COMS 3312-1
Public Address
COMS 3312
Mon-Wed-Fri 9:00 – 9:50 am
Room FA 414
Spring 2012
Instructor:Mr. Mike Putnam
Office: FA 330, Mailbox 19107
Phone:817-272-0728 (office) It is usually best to use e-mail
Email:
Office Hrs:10:00-11:00 am Monday through Friday; and by appointment
Web Site:
Texts:An Introduction to Rhetorical Communication, J. McCroskey, 9th edition
Course Description: To draw on both classical rhetorical theory and contemporary social science to provide a coherent introduction to the study of rhetorical communication. Since speech is the primary means of communicating ideas, this course will provide a method for evaluating important contemporary messages and offer the student a set of guidelines for developing a critical perspective.
Student Learning Outcomes:
•To trace the history of rhetorical communication and its practitioners
•To provide an overview of the elements inherent in rhetorical communication
•To develop an awareness for the important of audience attitude and change
•To explain the rhetorical thought process appropriate for persuasive communication
- To explain the importance of nonverbal communication as part of the rhetorical message.
- To provide insight into the significance of recognizing cultural diversity in messages
- To provide awareness of the message preparation process; from preliminary considerations, to invention, through disposition, and use of style.
- To discuss similarities in differences in informative versus persuasive messages.
- To analyze effective introductions and conclusions of rhetorical messages.
- To provide insight into effective delivery modes given the goal of the message.
- To discuss the role of ethical considerations as part of rhetorical communication.
Tentative Schedule:
DateEventReading
8-24Introduction to course Mavspace Website
8-26 & 28Critically Analyzing a Speech
8-31 & 9-2The Rhetorical TraditionChapter 1
9-2, 4 & 9The Nature of CommunicationChapter 2
9-7Labor Day—no class
9-9Finish The Nature of Communication/Chapter 2
Message Preparation: Preliminary ConsiderationsChapter 9
9-11 & 14Message Preparation: InventionChapter 11
9-16 & 18Message Preparation: DispositionChapter 12
9-21Test #1: Chapters 1, 2, 9, 11, 12, and lecture notes
9-23 & 25Message Preparation: StyleChapter 13
Discuss the Charlton Heston speech (page 318 in text)
Behavioral Alteration Techniques (page 247-249)
9-28 & 30Ethics and Rhetorical CommunicationChapter 16
10-2Heston Style Paper due on October 2
10-2/7The Nature of the Receiver: Attitude Formation and ChangeChapter 4
10-9Ethos: A Dominant Factor in Rhetorical CommunicationChapter 5
10-12Test #2: Chapters 4, 13, 16, and lecture notes
10-14/19Ethos: A Dominant Factor in Rhetorical CommunicationChapter 5
10-21/30The Nature of the Persuasive ArgumentChapter 6
11-2Nonverbal CommunicationChapter 7
11-4No class—out of state conference
11-6Test #3: Chapters 5 , 6, and lecture notes
11-9Nonverbal CommunicationChapter 7
11-11Help Day for upcoming persuasive message paper
11-13/20Diversity and CultureChapter 8
11-16Persuasive Message Paper due on November 16
11-20 /25Message Preparation: Oral Delivery
View Student speech “The Hidden World of Chili Peppers”
11-27Thanksgiving Holiday—no class
11-30 & 12-1Informative MessagesChapter 10
12-1Student Speech—Delivery Critique paper due on December 1
12-3Wrap-up and Review for final
12-9Test #4: Chapters 7, 8, 10, 15, and lecture notes (8:00 am)
Grading:
Test #1 15%
Test #2 15%
Test #3 15%
Test #4 15%
Charlton Heston Style Paper 10%
Student Delivery Critique Paper 5%
Persuasive Fundraising Letter Paper 15%
Class Participation/Activities10%
100%
A= 100-90%B= 89-80%C= 79-70%D= 69-60%
At the end of the semester I will add up the scores you have earned to determine your final grade. If a problem arises during the semester that causes you to miss a significant portion of class, it is your responsibility to get word to me. I don't want to know your personal business, but I need to know if you ever plan on returning to class. Don't miss 10-15 classes and then come to me and say you want to make up a test, a paper, and several in-class exercises. If you don't keep me informed, don't expect me to be sympathetic. I will not commit academic fraud by simply giving away a grade that was not earned. Nor will I give a student an "extra credit" assignment after the semester has ended. If you have concerns with your grade or performance, please talk with me during the semester; when we can do something about your effort to help you earn the grade you want
Missed exams and papers can be made up fully only with a legitimate excuse. Something like being held hostage by alien beings from another galaxy would qualify as legitimate. But being too busy, over-sleeping, having to work, or similar type excuses are tragic, indeed, but not legitimate enough to miss an assignment without penalty. Penalties for late exams and papers are 15% from whatever score you earn.
