This is the second of a two-course sequence that introduces students to essential skills of the communication and journalism discipline. In this course, students will build upon the skills developed in COJO 111, applying more sophisticated theoretical and analytical concepts and producing more advanced writing, speaking and multimedia projects. Prerequisite: COJO 111 or permission of instructor. Students are strongly encouraged to complete COJO 111 and this course before taking any 300- or 400-level COJO courses.
This is the second of a two-course sequence that introduces students to essential skills of the communication and journalism discipline. In this course, students will build upon the skills developed in COJO 111, applying more sophisticated theoretical and analytical concepts and producing more advanced writing, speaking and multimedia projects. Prerequisite: COJO 111 or permission of instructor. Students are strongly encouraged to complete COJO 111 and this course before taking any 300- or 400-level COJO courses.
Meeting Times and Location Spring Semester 2020:
Monday / Wednesday 1:35 p.m. – 3:10 p.m. Room OEC 312
Session 1: After reviewing the syllabus, reviewing other materials, and introductions we will dive into our first assignment. With our remaining time today let’s review the requirements for the Speech of Introduction assignment.
Get to know another member of the class specifically, and the rest of the class generally (and begin the process of audience analysis)
To get a chance to give a short speech that demonstrates your ability to:
a) Make good strategic choices in developing your speech for your audience
b) Organize material effectively, with an Introduction, body and conclusion
c) Use supporting materials (evidence) effectively
d) Emphasize using narrative to illustrate your points of view
Observe and critically evaluate how others prepare and present a speech in order to establish the foundations for more sophisticated rhetorical analysis
Logistics
You will be randomly assigned a partner. If there’s an odd number of people in the class then the last group will have three people assigned.
Spend time interviewing your partner in order to find out information about them that can be used in a speech of introduction. Find a compatible time and location for your interviews and document your sessions by recording audio (use a mobile phone, tablet, or laptop) of the interaction, writing notes, and transcribing the recording.
Consult other sources of information to learn more about your partner, perhaps through online profiles or communicating with friends or family.
Using the information gleaned from the interview and other research, prepare a 3-5 minute long speech introducing your colleague to the class. Include at least one story about the other person. Notes may be used, but deliver the speech without reading directly from any documents.
After both people finish their speeches, there will be time for questions from the audience (you will answer questions about yourself and not your partner).
Interviewing Question Strategies
As you prepare to have a conversation with your partner be aware of the questions you might ask. Questions do not spring serendipitously from our curiosity (though they can), but can and should be a communicative event/strategy in itself. To help you think about a “considered” question, think of continuum of question forms you can use:
a) Closed: form a question which needs a one word or very limited answer
b) Open: form a question that solicits longer responses. In this situation, do your best to ask open questions.
Think of the types of questions you can ask during the interview: recognize that questions can be phrased in a closed to open format.
a) A question of clarification: if they said something you didn’t understand, ask a question which will lead to understanding
b) A question of extension: if they said something that you understood but would like to hear more about, this type of question should lead to an extension of their original comments;
c) Question seeking new information: this is a “left field” question where you may ask them about any topic which was not addressed in the course of their answers thus far.
Prepare a list of starter questions, though don’t be confined by these – they are starters for the conversation!
a) Consider the “information” you want from your partner (often fairly closed questions: “where did you go to high school?”)
b) Consider the “opinions” you want to encourage from your partner (more open questions: “how do you like St. Thomas so far?”)
c) Consider the order in which you want to develop your line of questioning: what will you start with and where will your questioning take you (home and family, educational and professional plans, individual interests and activities, opinions on current issues)
d) Create a device for taking notes
Preparing the speech
Prepare the opening: what will you say first to begin your speech?
How will you “introduce” your subject?
How will you cluster the content of your speech so it is easy to follow, understand and remember?
How will you end your speech – what will you say last?
Evaluating the speech You will be evaluated on effectively you:
Meet the requirements of the assignment
Present the speech within the context of the situation
Effectively engage the audience and deliver the message
Session 2: Today we will start by assigning your partners for the Classmate Introduction Assignment. Afterward spend some time getting to know your partners and schedule meeting times for your formal interviews. You might also, formulate some of the questions you’ll be asking during the interviews.
KHUM-FM Program director, music director, and mid-day host Mike Dronkers on How to Interview “Almost” Anyone.
