Small Group Alternative Activity

In your group complete the activity below by ranking items after careful consideration and deliberation with the members of your group. There is only one correct combination that would secure your survival.


Once you've tallied your individual ranking (IR) meet as a group and complete your group ranking. Then on Thursday, April 29, log onto this site to get the correct ranking to see how you did.

Then write an original and thorough evaluation of your group's discussion and participation in the following three areas; quantitative participation of each member, qualitative participation of each member, and an overall analysis of the group's communication as a whole.

USAF Survivor Worksheet

You have just crash-landed in the woods of North Minnesota and Southern Manitoba. It is 11:32 a m. in mid-January. The small plane in which you were traveling has been completely destroyed except for the frame. The pilot and co-pilot are dead, but no one else in your group is seriously injured.

The crash came suddenly before the pilot had time to radio for help or inform anyone of your position. Because your pilot was trying to avoid a storm, you know the plane was considerably off course. The pilot announced shortly before the crash that you were eighty miles northwest of a small town that is the nearest known habitation.

You are in a wilderness area made up of thick woods broken by many lakes and rivers. The last weather report indicated that the temperature would reach –25 degrees in the daytime and –40 degrees at night. You are dressed in winter clothing appropriate for city wear – suits, pantsuits, street shoes, and overcoats.

You may assume that the number of survivors is the same as the number of people in your group and that the group has agreed to stick together.

While escaping the plane your group salvaged the fifteen items listed here. Your task is to rank these items according to their importance to your group’s survival, starting with “1” for the most important and proceeding to “15” for the least important:

A. 7  Compress kit (with 28 feet of 2” gauze)

B. 2  Ball of steel wool

C. 1  Cigarette light (no fluid)

D. 12  Loaded .45-caliber pistol

E. 4  Newspaper (one per person)

F. 15  Compass

G. 10  Two ski poles

H. 6  Knife

I. 13  Sectional air map made of plastic

J. 5  30 feet of rope

K. 8  Chocolate bar (one per person)

L. 11  Flashlight with batteries

M. 14  Quart of 85 proof whiskey

N. 3  Extra shirt and pants for each survivor

O. 9  Can of shortening

Persuade Rubric

1. Speaker effectively draws audience into presentation with attention-getting step.
_____ (10 Points)

2. Speaker sets up the direction of their persuade by stating their claim and sign posting their warrant and solvency.
_____ (10 Points)

3. Speaker establishes claim with evidence, adequate research to establish ethos.
_____ (10 Points)

4. Speaker justifies claim with a logical and/or psychological warrant, providing reasoning that seeks solvency.
_____ (10 Points)

5. Speaker sites evidence, backed up with specific source citations that support their reasoning.
_____ (10 Points)

6. Speaker makes transitions from claim to warrant to solvency that relate each item and progress the speech.
____ (10 Points)

7. Speaker demonstrates improved delivery skills in enunciation, dynamics, audience address and movement.
_____ (10 Points)

8. Speaker’s product shows preparation and rehearsal.
_____ (10 Points)

9. Speaker concludes presentation with a call-to-action and ties back to the attention-getting step in their introduction.
_____ (10 Points)

10. Speaker shows competency overall in organizing the main ideas of a persuasive speech and delivering them to an audience.
_____ (10 Points)


Total Points :_____(100 Points)

Sample Persuade Outline - Monroe

This is a sample outline for a typical motivational persuade based on Monroe's Motivated Sequence. Use this in constructing your presentation and include where you would integrate your images for support.


Topic:
Specific Purpose:
Thesis Statement:

I. Introduction
A. Attention-Getting Step:
B. Tie to Audience:
C. Credibility Material:
D. Thesis & Preview: (The preview includes your three platforms)

(Transition into Body of Speech)

II. Body
A. Main Point #1 -- Need

1.(Statement of Need for Action)
a.(Description of Problem)
b.(Signs, Symptoms, Effects of Problem)
c.(Example, Narrative, or Testimony)

2. (Importance of Problem)
a.(Extent of Problem)
b.(Facts/Statistics)
c.(Expert Testimony)

