerate of others when you enter the classroom.
• Plan to stay the entire class period. Arriving late and/or leaving early is disrespectful to the class. Please do not schedule other appointments or commitments during class time. If you must leave early on occasion, you should inform me in advance via email. Frequent trips outside of the classroom or frequent early departures from class will impact your grade and you forfeit your opportunity to earn extra credit points.
• Please turn OFF all cellular/digital devices(cell phones, pagers, 2-ways, PDA’s, MP3’s, etc.). These devices will not be used during class, as they are a disruption.  Also, please do not send or check text messages during class times.  By doing so, you will be asked to leave the class and will be counted absence for that class period.

There will be zero tolerance for disruptive or disrespectful behaviors/comments in this class. Inappropriate/disruptive classroom behaviors are violations of the Student Code of Conduct at Bellevue College. Examples of unacceptable behavior include, but are not limited to:

• talking out of turn or monopolize class discussions
• arriving late or leaving early without a valid reason
• having side conversations
• allowing cell phones to ring
• inappropriate behavior toward the instructor or classmates

Behaviors like this are distractions to instructors and other students. They also prevent you to fully focus on course content. Such behavior will be documented and will affect your participation grade.

What does it mean to be respectful in this class then?

• Listen attentively when others are speaking.
• Do not monopolize class discussions. Think about your contributions before speaking. Make sure they are relevant and concise.
• Raise your hand and do not talk over others.
• Do not engage in side conversations when others are talking.
• It is appropriate to express disagreement with the ideas presented by the instructor and/or your classmates. However, please do so in a respectful way. Be aware of your tone and body language when you do so.
• Avoid use of profanity or other degrading remarks (both in-class and online)
• Do not check text messages, emails or work on laptop on issues irrelevant to course topics during class time

If disruptive or disrespectful behaviors occur we will follow a three step process: 1) instructor will speak to the student privately, 2) student and instructor will meet with the Dean of Student Learning, 3) student will be asked to leave the learning community. 4)The instructor can refer any violation of the Student Code of Conduct to the Vice President of Student Services for possible probation or suspension from Bellevue College.

Specific student rights, responsibilities and appeal procedures are listed in the Student Code of Conduct, available in the office of the Vice President of Student Services.”  The Student Code, Policy 2050, in its entirety is located at: http://bellevuecollege.edu/policies/2/2050_Student_Code.asp

Affirmation of Inclusion

Bellevue College is committed to maintaining an environment in which every member of the campus community feels welcome to participate in the life of the college, free from harassment and discrimination.

We value our different backgrounds at Bellevue College, and students, faculty, staff members, and administrators are to treat one another with dignity and respect. https://www.bellevuecollege.edu/inclusion/

 

Student Code

Ownership

The work that you turn in under your name is expected to be your original work, written for this course, and to the specification of the assignment.  Although you are encouraged to seek feedback on your writing from others, your work must be demonstrably and essentially your own.  Save drafts, outlines, and other preliminary steps toward your finished work, just in case a question of ownership arises.

 

Students are expected to be familiar with the Student Rights and Responsibilities, Guidelines for Student Conduct, and Disciplinary Action Procedures provided by the Office of Student Life and printed in the student handbook. Students who violate rules of academic misconduct and dishonesty are subject to disciplinary sanctions, including suspension and dismissal.

Academic misconduct and dishonesty includes, but is not limited to: Cheating, Fabrication, Facilitation, and Plagiarism.

Cheating means

• Giving or receiving unauthorized assistance (helping other students do their assignments, taking their exams, or allowing other students to help you with your assignments or exams);
• Intentionally using or attempting to use unauthorized materials or information (copying from another student, using a “cheat sheet” during an exam, sending or receiving text messages during an exam, accessing the Internet for answers, etc.).

Fabrication means

• Creating false information or data and presenting it as fact (making things up);
• Filling in “gaps” with made-up information.

Facilitation means

• Intentionally or unintentionally helping or attempting to help another student cheat, fabricate, plagiarize, or otherwise violate any part of the Guidelines for Student Conduct;
• Failing to stop a known violation of the Guidelines.

