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COMS 5 - The Communication Experience
Facilitator: Sheryl Hurner
Office Location: MND 5033 (916) 278-7832
E-mail: shurner@winfirst.com
Office Hours: Monday and Wednesday 11:00 – 12:00
(or by appointment)
Communication Office:
Mendocino 5014 (916) 278-6688
Spring 2004 Section 6 M/W/F 10:00 – 10:50 MND 4000
Section 12 M/W 12:00 – 1:15 MND 4000

 

The Communication Experience-Catalogue Description. Basic skills and introductory concepts necessary for effective communication in a variety of settings. Special emphasis on practical experiences within groups, facilitation of interpersonal relationships, and methods of conflict resolution.

 

This course satisfies the CSUS General Education requirement for area A1-- Oral communication; accordingly there is a heavy emphasis on student discussion and participation. The class will follow a lecture/discussion format, so you are asked to participate actively.

 

Course Text:

Pearson, J., Nelson, P., Titworth, S., & Harter, L. (2003). Human Communication. New York: McGraw-Hill.
 

Required Materials:

  • (1) Blank VHS Video Tape
  • Saclink Account
  • (2) Scan-tron forms for quizzes

 

Course Objectives:
1. To identify and analyze the communication contexts in which we regularly operate: interpersonal, intercultural, small group, and public communication.
2. To understand the importance and pervasiveness of communication in daily life.
3. To explore your personal communication assumptions, habits, and styles that facilitates or inhibits your success as a communicator.
4. To practice effective communication skills in interpersonal, intercultural, small group, and public communication.
5. To demonstrate the skills necessary to form and present informative and persuasive messages appropriate for your audience using conventions of message delivery and visual aids/collateral materials prepared to a professional standard.
6. To demonstrate competence in both active and empathic listening skills, assigning priority to understanding over being understood and focus on listening for content rather then delivery.
7. To manage your communication apprehension and anxiety in a variety of contexts including interpersonal, intercultural, small group and public communication.

 

Expected behaviors in support of these goals:

  • Preparation - thoughtful completion of reading and written assignments before coming to class
  • Participation - being prepared and willing to share ideas, respond to thoughts of peers and discuss ideas with colleagues.
  • Seeking connections between ideas and concepts encountered throughout the
    course in order to build our understanding of the communication processes.

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Attendance

A significant amount of class time is devoted to learning activities that involve working in small groups. Your absence will affect not only your learning, but also that of your classmates. You are expected to attend each class session. Missing more than three class sessions will be grounds for a reduction in your final grade. After the third absence, your final grade will be lowered 25 points for each additional absence. You are responsible for picking up any information or homework assignments you miss when absent from class.

Late arrivals, early departures or interruptions from electronic devices (cell phones, pagers, etc.) distract the class from discussions at hand. Please be prompt and respectful of our class time together and turn all electronic devices to silent during class sessions. If you arrive late for class during one of your peer’s presentations, please remain outside the classroom until the completion of the presentation, which will be signaled by applause.

Plagiarism
University policies against plagiarism and cheating will be strictly enforced.

Assignments
All written assignments must be typed (double-spaced) with a 10-12 point font. If you miss a class on the day that you are scheduled to deliver a presentation, take an exam or participate in an exercise (absent a compelling and fully documented reason presented prior to the class), you forfeit your opportunity to complete that assignment or test. It is not possible to pass this course without completing all formal public speech assignments due to G.E. requirements for speaking time.

Late written assignments (see dates specified in the course calendar) will be marked down 1/3 of a letter grade for each day late. Assignments must be turned in during the class session they are due; those turned in later in the day will be considered one day late. Please submit late assignments to the Communication Studies office (MND 5014) and request that the assignment is time/date stamped and placed in my mailbox. Do not slide late assignments under my office door, since I share an office with others who may misdirect your work.

Sporadically assigned homework (those not listed in course calendar) will NOT be accepted late.

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Grading

Your grades are a direct reflection of your efforts. I firmly believe that everyone is capable of earning an “A” in this course. I encourage students to meet with me during office hours or contact me via e-mail should you have any questions, comments or concerns. Grades will not be discussed during class.
I welcome the opportunity to discuss assignments and grades during my office hours, after you have had an opportunity (24 hour minimum) to review written feedback.

