HAPPY BREAK EVERYONE!!!!!!!! HO HO HO!

Last Blog: Twas the night before finals....

..........when all through the crappy, filthy portable we call our classroom, not a creature was stirring (because even mice would reject our broken-down classroom and opt for a dumpster or something cozier) not even the teacher (exhausted by all the AMAZING persuasion she has experienced during your FAB speeches!) The stockings were hung-over the smudgy 15 year old white board ( a chimney? heck no! That would set the whole place on fire in no time, especially our paper-thin scrap wood walls) in hopes that the final (?) soon would be over with, not that we won't miss each other, (keep in touch on-line, if you haven't forgotten how to use the internet due to our ghetto/ low-tech room with only a dusty 1997 DVD and rusty overhead that projects straight onto the bare, banged-up wall).....FALALAL--LALALALA!

After my heart-warming holiday tale, I bid you farewell from COMM 301 blog-land--double credit for this last posting: Pick a cultural practice important to you this time of year (could be ethnic/could be spiritual/could be familial in nature) and tell us about it in a couple sentences...then relate it to the concept of audience analysis--perhaps the most important skill you will take away from this class--considering and adapting as sensitively as possible to your listeners and making it clear that we are all very different, but if we want to have important, difficult and eye-opening discussions, we can find common ground and convey mutual respect--REMEMBER: reasonable people can and often do differ in opinions but most of us want the overall big picture goals in life: Happiness, stability, love and connections. Your mastery of persuasion along with our thrilling political debate next week between Ryan and Brad are grounded in these closing ideas of the fall 2009 semester! See you at Coffee Garden on Franklin this Wed Dec 2nd at 8pm, I will bring the final details, you bring cofee $$ and your textbook/paper and pen and your "sacred writng log" or journal or stack of messy crumpled papers--call 799-7930 if you get lost--Smiles and Hope--Your proud teacher!

In Lieu Of Class on 11/25: On-Line Session

Here is your quiz gang: No comments allowed below, just print it out OR write down the numbers and fill in your answers and bring it along in 2 weeks when we meet at The Coffee Garden on Franklin at 8pm. All my good thoughts for you and yours during Thanksgiving, you are a FABULOUS bunch of creative, entertaining and well-spoken folks! (Please bring your books along to Coffee G, you need them to prep for the final!)

COMM 301 DIY PERSUASIVE QUIZ

1.  In persuasive speaking the main points are called
A. Reasoning
B. Claims
C. Fallacies
D. Non of the above

2. There are 3 different types of claims. Which of the following is not a type of claim?
A. Value
B. Fact
C.Appeals to tradition
D.Policy

3. Which of Maslow’s needs are the most basic? ____________________________________________.


4. What is the most abstract level of needs on his hierarchy? __________________________________.

5. Which 2 below are not on Maslow’s hierarchy?
A. A trip to Las Vegas
B. Belonging (social)
C. Safety
D. Self esteem
E. Non-sequitor

6. How many steps are there in Monroe’s motivated sequence? _____

7. Name one of Monroe's steps: _____________________

8. “Little Ms. Muffet sat on a tuffet, got nipped by a spider and died. If you see a spider, run or you will die!”Which fallacy is this an example of?________________________

9. Justify your answer for #8 using class vocabulary: ____________________________________________________________________________________________________

10. What fallacy can be found in this example? “Everyone likes Gucci so you should come up with the money and buy it as soon as possible!” _______________________________________

11. What is a good word to use in your thesis when clarifying that your speech purpose is persuasive?  ______________

12.  T or F : A good example of the "either or fallacy" can be found in how popular UGG boots are again this winter. _________

13. Using key vocabulary words from your persuasive chapter in the book, write a 6-8 line rhyme, poem or rap. Underline or capitalize the vocabulary words. (5 points)

Fill in the blank!

It's not too early for the Thanks part of Thanksgiving, so I'm super thankful to have you guys in my class! Now A blog quickie: Pick someone who hasn't been mentioned yet, extra credit for more than one entry.Fill  in the blanks:  1. I really have enjoyed ____________'s work in class. 2. He/she has improved in _____________ since we began meeting this fall. 3. ____________ rocks dah' freakin' podium, son.

