Shoreline Community College annual outcomes assessment report—2002-03



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Presentation

The presentation will be a 5 minute speech to a small group. Basically you will present your topic/concept and answer the questions posed for the paper assignment. The goals are:




  • to get you disclosing to your group

  • to get to know each other better

  • to prepare and practice a longer presentation

  • to engage/facilitate a group presentation in a conversational manner

On the due dates for these reports, you will present to your group. I’d suggest you figure out an order of speaking before the due date. Please have someone keep tract of time for each speaker. Each person will have 5 minutes to do the following:




  1. Tell what skill you chose and why.

  2. Tell your experience of that behavior before you practiced the “skill”.

  3. Tell, briefly, about your observations of others and how you practiced the skill.

  4. Read, sing, perform, teach, engage in role-plays, bring in resources (books, videos, music, drawings, photos, etc.) to engage your audience/group in the skill more fully.

  5. Tell how you feel about your approach to the skill and what the outcome was.

  6. Get feedback and answer questions from your peers.

Your group will evaluate your presentation (worth 20 points) based on the following:




  • Organization: Is there a logical order to your discussion? Do you have an intro., body, conclusion?




  • Thoroughness/Completeness: Did you include everything necessary to demonstrate to the audience your skill? Could you have said more? Less? Did you manage your time well?



  • Approach: Was your approach to practicing the skill the most appropriate? Could you have done something different that might have been more beneficial? Is it clear that you put effort into this project? Is it apparent that you got the most out of it?




  • Delivery: Did you speak clearly, at the appropriate volume, rate, etc.? Did you talk to or with your audience? Were you conversational? Did you manage your time well?

Zimmers


Speech Communication COMMUNICATION SKILLS REPORT PRESENTATION

NAME OF PRESENTER_________________________
Circle 75% 85% 95% 100% and write comments out to the side
COMMENTS:

ORGANIZATION: 75% 85% 95% 100%

Introduced skill appropriately 75% 85% 95% 100%

Presented in logical order 75% 85% 95% 100%

Gave a summary and conclusion 75% 85% 95% 100%



THOROUGHNESS/COMPLETENESS:

The skill he/she chose was______________ 75% 85% 95% 100%

Told his/her experience of skill 75% 85% 95% 100%

Explained observations of others/self 75% 85% 95% 100%

Explained what he/she learned/gain insights 75% 85% 95% 100%

Engaged/Facilitated group in learning about skill 75% 85% 95% 100%

Cited Sources and researched appropriately 75% 85% 95% 100%

Included more? Less? 75% 85% 95% 100%


DELIVERY:

He/she spoke with a conversational tone 75% 85% 95% 100%

She/he had good eye contact 75% 85% 95% 100%

Did he/she manage his/her time well? 75% 85% 95% 100%

Did he/she speak for 5 to 7 minutes 75% 85% 95% 100%
OVERALL EFFORT:

Is it clear that he/she was prepared for this project? 75% 85% 95% 100%

Do you think they got the most out of this assignment? 75% 85% 95% 100%

List 3 suggestions for improvement:

1.

2.

3.


THREE THINGS I LIKED ABOUT THIS PRESENTATION ARE:

1.
2.


3.

I give this person _________points out of 20


Remember: 100%=20 points 95% of 20 points = 19 90% = 18 85% =17 80%=16 75%=15 70%=14

C-7 Communication Assignment Cover Sheet
Discipline: Communications
Course: Communication 211: Newswriting

Communication 212: Student Newspaper


Instructor: Shalin Hai-Jew
Course Prerequisites: English 101
Assignment Title: News Article Writing
Assignment Description: Students write articles, some to be published in EbbTide.
Student Population: Students have various level of news-writing experience and for the most part are able writers.
Assignment Timeframe: Students usually have about one week to complete news article assignments.
Communication Outcomes Addressed:


  1. Listen to, understand, evaluate and respond to verbal and non-verbal messages.

II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.)

III. Formulate and verbally express focused, coherent, and organized information, ideas, and opinions, with style and content appropriate for the purpose and audience, in a variety of communication contexts, such as one-on-one situations, small groups and classes.



  1. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments.

  2. Use supplemental materials (visual, auditory, etc.) to support verbal or written communication; comprehend and evaluate visual messages such as pictures, graphs, and other printed or electronic material.

VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.

    1. Other Outcomes Addressed


Information Literacy: I, II, IV

General Intellectual Abilities: I



GENERATING NEWS STORY IDEAS NEWS JUDGMENT: WHAT IS NEWS?

The "Who Cares?" Method: How many people on the campus would be interested in

knowing the following information? What will the possible repercussions be of publicizing

certain information?

The Elements of News:

• Timeliness: Is the information fairly recent or new? Old news is "no news."

• Proximity: Is the event covered near to the campus, the school, the neighborhood? How "local" is the news?

• Prominence or Celebrity: How well‑known is the individual being covered/interviewed in the story? The more well‑known a person is, the more "news worthy" or "media valuable" he/she is.

• Consequence or Impact: Is the event important? What are the long‑term or far-reaching consequences of the action or event covered?

• Issues or Problems in the Community: People want to know what they can do about existing issues in their neighborhoods or realms of influence.