Plagiarism means

• Intentionally or unintentionally using another person's original words, ideas, or research (including the words/ideas of faculty or students) in any academic assignment without explicitly identifying that person within your work.

Ways to Avoid Plagiarism:

• Do your own  Do not rely on the Internet or other sources for your ideas or responses.
• Start your assignments early! Waiting until the last minute makes cheating/plagiarism too tempting.
• Do not copy and paste information off the Internet or from any other electronic or printed source. This form of plagiarism is also a violation of copyright laws.
• Do not copy and paste information posted by other students on Canvas discussion forum or use someone else’s information as a source for your own postings. Remember, do your ownwork!
• When writing an essay, document and cite all information borrowed from your sources, even when the information is paraphrased (restated in your own words) and not a direct quote. Citing direct quotes alone is not sufficient!
• When paraphrasing borrowed information, use your own words, and cite each occurrence at the point in the essay where it is used (in-text citation).
• Do not fail to give credit to the source; the author deserves credit.

Information about Bellevue College's copyright guidelines can be found at: http://www.bellevuecollege.edu/tempsite/webpublishing/standards/webspace/D_copyright.asp

A good resource for avoiding Plagiarism is the Writing Lab:  http://bellevuecollege.edu/writinglab/Plagiarism.html

If you have ANY questions about how to complete your assignments or sufficiently document your sources, ask your instructor, not your friends. Students are often wrong!

 

Important Links

Bellevue College E-mail and access to MyBC

All students registered for classes at Bellevue College are entitled to a network and e-mail account.  Your student network account can be used to access your student e-mail, log in to computers in labs and classrooms, connect to the BC wireless network and log in to MyBC. To create your account, go to:  https://www.bellevuecollege.edu/netid/CreateNewAccount.aspx .

BC offers a wide variety of computer and learning labs to enhance learning and student success. Find current campus locations for all student labs by visiting http://depts.bellevuecollege.edu/helpdesk/students/computerlabs/

 

Disability Resource Center (DRC)

The Disability Resource Center serves students with a wide array of learning challenges and disabilities. If you are a student who has a disability or learning challenge for which you have documentation or have seen someone for treatment and if you feel you may need accommodations in order to be successful in college, please contact us as soon as possible. 

If you are a person who requires assistance in case of an emergency situation, such as a fire, earthquake, etc, please meet with your individual instructors to develop a safety plan within the first week of the quarter.

If you are a student with a documented autism spectrum disorder, there is an additional access program available to you. Contact asn@bellevuecollege.edu or 425.564.2764. ASN is located in the Library Media Center in D125.  www.bellevuecollege.edu/autismspectrumnavigators/

The DRC office is located in B132 or you can call our reception desk at 425.564.2498. Deaf students can reach us by video phone at 425-440-2025 or by TTY at 425-564-4110. Please visit our website for application information into our program and other helpful links at www.bellevuecollege.edu/drc

 

Public Safety and emergencies

Public Safety is located in the K building and can be reached at 425-564-2400 (easy to remember because it’s the only office on campus open 24 hours a day—2400).  Among other things, Public Safety serves as our Parking Permits, Lost and Found, and Emergency Notification center.  Please ensure you are signed up to receive alerts through our campus alerting system by registering at http://www.bellevuecollege.edu/alerts/?ref=footer

If you work late and are uneasy about going to your car, Public Safety will escort you to your vehicle. To coordinate this, please phone ahead and let Public Safety know when and where you will need an escort.

Please familiarize yourself with the emergency postings by the door of every classroom and know where to go in the event of an evacuation.  Your instructor will be asked if anyone might still be in the building, so check in before you do anything else.  Emergency responders will search for anyone unaccounted for.

If a major emergency occurs, please follow these two rules:

1) Take directions from those in charge of the response  -We all need to be working together.

2) Do not get in your car and leave campus (unless directed to) - Doing so will clog streets and prevent emergency vehicles from entering the scene.  Instead, follow directions from those in charge.