1. Do the research!
2. Follow up on their answers
3. Relevant Ice Breakers
4. Listen!
5. Dead air chicken
6. Bored people are boring / Interested people are interesting
7. Don’t forget to shut up
Female education advocate and youngest ever Nobel Prize laureate, Malala Yousafzai, interviewed by Jon Stewart in 2013.
Concept Summary #1: Bitzer on “The Rhetorical Situation”
Due: Week 3, Session 1 before class (3 points)
Write a one to two page concept summary of Bitzer on “The Rhetorical Situation”. Concept summaries are a way for you to solidify what you’ve read and formulate your ideas for each discussion period.
1. Use MLA format for your concept summary and works cited.
2. It is acceptable to quote the reading, but at least 80% should be in your own words.
3. Avoid platitudes or clichés like “just my personal opinion” or “and what-not”.
4. Bring in a stapled paper copy on the day it is due and submit a PDF to Canvas.
All papers in this course will be written in MLA format. Please review these resources as a reminder of MLA format:
Session 1: Reading Bitzer’s on “The Rhetorical Situation” will provide some excellent guidelines for the Opinion Piece and the Rhetorical Critical Analysis assignments. As we all know, another great way to learn is by example. Take 10 minutes to read the following popular opinion piece from WIRED magazine. What’s the exigency? What are the attention getters? What’s the main point? Is there a chain of evidence? Does the piece have a convincing summary and closing appeal?
Description
Publicly take a position that responds to an exigency that you feel is mature and ready for rhetorical intervention. Write a column that would run on TommieMedia so your readers are members of the St. Thomas community. Your piece will aim to convince readers of your position, ask for a behavioral or policy change, and persuade them that the change will impact or modify the exigency.
Your opinion piece should use the following format:
Attention getter: start off the piece and grab the reader’s attention. It can be a narrative, a shocking statistic, a provocative statement, an interesting analogy etc. Design it to get readers interested in finishing the article.
Main Point: introduce the thesis of the piece.
Chain of Evidence: give the facts that support the argument.
Summary: this briefly summarizes the argument.
Closing Appeal: leave the reader or listener with something to think about, or a call to action and change.
Your opinion piece should follow these guidelines:
Write your column within 400 and 500 words (plus or minus 15). Place the word count at the bottom of the article.
Include a headline that is 5-9 words long and reflects the nature of the piece inviting readers to read your essay.
Write the column for submission to TommieMedia.com by keeping your audience in mind. Consider who is reading your piece, who among them might be the “rhetorical audience,” and adapt your argument and style to them.
Session 1: Today your concept summaries on Bitzer’s The Rhetorical Situation are due. Please have a paper copy of your concept summary on hand to reference during our discussion.
Bitzer outlines five characteristics that a situation must exhibit in order for it to be considered, in his view, a rhetorical situation:
1. Rhetorical discourse is called into existence by situation; the situation which the rhetor perceives amounts to an invitation to create and present discourse. The clearest instances of rhetorical speaking and writing are strongly invited — often required.
2. Although rhetorical situation invites response, it obviously does not invite just any response. Thus the second characteristic of rhetorical situation is that it invites a fitting response, a response that fits the situation.
3. If it makes sense to say that situation invites a “fitting” response, then situation must somehow prescribe the response which fits. To say that a rhetorical response fits a situation is to say that it meets the requirements established by the situation. A situation which is strong and clear dictates the purpose, theme, matter, and style of the response.
4. The exigence and the complex of persons, objects, events and relations which generate rhetorical discourse are located in reality, are objective and publicly observable historic facts in the world we experience, are therefore available for scrutiny by an observer or critic who attends to them.
5. Rhetorical situations exhibit structures which are simple or complex, and more or less organized. A situation’s structure is simple when there are relatively few elements which must be made to interact; the fishing expedition is a case in point — there is a clear and easy relationship among utterances, the audiences, constraints, and exigence. &mdash Bitzer
Session 2: Today I will be talking to each of you individually about your topics and strategies for your opinion pieces. Please be prepared with your topic, some examples of research, and a rough draft of your thesis statement. Engaging in and being prepared for this feedback session amounts to a fraction of your participation grade.
Session 1: Today we will discuss the requirements for the Rhetorical Critical Analysis project. Following the discussion we will have an in-class exercise listening to Tears Dry on Their Own by Amy Winehouse.