3. (Who is Affected)
a. (Facts/Statistics)
b. (Example/Narrative)

(Transition into Main Point 2)

B. Main Point #2 (Present Solution that Satisfies Need)
1. (Description of Solution)
a. (How Solution Satisfies Need)
b. (How Solution can be Implemented)
(1) (Plan of Action)
(2) (Steps of Plan)
(i) (Step 1 of Plan)
(ii) (Step 2 of Plan)

(Transition into Main Point 3)

C. Main Point #3 (Visualize Results)
1. (Describe Expected Results of Action)
2. (Describe Consequences of Inaction)

(Transition into Conclusion)

III. Conclusion
A. Summary:
B. Tie Back to Attention-Getting Step:
C. Call for Action:


Checklist:
I have analyzed my audience on this topic & have determined they are ready for action.

I have narrowed my topic to focus upon a problem that needs to be solved with action

I have clearly stated the purpose of my speech.

My thesis statement is written as a complete declarative sentence.

My introduction focuses attention, establishes my credibility, & previews my message.

The first main point in my speech establishes the need for action.

The second main point in my speech details a plan of action that satisfies the need.

The third main point in my speech visualizes the results of action and the consequences of inaction.

My integrated visuals support my points but do not draw away from my delivery.

Persuasive Appeals

Take a look at this.



As she indicated, a combination of at least two of these appeals will affect your audience on deeper levels.

The appeal to logic has to be synthesized or reduced enough to reach your audience and make that light turn on. Speaking above their heads or using jargon that thwarts shared meaning will only increase the psychological noise of your listeners, so make sure your logical appeal makes sense and functions to the end of supporting the direction of your presentation. Integrating images can help you reach this end through illustrating your point.

Pathos is more easily reached when compounded visually. The power of an anecdote can be increased with a photograph or photographic sequence. At the same time, you can't discount your delivery in attempting an emotional affect, your paralinguistics - rate, tone, pitch - need to interpret meaning from your anecdote or story as much as your images provide a context for that meaning.

Ethos is all about you, your charisma, your competency, your character. Take a look at two polarized examples regardless of your political moorings; President-elect Obama and President Bush.






What do you think? Post your comments and observations. What's the difference in charisma, in competency and character in these two leaders?

Persuasion and Proof

No message can be considered and produced without regard to the audience, not a new idea, it's one whose truth was comprehensively brought to light by Aristotle. "The orator has therefore to guess the subjects on which the hearers really hold views already, and what those views are, and then must express, as general truths, these same views on these same subjects."

No small task. This is where it comes in handy to do two things; find your own standpoint, and be open to others, seemingly a juxtaposition in task.

That's why so many resources are devoted to market research, demographic study, opinion polls, even swiping your Albertson's card. This data provide paradigms by which advertisers, evangelists and politicians can craft their messages.

Feeling vulnerable? If you're using Google's Gmail for instance, watch the relevance of the ads posted alongside the messages in your in box. Watch how these ads change in relevancy and content while you compose your next message, or open a new message. Audience analysis on a virtual intelligent level, though it's just matching terms and proper nouns, though it's working well enough to make Google billions.

Aristotle held that there are common ideas, values that give us motivation, impetus to respond based on how we feel, how strongly we're connected, how thoroughly we're convicted. Family, security, wealth, health, sex, wisdom, longevity, propriety...

What are yours? What is your standpoint?
Informative Speech Outline Rubric COMM 1010

Objectives:
• Write a thesis statement and support it with propositions,
• Analyze audience demographics and adapt to audience members during delivery,
• Organize and outline a speech in informative and persuasive categories,
• Research and find evidence and claims to support your theses and propositions,


Point Value: 100

_____ (5 Points) The speaker defines an attention-getting step.
Effectively relates to topic

Potential to pull audience into speech

_____ (25 Points) The speaker writes a clear thesis that defines the purpose of the speech.

Thesis is declarative

_____ (5 Points) The speaker identifies propositions to support their thesis.

Propositions are complete and clear

_____ (5 Points) The speaker adapts their topic to their targeted audience.

All can relate in some way to the topic

_____ (20 Points) The speaker organizes propositions logically or chronologically.

Some sense of order is displayed

_____ (20 Points) The speaker writes transitions that summarize and relate information from one point to next.
Summarize
Relate