Missed class participation/attendance/class activities cannot be made up. No excuse--no matter how legitimate--can make up for the fact of not being in class. We will have occasional activities in class that will contribute to this 10% of your course grade. Attending class and being an active participant is the way to earn this portion of your grade. Missing class and/or failing to get involved in the class discussion may significantly lower this portion of your course grade. I will give everyone one free miss with no questions asked; no excuse needed. Don’t ask me for two free misses!
Academic Dishonesty: It is the philosophy of UTA that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. Al persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. Regents' Rules and Regulations, Series 50101, Section 2.2 reads "scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributed in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts."
Bomb Threats: If anyone is tempted to call in a bomb threat, be aware that UTA will make every effort to trace that call and prosecute all responsible parties. Every effort will be made to avoid cancellation of presentations/tests caused by bomb threats. Unannounced alternate sites will be available for these classes. I will make you aware of alternative class sites in the event that our classroom is not available.
Drop Policy: It is the responsibility of the student to process theofficial class drop and add forms. Faculty/staff cannot drop students from class. This is official UTA policy. That means if you need to drop the course, you must complete the paperwork--no one else can do that.
Americans With Disabilities Act: UTA is on record as being committed to both the spirit and the letter of federal equal opportunity legislation; reference Public Law 92-112--The Rehabilitation Act of 1973 as amended . With the passage of federal legislation entitled Americans with Disabilities Act (ADA) pursuant to section 504 of the Rehabilitation Act , there is renewed focus on providing this population with the same opportunities enjoyed by all citizens. As a faculty member I am required by law to provide “reasonable accommodations” to students with disabilities, so as not to discriminate on the basis of disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administration channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at Also, you may visit the Office for Students with Disabilities in room 102 of University Hall or call them at (817) 272-3364.
Student Support Services: UTA supports a variety of student success programs to help you connect with the University and achieve academic success. These programs include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.
Message Presentation: Oral Delivery
COMS 3312--Putnam
Critical Analysis of a Student Speech
The Hidden World of Chili Peppers
Value 5%
Overview:
Our text discusses the elements of effective delivery (Chapter 15). Included in this discussion are such factors as the need for a natural and conversational style of speaking. Additionally, strong delivery also includes the effective use of vocal skills (rate, tone, fluency, articulation, etc.) along with body actions that enhance the message (gestures, eye contact, posture, movement, etc.). All this needs to be emphasized while learning to control and minimize the inherent feelings of communication anxiety.
Purpose:
Watch the DVD of student speech called “The Hidden World of Chili Peppers” that I will show you in class with the purpose being to critically analyze the delivery skills of this speaker. I will give you specific evaluation criteria as the assignment draws nearer, but it will closely mirror the key elements of good delivery that our text underscores. You are to point out not just those areas where the students’ performances fail to live up to expectations, but also to highlight those delivery skills that might meet or exceed what any audience would expect from the speaker.
Administrative:
This paper should be typed and double-spaced. The paper length must be no less than 1.5 but no more than 2 pages. There is no need for any kind of bibliography. If you miss class on the day we view this speech, you will need to see me so we can discuss a way for you to see the speech at a time and place outside of class. Your analysis of the delivery efforts is due on December 1, 2009 and must be turned into me by noon on that day to avoid any late penalties. Additionally, I will accept e-mail assignments, but only with a 10% penalty assessed for making me do your work.
