EN120 Communications – Writing Intensive
Professor Kristina Lucas
Fall 2012
Monday 2-5 in MacRury 140
Course Description:
Through this survey course focusing on the application of communication principles and theories, students will develop public speaking, interpersonal, intrapersonal and group communication skills. Through an in-depth look at self-concept, verbal and nonverbal language and listening skills, students gain an increased awareness of the way they perceive themselves and others as well as the cultural and ethical implications of behavior. Coursework includes a variety of speeches, exercises and, as a Writing Intensive course, substantial weekly writing assignments with frequent opportunities for feedback, revision, improvement and growth.
Course Objectives:
1. To prepare, organize, present, and evaluate five (5) informal and formal oral presentations. These might include an introduction, a narrative form, an impromptu speech, a persuasive speech, research, an informative presentation, a debate, panel discussion, and/or leading a discussion.
2. To become more comfortable in front of an audience and to take increasing risks in oral presentations.
3. To demonstrate college level writing in a variety of assignments, such as responses to readings, application of theoretical material to students’ behaviors, critiquing speeches, critical analysis of mass media, audience analysis, research, and essay exams. This writing intensive course will require significant regular writing, including opportunities for constructive peer and instructor feedback.
4. To examine, explain, and/or demonstrate:
· Basic principles of communication;
· Perception and self-concept;
· Language uses;
· Verbal/nonverbal communication;
· Stereotypes;
· Culture and gender considerations;
· Passiveness, assertiveness, and aggressiveness in social situations; and listening and response skills.
5. To demonstrate understanding of how non-linguistic cues such as tone of voice, body language, culture, and gender shape the communication environment.
6. To synthesize theory with “real world” communication situations.
7. To participate in groups in order to improve group interactions, to group problem solve, to improve discussion skills, and to manage conflict.
Course Prerequisites: None; EN101 is encouraged, and writing practice is assumed.
Instructional Methods:
· Close reading, exploration and discussion seminar
· Mindfulness Meditation
· Writing Process, Writing-to-Learn & Audience Analysis
Course Assessment Methods:
· Written work
· Participation
· Speeches and Presentations
Required
Textbooks
and materials:
· Communicating Mindfully: Mindfulness-Based Communication and Emotional Intelligence (2010).
Dan Huston
· A writing handbook of your choice, and
· Elements of Style, Strunk & White – print (preferred) or online version, and
· A small notebook you can carry with you wherever you go (Awareness Notebook)
Method of Reaching
the Instructor:
Office: White Hall
Office Hours: MW 9:00-12:00, or by appointment
Office Phone: (603) 271-2027
Email:
Attendance
Policy:
1) Attendance is worth 10% of your course grade.
2) After two absences, you can be withdrawn from the course.
3) Barring extraordinary circumstances, a student who has not had any contact with me for two consecutive weeks will be dropped from the course. S/he will receive an “AF” (administrative failure), which is punitive and will negatively affect the student’s GPA calculation.
4) If you have to be absent please do the following:
• Inform me ahead of time if at all possible.
• Set up a conference with me to get assignments/handouts.
• Hand in homework that is due (on time).
• Complete work done in class.
• Complete the homework that was given the day you missed.
• Find out what you missed from me and your classmates.
Policy on Homework:
Work is due when assigned. Active participation and effort is expected. This includes, but is not limited to, the following:
· Come to class every day
· Arrive on time
· Bring notebook, handouts, and something to write with every day
· Be organized enough to find what you need quickly
· Be ready to be productive
· Refrain from interrupting professor and peers
· Be respectful
· Ask questions
· Contribute productively to discussions
· Use the resources that are available to you
Please note: I do not accept assignments submitted through e-mail. Too many things can go wrong in that process: incompatible word processors, viruses, no name on paper, printer is out of paper or not working, etc.
Please see me if you need to plan on submitting an assignment through Blackboard to be sure you understand the procedure, and the consequences.
Policy for Make-up
Work:
Due dates are provided in the Weekly Assignments section. It is essential that students give their presentations on the day for which they are scheduled. Presentations may be made up only in cases of extreme emergency at my discretion and a class vote—and if students let me know in advance if possible. Late papers are discouraged and will only be accepted at my discretion.
