Description:

This course is concerned with the most frequently used human communication skills, interpersonal communication and public speaking. The course demonstrates the natural relationships between communicating one-to-one and in public, showing that skills in one can be employed in the other and giving practice in both. Focus is on communication theory, listening, concepts of self, language, research techniques, perception and various types of public speaking, such as impromptu, group panel, informative and persuasive. 3 hrs./wk.

Associated Costs: These are additional (out-of-pocket) expense considerations that students should expect in addition to the course tuition, fees, and textbooks. $5 to $10.

Supplies: Refer to the instructor's course syllabus for details about any supplies that may be required.

Prerequisites: NONE

Textbook(s): For information see - http://bookstore.jccc.net

Course Fees: NONE

Course Objectives:

Upon successful completion of this course the student should be able to:

1. Identify the fundamental elements of the communication process.
2. Demonstrate effective listening habits, skills and purposes in both public speaking and interpersonal situations.
3. Meet the following objectives with regard to reflect the intended message: a) Demonstrate how a healthy self-concept improves communication; b) Explain how perception affects communication; c) Use the English language effectively to reflect the intended message; d) Interpret and employ nonverbal cues to optimize communication; e) Identify and apply strategies to assure the maximum health of interpersonal relationships; f) Manage relational conflict.
4. Meet the following objectives with regard to public speaking: a) Select and narrow a topic with particular audience in mind; b) Design a message with a particular audience in mind; c) Demonstrate research skills necessary to the public speaking process; d) Demonstrate the use of audio-visual resources for the public speaking process; e) Organize ideas in a purposeful, cohesive sequence; f) Demonstrate accurate, clear and expressive use of language, nonverbal communication and voice; g) Identify language strategies for effective oral presentations; h) Present convincing arguments through reason, personal credibility, and emotion; i) Create and present an informative message to a target audience; j) Create and present a persuasive message to a target audience.

Content Outline & Competencies:

I. Identify the Fundamental elements of the communication process
   A. Without the aid of the text, notes, or reference materials, students
will name the components of a communication model
   B. Given an apprehension survey, students will evaluate his/her level
of communication apprehension
   C. In an oral presentation, students will practice apprehension
reducing techniques
   D. Without the aid of text, notes, or reference materials, students
will identify ethical codes of conduct for both speakers and listeners
   E. Given case studies, students will identify the four communication
principles
   F. Given case studies, students will list strategies that could improve
communication effectiveness

II. Demonstrate effective listening habits, skills, and purposes in both
public speaking and interpersonal situations.  
   A. Without the aid of texts, notes or reference materials, students
will summarize the importance of listening in society as well as public
speaking
   B. Without the aid of texts, notes or reference materials, students
will describe in writing the difference between listening and hearing
   C. Given a list of examples, students will describe all four elements
of the listening process
   D. Given a list of examples, students will list several important
barriers to effective listening
   E. Without the aid of the text, notes, or reference materials, students
will identify several ways to improve listening skills and habits
   F. Given a list of listening skills, students will formulate a strategy
for improving his/her own listening skills