 

 

 

Grades    
Pts. Possible
Your Score
Homework (assignments sporadically assigned)  
50
  

Midterm Exams

(2 exams worth 100 points each – See Calendar for dates) 
200
  
Information Competence Pre-Post Test (pass at 85%)         
50
  
Intercultural Information Dyad Presentation             
100
  
Intercultural Self-Evaluation                       
50
  
Group Lesson                  
100
  
Group Lesson Self-Evaluation    
100
  
Group Lesson Peer Assessment     
50
  
Media Use Paper-Turn off the TV Week   
50
  
Communication Journal     
100
  
Object Presentation    
50
  
Participation
100
  

Total points possible       
1000
  

Grades are based on the percentage of total points and will be assigned as follows:

 

            A  (1000 -  940)           A-  (939 – 900)

            B+ (899 – 870)           B (869 – 840)             B- (839 – 800)

            C+ (799 – 770)           C (769 – 740)             C- (739 – 700)

            D+ (699 – 670)          D (669 – 640)             D- (639 – 600)              F = Less than 600

Finals Week Schedule
Section 6 (M/W/F 10:00 – 10:50) Monday, May 17th 10:15 – 12:15
Section 12 (M/W 12:00 – 1:15) Friday, May 21st 10:15 – 12:15

           

Colleagues from this section you can contact:                        

Name

Phone Number(s)

E-Mail

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Spring 2004 Course Calendar

Access the calendar appropriate to your section by clicking on the link below

COMS 5- 6 M/W/F 10:00 - 10:50

COMS 5- 12 M/F 12:00 - 1:15

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Participation
(100 Points)

Objectives:
• Think critically about colleague's ideas
• Explore relationships of ideas in course content
• Practice new communication skills

Specific Requirements:
Class participation is extremely important for your development of ideas and skills. You will find that very often, the ideas and concepts that you long recall are those you shared with colleagues in class. Participation in discussions enables you to test your understanding and develop critical thinking skills. Simply attending, without contributing to discussions, will lead to a reduction in participation points.

All of us will benefit from each other’s perspectives, honesty, compassion, and commitment. My goal is to provide you with a classroom environment that is nurturing and safe to enable us to access ideas and issues you may not have previously considered or been aware of. Therefore, your attendance and active participation are vital to the goals of this course.

What constitutes appropriate participation? It does NOT mean you talk more than anyone else does. Quantity of participation is only one measure; others include thoughtful responses, appropriate questions that enable us to focus in on needed clarifications. Discussions will seek to enrich our understandings of the issues, rather than debate the accuracy of opinions, and should be approached with respect for our classmates and their perspectives. Participation is facilitated by careful and complete preparation of homework and reading assigned prior to the in-class activities and discussion.

 

Information Competence Tutorials (85% minimum score)

(50 Points)

Objective:

Become familiar with research resources and techniques at CSUS Library.

Specific Requirements:
This is an on-line, library-administered requirement of the course – Students MUST pass the information competence module with a score of 80% or better to pass the course (Incompletes (I) will be issued for those students who fail to earn 80% on the Information Competency Tutorials). Since I will be awarding points for the course, a score of 85% or better is required to earn 50 points.

You will complete a pre-test, a series of on-line tutorials on how to do relevant, appropriate and effective research, and a post-test. The tutorials will be delivered via WebCT. If you have web access at home, you can do the tutorials there. Your pre-test or post-test grade must be 85% to receive credit for completing the tutorials. If you do not achieve an 85% score, you can re-take the tutorials and post-test as often as you wish. If you have participated in the Information Competence Tutorials in prior courses, you will still be required to take the pre-test and achieve a score of 85% or above to earn points for this class.

Deadlines for completion of the Pre- and Post-Test are indicated on the course calendar. The library will electronically submit scores directly to the instructor, so you do not need to provide documentation. This process will enhance your ability to conduct research necessary for the Small Group Presentation.

