This course assumes proficiency in public speaking, writing and developing a five-point outline for presentation, research skills, presentation software aptitude, and some sense of visual design.
The goal then, is to develop competencies in students to research, organize, write, create, edit and deliver powerful integrated presentations.
To this end, if you show up, listen, exploit the talents and abilities of your peers, and do the activities involved in this course’s curriculum, you will be able to:
1. Analyze your audience, hopefully whatever the context.
Should this prove to be a career for you, you’ll address audiences from varying demographics. Knowing your audience is imperative to reaching your objectives.
2. Grasp persuasive theory enough to motivate and/or change minds on various levels.
Understanding persuasive appeals is imperative to using them rhetorically.
3. Create impact with visual communication.
If a picture paints a thousand words imagine how visual communication can supplement your message's efficacy.
4. Utilize presentation software beyond regurgitating a speech outline.
Use the technology to frame visuals in sequence to your presentation.
5. Grab your audience’s attention.
Engaging and maintaining interest with your audience is imperative to effective speaking.
Your visuals will help you, but shouldn’t upstage you - a precarious balance.
6. Construct an applicable thesis, plan and organize its construct, research existing and new ideas for its support.
Organizing the construct involves establishing platforms for support.
Planning the construct involves developing visuals to support each platform.
7. Identify and differentiate between cognitive and affective consequences of visual support for your presentations.
Reaching your audience on both levels induces empathy and understanding within your listeners.
Your presentation outline should identify strategies to appeal both cognitively and affectively.
8. Rehearse and deliver effective integrated presentations.
The verb “rehearse” means to re-hear.
9. Critique peer integrated presentations to the end of improving delivery, content, and visual support.
Exploit the talents and insight of your peers in this class. Collaboration increases creativity if you can keep your own ego in check.
10. Identify effective speech through frequent critique and revision, rehearsal and delivery to realize a polished performance.
Faking it doesn’t work in this medium.
The goal then, is to develop competencies in students to research, organize, write, create, edit and deliver powerful integrated presentations.
To this end, if you show up, listen, exploit the talents and abilities of your peers, and do the activities involved in this course’s curriculum, you will be able to:
1. Analyze your audience, hopefully whatever the context.
Should this prove to be a career for you, you’ll address audiences from varying demographics. Knowing your audience is imperative to reaching your objectives.
2. Grasp persuasive theory enough to motivate and/or change minds on various levels.
Understanding persuasive appeals is imperative to using them rhetorically.
3. Create impact with visual communication.
If a picture paints a thousand words imagine how visual communication can supplement your message's efficacy.
4. Utilize presentation software beyond regurgitating a speech outline.
Use the technology to frame visuals in sequence to your presentation.
5. Grab your audience’s attention.
Engaging and maintaining interest with your audience is imperative to effective speaking.
Your visuals will help you, but shouldn’t upstage you - a precarious balance.
6. Construct an applicable thesis, plan and organize its construct, research existing and new ideas for its support.
Organizing the construct involves establishing platforms for support.
Planning the construct involves developing visuals to support each platform.
7. Identify and differentiate between cognitive and affective consequences of visual support for your presentations.
Reaching your audience on both levels induces empathy and understanding within your listeners.
Your presentation outline should identify strategies to appeal both cognitively and affectively.
8. Rehearse and deliver effective integrated presentations.
The verb “rehearse” means to re-hear.
9. Critique peer integrated presentations to the end of improving delivery, content, and visual support.
Exploit the talents and insight of your peers in this class. Collaboration increases creativity if you can keep your own ego in check.
10. Identify effective speech through frequent critique and revision, rehearsal and delivery to realize a polished performance.
Faking it doesn’t work in this medium.
Item Pool
These activities are designed to get you discovering different aspects of integrated oral presentations, develop a working knowledge of specific presentation technology and public speaking principles, and contribute a showcase speech to your portfolio.
1. The Repertoire – Two Speeches (Objectives 5, 6 & 7) 200 Points each
Write, research, organize and visually supplement two speeches, one a motivational persuade and the other a technological, political or philosophical informative. Develop both cognitive and affective appeals for both presentations. These will be your “hip pocket” speeches, presentations you will eventually be able to give spontaneously with or without visual integration. Deliver one to an audience of your choice, and the other to this class on our third meeting.
Document your experience including audience evaluation rubrics on your performance of both your hip-pocket speeches.
3. The Integrated Presentation – The Portfolio Speech (All Objectives) 400 Points
This is the flagship of all your work in this class. The integration of visuals is seamless and flowing, your transitions executed to summarize, stimulate and advance your topic, and your delivery charismatic, confident and credible.
4. Persuasion Application - Four Posts to your Blog
Post an artifact and your analysis of its use of persuasion theory using Fogg's Behavioral Change Model, Reich's Cultural Parables, Larsen's Cultural Images and Myths, and Marwell & Schmitt's Influence Tactics. Four posts due, one each week. At least two of the artifacts should be speeches. It's campaign season. There's much from which to choose.
4. Persuasion Application - Four Posts to your Blog
Post an artifact and your analysis of its use of persuasion theory using Fogg's Behavioral Change Model, Reich's Cultural Parables, Larsen's Cultural Images and Myths, and Marwell & Schmitt's Influence Tactics. Four posts due, one each week. At least two of the artifacts should be speeches. It's campaign season. There's much from which to choose.
Policies and Resources
Missing Class
Class attendance goes without question.
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
Turn your phones 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.
If your device goes off during a student presentation you owe them lunch at the establishment of their choice.
Lap tops are encouraged for use in class discussion and research. Facebook on your own time.
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 an outline for COMM4020, my subject line would read:
COMM4020, Outline 1, Young.
Send all assignments to comm4020@gmail.com
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. 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 and Hate Speech
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 sexuality, as well as plagiarism, misrepresentation, and/or malicious gossip.
I will stop and fail any student who engages this class as an audience in rhetoric that demeans race, religion, sexual preference, or any other social context in the spirit of of vitriol.
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.
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:
- Library - http://library.dixie.edu
- Writing Center - http://new.dixie.edu/english/dsc_writing_center.php
- Testing Center - http://new.dixie.edu/testing
- Tutoring Center - http://dsc.dixie.edu/tutoring/