Please do not hesitate to call Public Safety if you feel safety questions or concerns at any time.

 

Final Exam Schedule

Final exam is administered online between June 14-16, 2017

For additional details, please refer to https://www.bellevuecollege.edu/courses/exams/

 

Academic Calendar

The Bellevue College Academic Calendar is separated into two calendars. They provide information about holidays, closures and important enrollment dates such as the finals schedule.

• Enrollment Calendar - http://bellevuecollege.edu/enrollment/calendar/deadlines/. On this calendar you will find admissions and registration dates and important dates for withdrawing and receiving tuition refunds.
• College Calendar - College Calendar - http://www.bellevuecollege.edu/enrollment/holidays/. This calendar gives you the year at a glance and includes college holidays, scheduled closures, quarter end and start dates, and final exam dates.

 

Confidentiality and Mandatory Reporting

As an instructor, one of my responsibilities is to help create a safe learning environment on our campus. It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep information you share private to the greatest extent possible. However, I am required to share information regarding sexual assault and other forms of sexual misconduct (e.g. dating violence, domestic violence, stalking) that may have occurred on campus or that may impact someone on campus with the Title IX Coordinator. Students may speak to someone confidentially by contacting the BC Counseling Center at (425) 564-2212. The Title IX Office can be contacted at 425-564-2441 and more information can be found at www.bellevuecollege.edu/titleix/.

 Assignments

 

Citation guidance: we use APA style in this class when you cite from resources other than your own in any graded writing assignment. Please make sure that you know how to make in-text citation and bibliography following APA style. See me if you need additional information.

Please know that citation from websites based on user-generated content, such as Wikipedia.org, dictionary.com, about.com, will result in deduction of points.

 

Weekly Substantive Postings

 

Each week you will write one substantive postings. We will use class time discuss what we've learned from each other's postings.  Your substantive postings are due midnight of every Thursday of the corresponding week. 

Your substantive postings are expected to be well-composed, 2-3 paragraph, 350-500 words writing directly responding to the question. Incorporation of course textbook content and solid examples coming from either external research are always expected and will be used to evaluate the quality of your posting. For how substantive postings are evaluated in this class, please refer to the CREER rubric.

 

Please always remember to include word count, in number, inside brackets at the end of your substantive posting. Failure of providing word count may result in a deduction of points away from the posting.

CREER Rubric

Example descriptor				pt
25%	50%	75%	100%
Minimal reference to claim	Claim slight mentioned through text but not clearly stated; somewhat vague	Clearly stated claim	Clearly stated claim, at the beginning of the writing and well-connected to following arguments and examples	1
Minimum reference to definition of corresponding concepts or theories	Slightly mention; Or citing definition from unreliable sources	Clearly stated	Clearly stated with correct citing format and documentation (APA style);	2
Minimal reference to corresponding concepts or theories	Example slightly mentioned yet remained generic and without specific verbal and non-verbal details, whenever appropriate	Example adequately summarized with specific verbal and non-verbal details, whenever appropriate	Example adequately summarized with specific verbal and non-verbal details; details are logically connected to each other.	2
Minimal explanation of how the example is related to the concepts or theories	Weak logical connection between the example and concepts or theories	Explanations was visible yet situated within only the example or the concepts/ theories;	Explanation situated within both the example and the definition, which shows how the example demonstrates the characteristics of the concepts or theories;	3
Writing struggles with grammar; at least 3 major grammatical mistakes that make comprehension difficult;	Writing shows minor grammatical errors.	Adequate writing presents coherent information flow.	Writing flows naturally and free from mistakes; intro, body and ending are clear to readers.	2
				10

 

Job Interview (40 pt)

 

This assignment involves writing up a cover letter, attending the in-class mock job interview as both job applicant and employer, and finally writing up a reflection journal on given topics.

 

Cover letter (10 pt)

You will research a specific position currently open for application. This can be a position fits your current credential. This can also be a position you plan to apply for after your graduation from BC, or your future 4-year institution.