Persuasive Speaking! Pg 176-203

OMG--I so enjoyed those commererative and acceptance speeches!  You guys were really entertaining, thanks to everyone who came out for that credit or no credit 25 points speech! Since there is no make up, those of you who missed should really cover all details of the persuasive speech to try and catch up. Email me any time for grade updates between now and the end of the semester! For this blog post a question you have about this assignment or this chapter in the book which you and your classmates can really benefit from. Extra credit for offering input to others who post constructively!

Below is a review of your persuasive handout for this next speech assignment:

Persuasion:  p176 reminds us that persuasive speeches should influence attitudes beliefs or values and actions of others. Audience analysis is more important than ever! If you don't understand and know some one, how would you possibly influence them? Spend time reflecting on who your audience is...are there ways you can be inclusive and show respect to those who might feel differently than you on a subject you'd like to speak about?

p 177 reminds persuasive speakers to balance reason and emotion (logos and pathos)--In short, listeners must see that a topic matters in order to care about it, but the facts will drive the changes home! Review chapter 16 on description and emotion for stronger emotional appeals in this speech! On p 178 we see that credibility is more important when persuading as well--in addition to your introductory commentson credibility, you should refer to it during your body and conclusion as well! Also review Maslow on human needs to address your crowd with pinpoint accuracy! Back up claims with strong evidence! (P181). Understand facts, values and policies in terms of claims your speech will forward (p182).

In your closing comments, briefly address counterarguments or rebuttals. These are the primary nay-sayers against your attempt to persuade, found in the media or populus at large. In just a few sentences, acknowledge the other side and gently, gently, respectfully, discredit it by repeating your thesis and reviewing strong main points before ending your conclusion memorably! Avoid fallacies and be as organized as possible (186-187) . Also, it is important to stress and integrate 3 oral citations during the body of your speech, clearing signposting these moments with phrases such as "According to __________ in 2005, metal is really hard!"

Outlines are due early for this speech, for 10% of your persuasive speech grade!

OUTLINE:

1.Introduction

A. Attn Getter (More than just a question/answer. Go sophisticated!)

B. Purpose (To persuade) +Thesis (Main Idea (Claim) including the word should or another imperative)

C. Preview of 3-4 main points which narrow and focus the thesis

D. Credibility: Expertise

E.Connection: Why this matters to us and to you, how we all can benefit from your speech

Transition: A clear 2 part "Now that ________ let me take a look at ________"

2. Body (Include 2 strong visual aids)

A. Main Point One (Claim from the preview above supported by examples,experience, research and or facts that serve as evidence) Oral citation 1 and visual aid 1

B-D...Repeat 3 or 4 times, including a reminder about credibility

E.Transition to closing
3. Conclusion
A. Rebuttal/acknowledge other side using conclusive language AND credibility reminder (ie: Before I wrap up, let me say there is a movement out there to ignore global warming, that it is "not true")

B. Review the main points (claims) and restate the thesis (Major claim)

C. End memorably (Higher expectations this time)

Include reference page at end of typed outline using APA or MLA

Speech is 6-8 minutes, 2 copies are required on your speech day --one for each of us.

Chapter 20: PRESENTATION AIDS

HEY GANG--PAGE 141 OR SO IN THE BOOK OFFERS THIS TIP: Don't just show a visual aid, explain it and weave it into the speech structure, artistically to make it  do important things: Support a main point AND add attention getting devices in the body  to keep distracted busy listeners engaged! Huh? Did you say something? What? sorry I drifted off...Anyhoo--Props and graphs are a bit more professional than photo-collage type aids if you have to make something yourself because, say, your classroom is actually a broken down trailer with no computer and a bare wall instead of a slide screen. Anyhoo....as we have seen, the overhead transparency is not dead, as previously rumored around the time we lost Michael Jackson, so those are cool too, just cover them up in between points! For powerpoint slides, remember the 8 by 8 rule: Only 8 words per line and 8 lines max per slide: LESS IS MORE when it comes to visual support (Sandra Wheeler Abeyta, 200....well, just now) Be sure to offer citations for visuals you get on-line or in books...Us big simple fonts and save handouts for the end of the speech or they become disruptive! There, I said it...So this week, if you please...let's talk powerpoint. Tell us one thing you feel reaches you as an audience member , like a good use of powerpoint or a good powerpoint technique (ie: Easy to read and sound effects). Then mention a powertpoint practice that bugs you or is distracting. If you want, without using names we can kind of make fun of somebody you know that ""overdoes it"" with powerpoint. Thanks! Happy Halloween!!!!!!!!!!!!!!!!!!!!!!!!!!!!