_____ (20 Points) The speaker supports claims with stratified research cited within the body of the outline.

Cited in outline
Cited bibliographically


_____ Total Points

Impromptu

  • What moral issue best defines you?
  • What is the biggest effect of the internet?
  • Describe your worst experience
  • Discuss the most memorable event in your life
  • Is capitalism the best political and economic system? Defend your choice.
  • Is knowledge more important than wisdom?
  • Is a glass half full or half empty? Explain your choice.
  • Why are humans so fascinated with understanding the universe?
  • Does technology live up to it's promise?
  • Ghosts I'd like to meet
  • The morality of zoos
  • Three keys to a happy life
  • Reality TV shows
  • Beauty
  • You are what you eat
  • Love is a choice
  • Professional athletes are overpaid
  • Dogs are better than cats
  • How to become a millionaire
  • Importance of communication
  • Bottles versus cans
  • Real or fake Christmas trees
  • peer to peer technology
  • Motorcycle helmets
  • the assasination of a dictator can/cannot be justified
  • Curfews
  • Alien abductions
  • The worst/best book you ever read
  • All time favorite movie
  • Your first memory

The Informative Outline Sample

This is a sample outline for a typical informative. Use this in constructing your presentation and include where you would integrate your images for support.


Topic:
Specific Purpose:
Thesis Statement:

I. Introduction
A. Attention-Getting Step:
B. Tie to Audience:
C. Thesis & Preview: (The preview includes your three platforms)
1. Proposition One
2. Proposition Two
3. Proposition Three

(Transition into Body of Speech)

II. Prop One
A. Main Point
B. Anecdotal support
C. Sources

(Transition into Prop Two)

III. Prop Two
A. Main Point
B. Anecdotal support
C. Sources

(Transition into Prop Three)

IV. Prop Three
A. Main Point
B. Anecdotal support
C. Sources

(Transition into Conclusion)

V. Conclusion
A. Restate thesis with supporting propositions.
B. Tie back to AGS.
C. Wrap it up.

Checklist:
I have analyzed my audience on this topic & have determined they are ready for action.

I have narrowed my topic to focus upon a problem that needs to be solved with action

I have clearly stated the purpose of my speech.

My thesis statement is written as a complete declarative sentence.

My introduction focuses attention, establishes my credibility, & previews my message.

The first main point in my speech establishes the need for action.

The second main point in my speech details a plan of action that satisfies the need.

The third main point in my speech visualizes the results of action and the consequences of inaction.

My integrated visuals support my points but do not draw away from my delivery.

The Motivtional Persuade Outline

This is a sample outline for a typical motivational persuade based on Monroe's Motivated Sequence. Use this in constructing your presentation and include where you would integrate your sources.


Topic:
Specific Purpose:
Thesis Statement:

I. Introduction
A. Attention-Getting Step:
B. Tie to Audience:
C. Credibility Material:
D. Thesis & Preview: (The preview includes your three platforms)

(Transition into Body of Speech)

II. Body
A. Main Point #1 -- Need
1.(Statement of Need for Action)
a.(Description of Problem)
b.(Signs, Symptoms, Effects of Problem)
c.(Example, Narrative, or Testimony)

2. (Importance of Problem)
a.(Extent of Problem)
b.(Facts/Statistics)
c.(Expert Testimony)

3. (Who is Affected)
a. (Facts/Statistics)
b. (Example/Narrative)

(Transition into Main Point 2)

B. Main Point #2 (Present Solution that Satisfies Need)
1. (Description of Solution)
a. (How Solution Satisfies Need)
b. (How Solution can be Implemented)
(1) (Plan of Action)
(2) (Steps of Plan)
(i) (Step 1 of Plan)
(ii) (Step 2 of Plan)

(Transition into Main Point 3)

C. Main Point #3 (Visualize Results)
1. (Describe Expected Results of Action)
2. (Describe Consequences of Inaction)

(Transition into Conclusion)

III. Conclusion
A. Summary:
B. Tie Back to Attention-Getting Step:
C. Call for Action:


Checklist:
I have analyzed my audience on this topic & have determined they are ready for action.