 

Details on the assignment, frequently asked questions and link to take the pre and post test are found at:

Information Competance Home Page

 

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Intercultural Information Dyad Presentation

(100 Points)

 

Objectives:

·         Synthesize what you have learned about intercultural communication

·         Apply your and your partners' life experience to the course concepts.

·         Develop a 5-7 minute informative presentation with a partner.

·         Practice skills of co-presentation.

·         Develop appropriate introductions and conclusions.

 

Specific Requirements:

Each member of the dyad will conduct an interview to learn about your partner’s culture (sample questions are provided below). From the information you learn about each other, together you will develop and co-present a 5-7 minute informative presentation. Each presenter will speak about their partner’s culture, not their own. This will require preparation together and a thorough grasp of the unique characteristics of your partner’s culture. The theme of the content is up to you and your partner and should inform your audience about the distinctive characteristics of your cultures (i.e. clothing, language, social rules and behavioral norms, dance, music, etc.) 

 

In your presentation you will use a minimum of TWO visual aids for clarity and audience interest. Plan to share ideas and thoughts in a creative fashion in order to teach the class what you have discovered about intercultural communication.

 

Bring (1) Blank videotape per dyad on the day of your presentation!

 

Interview Questions

(Refer to Chapter 8 in your book for a review in interviewing techniques)

 

The following questions are for you and your partner to consider while interviewing each other for the intercultural presentation. These questions are designed to help you generate topic ideas and gain a better understanding of your partner. Your presentation does not have to address every question, but should explore several of the concepts listed. Remember that cultures are not only ethnicity. You are involved with many co-cultures as students, members of teams, religious institutions, the sports you play, and your hobbies.

 

1.       Describe your group identification.

2.       Identify the degree to which you feel tied to this group. Explain reasons for your answers.

3.       List the traditions/rituals that strengthen/weaken your ties to this group. Describe some of the traditions maintained in your group (i.e. food, dress, gender roles, language, dance, music, etc.)

4.       Explain how you felt growing up or participating in this group. Recall, is your identified group a perceived majority or minority?

5.       Explain some of the stereotypes that others identify with your group.

6.       Recall any experiences you have had with discrimination. Illustrate any such experiences with examples. Explore how you felt during this/these experiences.

7.       What strategies did you and other members of your co-culture utilize to interact with the dominant groups you were faced with?

 

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Intercultural Informative Dyad Evaluation Form

(This is the criteria that will be used to assign grades)

 

Introduction (gain audience attention and interest, create a context for the speech) 10 points

 

            ____ Attention getter to gain audience interest          _____ Preview main points

 

Clarity of Speech Goal & Purpose                                                                           15 points

(Speech is clearly informative in purpose; works to TEACH the audience something specific about the topic; organized in a logical manner, transitions between speakers and main points)

 

            ____ Informative in nature                              _____ Transitions between main points

 

            ____ Clear Structure to Lesson                       _____ Transitions between speakers

 

Development of Rich Well-Grounded Content                                                      20 points

(Rich treatment of a narrow topic, use of examples and personal stories)

 

            _____ Ample examples                                   _____  Specific examples unique of culture

 

Conclusion                                                                                                                 10 points

(Signal the end of the speech, serve to focus audience attention on key ideas, impression leaving, clinches the end of the speech)

           

            _____ Speech was wrapped up; did not end abruptly

 

            _____ Main points of presentation reviewed

 

Use of Two Visual Aids                                                                                            10 points

(Helpful to audience understanding and memory, creatively designed, appropriately handled, clear to see)

 

            _____ Clearly visible to all class                     _____ Unique and memorable of culture

 

Delivery                                                                                                                      20 points

(Voices are easily audible to all audience members, eye contact is direct, gestures are conversational, and speakers are energetic and extemporaneous)

 

Co-Presenting Skills                                                                                                 10 points

(Was there a variety in the presentation, appropriate use of space, equal distribution of time, transitions between speakers smooth and purposeful?)

 

            _____ Variety presenting                                _____ Equal time between speakers

 

Appropriate Use of Time (5 - 7 minutes)                                                               5 points

 

Keep doing….                                                             For the next speech, work on….