 

One week before the in-class mock job interview, you will turn in a cover letter as if you were applying for this position. The cover letter should reflect most information mentioned in our textbook Appendix, “Communicating for Career Success (A-10~A-11)”. You can find a list of information useful to be included in a cover letter as well as a sample cover letter.

This cover letter is expected to be typed, single-spaced, 500-700 words. This cover letter is to be turned in on-line vie canvas. The cover letter should resemble the format following the sample cover letter included in the textbook Appendix, “Communicating for Career Success (A-10~A-11)” as much as possible.

 

In-class Mock job interview (10 pt)

On the In-class Mock Job Interview day, you will need to bring in one hard copy of your cover letter and your job description to be circulated and shared within your group.

 

In group of four, you will take turns to participate as both job applicant and employer. When it is your turn to be the applicant, the rest of three group member will act as a panel of interviewers. Each interview will take about 10 minutes and the group will spend 40 minutes on the mock interview process. During each turn, each of the three panelists should have chance to ask at least one question. The questions are all selected from our textbook Appendix, “Communicating for Career Success (A-10~A-12)”. 

 

On A-13, you can find strategies to be successful responding to those questions.

 

The group will then spend time sharing what they’ve learned from each other on demonstration of interviewing skills and overall communication competence.

 

You will need to participate in the interview process in full to receive the credits.

 

Reflection Journal (20 pt)

After we completed the mock interview and group discussion, please complete the reflection journal following this structure:

-Which TWO of the following topics seems most resonate with your experience with the mock interview?

1) self-concept

2) self-esteem

3) communication and culture

4) communication and gender

5) non-verbal communication has communicative value

6) non-verbal communication is ambiguous

7) types of listeners

8) Faulty listening behaviors

-please cite from our textbook, following APA citation format, on how your chosen topics are discussed and explained.

-please share your experience during the mock interview process on how your understanding on those chosen topics has been enhanced. Specifically, you may discuss: why these two topics stood out to you in particular? Was this because they are relevant to some special challenges for you? Was this because you had unique strength in those areas and you demonstrated those well? Or a little bit of both?

-based on your reflection, please offer some reflections on how you plan to sharpen your interview skills and present yourself professionally in similar occasions in future.

Reflection journal needs to include specific communication details to back up your discussion. You can draw from your own, or other’s communication experience, or a mixture of both. This reflection journal is expected to be typed, double-spaced, 700-900 words. This journal is to be turned in on-line vie canvas.

Job Interview Rubric (40 pt)

	100%	75%	50%	25%
Cover letter	Reflects most information identified as important for a cover letter that resonate with the job description; writing exhibits good quality.	Reflects adequate important information but a bit out of focus; or minor formatting issues; Writing flows naturally.	Reflects generic information, most of which irrelevant to the job description; or serious formatting issues; or more than three grammatical mistakes.	Letter lacks basic details; or writing struggles with grammar.	10
Mock interview	Learner exhibited professional manner listening and responding to questions; learner paid attention and respect asking question as a panelist.	learner facilitated effective communication but conversation went astray for a few times;	Learner didn’t address the question received, or learner asks irrelevant questions;	Learner didn’t participate in the mock interview	10
Reflection journal	Reflection journal provided adequate citations for both chosen topics; discussion tied back to communication details during the interview process; reflection was solid and connected to analysis;	Reflection journal lacks proper citation, or communication details, or analysis was otherwise out of focus; writing flows naturally.	Communication experience didn’t connect back to chosen topics; or didn’t articulate two topics from the list; or more than three grammatical mistakes.	Reflection journal provides minimum communication details; or writing struggles with grammar.	20

 

 

Quizzes

We have thirteen chapter quizzes, with date specified on CANVAS calendar. We do not have quiz on chapter 9. Quizzes are administered on-line and due mid-night every Saturday. Some Saturdays you will have more than one chapter quiz due.

Each weekly quiz has ten multiple choice questions and worth 10 pt.

