COMM 0001. Fundamentals of Public Speaking
Units: 3
Prerequisite: Eligibility for ENGL N
Advisory: Eligibility for ENGL 1A
Hours: 54 lecture
An introduction to the theory and techniques of public speaking in a democratic society including essential principles and skills of public speaking. Discovery, development, and criticism of popular speaking in public discourse through research, reasoning, creative expression, culture, organization, composition, and presentation including informative, persuasive, and storytelling modes. Research and formal outlines are required for all major speeches. (C-ID COMM 110) (CSU, UC-with unit limitation)
COMM 0001 - Fundamentals of Public Speaking
http://catalog.sierracollege.edu/course-outlines/comm-0001/
Catalog Description Prerequisite: Eligibility for ENGL N Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: An introduction to the theory and techniques of public speaking in a democratic society including essential principles and skills of public speaking. Discovery, development, and criticism of popular speaking in public discourse through research, reasoning, creative expression, culture, organization, composition, and presentation including informative, persuasive, and storytelling modes. Research and formal outlines are required for all major speeches. (C-ID COMM 110) (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Create and deliver a presentation that connects with your peers and critique your speech making process. CSLO #2: Engage in thoughtful speech making including: audience analysis, an audience-centered topic, academic research, organizational strategies, impactful language, and effective delivery to a diverse audience. CSLO #3: Apply persuasive appeals to advocate for change with sensitivity to equity and cultural diversity. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Diagram the process of speech communication as a basis for improving speaking skills and solving communication problems. 2. Demonstrate public speaking skills by: A. Selecting and researching appropriate topics for various speeches, including informative and persuasive speeches, B. Developing a central idea/thesis, C. Logically organizing the supporting material, D. Employing sound reasoning, using ethical emotional appeals and establishing credibility, E. Writing detailed outlines, and F. Delivering speeches to classroom audiences, employing an extemporaneous style and appropriate verbal and non-verbal techniques. 3. Analyze information and arguments both to evaluate messages and to create effective oral and written messages. 4. Develop comprehensive and analytical listening skills to effectively critique speakers. 5. Demonstrate knowledge and effective use of visual and auditory presentational aids. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Comm & Analyt Thinking AA/AS - Oral Comm Skills CSU GE Applicability (Recommended-requires CSU approval) CSUGE - A1 Oral Communication Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 1C Oral Communication Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Class Discussions: Through the discussion board on LMS or through in class discussion, students will be evaluated on the ways in which they participate in discussion, demonstrating they have done the reading and offering constructive criticism to their peers after their speech performances. Essay Examinations Example: Essay Examinations: 1. Critical reflection in which students apply course concepts and critique their own performance and one of their peers' performances that resonated with them. In the essay, students draw on course theory and their experience in the event as a performer and audience member to reflect on what was well done, areas for improvement, and the effect and meaning of the acts of performance on the class as a whole. 2. After reading assigned articles and/or chapters, students will purchase and bring a blue-book to class to answer a set of essay questions on the material that assess critical thinking and application of concepts. Responses should be clearly and coherently written in essay-style. Rubric Grading. Objective Examinations Example: Objective Examinations: After reading assigned articles and/or chapters, students will then take a timed, multiple-choice test on LMS on key concepts from the reading; or take the exam in class through a hard-copy quiz the professor provides Projects Example: Projects: After researching a topic, students will organize and synthesize material into a PowerPoint or other digital format that will keep their audience engaged and support their spoken claims during a speech. Skill Demonstrations Example: Skill Demonstrations: To demonstrate knowledge and skill in the performance of various kinds of speeches, students will perform original works of informative and persuasive speeches, and acts of creative expression and/or true storytelling, for a classroom audience. They will receive critiques from their peers and be evaluated by their instructor based on a performance rubric that is shared with students in advance. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: To teach students public speaking skills, the instructor will lecture on key concepts related to delivery such as gesture, articulation, inflection, facial expression, and eye contact. Then, the instructor will lead students in an activity in which they practice delivery techniques by rehearsing and performing a reading of a children's story to the classroom audience. To teach students how to diagram the process of speech communication, the instructor will lecture and lead discussion on assigned chapters covering how to choose a specific speech purpose and how to write central ideas/theses. Instructor will present several effective and ineffective specific purpose phrases and several central ideas/thesis statements. Instructor will explain a critical thinking exercise for student practice in recognizing and formulating (writing) effective specific purpose phrases and effective central idea/thesis. Distance Learning To analyze the messages of others and learn how to create their own effective oral and written messages, the instructor will give a lecture to explain the process and illustrate how to with a video of an exemplary speech. Key concepts such as ethos, pathos, and logos will be explained. Students will write speech outlines that