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Intercultural Dyad Presentation Self-Evaluation

(50 Points)

Objectives:

·        Describe various behaviors you engage in when presenting.

·        Analyze your experience when practicing particular behaviors

·        Recognize ways to improve presenting style.

·        Acknowledge and reinforce positive behaviors while presenting.

 

Specific Requirements:

Watch your taped presentation. Write an essay using complete sentences and correct grammar to answer all three questions thoroughly for each behavior that you identify. (Your essay will feature a brief introduction; the body will describe a total of five behaviors including three strengths and two weaknesses, and a brief conclusion). Your essay should be 3 – 4 pages in length, typed with a 12 point font and double-spaced. Your claims should be well supported with descriptions of specific behaviors and textbook citations to support your claims. (Delivery techniques are examined in Chapter 16.)

 

Part One: Good Behaviors - Identify three and answer questions A, B and C for each

A.     From your presentation, identify the specific behavior that marks a good speaking presentation. Be sure to very clearly reference your presentation and provide specific details of the behavior that you are identifying, i.e. when behavior occurred.

B.     Justify why this behavior is a good presentation skill based on arguments provided by your text. Be sure to cite/credit your book when appropriate.

C.     Evaluate your specific experiences with practicing the behavior. Do you agree with what the authors say in the text in regard to the effectiveness of the behavior or how it influenced you? Was your experience positive? How did the audience react? Etc…

 

Part Two: Development Opportunities - Identify two and answer questions A, B and C for each

A.     From your speech, identify the specific behavior requiring significant development by you as a speaker. Be sure to very clearly reference your presentation, providing specific details of the behavior that you are identifying.

B.     Justify why this behavior requires significant development based on arguments provided by your text. Be sure to cite/credit your book when appropriate.

C.     Evaluate your specific experiences with practicing the behavior. Do you agree with what the authors say in the text regarding the negative impacts of the behavior? Was your experience positive? How did the audience react? Etc.

 

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Group Lesson -  (100 Points)

        

 

 

 

 

 

 

 

 

Objectives:

  • Gain practical experience with small group communication.
  • Practice presenting with multiple people.
  • Appreciate the advantages and disadvantages of small group communication.
  • Evaluate a small group communication experience.
  • Construct a lesson that brings new insight and information to your audience.

 

General Description:

You and your group members will select a topic regarding the communication experience and plan a class in which you actively engage and teach us. The topic must be based on new information that has not been covered in class, or provide a significant extension to topics covered broadly by lecture or discussion. The presentation is not a 20 - 23 minute lecture, but an interactive lesson. Each group must address a different issue. This means you will have to communicate with other groups to make sure your group's topic is unique.

 

Specific Requirements:

1.       The group is responsible for 20 - 23 minutes of class time. Be sure to stay within these time limits.

2.       Each group must orally cite three sources of information during their presentation. A minimum of five sources is required in a works cited or references page to be submitted with your outline (See course calendar for outline due date). These sources should be of a scholarly nature (Communication Monographs, The Journal of Communication, The Western Journal of Communication, etc.) Although you may consult your textbook for ideas and check the reference lists at the end of each chapter for sources, you may not use your textbook as one of the five required sources.

3.       Be sure to keep in mind the essential elements of any good presentation. Identify your general purpose, specific purpose, and central ideas. Connect the material to the audiences concerns; build a relationship with the audience by showing you know them and their needs. Your lesson should be organized and include an introduction, body and conclusion following the organizational structure from Chapter 15.

4.       The group must use at least two visual aids. As always, your visual aids should be meaningful and add to the content of the speech.

5.       The group must submit (typed) three possible exam questions (at least one true/false and one multiple choice) relevant to the material covered by their lesson, submitted as an attachment to the outline. Please include desired responses, particularly for short answer or essay questions, as the students will gain the knowledge from your lesson. Some of your questions will be incorporated into the second exam.