Message Preparation and Style
COMS 3312--Putnam
Behavioral Alteration Techniques
Charlton Heston “Winning the Cultural War” Speech (page 318-323)
Value: 10%
Overview:
Our text notes twenty-two different behavioral alteration techniques (pages 247-249) that communicators can use to appeal to an audience to accept the speaker’s claim. In this case, the late Charlton Heston is speaking before the Harvard Law School Forum in 1999. Heston’s goal was to convince those in attendance that they must be part of the group who protects and practices the values—currently under siege in his view—that are fundamental to American culture. To accomplish this goal Heston taps into a variety of these behavioral alteration techniques. Not all are present but you should be able to recognize several.
Purpose:
Read the Charlton Heston and look for behavioral alteration techniques he uses to bolster his claim that America needs to protect and save our culture. I want you to identify each technique you see and label it as such. And then tell me what portion of his speech is a fair sampling of that technique. But sure to tell me why you feel the sample wording fits the behavioral alteration technique you’ve listed. For example, you might see technique #15 (Duty). List it and then tell me where in Heston’s speech he appeals to the audience on the basis of them feeling a duty or debt to adhere to the principles of the Founding Fathers.
Administrative:
This paper should be typed and double-spaced. The length should beat least two (2) pages but not more than three (3) pages. Papers shorter than two pages or longer than three are subject to penalty points. There is no need for any kind of bibliography since the only source needed is the Heston speech included in our textbook on pages 318-323. This paper is due on October 2. It must be turned into me before noon on this day and do not send me an e-mail copy of it. I will accept e-mail assignments, but at a cost of 10% penalty for making me download and print out your work.
The Persuasive Message: Attitude, Ethos. and Argument
COMS 3312--Putnam
“There Are No Christmas Trees in the Desert”
Value: 15%
Overview:
Persuasion combines a variety of elements in its effort to convince us to act on the claim. It works to stimulate our logical reasoning along with tugging on the emotional feelings necessary to cause to us to take action. Still needed, however, is a messenger or sender who is viewed with some degree of credibility and/or trust by the targeted audience. Even when logic, emotion, and credibility work in tandem there is no guarantee for success. But if one or more is missing or damaged, the odds of moving any audience to action is slim, at best.
Purpose:
Your assignment in this instance is to read and analyze the fundraising letter for American GI’s stationed overseas and written by the organization USO World Headquarters. Specifically, you need to address the following aspects of this piece of persuasive communication: (It’s not necessary for you to cover all 8 elements noted below; but most of them need to be analyzed in your paper)
- Look at Cicero’s three goals to action (Chapter 6 from the Jay Heinrich book) and tell me how effectively you feel this letter fulfills Cicero’s goals.
- What type of warrants do you see being used in this letter? Consider the motivational, authoritative, and substantive choices. Be sure to explain why you see the warrants you do. What is it in the letter that causes you to feel this way?
- Types of data used. Examine first-order data, second-order data, and third-order data. Which of these do you see in this letter? Do you feel the data used is sufficient for you (consider yourself the primary audience)? Why or why not do you feel this way?
- Does the letter use or offer any reservations? If so, what are they? If not, should the letter incorporated this concept or not? Explain your answer.
- Look at the Elaboration Likelihood Model, specifically at the two processing routes: central processing and peripheral processing. Which of these two routes are you more likely to take based on the reading of and thinking about this letter? Tell me why you feel the way you do.
- Direction of Attitude—direction, intensity, and salience (Chapter 4). We can assume that everyone is in favor of support the troops and providing them with the creature comforts of home when possible. But what about the issues of intensity and salience? How well does the letter make this issue intense and salient to the average reader? Be sure to explain your answer.
- Source Credibility (Chapter 5). What is your initial perception of USO World Headquarters? Why ethos? Low ethos? If you have never heard of this organization, what does the organization do to elevate its image? Look at the “rhetorical choices” options for derived credibility. Which of these factors do you see in the letter and how well do you feel they are used?
- Finally, what kind of power do you see in this letter? Consider the choices of coercive, legitimate, reward, expert, and referent. And how effectively do you feel the letter incorporates such power.
Administrative:
This paper should be typed and double-spaced. The length should be at least five pages but not more than seven pages. Papers shorter than five pages or longer than seven are subject to penalty points. There is no need for any kind of bibliography since the only source needed is the fundraising letter given in class. This paper is due on November 16, 2009. It must be turned into me before noon on this day and do not send me an e-mail copy of it. I will accept e-mail assignments, but at a cost of 10% penalty for making me download and print out your work.