III. Meet the following objectives with regards to interpersonal
communication
   A. Demonstrate how a healthy self-concept improves communication
      1. Given a list of methods, students will identify his/her
self-concept
      2. Employing the reported self-concept, students will evaluate
his/her self-esteem 
      3. Employing the self-esteem, students will report his/her
acceptance of strengths and weaknesses
   B. Explain how perception affects communication
      1. Without the aid of the text, notes, or reference materials,
students will explain the three stages of interpersonal perception
      2. Without the aid of the text, notes, or reference materials,
students will describe the relationship between interpersonal
communication and interpersonal perception
      3. Given case studies, students will identify several of the seven
strategies for improving interpersonal perceptions
   C. Use the English language effectively to reflect the intended
message
      1. Without the aid of the text, notes, or reference materials,
students will describe the relationship between words and meaning.
      2. Without the aid of the text, notes, or reference materials,
students will describe how words influence us and our culture
      3. Without the aid of the text, notes, or reference materials,
students will identify and manage word barriers
      4. Without the aid of the text, notes, or reference materials,
students will discuss how words affect our relationships with others
      5. Without the aid of the text, notes or reference materials,
students will formulate supportive approaches to relating to others
      6. Given several scenarios, students will identify the confirming
responses
   D. Interpret and employ nonverbal cues to optimize communication
      1. Without the aid of the text, notes, or reference materials,
students will describe the five functions of nonverbal communication in
interpersonal relationships
      2. Without the aid of the text, notes, or reference materials,
students will summarize research findings that describe codes of nonverbal
communication behavior
      3. Without the aid of the text, notes, or reference materials,
students will describe the three bases for interpreting nonverbal
behavior
      4. Given the bases for interpreting nonverbal communication,
students will formulate a strategy for improving his/her own ability
   E. Identify and apply strategies to assure the maximum health of
interpersonal relationships
      1. Without the aid of the text, notes, or reference materials,
students will explain the relationship of circumstance and choice
      2. Given case studies, students will describe the three dimensions
of interpersonal relationships
      3. Without the aid of the text, notes, or reference materials,
students will explain the model of the stages of relational development
      4. Given case studies, students will discuss eight principles of
interpersonal relationships
   F. Manage relational conflict
      1. Without the aid of the text, notes, or reference materials,
students will compare and contrast three types of interpersonal conflict
      2. Given a list of examples, students will describe the difference
between destructive and constructive approaches to managing conflict
      3. Without the aid of the text, notes, or reference materials,
students will identify five types of interpersonal power
      4. Without the aid of the text, notes, or reference materials,
students will describe three types of conflict
      5. Given a list of conflict management skills, students will
formulate his/her own strategy for interpersonal conflict management
   