I have narrowed my topic to focus upon a problem that needs to be solved with action

I have clearly stated the purpose of my speech.

My thesis statement is written as a complete declarative sentence.

My introduction focuses attention, establishes my credibility, & previews my message.

The first main point in my speech establishes the need for action.

The second main point in my speech details a plan of action that satisfies the need.

The third main point in my speech visualizes the results of action and the consequences of inaction.

The Group

"Our problem as a group was not our problem
solving, it was the effect we had on each other."

"No one person assumed full control of the group.
We worked together well and listened to each other and in the end we were able to accomplish the task which I believe verifies the fact that our group did indeed communicate well."

Small Group Paper Rubric

This paper is due no later than noon, Tuesday, March 9, 2010. Submit this paper via email to imnost62@mac.com with COMM1010, SG, LAST NAME in the subject line. Please submit the paper as a PDF file attached to your email.


Description of Paper
If you participated in the Haz-Mat problem–solving activity, write an original and thorough evaluation of your group's discussion and participation in the following three areas; quantitative participation of each member, qualitative participation of each member, and an overall analysis of the group's communication as a whole.

And if you played the Red/Green game, write about the essential nature of trust in relationships based on your findings, and how competition impacts trust and momentum within your group and the other groups.

200 Points Possible

Rubric
1. The student participated in both the Haz-Mat activity and the Red?green Game.

(20 points) _____

2. The student writes about the quantitative participation of each member, including their own participation, and what drove them to either contribute or abstain from participating. How did this impact the outcome of the group?

(60 points) _____

3. The student writes about the qualitative participation of each member. How did their communication and participation style (task, maintenance, leader) impact the outcome of the group? What type(s) of leadership style evolved?

(60 points) _____

4. The student writes about the group's communication as a whole.
(Not to worry, all responses are held in confidence.)

(20 points) _____

5. The student writes about the essential nature of trust in relationships based on their findings, and how competition impacts trust and momentum within their group and the other groups. The student researches and sites an additional source on competition in small groups.

(40 points) _____

Haz Mat




Small Group Problem Solving and Roles


The Process

• Define and Analyze the Problem

• Establish Criteria for Evaluating Solutions

• Identify Possible Solutions

• Evaluate Solutions

• Select Best Solutions

• Test Solutions


The Roles


Task

Maintenance

Leadership
  • Autocratic
  • Democratic
  • Laissez-faire

Why We Stay Together and Why Things Fall Apart

Why We Stay Together

Commitment
Often a relationship is maintained because of promises made. (Imagine that.) Couples involved in relationships with a high degree of satisfaction find a stronger bond of commitment than those couples who do not. Nothing new here, I know, but why don’t more couples understand this? Commitment can be divided into three types:

• Want to – own personal desire
• Ought to – moral obligation due to promises made (covenants)
• Have to – there’s no acceptable alternative

How can commitment be maintained? Identify the types of love that might be involved with this reason to stay together.

Convenience
Both partners may be involved in a business relationship, making this the foundation for their marital relationships. In this case it may be more convenient to stay together than to break up and go through the difficulties in finding another person to assume both roles. Neither person is fooling the other in this, and in such cases there is seldom any difficulty. The problem, though, is that they are living parallel lives. Sometimes this relationship can be out of balance where one partner is in it for love and the other is in it for convenience.

Children
Children are sometimes (unfortunately) brought into a relationship to save it. In some cases they do. Parents stay together because they feel it’s in the best interest of the children. In other cases, children provide a socially acceptable excuse to mask the real reason – convenience, financial advantage, fear of being alone, and so on.

Fear
Fear of being in the outside word, of being alone, facing other singles or going back to the singles game, or even making it on one paycheck is a reason why people stay together. As a result they preserve their relationship an alternative to these other options. Sometimes the fear may be of social criticism that they couldn’t keep the relationship together. Sometimes fear results from the consequences of violating a religious or familial tenet.