INFO SPEECH COUNTDOWN: Next week for most of you!

Time: about 6 minutes


Topic: Must be approved by Sandra BEFORE speaking in class!

Visual Aid: 1 required per Textbook standards, with citation

References: Two sources, 2 oral citations minimum

Grading: points evenly distributed over organization, content & delivery.

Points: 100

Order: Grades docked for missing class on sign-up day/time.

Outline: See below, same as midterm PLUS References/oral citations. One copy due to me BEFORE you make the speech. Optional: Early copies emailed to idnasss@yahoo.com for extra input/editing/tips.

Overview: As an audience we will be listening for a new perspective on an old idea OR new information.

Speakers goals: Teaching us something by focusing us adequately, avoiding ‘persuasion,’(should should not be in your thesis/purpose), attempting audience interaction at least once, as well as being appropriate as you explain, instruct demonstrate or describe and ultimately offer the potential of life enrichment to us.

Bottom line: What often makes the difference between a C speech and an A or B? Contagious enthusiasm! Convey how much you care about your topic! (Brydon and Scott 368).

Outline Review: INTRO--attn getter, thesis/purpose, preview mp's, connection, credibility, transition to deeper exploration of mp's in body--BODY--main points 1-3 repeated and explored in depth supported by examples,research,analogies orpersonal experiences and visual aids, transition to conclusion--CONCLUSION--conclusive language, restate thesis, review briefly the main points (tell 'em what u just told 'em!) and end with a BANG!--Alphabetical References list Per APA or MLA (Not spoken, just included for me with the outline)

Also provide feedback for the speaker who goes immediately after you do! (10% of grade!)

For this BLOG, due next WED please let your classmates know what you hope to gain through peer feedback, ie: what would be most helpful to hear from classmates about your speech? Sounds easy, right? Ok, if you want credit, turn it into a RAPor a Rhyme or a Poem! Can be funny or serious, whatever you like! About 5 or 6 sentences ONLY! Email me with any questions on the info speech! idnasss@yahoo.com.

MY RAP

YO YO YO, SANDRAH IN DAH HOWWWSE:

WHEN I GET FEEDBACK I LIKE TO HEAR

SOMETHING GOOD I DON'T WANNA FEEL FEAR

ABOUT MY GRADE CUZ I DON'T WANT IT 2 SUCK

ONCE I MADE A SPEECH ABOUT A LITTLE LOST DUCK

DON'T B 2 HARSH, BREAK IT 2 ME GENTLY

IF I SAID UM 2 MUCH WHILE I WAS ROLLIN' IN MY BENTLEY.......WUUURDDDD

What about personal experiences????

That narrative ROCKED! Thanks for a great laugh and demonstration of creativity! Now, on to the use of personal experiences--can we use them in our info speeches? YES! Audiences, as out textbook reminds us--respond well to a mix of research based information and personal experiences to support your main points of your speech! How do you credit these personal experiences you ask? Something like this:

FOOD IS GOOD
"Now that you know how important food is, let me tell you about the time I myself ate some food!" Woo-hoo! (Ok-- not too exciting, but you get the idea!) Followed by research: AFter I realized eating food would curb my hunger, I discovered an editorial in Time Magazine from May of 2007. In this piece, everyone polled claimed to like eating some sort of food! Smith actually stated, "Food keeps me alive!"

Your turn: Pick an overly generic, way-too-basic topic, make up a title for the pretend speech and then link a personal experience as well as a faux (or real) research citation to support it using clear signposting (words that label the outline parts, such as "according to" or "Research states..."). Just like I did above. Also, in lieu of our meeting this week, please think about technology and the ways it has enhanced or set-back public oratory. Spend some time reading about this either on-line or in the library and we'll discuss it after the impromptu midterm. Don't forget to memorize the outline for next Wed and to bring in your article to write the introduction about afterward! Email me with any questions this week at idnasss@yahoo.com!