Objectives
This assignment should help us to accomplish the following objectives:
1. Provide you with the opportunity to evaluate a text from a critical perspective.
2. Increase your abilities as a rhetorical critic.
3. Provide you with a comparative base from which to assess your own ability to engage in rhetorical communication.
4. Increase your ability as a writer of criticism.
Logistics
Music is a universal form of communication. In many way music can communicate things that are much more difficult with words. When music and lyrics are combined into song the human condition is never better understood. Choose a song that has lyrical content that can be criticized and analyzed in a rhetorical fashion. Look for metaphors and paradoxes. Use Aristotle’s modes of persuasion (ethos, pathos, and logos) in your analysis.
Ethos (sometimes called an appeal to ethics is used as a means of convincing an audience via the authority or credibility of the persuader, be it a notable or experienced figure in the field or even a popular celebrity. Pathos (appeal to emotion) is a way of convincing an audience of an argument by creating an emotional response to an impassioned plea or a convincing story. Logos (appeal to logic) is a way of persuading an audience with reason, using facts and figures.
1. Find a significant piece of oral rhetoric (a song) that you would like to analyze.
2. Gather information about the rhetorical situation of the song:
Who is the artist, why are they in this situation, what is their credibility (ethos) with the audience and why?
What is the controlling exigency (ethos) in the situation? How is the exigency perceived by the artist and the audience?
What constraints might there be in the situation? What is the occasion? How do you imagine the physical space?
Who is the audience? Who among the listeners is a member of the “rhetorical audience?”
Much of this requires you to investigate the historical context and circumstances of the song. What in the artists past may have led them to write what they did?
3. Review the song from a critical position. Try to identify the strategies the artist employs in the lyrics. Note where you find the most important elements of the piece. Among other things, look for:
The introduction – what was done and how was it received?
The organization – was it clear or confusing? did it follow a pattern? did it affect the message the audience might remember or respond to, etc.?
The evidence – what forms did it take, how well was it connected with an argument or persuasive appeal, was it varied, interesting and impactful?
The language used: was it poetic, functional, metaphoric, etc.?
The conclusion – how did it end?
What were the strengths and weaknesses of the speaker’s delivery?
4. Prepare your critical analysis, selecting from #2 and #3 above, those central elements that you think led to the level of success reached by the artist in their piece. Include a YouTube link to the song and the song lyrics with your paper. Write the review in 5–6 pages (not including the lyrics page) and provide the reader with a unique and insightful understanding of how this rhetorical message worked in this situation. Are there any lessons we can learn from this artist and their music? How effective (or ineffective) were they in this situation?
5. Turn in your review through Canvas before class on the due date.
6. These papers will be graded on the basis of how well they:
Meet the requirements for the assignment
Demonstrate an understanding of rhetoric and criticism
Reflect your level of insight about speech-making
Write the review with clarity, accuracy, and engagement
Session 2: Today we will be discussing the Web Based Informational Campaign requirements. I would also like to get the artists and song titles for your Rhetorical Critical Analysis. If time permits I will being demonstrating the the techniques for creating the Web Based Informational Campaign.
Assignment 4: WEB BASED INFORMATION CAMPAIGN
Due: Week 11, Session 1 (10 points)
Objectives
The purpose of this assignment is to write and design a web based informational campaign to persuade us that:
1) there is a significant and harmful problem that merits consideration, and that,
2) through the implementation of a policy change solution the problem will be solved and/or result in advantages.
The website will be presented with a 6–8 minute persuasive presentation and contain the usual components of a good informational campaign. The proposed policy change will be structured in the form of a resolution; resolved, that the organization will engage in a policy.
The website will contain the following elements that are easily identified by the listeners:
1. The topic/resolution is clear to the audience – we need to know what you’re asking us to consider.
2. The components of the introduction are clear and compelling: opening attention-getter, identification of the topic and the thesis statement.
3. The problem is structured to emphasize one or more main points, and contain evidence that proves the significance and harm of the problem.
4. The solution is presented in a clear manner, with emphasis on the listeners’ understanding of the policy change being proposed.
5. The website contains an “argumentation” section that has a plan-meet-need argument and/or a comparative advantages argument. Other pre-emptive arguments, such as workability, cost, disadvantages and/or desirability, may be included where appropriate and necessary.
6. The websites will contain a variety of evidence forms and at least three different sources cited.
7. Emotional appeals may be used where appropriate and if necessary.
Logistics
1. Build the website using the templates provided by the instructor. Follow along with the demos produced in class. Videos of the in-class demos will be provided so that you can review them outside of class.