Emotional Attachment
Often a relationship is maintained because you love each other and want to preserve your relationship. Alternative couplings are not as enjoyable or attractive as the one you’re currently engaged in. Needs might be based on love, but others might not be so positive, such as the need to dominate, or that the relationship provides some type of ego gratification.

Inertia
Sometimes relationships stay together out of the simple principle of inertia, the tendency for a body at rest to remain at rest and a body in motion to remain in motion. Many people simply go along with the program, and it hardly occurs to them to consider changing their status – it’s too much trouble.

Inertia is greatly aided by the media. It easy for individual to remain stagnant in their relationships and search out vicarious form of satisfaction in film, literature, and any more, the internet. In these instances, the actor or characters do all the things the viewer would do if he or she were not so resistant to change.


Why Things Fall Apart

Work-related Problems
Research shows that husbands whose wives worked were less satisfied with their own jobs and lives than were men whose wives did not work. This personal dissatisfaction will naturally lead to negative effects. If the role of “breadwinner” is threatened as it has been defined in the relationship, the relationship is in trouble.

Excessive Intimacy Claims
In most relationships the members make intimacy claims on each other. Such claims may include expectations that the partner will sympathize or empathize, attend to self-disclosures with total absorption, or share the other’s preferences with equal intensity. These intimacy claims often restrict personal freedom and may take the form of possessiveness. To be always responsive, always sympathetic, always loving, always attentive is more than many can manage. In some relationships, the intimacy claims and demands are so great that the partner’s identity may be in danger of being destroyed.

Financial Difficulties
Money is so important in relationships because of its close connection with power. The breadwinner wields the most power within the relationship. This person has the final say on large purchases or even a measly allowance. This power can spread from money matters to relational matters very quickly. Men and women look at money differently due to inherent relational or content dimensions. Anyone who’s ever built a house together can attest to this.

Relationship Changes
Changes in behavior may create difficulties. If you once devoted lots of time to your partner and to the relationship and now are totally absorbed with business or school, your relationship is going to face significant repercussions. The person who develops an addiction to chemicals, alcohol, the internet or even Pokemon will likewise present the relationship with a serious problem.

Sex-Related Problems
Few relationships are free of sexual differences and problems. Most people seem to resign themselves to living with the problem rather than doing something about it. Although sexual frequency is not related to relationship breakdown, sexual satisfaction is. It’s the quality, not the quantity, of a sexual relationship that is crucial. When the quality is poor, outside affairs may be sought and these contribute significantly to breaking up.

Third-Party Relationships
You establish and maintain relationships to maximize your pleasure and minimize your pain. When this ceases to be the case, the relationship stands little chance of survival. These needs are so great that when they are not met within the relationship, their fulfillment is sought elsewhere. When a new relationship serves these needs better, the old relationship may deteriorate. When your need for affection or attention, once supplied by your significant other, is now supplied by someone else (or sometimes something else,) the primary relationship is in trouble.

Undefined Expectations
Expectations over who’s in charge are a frequent cause of relational difficulties. Often, conflicts over who does the dishes or who walks the dog mask resentment and hostility concerning some more serious unresolved expectation. At times the expectations each person has of the other may be unrealistic, and when reality enters the relationship, difficulties arise. For example, in a new relationship, the partners might think they will want to spend all their time together. When it’s discovered that neither one does, each resents the “lessening” of feeling in the other.

Traditional sex-role stereotypes also play into this type of deterioration. Deviations from the expected gender roles within a relationship may reduce the level of satisfaction of both partners involved.

Unrealistic Beliefs about Relationships
The way in which you think about relationships can influence the course of a relationship. Review the handout, “What do think about Relationships” and develop a scene with dialogue that best displays this type of deterioration.

Relational Stages

Contact
Perceptual contact - During this stage you decide, in four minutes or less, if you want to pursue a relationship with the individual. Physical appearance, all senses involved, though you may not be aware.

Interactional contact - The opening line, innocuous openers (Are you using that salt?) v. direct v. cute

Involvement
Testing
"Where do you work? What's your major? What religion are you? Is your daddy rich and your mama good lookin’?”