apply concepts and effective messages for the given speech assignment. Then students will perform speeches for audiences, video record them, and share them on the discussion board. Students in the class will analyze the messages of their peers’ and provide constructive criticism to each other. To teach students public speaking skills in the area of delivery, the instructor will lecture on key concepts such as gesture, articulation, inflection, facial expression, and eye contact and illustrate these techniques. A speech assignment will be given in which students focus on delivery. Students will post video recordings of their speeches on a discussion board and then students and instructor will watch the speeches, engage speakers, and give constructive criticism. Typical Out of Class Assignments Reading Assignments 1. Read a chapter from the textbook that defines a type of speech and explains how this type of speech is used in daily life and civic engagement. Answer open-ended questions about the reading that provoke critical thinking in an essay-style post to the discussion board, or in an essay-style assignment and face-to-face share out in class. 2. In preparation for a speech assignment, read a chapter from the textbook that defines and explains the type of speech. Then read a transcript of an exemplary speech that illustrates the speech-type and puts into play concepts from the chapter. Analyze the specific speech purpose, message, language, and how the speaker connects to the audience and rhetorical situation. Answer questions about the reading and speech transcript in a written reflection or group discussion. Writing, Problem Solving or Performance 1. Critically reflect on an introductory speech performance in a 1½ page, double-spaced essay. Focus on your speech and one of your peer's that most resonated with you. Comment on what you shared, what you believe it conveyed about who you are as a person, and what you believe sharing it did or accomplished for you and the class. Apply these same questions to your peer's performance. 2. In MLA style, write a thorough preparation outline for an informative speech, including a specific purpose statement, a central idea, a five-step introduction, a body with clearly stated main points and well-developed supporting material, an effective conclusion, and a Works Cited page. 3. In MLA style, write a manuscript for a commemorative speech, which clearly states why the subject is being honored and which inspires the audience with its specific examples and with its creative use of vivid and poetic language. Be sure to have an introduction which captures interest and reveals the topic, a well-organized body with strong support, and an inspiring conclusion. Other (Term projects, research papers, portfolios, etc.) Dynamically deliver a persuasive speech, in which you use ethos (building your credibility and citing reliable sources), logos (supporting your thesis with facts, statistics, examples, expert testimony, and logical reasoning), and pathos (appealing to the emotions of the audience) to persuade your audience that they should agree with your thesis (and possibly take action). Required Materials Public Speaking: The Evolving Art Author: Coopman, S. J. and Lull, J. Publisher: Cengage Publication Date: 2024 Text Edition: 5th Classic Textbook?: No OER Link: OER: A Pocket Guide to Public Speaking Author: O'Hair, D., Rubenstein, H., and Stewart, R. Publisher: Bedford St. Martins Publication Date: 2023 Text Edition: 7th Classic Textbook?: No OER Link: OER: The Art of Public Speaking Author: Lucas, Stephen E. Publisher: McGraw Hill Publication Date: 2020 Text Edition: 13th Classic Textbook?: No OER Link: OER: Speak Out, Call In: Public Speaking as Advocacy Author: Mapes, M. Publisher: LibreText Publication Date: 2021 Text Edition: Classic Textbook?: No OER Link: OER: Yes Stand up, Speak out: The Practice and Ethics of Public Speaking Author: Anonymous Publisher: LibreText Publication Date: 2020 Text Edition: Classic Textbook?: No OER Link: OER: Yes Exploring Public Speaking Author: Barton, K., and Tucker, B. Publisher: LibreText Publication Date: 2021 Text Edition: Classic Textbook?: No OER Link: OER: Yes Other materials and-or supplies required of students that contribute to the cost of the course.
FREN 0001 - Elementary French - Level I
http://catalog.sierracollege.edu/course-outlines/fren-0001/
Catalog Description Hours: 72 lecture Description: Listening, speaking, reading, and writing in French. Fundamentals of French pronunciation and grammar. Introduction to the culture of the French-speaking people. Corresponds to two years of high school study. (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary French spoken in simple present tense at moderate conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Novice Mid level conversations. CSLO #3: Recognize and explain what is read in simple present tense from any elementary reading passage. CSLO #4: Write short sentences and paragraphs in simple present tense using correct syntax. CSLO #5: Compare and contrast cultural perspectives based on reading, discussions and videos. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives 1. Differentiate between French and English stress and intonations. 2. Formulate French words and sentences using the correct intonation and sounds. 3. Recognize and use cognates in written and oral expressions. 4. Distinguish between formal and informal conversation. 5. Identify and demonstrate proper usage of articles, nouns and adjectives. 6. Compare affirmative and negative sentences. 7. Conjugate regular "er" and “ir” ending verbs in the present tense. 8. Use vocabulary to describe people, talk about activities, likes and dislikes, family, classes, time, date, weather and plans. 9. Distinguish between possessive and descriptive adjectives. 10. Recognize and practice irregular verbs 'etre', 'avoir', 'faire', “prendre”and 'aller' in the present tense. 11. Formulate questions. 12. Use prepositions to describe location. 13. Discuss and write about events taking place in the present and the near future. 14. Identify and use stem-changing verbs such as 'payer', 'acheter', "espérer", "célébrer" and 'préférer'. 15. Compare French grammar to English grammar. 