2. Use a color scheme, images, typesetting, and layout that supports your campaign.
3. Create a folder that contains all the files necessary and then archive the folder using .zip format and turn it into Canvas before the due date.
4. Your website will be used as the topic and slides for your Persuasive Speech.
5. The Web Info Campaign will be graded on the basis of how well it meets the requirements for the assignment and makes use of the strategies for persuasion outlined in the reading.
Les Demoiselles d’Avignon (1907), Museum of Modern Art, New York
Session 1: Today your opinion pieces are due. Please do not forget to have your abstract ready for in class discussions.
An abstract is a brief summary of a research article, thesis, review, conference proceeding, or any in-depth analysis of a particular subject and is often used to help the reader quickly ascertain the paper’s purpose. en.wikipedia.org/wiki/Abstract_(summary)
Session 2: Today we will have the first of several demos regarding the Web Based Informational Campaign project. In today’s demo we will use the Atom text editor to create an HTML (Hypertext Markup Language). This document will include a title (shows up in the tab), image, headline, paragraph, unordered list, and a link. The demonstration will be recorded and posted on Canvas under Pages. Here’s some resources to get you started.
Session 1: Today Concept Summary #2 is due. As a prompt for our discussion let’s take a look at the Represent.US campaign. This campaign include a website and video and uses many of the strategies described in A Sharp Pencil Works Best. If time permits, after the discussion we will have another demonstration for the Web Based Informational Campaign project.
Session 2: Today we will continue demonstrations for the Web Based Informational Campaign project. This will be in the form of a web design workshop. I will demonstrate a few techniques, help you implement the technique on your own projects.
Session 1: Today we will continue our demonstrations for the Web Based Informational Campaign. Following the demo I will allow for studio time to implement the techniques shown in class. We will also discuss the requirement for the accompanying Persuasive Speech.
PERSUASIVE SPEECH ASSIGNMENT
Week 11, Session 2 Before Class (10 points)
DESCRIPTION
The purpose of this assignment is to present a speech designed to persuade us that there is a significant and harmful problem that merits consideration, and that, through the implementation of a policy change solution the problem will be solved and/or result in solutions or advantages. NOTE: Use your Web Based Informational Campaign as the slideshow for your presentation. The speech should be presented in four to six minutes and should contain the usual components of a good speech.
LOGISTICS / REQUIREMENTS
The speech should contain the following elements that should be easily identified by the listeners:
1) Make sure the topic is clear to the audience.
2) Use clear and compelling components in your introduction: opening attention-getter, identification of the topic and the thesis statement.
3) Structure the problem to emphasize one or more main points, and to contain evidence that proves the significance.
4) Present solution(s) in a clear manner with emphasis on the listeners’ understanding of the proposed policy change.
5) Include an “argumentation” section that contains a plan-meet-need argument and/or a comparative advantages argument along with other pre-emptive arguments, such as workability, cost, disadvantages and/or desirability.
6) Include a variety of evidence forms with at least three (3) different sources cited in the Web Based Informational Campaign.
7) Use emotional appeals where appropriate and necessary.
8) Include a conclusion, summary, and a final statement.
9) Demonstrate a competence in the style and delivery of the speech, and experiment with interesting phrasing. Attempt to use “poetic” appeals in your speech.
10) Prepare for delivery on the assigned date and complete the speech within the time limit.
Session 2: Today we will discuss the reading assigned last week: “The Critical Perspective” from Modern Rhetorical Criticism by Daughton/Hart. Your concept summaries of this reading are due today on Canvas before class starts. Bring a copy of your concept summary as a guide for the discussion.
Session 1: Today we will discuss the Audiovisual Profile project. After discussing the project we will demonstrate some examples of the techniques you will use to produce the piece.
DESCRIPTION
Demonstrate your understanding of the development, shooting, and editing of a brief video profile. Develop skills in videography and better recognition of visual aesthetics. Gain some experience as on-camera talent and writing for video. You will better understand how rhetorical choices in visual communication can be persuasive. These skills will be valuable during and after academics and will invaluable for employment presentations and interactions, addresses to peers and colleagues, and other forms of engagement.
OBJECTIVES
1. To gain a better understanding of the process of developing, shooting and editing a video profile of a person
2. To gain a better understanding of the components of a video profile
3. To develop skills in videography and gain a greater appreciation for the aesthetics of the recorded image
4. To develop skills as on-camera talent.
5. To develop writing skills.
6. To better understand the consequences of rhetorical choices made when manipulating components of a video package
PROCEDURES
1. Select, or be assigned to, a partner. Together you will produce a video profile of a person. This means that you will negotiate the selection of the person to profile, collaborate on the writing, conduct the interviews (one shoot and the other act as talent), select the shots to be used, as well as be responsible for editing the piece. Only one of you can act as talent for the piece.