Exploring... no, that's dull, I know: EXPLODING the Narrative!

Time to Tell a Story...together!

Using a narrative, or story-telling technique is a great way to add style to a longer speech! A good story teller doesn't say too much (no rambling) but just the right amount of colorful highlights are included in a brief and intesting was to gain our attention and keep us involved as the details of the speech unfold. Read about this in your textbooks and try it here this week as well. I'll go first. Be sure to read everyone else's entries before you type yours so it makes sense. Add on one 5-7 line paragraph to keep the story going--no profanity or non-PC language please. Also include a reference to one class member (yourself or some one else) in your entry. An audience loves to hear their name mentioned!

OUR STORY TITLE: "Public Speaking Skills Can Save Your LIFE!"
On an ordinary day in an ordinary town, a seemingly ordinary student sat in an ordinary college classroom. There was just one smal, extra-ordinary detail: Johnny Z was a top-secret. public speaking-super hero. Although at first glance, he appeared as ordinary as the students around him, beneath his hoodie he wore a glittery golden cape and concealed super powers, such as 'instant credibility," "transitions for every occasion" and "mind-blowing attention getters." Sitting at a broken desk in the dank, trailer-like portable, JZ pretended to be texting before tonight's class while he actually checked in at super hero headquarters from his fancy I-phone. The words he saw on the tiny screen sent shivers down his spine and he realized tonight would be like no other evening in the history of  public speaking instruction. The text from headquarters warned Johnny Z  the super hero to expect a catastrophic public speaking event that very night in COMM 301 at 7:47pm: "No!" he gasped, not during my Sacred Writing Time!" Just then the classroom went completely dark. Except for the glow worms...

My Demonstration Speech: How-To Conduct an Orchestra for a Symphony

One form of informative speaking includes the demonstration and/or a How-To speech. These are process explanations, which, if involving cookies that we eat at the end, can be darn good rhetoric people! Bakers, you know who you are! However, many complex processes just can't be explained if a few steps as part of a 6 minute info speech, in a broken-down -trailer.... OH, sorry, I mean a fine community college portable with a dusty overhead projector and no screen.(!) FOR THIS BLOG: Consider here, and reveal, what would a really bad demonstration be about?  Why would it be unrealistic or rediculous to try and demonstrate this? Finally suggest one dangerous and impractical visual aid for this speech that should never be made! Keep it PG and show me some audience analysis with your amusing response! (I am not kidding about the cookies people)

Swift Recoveries and Funny Spoofs

Quick, watch this:
http://www.youtube.com/watch?v=tRvzl0zOsO8&feature=player_embedded


couldn't resist--it seems interruptions are everywhere! REP senator Wilson interrupted Pres Obama, shouting "you lie" during the health care reform speech, then Kanye threw down during Taylor's acceptance speech...is heckling the new applause? Has the world gone mad? Speechmakers everywhere must unite and support eack other, how does one survive interuptions? Let's prepare JUST IN CASE --what happens if/when  Kanye or Senator Wilson interrupts you right after your thrilling attention getter people??? It could happen! (More likely: Paul's cell phone rings in class) Will you lose your place...get thrown off, be horribly embarassed??? Will you curse, cry, maybe even rise above the event to come out shining even brighter than before...maybe Beyonce buys you Starbucks or gives you a cow on Farmville....

GET TO THE POINT SANDRA! This week tell me here, what did you think of these two recent moments from a public speaking perspective? I am NOT asking your opinion of the people OR even their specific behavior and words, I am asking you to comment on the rhetorical situation: The way the speaker handled it and how a good speaker might be prepared for such a thing...is it effective to address the heckler or just ignore them and move on? What do you notice in on-line clips of either speech as far as reactions to these interuptions? How do they make the audience feel? Are there social rules and expectations surrounding these types of unscripted, awkward moments? Can you think of another recent example? Finally, what would you do if you were interupted by either Kanye or Carolina Senator Wilson in our classroom at CRC during your big moment???