16. Differentiate between French, Francophone, and American culture in areas such as geography, food, music, politics, governments, shopping, social life and student life. 17. Identify French-speaking countries on a map. 18. Watch authentic French video clips. 19. Demonstrate an understanding of French reading material. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will read a culture note in the text and answer a series of questions. They will come to class prepared to discuss the topic and share their answers. ex: In the text, read the notes on French public parks and answer the comprehension questions. Rubric graded. Essay Examinations Example: Students write a 25 sentences essay in French on their activity for the upcoming week-end. They will use vocabulary pertaining to leisure and express themselves in the near future, using the construction “aller + infinitive”. Rubric grading. Objective Examinations Example: Students fill-in the blanks with the correct form of the conjugated verbs in parentheses. ex: 1. Marc et Noah _____ (écouter) de la musique. 2. Tu ______ (manger) au restaurant? 3. Stéphane ________ (réussir) l'examen. Grade based on correct verb forms. Problem Solving Examinations Example: Students will choose a word and place it in the right sentence. ex: le dessin - nager - faire de la planche à voile - les cartes 1. Maman aime l'art et surtout ________ 2. Luc est sportif. Il aime _______________ dans la piscine. 3. Les enfants jouent aux ____________ le samedi. Grade based on correct answers. Projects Example: Students will present a French-speaking movie with 2 partners. They will answer questions on a PowerPoint presentation and write an individual reaction paper. Graded on a rubric. Skill Demonstrations Example: With a partner, students create a mini dialogue (in French) using chapter vocabulary and grammatical concepts with a maximum of 8 sentences each. Students will present the dialogue in front of class. Rubric grading. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Assign chapter reading on French family life. Through in-class discussion, compare and contrast French family life to how you see families in America, thus encouraging students to respect cultural differences as well as develop an awareness of global similarities. (Course Objectives 16, 19 - CSLO 3 and 5) Instructor shows pictures of celebrities using a PowerPoint presentation. The instructor describes the celebrities using new adjectives. “Emmanuel Macron. Il est brun et de taille moyenne. Il est important. Il n’est pas grand. Il est marié et il est occupé. Il est président”. Then the instructor will ask questions to the class, such as: “il est américain ou français?”, “il est sociable?”, “il est paresseux ou travailleur?”. The instructor will then proceed and go over the new adjectives using a picture to illustrate each word. After that, the students will work with a partner to describe themselves, their family members or other celebrities. Distance Learning Instructor will create a graded discussion board prompt on the LMS for students to practice their verb conjugations. Students will reply to the prompt in written format as well as upload a voice recording. Students will give a subject pronoun for another student to give the verb conjugation for être (to be). Students will post another time answering/ giving the conjugation for another student’s subject pronoun. Instructor will provide instructions for students to watch a Francophone film with intent to recognize spoken French by native French-speakers and recognize cultural differences and similarities. Students will watch a film (of at least 90 minutes) and will write a short response paper (500-600 words) in English of what they understood in French and explain the cultural differences and similarities to their own culture. Students will also write 10 present-tense sentences in French responding to the film. Typical Out of Class Assignments Reading Assignments 1. Read the following sentences and decide if they are true of false: a. C'est facile d'être reçu à un examen de mathématiques. b. 12 est une très bonne note. c. Une bourse est très utile. d. Avoir un diplôme de l'université est facile. e. Je mange au resto-U. f. Le français est une langue étrangère. g. J’utilise un ordinateur dans le cours d’informatique. 2. Read the cultural notes on Belgium and discuss the importance of the city of Brussels. Answer comprehension questions in French. Fondée au septième siècle, la ville de Bruxelles a été choisie en 1958, en partie pour sa situation géographique centrale, comme siège de la C.E.E. Aujourd’hui, elle reste encore le siège de l’Union européenne (l’U.E.), lieu central des institutions et des décisions européennes. On y trouve le Parlement européen, organe législatif de l’U.E., et depuis 1967, le siège de l’OTAN. Bruxelles est une ville très cosmopolite, avec un grand nombre d’habitants étrangers. Elle est aussi touristique, renommée pour sa Grand-Place, ses nombreux chocolatiers et la grande qualité de sa cuisine. a. Pourquoi est-ce que la ville de Bruxelles a été choisie comme siège de la C.E.E.? b. Quelles autres institutions sont à Bruxelles c. Pourquoi est-ce que la ville est célèbre? Writing, Problem Solving or Performance 1. Write a composition in French giving a detailed description of your family members using descriptive and possessive adjectives. Rubric grading. 2. Introduce yourself in French, including basic information such as nationality, physical appearance, preferred activities, family and classes. Rubric grading. Other (Term projects, research papers, portfolios, etc.) 1. In groups of 4, students will present a French-speaking movie to the class, using a PowerPoint presentation. 2. Students will complete online activity manual to practice pronunciation, spelling, intonation, grammar, reading, listening and writing skills. 3. Students will present short dialogues to the class with a partner. The dialogues will include vocabulary and grammar from the lesson being studied. Required Materials Espaces Author: Mitchell - Tano Publisher: Vista Higher Learning Publication Date: 2019 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Pass code for online activities.
Course Identification Numbering System (C-ID)
...COMM 110 COMM 0001 COMM 115 BUS 0266 COMM 120 COMM 0002 COMM 130 COMM...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...Code Title Units HUM 0001 Introduction to Humanities...0012 Visual Communication (also COMM 0012 ) ARHI 0101...