2. Your profile should be appropriate for showing on TommieMedia. Consider your audience to be UST students, faculty, staff, administration and others who might see this on TommieMedia.com. Subject of the profile should be selected for a reason that makes them newsworthy: a talent, a unique background or story, an unusual or important job or position they hold, an award or competition they have won, and so on. It can’t just be “your roommate” because they are funny.
3. Profiles are to be two minutes long (plus or minutes 10 seconds). Do not go over or be under the recommended time limits.
4. The profiles must contain the following elements:
a. Talent must appear on screen at some point in the story in the opening stand up, during a bridge or at the end as a tag (only one of you may be the talent).
b. There must be some voice over by the talent during the story.
c. Stories must include at least one interview, though there may be more if appropriate. Interviewees should be titled. Reaction shots may be included as necessary.
d. There must be some b-roll video in the story.
5. Stories must be completed and submitted on Canvas by the deadline.
EVALUATION
1. Completion of the assignment as presented in the procedures section above, including the presence of the required elements. (4 points)
2. The execution of the assignment. (4 points)
a. The effectiveness of the composition and structure.
b. The overall aesthetics of the screen space as seen in the profile.
c. Effective use of audio and editing.
d. Talent and writing.
3. The overall effectiveness of the piece and the potential impact it might have on the audience. (4 points)
Session 2: Today we will continue demonstrations for producing the Audiovisual Profile Project. If we have any time left I will answer questions and provide feedback for the Web Based Informational Campaign. Please consider the point made in the video embedded above. Secondly take a look at this article that outlines 10 tips for shooting video with your mobile phone.
– Carry spare batteries and memory cards, or bring the charger for your phone
– Hold on your subject for at least 5 seconds
– Have your subject face the light source
– Plan your shots ahead of time
– Use pans, tilts, and controlled movements
– Allow your subjects to move in and out of the frame
– Hold the camera steady or use a tripod
Session 1: Next week your Web Based Informational Campaigns and your persuasive speeches are due, so this week we will focus on making sure you are prepared for next week’s presentations and this week’s group critiques. Coding and designing web pages is not a hard or complicated task, but it does depend on meticulous attention to details and troubleshooting skills. A single missing or misplaced semi-colon or angle bracket can cause a web page to either not show up in the browser or appear in an unexpected or unorganized way.
Session 2: Today you will be participating in group critiques looking at your work in progress on the Web Based Informational Campaign. After the critiques I will provide final feedback and help troubleshooting.
Session 1: Today your Web Based Informational Campaigns are due so that I can upload your pages to the web for the Persuasive Speeches next class. Please review the video demos on Canvas for instruction on how to turn in the project properly. During class we will discuss editing techniques for your audiovisual profiles. Final feedback may also be given on your Web Based Informational Campaigns.
Session 2: Please be prepared to present your Persuasive Speeches in class today.
Session 1: Today let’s wrap up the persuasive speech presentations. Afterward final feedback on your Audiovisual profiles will be offered. Group critiques will occur if there’s enough time after the presentations.
Session 2: Today your Audiovisual Profiles are due. Please make sure that they are turned into Canvas BEFORE class starts, so that we can watch them in class.
Session 1: This week we will begin preparations for the production of four studio packages. The preparation begun last week when we decided on our topics. Today we will assign roles and discuss the script writing process. The two column split page script format will be a critical tools for this project:
Typical Shot Abbreviations
POV Point of view
OTS Over the shoulder
FG Foreground
BG Background
ELS Extreme long shot
LS Long shot
FS Full shot
MS Medium shot
CU Close-up
MCU Medium close-up
ECU Extreme close-up
Session 1: Today we will be reviewing your scripts are roll-in videos for the shows that we’ll be recording on Thursday. We will also setup the schedule for Thursday.
Session 2: Please meet in the recording studio at 9:55am to record your shows. Thanks!
Finals Period 10:30AM – 12:30PM
Today we will view and critique all Audiovisual Production projects. Following the critiques we will discuss Citizenship (Loeb), and Concept Summary #4 is also due.
Supplemental materials for courses taught by John C.S. Keston at the University of St Thomas