 

Recommended Approach:

1.       Brainstorm and select the topic you will present to the class.

2.       Write down your group member's name, phone number, e-mail, etc.

3.       Decide on regular meeting times and group rules/procedures. Group cohesiveness will be enhanced with frequent, regularly scheduled meetings and interaction among members. Those groups that attempt to complete this assignment as individual projects clumped together will suffer from inconsistent or repetitive information and the lack of cohesiveness will be evident to the audience.

4.       Everyone agree to come to the first scheduled meeting:

a.        With additional research material.

b.       With a list of ideas for teaching a lesson to the class.

5. Chapters 12 - 17 will be helpful in topic selection, organization and presentation techniques. Highlights of these chapters will be discussed during Public/Group work session. Utilize these chapters as a reference to assist your preparation, paying particular attention to the outline structure provided in chapter 15.

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Criteria for Evaluation of Group Lesson

(This is the criteria that will be used to assign grades)

 

Introduction (gain audience attention and interest, create a context for the speech) 10 points

____ Attention getter to gain audience interest          _____ Preview main points of lesson

 

Clarity of Lesson Goals & Purpose                                                                         15 points

(Lesson is clearly informative in purpose; works to TEACH the audience something specific about the topic; organized in a logical manner, transitions between speakers and main points)

 

____ Informative in nature                              _____ Transitions between main points

____ Clear Structure to Lesson                       _____ Transitions between speakers

 

Focus on Audience Interest and Needs                                                                10 Points

(Speakers relate lesson to this audience, plan useful examples relevant to the audience, and personalize this information to our class. Lesson is interactive with class)

 

_____ Use of examples that were helpful to audience           

_____ Interactive with audience throughout lesson

 

Development of Rich Well-Grounded Content                                                      15 points

(Rich treatment of a narrow topic, examples and theories to support ideas)

 

_____ Ample examples                                   _____  Specific examples unique to topic

 

Proper Citation of at Least Three Sources of Information                                    10 points

(Sources are appropriate, relevant, credible, and authoritative)

 

Conclusion                                                                                                                 10 points

(Impression leaving, clinches the end of the speech, serve to focus audience attention on key ideas, impression leaving, and signal the end of the speech)

           

_____ Speech was wrapped up; did not end abruptly ("So, that's all we have…")

_____ Main points of lesson reviewed

 

Use of at Least Two Visual Aids                                                                              10 points

(Helpful to audience understanding and memory, creatively designed, appropriately handled, clear to see)

 

_____ Clearly visible to all class                     _____ Unique and memorable to your topic

 

Delivery                                                                                                                      15 points

(Voices are easily audible to all audience members, eye contact is direct, gestures are conversational, and speakers are energetic and extemporaneous)

 

Organization of Time (20 - 23 minutes)                                                                 5 points

(Group used time appropriately between members)

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Small Group Self-Evaluation

(100 points)

 

Objectives:

·        Synthesize important concepts learned about working in small groups.

·        Apply insights to human communication in small groups.

 

 

 

Specific Requirements:
This assignment is meant to get you thinking about how communication occurs in small groups. Since you had an experience with small group communication in the development and delivery of your group lesson, you will be well equipped to fulfill this assignment. Based on your experience in the Group Lesson assignment, thoroughly respond to each of the following questions in complete sentences. Be sure to define/cite principles explained in your text where appropriate. This is a measure (test) of your comprehension of small group communication so be thorough and name/define concepts we have learned to demonstrate your understanding and application in your small group experience.

Roles
• What role(s) did you play in the group? What role(s) did other group members play?
• How were the roles established? Were they formal or informal?
• Were there roles that were not filled? If so, what was the consequence of this void?
• How did the balance/interaction between task/maintenance/self-centered roles in your group enhance or detract from your performance and cohesiveness?

Leadership and Power
• What was the leadership style/decision-making style used by your group? Was this style effective?
• What types of power did members of your group and yourself hold?

Rules and Norms
• What rules and norms did your group adopt?
• How were rules and norms established? Were they challenged?
• How did your group react to norms or rules that were challenged by group members? Did this create conflict or cohesion?

