ComS 221 Optional Assignment Descriptors

Follow-a-thread
Debate
Present a poster/concept map
Interview with an expert
CriticalEmpirical Analysis of teaching material

Follow-a-thread: a short essay 2-3 pages that explores, in greater depth, a topic from the readings by reading relevant
citation or citations. (5%) Assignment can be repeated once.

To “follow a thread” is to examine the treatment of a concept or theory across related essays or studies. 

For example, the notion of communicative style is treated in:

Thomas, C. E., Richmond, V. P., & McCroskey, J. C. (1994). The association between immediacy and socio-communicative style.

 Communication Research Reports, 11, 107-114.
Wooten, A. G., & McCroskey, J. C. (1996). Student trust of teacher as a function of socio-communicative style of teacher and 

 socio-communicative orientation of student. Communication Research Reports, 13, 94-100.
Wanzer, M. B., and McCroskey, J. C. (1998). Teacher socio-communicative style as a correlate of student affect
 toward teacher and course material.  Communication Education, 47, 43-52.
Your task is to read the essays and explain how the concept is operationalized, applied, modified, critiqued—whatever
 is happening to the concept over time.  Remark on what you learn about the nature of our knowledge about this concept. 

Essays that score all five points will present some insight rather than just reporting the contents of the studies.
Include a bibliography and cite sources in APA style.  (You may not use this concept.)

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Debate: one form is a debate with a colleague; another form is presentation and analysis of a debate on a relevant
topic that you discover in the literature-clear these with me before proceeding. (10%)

    Debate with a Colleague
A traditional debate will require a “resolution” about some existing set of beliefs, statement of fact or procedures for researching
 instructional communication.  The debate will include

• an Affirmative speech (4 minutes);
• a Negative speech (4 minutes);
• cross-exam A of N (3 minutes);
• cross-exam N of A (3 minutes);
• N closing speech (3 minutes);
• A closing speech (3 minutes).
• The class will vote by secret ballot for the winner.
  
• 
  

Debaters will provide an outline of their first speeches and a complete bibliography of sources used.  To score well, debaters
will exhibit clear preparation (outline and bib. ready at time of debate; graphics properly prepared and organized; flow of
presentation smooth); will employ time effectively; will display insight in the arguments (this is not competitive debate so
speed and sheer quantity of facts are not the standard)

OR

    Debate in the Literature
A few debates exist in the literature regarding specific issues such as the Sprague v. Rodriguez/Cai that you have in your reader.
 (You may not use this one.)  You will create a  10-12 minute presentation outlining fairly and clearly the existing sides of
the debates. Added to this will be a critical commentary (similar to that of a panel respondent at WSCA or NCA convention)
wherein you provide perspective on the debate.  Your presentation will be a formal presentation—you will provide a
scholarly reaction that moves beyond reporting the two side’s positions. You will provide me a copy of your outline
before speaking; your bibliography will organize the sources by side of the debate with a third category for all other
 sources used.  Proper outline form will be followed and citations will be in APA style.

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Present a poster/concept map of relationships between elements of instructional theory be it a group of articles to major
 themes or movements in the study of instructional communication (5%) Assignment can be repeated once.

This will be a 6-8 minute poster presentation on some topic of interest to you that is relevant to our study as a class.  The
presentation should be interactive (which is the intent of poster presentations).

For assistance in designing your concept map see:

http://www.peterussell.com/Mindmaps/HowTo.html

http://www.mindtools.com/mindmaps.html

For resources for constructing posters see:

http://www.csus.edu/atcs/poster_session.htm
http://lorien.ncl.ac.uk/ming/Dept/Tips/present/posters.htm

Presentation Grading Criteria

Content: overview, transitions, review of main points; between 6 and 8 minutes of speaking on your topic, plus answering questions

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Delivery:  eye contact, loudness, engagement with listeners, body movements, conversational style, preparedness for questions

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Poster:

Attractiveness: title, subject matter, visual layout, purpose identified (for your lit review), presenter identified (i.e. your name)

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Message: clear, logical selection of terms; readable; logical connections between terms; complexity of relationships realistic

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Graphics: colorful; creative and memorable; augments the concepts; displays key qualities of concepts

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Interview with an expert: report of and analysis of content of an interview done with an expert or experts in the field of instructional communication (5-10% depending who is interviewed, and the level of contribution to the course content; this will be negotiated by you and me.) Check with me regarding your choices of interviewee before proceeding. ( I reserve veto rights.)  The assignment has two parts:

Part 1:

Find, read and abstract (about 250 words) three pieces written by your expert. Three book chapters are acceptable. From your reading, develop a question protocol for your conversation. Create at least three questions that will prompt your expert to discuss some big ideas in the work that person has done as it connects to communication in instructional contexts. The abstracts and questions will constitute the first segment of your write-up—part 2.

You will arrange an interview with an expert in the field of instructional communication, complete the interview. (NOTE: be sure to send a thank you note to the interviewee.)

Part 2:

The interview write-up will include an introduction that explains your rationale for your choice and explanation of what you hoped to learn from the interview. It will include the abstracts and questions immediately following. The write-up of the interview will conclude with a section summarizing the significant ideas presented by your interviewee, and your reflections on the experience.  The write-up will be about 6-8 pages in length.  Articles or essays discussed in any part of the write-up will be properly documented in  APA style.

See for example:
Crandell, H. & Hazel, M. (2002). Issues in communication education: An interview with

Joe Ayers. Communication Education, 51, 405-12.

Some ideas for people to interview: Jo Sprague; Farhad (Fred) Saba; Ann Darling; Donald Wulff; Deanna Fassett; John Wood, Tasha Souza, Steve Higgins (Univ. of Durham, UK)
(You are not limited to this list.  However, please check with me if you select another person.)

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Critical or Empirical Analysis of teaching material:

apply some specific analytical approach to an appropriate body of teaching materials as textbooks, teacher’s manuals, syllabi, web pages, etc. 

If you are doing a critical analysis, you will

• characterize the material you are studying and the context of it;
• describe/explain your theoretical approach,
• present your analysis and
• interpret the findings of the analysis. 

If you choose an empirical study, you will

• provide an introduction and rationale for your study;
• present your research question/s; present results and discuss the results.
• Conclude with a brief discussion of the limitations of the study and
• suggestions for future research. 

Your essay will be 12-15 pages in length. (10%)