Credibility: Street Creds

Hey gang--Don't forget, next week we make the group speeches--bring popcorn and snacks, it will be a fun class--maybe we'll hit coffee garden afterwards? We'll see what time we finish--Excellent meeting on 9/9!--You all worked really hard! NOTE: I repaired the problem on our blog with anonymous posting, so you can post away without dealing with any hassles by using the anonymous bubble--Just be sure and type your name along with comments! So, credibility is important for a successful speech. Visit my You Tube masterpiece "The Making of Sandrah's Thesis" at
http://www.youtube.com/watch?v=F16X_AoVd9I   (haha) I made this short film with a crew at Sac State as part of my thesis. According to this silly "Making of..." mockumentary, what might I be credible to speak to you about? In 5 or 6 sentences, identify a line or scene  and connect it to my credibility:

Here's an example: Don't steal it! ...in one scene you didn't have any cash and couldn't buy parking, so you would be credible to speak about student parking issues here in Sacramento.

Read all previous posts and don't repeat what someone else has said or it won't count,  and you may be playful and light-hearted in your examples, as long as you make a connection between what you see and the idea of speaker credibility, or "ethos." See you next week!

Now that I have your attention......

Atention getters: A great place for us to start talking about good speeches. Think of a speech or speaker you either admire or can't stand! How do they hold the attention of their audience? Do they do it well? Why? Typically, unusual visual or video samples, startling statistics, moving quotes and even PC jokes can be used effectively. Combine them for even more "wow"power! It is most important to begin and end memorably, but peppering the speech throughout with these clever devices is even better! Be sure they suit the theme and tone of your speech overall! Feel free to share a link in your response so we can see what you are talking about!

Comm 301: Introduction to Public Speaking

Fall 2009
Sacramento City College

Textbook: O’Hair, Dan, Rubenstein, Hannah & Rob Stewart. (2007). A Pocket Guide to Public Speaking. Bedford/St. Martin’s: Boston.

Instructor: Sandra Wheeler Abeyta, MA
Email: idnasss@yahoo.com
BLOG: loudandproud (web address: http://www.scc301.blogspot.com/)
Office Hours: 715p-745p in Temp 5
Classroom: Temp 5
Class meeting time: 745p-1050p

Course Description: This course is exciting and unique! You’ll be talking more than me as we explore public speaking techniques, theories and models. Enact, apply and evaluate communication strategies which will help you both in and outside of the classroom. By making speeches, participating in various in-class activities, completing course assignments, writing and orking in groups-PLUS reflecting on how elements of communication apply to you, you’ll develop greater mastery of communication and gain confidence speaking in all sorts of settings, from the classroom to the office to the stage, even across the table from powerful executives!

Course Objectives: Upon completion of this course, you will be able to:
DESIGN AND RELATE MESSAGES CLEARLY FOR EFFECTIVE AND APPROPRIATE ORAL COMMUNICATION (SLO#1).
• Analyze an audience using age, gender, cultural variations, and other appropriate measures.
• Design, deliver and differentiate a variety of speech types, including, at minimum, the speech to inform, to entertain or relate (within a special occasion), and to persuade.
• Identify, evaluate and apply appropriate nonverbal techniques.
• Design presentational aids, audio and/or visual, appropriate to the audience, message and context.
• Recognize and respond to techniques for managing communication apprehension.

APPLY EFFECTIVE LISTENING SKILLS TO COMPREHEND SPOKEN MESSAGES, ANALYZE INFORMATION CRITICALLY AND CONSIDER MULTIPLE PERSPECTIVES (SLO#2).
• Demonstrate critical listening skills.
• Recognize and model constructive feedback.


COMPOSE IDEAS CLEARLY IN EFFECTIVE, APPROPRIATE AND WELL-ORGANIZED WRITTEN MESSAGES (SLO#3).
• Compose fully developed, structured, and unified oral presentations, including formal written outlines.
• Locate, interpret and evaluate various research materials to accurately document sources (in oral and written form) according to a standard referencing style (MLA, APA, CBE, etc.).

ANALYZE AND FORMULATE CRITICAL THINKING WITHIN EVIDENCE AND REASONING OF SPOKEN AND WRITTEN MESSAGES (SLO#4).
• Assess, evaluate, and apply a variety of rhetorical strategies that are effective and appropriate per the purpose, occasion and audience.
• Apply language techniques and strategies appropriate to the audience and occasion.
• Arrange, paraphrase and effectively integrate evidence and/or supportive material into a presentation.