Conflict Resolution
• What conflict(s) were encountered as a group? How was each one managed (use communication terms to describe the strategies you used to resolve conflict)?
• Which conflicts were resolved? How? Cite specific strategies and communication approaches.
• What were the positive and negative effects on the group as a result of each of these conflicts?
• Did your group experience groupthink? If so, what caused this to happen? If not, how did you prevent it?
• What factors contributed or detracted from group cohesion?

The small group self-evaluation should be 4 - 6 pages in length, typed in 12 point font, double-spaced.

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 Group Lesson Peer Evaluation

 

(50 points)

Due the first day of class following your group lesson

 

 

Objectives:

•          Assess the performance of yourself and peers in Group Lesson project

 

Directions:

This assignment is meant to get you thinking about how communication occurs in small groups and ways to improve your experience for next time. Reflect on your recent group lesson experience to answer each question thoroughly. Your grade will be based on both your feedback and the feedback of your teammates.

 

  1. Where on the scale below would you place your group’s presentation and WHY? Be sure to cite as evidence the audience’s reaction as well as your “gut feeling”.

 

∞       Crash and burn

∞       OK on the day

∞       Great job!

 

 

  1. Name two ways or specific strategies your group adopted to prepare for this presentation?

 

 

 

 

 

 

  1. What three things would you do differently in the preparation of your next speech?

 

 

 

 
  1. Evaluate each group members’ participation. Do not forget to include yourself.

 

Member Name: _______________________________________________________

 

 

Excellent

Good

Fair

Poor

Unacceptable

Attendance at meetings

5

4

3

2

1

Participation at meetings

5

4

3

2

1

Contributions to the project

5

4

3

2

1

Attitude

5

4

3

2

1

Commitment to the group’s success

5

4

3

2

1

 

Additional thoughts/comments:

 

 

Member Name: _______________________________________________________

 

 

Excellent

Good

Fair

Poor

Unacceptable

Attendance at meetings

5

4

3

2

1

Participation at meetings

5

4

3

2

1

Contributions to the project

5

4

3

2

1

Attitude

5

4

3

2

1

Commitment to the group’s success

5

4

3

2

1

 

Additional thoughts/comments:

 

 

 

Member Name: _______________________________________________________

 

 

Excellent

Good

Fair

Poor

Unacceptable

Attendance at meetings

5

4

3

2

1

Participation at meetings

5

4

3

2

1

Contributions to the project

5

4

3

2

1

Attitude

5

4

3

2

1

Commitment to the group’s success

5

4

3

2

1

 

Additional thoughts/comments:

 

Member Name: _______________________________________________________

 

 

Excellent

Good

Fair

Poor

Unacceptable

Attendance at meetings

5

4

3

2

1

Participation at meetings

5

4

3

2

1

Contributions to the project

5

4

3

2

1

Attitude

5

4

3

2

1

Commitment to the group’s success

5

4

3

2

1

 

Additional thoughts/comments:

Member Name: _______________________________________________________

 

 

Excellent

Good

Fair

Poor

Unacceptable

Attendance at meetings

5

4

3

2

1

Participation at meetings

5

4

3

2

1

Contributions to the project

5

4

3

2

1

Attitude

5

4

3

2

1

Commitment to the group’s success

5

4

3

2

1

 

Additional thoughts/comments:

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    Media Use Paper
Turn off your Television Week – April 19th through April 25th
(50 points)

Beginning at midnight on Sunday, April 18th through midnight Sunday, April 25th you are required to turn off your television (unplug it if that helps!) in celebration of the 10th Annual National TV-Turnoff Week. TV-Turnoff Network is really about more than just turning off your television – it is about making lifestyle changes in relation to our use of electronic screens, so ideally you should limit your use of computer screens including the Internet, computer and video games. Try to turn off everything that requires a battery or electricity and focus on people, play, activity and interpersonal connections for the week. You may need to use a computer screen for work or school activities, so I am not banning them, but asking you to limit their use for “productive” and “required” activities.

During this week, you will keep a journal of your daily activities and at the conclusion of the week you will write a paper in which you compare your typical week (when television was not banned) to this week. In preparation for this assignment, we will explore National media usage statistics and take a personal inventory of your media usage to create a media use benchmark and facilitate your comparison. This assignment is meant to cause you to reflect on how much time you spend engaged with the media, what impact media use has on your thinking, your lifestyle and your interpersonal activities. So, you will want to consider what other/new activities you engaged in while the television was off-limits.