Intensifying
Self-Disclosure
Directness
Endurance - Subject the partner to negative behavior
Indirect Suggestion (What do you think our kids will look like?)
Public Presentation - “boyfriend/girlfriend/fiancĂ©e/lover/biker chick”
Separation - Does absence make the heart grow fonder?
Third Party
Triangle - Juvenile

Intimacy
Interpersonal Commitment - private commitment
Social Bonding - public commitment

The “Falling in Love” stage.

Types of Love
Eros - Erotic lover focuses on beauty and attractiveness. Unattainable standards, is often dissatisfied.

Ludus - Retains partner only as long as the partner is interesting or amusing.

Storge - Shares the same qualities as good friendship. Develops over a period of time, lacks passion and intensity(?).

Pragma - Looking for a useful relationship that makes life easier.

Mania - Needs constant affection and attention, fears dissolution of relationship, leads to dysfunctional and/or psychotic behavior such as stalking, oppressive behavior, abuse, or taking abuse.

Agape - Compassionate, egoless, self-giving, Christ-like love.

Deterioration
Intrapersonal/Interpersonal Dissatisfaction
• Original reasons for establishing the relationship have diminished.
• Psychological, social, or physical changes
• Sex or no sex
• Unhappiness with work
• Financial stresses

Communication in Relationship Deterioration
• Withdrawal, silence.
• Increased deception
• Increased negative evaluations
• Decreased verbal support, compliments

Repair
Recognize that there is a problem, get out of denial, define the problem with your partner. Be empathic, keep an open mind, and stay away from terms of finality or extreme such as always and never.

Use appropriate conflict resolution.

Pose possible solutions.

Affirm each other.

Integrate the solutions, in other words, keep your promises, your commitments.

Take risks.


Dissolution

Interpersonal/Intrapersonal Separation

Conflict Management




Myths

Conflict means the relationship has gone bad.
Conflict hurts the relationship.
Conflict reveals us as we do not want to be seen.

Content v. Relation Dimensions of Conflict
On what level is the conflict talking place? In most mature relationships conflict exists primarily on the content level symptomatic of deeper relationship dysfunctions.

Conflict Management

Avoidance v. Fighting Actively

Force v. Talk
Cell Phone Communication in Conflict

Gunnysacking v. Present Focus

Attack v. Acceptance
personal rejection
beltlining

Verbal Aggressiveness v. Argumentativeness
• be objective
• avoid attacking
• reaffirm opponent’s competence
• avoid interrupting
• stress equality and similarities
• express interest in opposing view
• avoid emotion
• never humiliate

Perceptual Influences

Influences on Perception


Implicit Personality Theory

If someone shows characteristics in some areas, it's assumed they have similar characteristics as well.
  • The silent bum. His personal hygiene contributes to the implication that he’s deficient in other areas as well.
  • The man is unshaven, hygienically challenged, and (illiterate or self-sufficient).
  • The woman is proper, well to do, and (open-minded or assuming).
Self-fulfilling Prophesy
The Belief Stage
  • Once her stimuli was organized the lady may have believed, “That bum’s eating my chicken salad.”
  • And the same with the man when the lady sits across from him, “She’s gotta be hard up.”
Acting on the Prediction or Belief
  • The lady confronts the man by sitting across from him.
  • The man shares his chicken salad with the lady.
The Prediction or Belief Becomes Validated
  • “He’s still eating, I knew he was a bum.”
  • “She’s eating my chicken salad, she’s hard up.”
The Prophesy Fulfilled
  • “He’s a bum.”
  • "She’s hard up.”

Primacy-Recency Effect
The bum is unkempt, spontaneous, funny, intelligent and hopeless.

Stereotype
Prejudices. If you’re a smelly, unkempt, black male somewhere in his forties you risk the stereotype of being homeless.

Attribution
Assigning motive to action. The bum sitting at the table, the attribution is the guy can't pay so he's stealing the lunch.