ASSESS INDIVIDUAL RESPONSIBILITY WITHIN ONE'S ABILITY TO INFLUENCE ETHICAL, EFFECTIVE AND APPROPRIATE COMMUNICATION AMONG DIVERSE SETTINGS AND PEOPLE (SLO #5).
• Recognize and apply ethical standards to the research, design and delivery of a message for an audience and occasion.

General Course Policies
1. Attendance: Coming to class has a HUGE impact on your grade! It tells me how committed you are and conveys passion and interest. I award points for each day JUST FOR COMING! Don't miss out, these points can't be made up and poor attendance will prevent you from passing this class. After 3 absences you lose 10 points for each subsequent absence, and after 4, I will administratively drop you.
1.B) Tardiness: If you are late to class, it is your responsibility to check with me before leaving class that day in order to correct the attendance record. If you are more than 20 minutes late to class, you will be considered absent. Consistently arriving late to class (regardless of the exact minutes missed) is also problematic: 2 “tardis” are equivalent to one absence.
2. Late Assignments: Assignments are due at the beginning of class. If they are not turned in at the beginning of class they will be considered late. I will accept late written assignments only with prior warning and only within one week after the original due date. Late work will be penalized one full letter grade (regardless of whether the assignment is two hours late or two days late). Speeches, exams, attendance, quizzes, partner evaluations, and presentations cannot be made up. NOTE: Speeches and presentations made on days that you show up late/leave early will be docked one half letter grade.
3. Cell Phones: Turn them off please! For crucial situations, set them to vibrate or silent. If your cell phone continues to go off in class, I may administratively drop you for not following course procedures. Texting during class will be treated the same as talking verbally out of turn—it is disruptive and rude. You can be dropped for texting in class if it becomes disruptive.
4. Participation: A great deal of this class will involve the discussion of concepts and in-class activities. Many of the in-class activities will be given credit/no credit participation points. I expect every member of the class to fully participate.

Department/Campus Policies

1. Sexual Harassment: Sexual harassment is offensive and illegal and will not be tolerated in the classroom! Sexual harassment is any unwelcome sexual advance or requests for sexual favors or any other verbal, visual, or physical conduct of a sexual nature in the work or college setting. Using profanity that consists of sexual innuendo or sexist language (a slur or pejorative towards a gender)are considered a "verbal" conduct that may be an unwelcome advance. If you feel that you have been the recipient or a witness of sexual harassment by any other student enrolled in the class, please report the concern immediately to the Instructor. The Instructor, the Dean or the school student conduct personnel will address a report of Sexual Harassment immediately in a confidential, professional manner. See http://www.losrios.edu/legal/gc-discrm.htm#sexual%20Harassment for more details.


2. Academic Honesty: Los Rios Community College District values academic honesty. Current policies prohibit dishonesty, such as cheating, plagiarism, or knowingly furnishing false information to the college. All members of the academic community are responsible for the academic integrity of the Los Rios College campus. See http://www.losrios.edu/ for more academic dishonesty clarification.

2.A) Academic Honesty Process: 1. Faculty members have the right to choose whether or not to pursue suspected cases of plagiarism and cheating.2. When addressing plagiarism or cheating with reasonable evidence, the faculty member should notify the student of the concern.3. Faculty members may consult with other faculty, the Dean of the pertinent division, and the office of the Vice President for Student Services when determining whether plagiarism or cheating has occurred.4. In situations where cheating or plagiarism has occurred, the faculty member is to determine consequences in compliance with board policy and regulations, which prohibit dropping a student from a course. The consequences may be any of the following options: giving the student a verbal or written warning, giving the student an additional assignment, giving the student a zero on the assignment assigning a grade of F for the course determining other appropriate consequences that comply with board policy and regulations.5. In situations where cheating or plagiarism has occurred, the faculty notifies the Dean of the pertinent division, and the student that a “Referral for Student Code of Conduct Violation" will be filed through the Area Dean to the Office of VPSS.6. Students have the right to grieve an action that they feel violates their student rights.7. The office of the Vice President for Student Services (VPSS) shall be responsible for maintaining records related to cheating and plagiarism. Probation, suspension or expulsions are courses of action that may be determined by the College Disciplinary Officer in accordance with District policy.