Grading Percentages and Equivalents
Narrative Speech …………………………………………………………………. 10%
Narrative Evaluation - Written Midterm ………………………………………… 10%
Persuasive Speech – Including Research & MLA Annotated Bibliography……… 10%
Final Speech………………………………………………………………………. 10%
Journal/Response Essays 1-7 ...... 40%
Group Project - Presentation & Written Evaluation...... 10%
Attendance & Participation……...... 10%
A = 4.0 (94-100) B- = 2.7 (80-83) D+ = 1.3 (67-69)
A- = 3.7 (90-93) C+ = 2.3 (77-79) D = 1.0 (64-66)
B+ = 3.3 (87-89) C = 2.0 (74-76) D- = 0.7 (60-63)
B = 3.0 (84-86) C- = 1.7 (70-73) F = 0.0 (00-59)
I = Designates that course work is incomplete due to extenuating circumstances. Students are given three weeks into next semester to finish work. An “I” grade becomes an “F” if work is not completed. A grade of Incomplete will place a student's financial aid status on hold for the subsequent semester.
AF = Instructor or administrator initiated withdrawal at any time for reasons other than poor grade performance—failure to meet attendance requirements, violation of student conduct code, or disruptive behavior; calculated as “F”.
W = Student initiated withdrawal before the drop deadline; does not affect GPA.
WF= Student initiated withdrawal after the drop deadline; calculated as “F”.
WP = Student initiated withdrawal after the drop deadline; does not affect GPA.
Application/Reflection Journal
EN120 Communicating Mindfully/Writing Intensive
Professor Lucas Peer Conference
Writing Process Feedback
Writer Peer Conferenceook cover>______
Editor ______
1. What is the essay's title?
2. What is the thesis statement?
3. Which of the Guidelines Criteria did the writer meet?
4. What did you notice about the way the writer used communication concepts to analyze a personal communication experience?
5. How effective was the writer’s support, concrete details, descriptions, quotes?
6. What information should be included in the conclusion?
7. What other questions might the writer address?
What Works? What Needs Work?
1. 1.
2. 2.
3. 3.
Persuasion Topic Peer Edit Lucas EN120
Writing Intensive
Writer: Editor:
1. What is the thesis or claim?
2. What are the reasons for the claim?
3. How can it be improved?
4. What specific evidence is given?
5. What opposing views are argued effectively?
6. What information should be included in the conclusion?
What Works? What Needs Work?
Schedule for “Awareness Notebook”
Weeks 1, 5
1. Student P: ______
2. Student T: ______
3. Student S: ______
4. Student K: ______
5. Student G: ______
Weeks 2, 7
6. Student L: ______
7. Student Y: ______
8. Student Q: ______
9. Student C: ______
10. Student B: ______
Weeks 3, 8
11. Student M: ______
12. Student F: ______
13. Student E: ______
14. Student X: ______
15. Student R: ______
16. Student J: ______
Weeks 4, 9
17. Student I: ______
18. Student O: ______
19. Student W: ______
20. Student V: ______
21. Student U: ______
22. Student A: ______
11
EN120 WEEKLY ASSIGNMENTS- Lucas ______
(This schedule is subject to change if I feel it would benefit the class)
Week 1 Labor Day – No class
9/3
Week 2 Introduction to course: focus, main concepts
9/10 Mindfulness + Comm. Theory = EI
Discuss Ekman’s “Refractory Period”
Discuss communication concepts as stimuli we appraise unconsciously
Discuss distinction between “reacting” and “responding”
Meditate —Breath and sound
Homework:
• Read Preface, Introduction, and Chapter 1
• Journal 1 (First Impressions and Observations)
• Myers-Briggs: Take the Jung Typology Test to determine your personality “Type”:
- Go to www.humanmetrics.com
- Click “Jung Typology Test” on top left of screen
- Click “Do it” on the bottom of the next page
- Hit “Score It” once you have answered all of the questions
- You should then be given four letters that represent your “Type”
• Make sure you are able to access your student e-mail address
· Optional but Recommended:
o Do Meditation Instructions #1 (daily if possible, 10 minutes)
§ Go to www.communicating-mindfully.com
§ Click on the plant/eye image in the top right corner
§ Enter the password: “Breath”
§ You might need to give your permission for an add-on
(see the top of the screen for a message to that effect)
§ Be patient. The files are big and take a while to download
Week 3 • Fill in “Speech Schedules” and “Group Assignments”
9/17 • Awareness Notebook (see schedule)
• Discuss Conversation and Listening Skills
Last day to drop • Assign Journal 2 (Conversation and Listening Skills)
• Review Application Journal Guidelines
With full refund • Go over Pearman’s EI pages in Appendix C, To-Do’s and Competencies
• Meditate—Breath, Sound, Thoughts, and Emotions
Homework:
Convocation 9/18
• Read Chapter 2
• Journal #2
• Optional but Recommended:
o Do Meditation Instructions #2 (daily if possible, 19 minutes)
Week 4 • Awareness Notebook (see schedule)
9/24 • In-class, paired listening exercise
• Assign paired peer edit partners for Application Journal review (See Peer
Conference/Writing Process Feedback forms
• Vocal Exercises: “You think that’s funny”
• Meditate—Mental Noting/Affect Labeling
• Read Chapter 3
• Journal #3 (Listening Skills)
• Optional but Recommended:
o Do Meditation Instructions #3 (daily if possible, 19 minutes)
Week 5 • Awareness Notebook (see schedule)
10/1 • Assign Narrative Speech
• Introduction to giving speeches
• Embarrassing, Exciting, Interesting moment
• Read Application to Public Speaking Appendix
• Meditate—Body Scan
• Read Chapter 4
• Journal #4 (Nonverbals)
• Assign paired peer edit partners for Application Journal review
• Optional but Recommended:
o Do Meditation Instructions #4 (daily if possible, 33 minutes)
Week 6 • Awareness Notebook (see schedule)
10/8 • Critique video of student narrative
• Discuss Praising and Constructive Criticism
• Dreams and Goals
• Discuss Self-Talk and Interpersonal Communication Problems
• Meditate—Loving Kindness
• Read Chapter 5
• Journal #5 (Self-Talk)
• Assign paired peer edit partners for Application Journal review
• Assign Group Projects
o Minutes #1
• Optional but Recommended:
o Do Meditation Instructions #5 (daily if possible, 23 minutes)
Week 7 • Awareness Notebook (see schedule)
10/15 • Narratives (See “Speech Schedule”)
• Work on Group Project
Minutes #2
Agenda #1
Submit this week’s minutes and agenda to Blackboard
• Optional but Recommended:
o Meditate on your own daily for 20-40 minutes, doing any of the meditations we have done so far. (You can listen to instructions or try it without them.)
Week 8 • Awareness Notebook (see schedule)
10/22 • Narratives (See “Speech Schedule”)
• Meditate
• Work on Group Projects
o Minutes #3
o Agenda #2
• Optional but Recommended:
o Meditate on your own daily for 20-40 minutes, doing any of the meditations we have done so far. (You can listen to instructions or try it without them.)
Week 9 • Awareness Notebook—from podium, lead conversation, ask question
and wait/pause
10/29 • Review MLA (Works Cited page)
• Review class Narrative Evaluations; assign written Narrative Self-Evaluation midterm
• Assign Persuasive Speech (see schedule)
• Reread Application to Public Speaking Appendix
• Discuss Self-Concept
• Read Chapter 6
• Do Journal 6 (Self-Concept)
• Assign paired peer edit partners for Application Journal review
• Meditate—Open Presence
• Work on Group Projects
o Minutes #4
o Agenda #3
• Optional but Recommended:
○ Meditate on your own daily for 20-40 minutes, doing any of the meditations
we have done so far. (You can listen to instructions or try it without them.)
Week 10 Blackboard class – Post responses to Discussion Board questions
11/5 • Narrative Self-Evaluation midterms due
• Consider Assertive Behavior
• Read Chapter 7
• Journal 7 (Assertive Behavior)
Tuesday, 11/6: • Assign paired peer edit partners for Application Journal review
Last day to withdraw
from a class with a W • Work on Group Projects
o Minutes #5
o Agenda #4
• Optional but Recommended:
o Do Meditation Instructions #6 (daily if possible, 22 minutes)
Week 11 Veterans’ Day – No class
11/12 • Work on Group Projects
o Minutes #6
o Agenda #5
• Optional but Recommended:
o Meditate on your own daily for 20-40 minutes, doing any of the meditations we have done so far. (You can listen to instructions or try it without them.)
Week 12 Present Group Projects—every group should be ready to present
11/19 • Read Chapter 8
• Review MLA
• Assign Written Group Project Evaluation
• Optional but Recommended:
o Meditate on your own daily for 20-40 minutes, doing any of the meditations we have done so far. (You can listen to instructions or try it without them You might invite your family to join you in a guided gratitude meditation.)
Week 13 Persuasive Speeches (See “Speech Schedule”)
11/26 Annotated Bibliography due
• Optional but Recommended:
o Meditate on your own daily for 20-40 minutes, doing any of the meditations we have done so far. (You can listen to instructions or try it without them.)
Week 14 Persuasive Speeches (See “Speech Schedule”)
12/2 Annotated Bibliography due
• Optional but Recommended:
o Meditate on your own daily for 20-40 minutes, doing any of the meditations we have done so far. (You can listen to instructions or try it without them.)
Week 15 • Final Speeches
12/10 Submit final speech outlines, including your introduction and your conclusion, to Blackboard