Syllabus - Course Objectives


Through regular attendance and active participation you will be able to:
• Identify the essentials of communication,
• Evaluate the interplay between verbal and non-verbal communication,
• Identify the strengths and weaknesses of the perceptual process of communication,
• Apply active listening and its principles in your communication,
• Overcome the barriers to thinking and communication,
• Increase your understanding of trust in relationships and be able to define and build trust,
• Evaluate the risks and advantages involved in increasing self disclosure,
• Identify dysfunctional conflict styles and apply strategies for resolving conflict,
• Execute effective interviewing principles by constructing and responding to questions for an employment interview,
• Participate in and evaluate small group discussion and leadership,
• Identify effective topics for public speaking, narrow them to fit the time and audience, construct the main ideas of a speech and support them, construct an effective introduction and conclusion, rehearse and effectively present a speech before an audience.

Sylabus - Course Policies and Resources

Final Exam
The final exam is Thursday, May 6th at 9:30am.

Missing Class
Class attendance goes without question. Two absences and your evaluation drops one whole grade. Four absences results in administrative withdrawal or if after the withdraw deadline, failing the course. There is no such thing as an excused absence. You show up or you don’t. The drop date this semester is March 5th.

Plagiarism and Cheating
Plagiarism is the use of another source’s words, ideas or statistics without their permission and/or proper citation. Anyone who plagiarizes material in my class will receive a grade of zero on that assignment. Anyone found cheating on term assessments will fail the test, though I also reserve the right to assign you an “F” for the course and/or refer you to our chair for further sanctions. If you submit a falsified electronic document that I cannot open, you will fail the assignment. Please keep in mind that one can be expelled from the college for academic dishonesty.

Also see Academic dishonesty / Academic integrity policy.

Electronic Devices
Cell phones will not be tolerated in class. Turn them off while you’re here. First interruption infraction and you're buying everyone pizza and sodas the next meeting. Second infraction and you're buying everyone lunch at Cafe Rio.

Lap tops are encouraged for use in class discussion and research. Facebook and email on your own time. If I find you engaged in something other than what's relevant to discussion, you owe me a full Cafe Rio Free Meal card.

Submission of Assignments
All work for this class will be submitted via email as a PDF document. This ensures I can open your document and verify contents regardless of platform. No other format will be accepted. Format your submissions in the subject line with the course number, assignment, and your name. If I were submitting my personal contract for COMM 1010, my subject line would read:
COMM1010, Contract, Young.


Assignments will be word-processed and are due the date indicated on the course schedule on this web site. I don't accept late work nor do I accept technical excuses like a crashed computer or an email glitch. Papers are due by the beginning of class. Work containing typographical and grammatical errors will be returned without evaluation. Proof your work. The college provides a free service for students desiring additional assistance with their writing assignments. The Writing Center is located in the Browning Building. Call Barbara Turnbow at 652-7743 for information.

Email Communication
Important class and college information will be sent to your D-mail account. All DSC students are automatically assigned a D-mail email account. Click and select D-mail for complete instructions. You will be held accountable for information sent to your D-mail, so please check it often.

Hostility
I reserve the right to remove any student from this class and/or program based on documentable breech of citizenship such as sexual harassment, hostile environment, discrimination based on race, religion, gender and/or sexual preference, plagiarism, misrepresentation, and/or malicious gossip.

Withdrawal and Drop Deadlines
Please consult the semester schedule for withdrawal and reimbursement deadlines. You will be charged a $10 fee for dropping this class.

Late Work and Missing Tests

Should you miss an assessment due to medical reasons, you must provide documentation that states you were otherwise occupied at the time or in the general vicinity of class time. All excused absences must be presented right after the absence, and will be verified. I will determine what is excused. Any missed exams will only be made up with appropriate excused documentation.

Students with Disabilities
If you are a student with a medical, psychological or a learning difference and requesting reasonable academic accommodations due to this disability, you must provide an official request of accommodation to your professor(s) from the Disability Resource Center within the first two weeks of the beginning of classes. Students are to contact the center on the main campus to follow through with, and receive assistance in the documentation process to determine the appropriate accommodations related to their disability.

You may call (435) 652-7516 for an appointment and further information regarding the Americans with Disabilities Act (ADA) of 1990 per Section 504 of the Rehabilitation Act of 1973. The office is located in the Student Services Center, Room #201 of the Edith Whitehead Building.