2. B) Definition of Plagiarism: Plagiarism is defined as representing the words, ideas, or work of another as one’s own in any academic exercise. Plagiarism consists in taking the words or specific substance of another work and either copying or paraphrasing without giving credit to the source. Plagiarism is applicable to written, oral, and artistic work. The following examples are some of the many forms plagiarism may take:1. Word-for-word copying of work written by someone else.2. Failure to give proper credit for ideas, statements of facts, or conclusions derived by another.3. Failure to use quotation marks when quoting directly form another, whether a paragraph, sentence, or phrase.4. Close and extended paraphrasing of another work without acknowledging the source.

2. C) Definition of Cheating: Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of dishonest, deceptive, or fraudulent means.The following are only some of the many forms cheating may take:1. Copying another’s work on a test, paper, or project.2. Using unauthorized materials in an exam or collaborating on work to be turned in for credit where the instructor disallows such collaboration.3. Taking an exam for another student, purposely allowing another student to copy during a test, or providing coursework for another student to turn in as his or her own effort.4. Submitting the same work in multiple classes for credit without permission from the instructor.

3. Emergency and Evacuation Procedures: In the event of an emergency, the Instructor or another authorized person may need to follow the Emergency and Evacuation Procedures established within the policy of the campus and will require your compliance and cooperation. Typically, the Emergency and Evacuation Procedures are posted within the classroom. Each of the above policies is designed for your and each persons' safety with the intent for a rewarding academic experience possible. See http://www.scc.losrios.edu/FacultyStaff/Emergency_Procedures.htm for more details.

Grading Scale/Assignment Overview
15% Blogging = 200 pts
5% Sacred Writing=40 pts
20% Attendance & Participation = 240 points
20% Quizes, Midterm and Final = 240 points
40% Speeches & Reports = 475 points
Class total points = 1195
Grade Percentage: 90-100% = A, 80-89% = B, 70-79% = C, 60-69% = D,
Below 60% =F

Sacred Writing: A time to disconnect from the pressures of the outside world, pause, reflect and most importantly: EXPRESS YOURSELF. Keep this like a journal, you'll hand it in a few time over the semester, but I won't grade it, just give you credit for your participation. For the first 5 minutes of class, your pen or pencil must be in motion! Go poetic, be serious and deep, write hip-hop lyrics, make a to-do list--whatever--just write! Alright?

Blogging: Extend our classroom discussions and enhance deeper understanding as each week you post a (6 sentence minimum) response before class. Extra points awarded for connecting to other bloggers by name, referencing classmates and book/lecture materials. New posts will be introduced every week by instructor based on hot classroom topics. Once a new post comes up, the old one is no longer "live" and late hitting comments will not be counted.

Attendance Participation: Come to class, support other classmates, speak up, get involved and be kind and courteous to win these points! You’ll be rewarded just for showing up! (or lost if you miss class.)

Quizzes & Midterm: Random pop quizzes are short answer and can't be made up. They focus on previous week's reading/lecture/speeches. Midterm is an impromptu speech, no make ups. (2-3 minutes)

Final Exam: Comprehensive including all quiz material, short essay. Scantron 882

Speeches & Reports: See list below--Also provide feedback for other speakers to demonstrate audience analysis.

Introductory speeches: Done with a partner, you each introduce each other. (2 minutes, 35 points).

Group speeches: Experience rhetorical invention by working in a group to share a vital topic with the rest of the class. Details given in lecture. (100 points, 5-7 minutes)

Special occasion speeches: Recognize important events and cultural celebrations vividly (3-4 minutes, 50 points).

Informative speech or Demonstration. See book/lecture for details for this solo speech, including hot topics, visual aid and citations (5-7 minutes, 100 points).

Persuasive speech: Change an attitude, belief or value in your audience using visual aids, citations of research and avoiding faulty reasoning (6-8 minutes, 150 points).

Oral reports: Apply elements of media and real life experiences to our text while speaking eloquently (2-3 minutes, 25 points)

Anti-speech speech: TBA, (2-3 minutes, 15 points)