Your paper should describe your media usage prior to this week based on the Media Use Inventory data we will develop in class, how your week went without television, and any long-term changes you hope to make in your media consumption patterns.

• First, draw some conclusions between your typical media use and the National averages when television is not banned from your daily routine.

• Then, reflect on your experience with banning television (and maybe even computer/video games) from your media consumption habits. Consider the following questions:

• Did you cheat? Why? How frequently?
• How did you resist temptation?
• Did you have support from roommates, friends, or family?
• How did you fill the time you typically spend watching television?
• Was your time spent more/less productively this week than normal?
• Was this assignment difficult? Why or why not?
• How did completing this assignment impact your attitudes toward television and/or media in society?

Your paper should be 3-5 pages, typed in a 10-12 point font and double-spaced.

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Communication Journal
(100 points)

 

Objectives:
• Identify important concepts in course content
• Collect data on communication experiences
• Apply communication concepts to real life communication experiences
• Evaluate your communication experiences and your communication competency in a variety of contexts

For each chapter in the text, noted below, you will write a 1-2 page reflection of a communication experience encountered during your daily life. Using the four-part structure provided, respond to each of the four major tasks to create your written reflection. Each of your chapter reflections will then be compiled into a single communication journal to be submitted for grading on the final day of class. Feel free to be creative in your construction of the final journal, embellishing with drawings, news clippings, ticket stubs or other artifacts which represent your communication experiences and reflect your communication competency. Please provide a Table of Contents and a cover for your journal.

1. Identify and define, in great detail, a major concept from the chapter that you feel is important (i.e. a concept that the text discusses for at least a few sentences.) Provide your own definition of the concept, as well as the definition provided by the text noted by quotation marks.
2. Present a narrative of a communication experience you have had with the course concept selected. Make sure that you vividly describe the experience to ensure that your reader grasps the key elements, context and people involved. Pay attention to detailed descriptions of behavior and emotions you and the other person were experiencing and engaging in. Your goal is to tell the narrative in a manner that allows the reader to picture the event in their minds.
3. Apply and analyze the specific experience using the concept you have selected. Carefully explain how your experience is an example of the concept you identified. Ask yourself, what specific things occurred in the communication experience to make it an example of ________? Connect the concept with your personal experience so that the reader can follow your thorough explanation and draw similar conclusions.
4. Evaluate your communication experience. To do so, identify what you learned about your communication skills and yourself in this specific encounter. Explain how you might modify your behavior in the future based on your new understanding of the communication concept.

Chapters requiring journal entries:
• Chapter 1 – Human Communication
• Chapter 2 – Perception & Self
• Chapter 3 - Verbal
• Chapter 4 - Nonverbal
• Chapter 5 – Listening & Critical Thinking
• Chapter 6 - Interpersonal
• Chapter 7 - Intercultural
• Chapter 9 – Small Group Communication
• Chapter 11 – Media Literacy

I strongly urge you to work on this assignment throughout the semester by completing each reflection when you read each chapter, rather than leaving the entire burden of this assignment to the final week of school when you are likely to have many conflicting demands on your time. Communication Journals will NOT be accepted LATE and represent 10% of your grade.

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Object Presentation
(50 Points)

Objectives:
• Share with your classmates your learning from the course
• Assess your communication style
• Demonstrate your knowledge of public speaking

Specific Requirements:
On the day of the final, you will bring an object to share with the class that is in some way symbolic of you as a communicator. You are to present the object and an oral description of the characteristics of your communication style that the object reflects. Your presentation should be
2 - 3 minutes in length, speaking extemporaneously.

When selecting your object consider the content of the entire course; listening, nonverbal, intercultural, dyadic, small group, and public communication, and try to find a metaphor for your style. “My communication style when listening/speaking interpersonally/expressing myself nonverbally/participating in a small group/presenting a formal presentation is like/similar to/reminds me of _________. Because…” And be creative!

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