Spring 2009
Tentative course calendar
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Monday |
Wednesday |
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Jan 26 Course introductions; meet
colleague and present to class Read Chapters 1,4, 11a-c |
Jan 28 Dealing with anxiety;
creating good topics Read Chapter 12 |
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Feb 2 Refining topics; audience
analysis Comments1 Read Chapters 13, 14, 15, 16 |
Feb 4 Doing research to enrich
content; Comments Quiz #1 |
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Feb 9 Meet in LIB
0136 Research
strategies and resources Read Chapters 17, 18 |
Feb 11 Library
exercise—doing research for your first speech. Meet in library,
first floor lobby. Read Chapters 11d-e, 19, 20 |
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Feb 16 Mapping and outlining your
speech; receive order of speakers for first speech Comments Read Chapters 22, 30, 31 |
Feb 18 Clarify purpose and goals;
thesis statements; introductions and conclusions Comments Prepare full speech for
presentation |
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Feb 23 |
Feb 25 Comments Quiz #2 |
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March 2 Speeches |
March 4 Speeches March 2 self-evals due |
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March 9 Speeches March 4 self-evals due |
March 11 Speeches March 9 self-evals due |
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March 16 Discussion of presentation
experience March 11 self-evals due Chapter23 |
March 18 Persuasion; topics for
persuasion; audience analysis |
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March 23 Research in library Read Chapters 21, 24 |
March 25 Constructing arguments (Toulmin) Read Chapters 25, 26 |
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March 30 Spring |
April 1 Break |
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April 6 Connecting argument and
motivation ( Comments Read Chapter 27 |
April 8 Creating visual aids Comments Receive order of speakers |
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April 13 Practice presentation and
feedback (“Triple speak”) |
April 15 Quiz #3 See model speeches; grade
using rubric for your speech. |
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April 20 |
April 22 Speeches April 20 self-evals due |
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April 27 Speeches April 22 self-evals due |
April 29 Speeches April 27 self-evals due |
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May 4 Speeches April 29 self-evals due Receive order of poster
presentation |
May 6 Comments Creating poster
presentations of first or second speech May 4 self-evals due |
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May 11 Comments Poster design |
May 13 Poster presented |
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Final exam day Posters presented Section 8 May 18 . |
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1Each day
noted as Comments, I will choose three students to
comment on recent
readings. (You may volunteer if you like.) Comments will be pointed and
purposeful and will last about 2 minutes per student.
You may choose the specific topic for
comment—some idea/s from a segment of the reading.
Your task in the two minutes is to:
As second or
third speaker, you may not “beg off”
saying the previous
person spoke about your topic, so prepare alternatives so you can
present something
fresh to the class.