Library and Literacy Contacts
Dianne Hirning is the librarian over Communication resources. She is your resource and guide for research within this discipline. You can reach her at hirning@dixie.edu and by phone at 652-7720.

Resources:

Syllabus - Grading Philosophy

It’s my opinion that letter grades and subsequent grade point averages in no way represent an assessment of achievement of this course’s objectives and the above activities. Grade inflation and behaviorism over the years have mutated what might once have been considered valid assessment of student achievement.

Unfortunately for you, I’m still required to give you a grade at the end of the semester, a grade that in some way, in one little letter, states your achievement, application, improvement and ability that you have demonstrated during that semester - an impossible evaluation. However, that’s what you’ve come to expect after twelve years of conditioning in our schools.

Since I’m required to give you a letter grade, it’s my philosophy that the grade will represent the following criteria:

A – The student surpasses the requirements of the rubrics, executes original critical thinking in interpersonal communication contexts, demonstrates achievement of the objectives evidenced in written and oral communication, asks good questions and engages others, including the instructor.

B – The student meets the requirements of the rubrics, executes critical thinking in interpersonal communication contexts, demonstrates understanding of the objectives evidenced in written and oral communication, asks good questions and engages others, including the instructor.

C – The student achieves at least 75% points possible of the rubrics, demonstrates identification of the objectives evidenced in written and oral communication, asks good questions and engages others, including the instructor.

D – The student achieved at least 65% points possible of the rubrics and acknowledges the objectives evidenced in written and oral communication.

F – The student’s apathy outweighed achievement.

Past students have expressed fears to me that this course could disrupt their current GPA and thwart scholarship opportunities. It’s my experience that we are driven by two basic emotions; fear and love.

Students who are afraid of their performance in this course will limit themselves and will consequently fear their evaluations.

Students who love what they do in this course and discipline and embrace evaluation for their own improvement go beyond the course expectations and have little worry or care about their grade. The outcomes are dramatically different.

It’s a choice, I promise.

Syllabus - Item Pool

Group Roles and Trust Analysis
Write about the roles that evolved in your group during the Red/Green game. These roles should be categorized in task-oriented roles, and maintenance-oriented roles. Also, discuss the essential nature of trust in relationships based on your findings within your group and the other groups.

Small Group Discussion Evaluation
You will participate in a problem–solving group discussion and then write an original and thorough evaluation of your group discussion in the following three areas; quantitative participation of each member, qualitative participation of each member, and an overall analysis of the group's communication as a whole. You must site evidence of library and/or Internet research on your group discussion topic in a bibliography.

Speech Outlines
Write two original outlines for each assigned speech (informative and persuasive). This work should follow a traditional outline, including an attention step in the introduction, sign-posting transitions, three or four main points supported by at least two references each with referenced sources indicated, and a conclusion with a summary or concluding statement. You must site library and/or Internet research on your topic in a bibliography.

Speeches
You will receive a minimum passing grade if you deliver to the class an informative and a persuasive speech. Speeches should be no longer than six minutes and no shorter than four. At least four sources should be sited within your speeches. Your speeches should follow an outline structure, stating the thesis and your propositions. Creative transitions should move your audience through your speech.

Group Discussion
You will receive a minimum passing grade if you meet three basic criteria of participating in a group discussion: You speak up, you know what you're talking about, and you allow and invite other quieter members of the group to participate in the discussion. You must show evidence of library and/or Internet research on your topic in your input to the discussion.

Tests
Three Term Assessments


Points

Informative Speech Outline - 100

Persuasive Speech Outline - 100

Group Roles and Trust Analysis - 100

Small Group Discussion Evaluation - 100

Group Discussion - 100

Informative Speech * - 100

Persuasive Speech* - 100


Assessments

Term Assessments (2 at 100 points each) - 200

Final Assessment - 100

Total Class Points - 1,000

*Speeches must be completed to earn a passing grade for the class.

Grading Breakdown
900 - 1000 = A range
800 - 899 = B range
700 - 799 = C range
600 - 699 = D range
Below 599 = F
Cut off for minus to straight grade = 35
Cut off for plus to straight grade = 65