All quizzes are timed and close-book. Once you click on the “take quiz” button you have started your timed testing session and you can’t pause during the session. You have 15 minutes to respond to ten multiple choice questions. Quiz questions are based on the “Key Terms” at the end of each corresponding chapter. Please make sure you are familiar with all the key terms before you take the corresponding quiz.

 

Informative Speech (30 pt)

 Overview

You will deliver a 3-minute informative speech on a pre-selected, researched topic. You should remember to follow a general speech structure where the intro, body and conclusion are clearly visible. In addition, there are clear transitional statements to connect different parts together. You should follow one distinctive informative speech organizational pattern. You should explain the significance of your topic in the introduction of your speech to grab and maintain audience interests. You should include information in the introduction to establish your authority on the subject, as well as expressing your goodwill to the audience. You should use at least one type of supporting material; whenever appropriate, you should integrate and articulate research finding in your speech. You should learn to use some type of visual aid to support your presentation.   You will get notification when the person before you begins his/her speech. A time penalty of 5 points will be taken away if your speech goes 30 seconds under/over the 3 minutes assigned to you. You will get time notification accordingly.

You will deliver a 3 minutes informative speech on a pre-selected, researched topic.

You should remember to follow a general speech structure where the Intro, body and conclusion are clearly visible.

Your topic should be relevant to a key issue on local, national or global level. You should explain the significance of your topic in the introduction of your speech to grab and maintain audience interests.

You should follow one distinctive informative speech organizational patterns.

You should integrate and articulate research finding during your speech.

You should learn to use some type of visual aid to support your presentation.

 

You will get notification when the person before you begins his/her speech. A time penalty of 5 points will be taken away if your speech goes 30 seconds under/over the 3 minutes assigned to you. You will get time notification when you have 1 minute left.

Benefit of practicing informative speech

*You learn to structure and organize information in a clear and convincing way

*You learn to articulate research findings and present information in an objective way

*You learn to customize delivery of information to best approximate audience’s interests and need

 

Speech Peer Eval (10 pt)

Informative speech rubric

item		100%	70%	30%	30
Speech structure	intro, body and conclusion	Clear distinction and good proportion	Vague distinction; or out of proportion	Intro or ending missing	3
	Transitional statements	Adequate use; clear preview statement at the end of intro;	Missing one or two; or missing preview statement	No use at all	4
	Structure pattern	Consistently follow one informative speech organizing pattern	A bit mixed between more than one organizing pattern	No clear organizing pattern	3
intro	Attention grabber	Interesting and creative;	In-place; solid attempt.	Did not attempt	3
	Authority and Good will	Convincing and connected to the topic	In-place;	Did not attempt	3
delivery	auditory	Well-paced, easy to follow and able to switch between different tones;	Well-paced;	Verbal fillers or unnatural pauses.	4
	Visual aid	Visual aid connected to the topic; speaker related to the visual aid during speech;	Visual aid used but speaker didn’t relate to the visual aid;	Didn’t use visual aid	4
	timing	Speech went between 2:30-3:30 min	Speech went under 2:30 min, or over 3:30 min	Speech went less than 1 min	2
research	Articulation of supporting material	Used at least one type of supporting material and articulated the research source during the speech	Used at least one type of supporting material; no articulation of research source during the speech	Didn’t use supporting material	4

 

Speech Outline (10 pt)

On the speech day, you will turn in a formal speech outline to me. We will discuss elements need to be included in a formal speech outline and you will be able to review sample informative speech outlines before you write your own outlines. To evaluate your speech outline, I will follow this list to evaluate your speech outline and you can use it as your checklist:

 

1) Inclusion of title, general purpose, specific purpose and thesis statement (2 pt)

2) Clear distinction among intro, body and ending; transitional statements in place (2 pt)

3) Articulation of main points follows discernable and consistent word patterns; (2 pt)

4) Each main point is a full statement; (2 pt)

5) Correct APA citation format; inclusion of bibliography and general writing quality (2 pt)