 IV. Meet the following objective with regards to Public Speaking
   A. Select and narrow a topic with a particular audience in mind
      1. In preparing an oral presentation, students will develop topics
through brainstorming techniques
      2. In preparing an oral presentation, students will compose a
general purpose for each assigned classroom speech
      3. In preparing an oral presentation, students will compose a
specific purpose for each assigned classroom speech
      4. In preparing an oral presentation, students will compose a
central idea for each assigned classroom speech
   B. Design a message with a particular audience in mind
      1. Without the aid of texts, notes or reference materials, students
will define a demographic audience analysis and be able to explain how
speeches must be adapted based on demographics
      2. In preparing an oral presentation, students will produce and
distribute an attitudinal analysis to classmates and incorporate the
information discovered into at least one of their speeches
      3. Without the aid of texts, notes or reference materials, students
will be able to distinguish the difference between a demographic,
attitudinal and environmental audience analysis.
   C. Demonstrate research skills necessary to provide supporting
information for a public speech
      1. In preparing an oral presentation, students will produce speech
outlines and in writing identify various types of supporting evidence
including but not limited to opinions, statistics, examples, analogies,
illustrations, explanations, descriptions, and definitions
      2. In presenting speech, students will effectively orally cite
sources of evidence
      3. In preparing an oral presentation, students will demonstrate
research skills by incorporating sources of evidence in their speech
outlines
      4. In preparing an oral presentation, students will gather source
information through a variety of ways including but not limited to library
research, interviews, Internet search
   D. Demonstrate the use of audio-visual resources for the public
speaking process
      1. In presenting a speech, students will utilize a sensory aid
      2. In preparing a speech, students will devise an effective sensory
aid
      3. Without the aid of texts, notes or reference materials, students
will identify types of sensory aids and how to use them effectively in a
speech
   E. Organize ideas in a purposeful cohesive sequence
      1. In preparing for an oral presentation, students will demonstrate
in writing standard outlining format
      2. With the aid of texts, notes, or reference materials, students
will explain in writing the outline formats used for informative speaking
including:
         a. Topical
         b. Spatial
         c. Chronological
      3. With the aid of texts, notes, or reference materials, students
will explain in writing the outline formats used for persuasive speaking
including:
         a. Monroe's Motivated Sequence
         b. Cause-Effect
         c. Problem-Solution
      4. In the written outline and oral presentation, students will
identify the five parts of an introduction including:
         a. Gain attention
         b. Introduce topic
         c. Provide a reason to listen
         d. Establish credibility
         e. Preview main points
      5. In the written outline and oral presentation, for an informative
speech, students will identify the functions of a speech conclusion
including:
         a. Summarizing the main point
         b. Providing a memorable closing
      6. In the written outline and oral presentation, for a persuasive
speech, students will identify the functions of a speech conclusion
including:
         a. Summarizing the main point
         b. Motivating the audience to respond
         c. Providing a memorable closing
      7. In the oral presentation for a speech, students will identify
types of transitions for organizing a speech including:
         a. Verbal transitions
         b. Nonverbal transitions
         c. Previews
         d. Summaries
         e. Signposts
      8. Without the aid of the text, notes, or reference materials,
students will explain in writing the difference between a preparation and
delivery outline
      9. In preparing for an oral presentation, students will select the
appropriate outline format and write a preparation and delivery outline
for an informative speaking topic
      10. In preparing for an oral presentation, students will select the
appropriate outline format and write a delivery outline for a persuasive
speaking topic
   F. Demonstrate accurate, clear, and expressive delivery
      1. Without the aid of texts, notes, or reference materials, students
will name the four types of delivery styles including:
         a. Impromptu
         b. Manuscript
         c. Memorized
         d. Extemporaneous
      2. Students will present orally a speech using physical behaviors
that support the verbal message including:
         a. Eye contact with the audience
         b. Variety in pitch
         c. Body movement
         d. Variety in intensity
         e. Correct articulation
         f. Appropriate pauses
   G. Identify language strategies for effective oral presentation
      1. Without the aid of texts, notes, or reference materials, students
will compare in writing the similarities and differences between spoken and
written communication
      2. Students will explain in writing and demonstrate orally language
strategies used in public speaking including:
         a. Using concrete words
         b. Using unbiased words
         c. Using vivid words
         d. Using simple words
         e. Using words correctly
   H. Presenting convincing arguments through reason, personal
credibility, and emotion
      1. Without the aid of texts, notes, or reference materials, students
will compare in writing the difference between persuading for attitudes,
beliefs and values
      2. Without the aid of texts, notes, or reference materials, students
will explain in writing the different forms of claims for speeches
including:
         a. Claims of fact
         b. Claims of value
         c. Claims of policy
      3. Without the aid of texts, notes, or reference materials, students
will explain in writing the Aristotle's appeals of persuasion including:
         a. Ethos
         b. Pathos
         c. Logos
      4. Without the aid of texts, notes, or reference materials, students
will identify in writing four types of reasoning including:
         a. Inductive reasoning
         b. Reason by analogy
         c. Deductive reasoning
         d. Causal reasoning
      5. Given specific examples, students will be able to explain orally
and writing faulty reasoning strategies
   I. Presenting an informative speech
      1. Students will compose an informative speech which incorporates
competency skills mastered in the course content
      2. Students will present in extemporaneous style two informative
speeches to a target audience that incorporates competency skills mastered
in the course content
   J. Presenting the persuasive speech
      1. Students will compose a persuasive speech which incorporates
competency skills mastered in the course content
      2. Students will present in extemporaneous style two persuasive
speeches to a target audience that incorporates competency skills mastered
in the course content

Methods of Evaluation of Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

The following areas of evaluation are required in ALL Personal
Communication classes.  A minimum and a maximum percent in each area is
indicated; instructors should remain within these amounts. 

Tests: (20% to 30% of grade) At least two chapter tests and a final exam
should be included.

Speeches: (20% to 30% of grade) At least two extemporaneous speeches (one
informative and one persuasive) plus one impromptu speech.

Speech Outlines (5% to 10% of grade) A speech outline is required for each
extemporaneous speech.

Participation: (20% to 30% of grade) In-class activities and discussion.
  
Written Assignments: (20% to 30% of grade) These can include reaction
papers, work sheets, research assignments, critiques, or daily exercises.

Grading Criteria:
   90 - 100%   A
   80 -  89%   B
   70 -  79%   C
   60 -  69%   D
    0 -  59%   F

Caveats: NONE

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.