• Human Interest or Emotional Value: Does the story cause readers to feel deep emotions, laughter, sorrow, pity, amazement, humor, or other emotions? Are readers' curiosity levels aroused by the story?

• Inspiration: Does the story cause people to feel hope?

• Trends: Does the story deal with a larger tendency in society? Politics? 'Fashion?

Technology? Education? Etc.



• Conflict: Are there tensions within the story? Explain.

• Social Value (Educational Value): Is there some lesson to be learned through the article? If so, what is it? How does this story benefit the public?

• Progress: Is the news story cutting edge and the most contemporary such as on medical, scientific, educational or other issues? Does it add to the current body of printed literature on that topic?

• Money: Is money a factor in the story (especially larger amounts)? Does it have business or economic or financial or real estate implications for the readership?

• Disaster: Does the story cover a major catastrophic loss?

• Novelty or Oddity: Does the story show an event that is highly unusual or peculiar? The more unique an occurrence, the higher its news value. (However, be careful that the coverage does not spill over into sensationalism.)

• Animals: Does the story have anything to do with pets, animals or other living creatures? There is an inherent value in writing about them as readers enjoy reading about them.

• Children: Children have an inherent social value and human interest, so that aspect of a news story has newsworthiness or "weight."
WHERE DO NEWS STORIES COME FROM FOR A SCHOOL NEWSPAPER?
1) BEATS: administrative officers, heads of departments, activity sponsors, student

activists and student club heads, student government, security, computer lab, Pavilion Union

Building (PUB), school administration, and other places on campus. A beat is a regular

news source regularly covered for each issue.



2) SCHOOL ACTIVITY CALENDAR OF EVENTS: A "future book" is kept of

upcoming events which need to be covered by the journalism staff.



3) NEWS TIPS FROM STUDENTS, TEACHERS, STAFF, AND COMMUNITY

MEMBERS: "An alert school newspaper should have a system allowing all teachers and

student leaders to be active news sources." A campus newspaper needs to solicit

information from sources‑‑via telephone, letters, electronic mail, campus mail, and other

sources. The more sources of information a newspaper has to support it, the better.







  1. PUBLICITY AND PRESS RELEASES: These news releases must be gathered from other colleges and community groups. Angles must be decided from the information given, and stories must then be written.

  2. S) THE ALUMNI ASSOCIATION: News stories may come of former students who have made good with their lives and careers. Coverage of the alumni association is also useful in aiding the school in garnering donations for scholarships, new buildings, departmental chairs, and other ventures.

As a source, the Alumni Association may also provide a historical look at the institution and help instill "school pride."

  1. REPORTERS WHO FIND NEWS STORIES IN THE COURSE OF A REGULAR DAY: Reporters need to keep their news sense and awareness during their studies in order to capture news stories.

  2. BRAINSTORMING SESSIONS: The staff of a newspaper need to work together to come up with ideas on newsworthy topics. These must then be doled out to responsible journalists in order to create a final product.









COMMUNICATIONS: ARTICLE EDITING GUIDE—GRADE SHEET
Student Name: Date:
Final Grade: Each of the following is worth 10 points for your total grade of 100.
1. TIMELY ARTICLE? Is this article contemporary and relevant to today? Did you meet the deadline for the article? 2. MINIMUM LENGTH (600‑1000 words): Did the author write a solid and well‑thought‑out two+ page article? 3. AUDIENCE: Does the author show concern for and awareness of the concerns of the college student? 4. FORMAT: Headline? Byline? Lead‑in Paragraph(s) ‑‑Interesting to draw in readers? Body Paragraphs ‑‑ Well‑organized around a central idea? Concluding Paragraph(s) ‑‑ Ending with a provocative idea? 5. LOGIC and SUPPORT: Does the author support every assertion/claim made with facts? Are all sources of information cited? Is the information credible? 6. TYPE OF STORY: Does the author write correctly according to the journalistic form? Are news stories objective and factual and third‑person (e.g. he, she, they, it, NOT "I" or "we")? Are op‑eds logical and well‑supported and clear in their promotion of a certain stance or behavior? Do the interviews include many revealing details? 7. SUFFICIENT DETAILS: Are there enough details to cover the questions of Who? What? When? Where? Why? How? (5 Ws and 1 H) Do you answer all the basic questions which a reader might have? Is the author's voice clear? 8. ORIGINAL AND SPECIFIC INFORMATION: Do you use evocative details and facts to share a full ("virtual reality") experience with readers? Is this information widely available, or is the information unique and interesting? 9. SOCIAL VALUE, TONE, AND READER INTEREST: Do you provide your peer readers with timely, interesting, valuable, and well‑focused information ?
10. EDITING: GRAMMAR MECHANICS AND SENTENCE SYNTAX: SENTENCE SYNTAX & WORD ORDER: GRAMMAR RULES: PUNCTUATION USE:

Sentence Variety Verb Tenses (VT) ‑ comma (,)

Subjunctive Mood Subject‑Verb Agreement (SVA) ‑ colon (:)

Coordinate (Compound) Possessives ‑ semicolon (;)

Subordinate (Complex) Singular/Plural ‑ period (.)

Use of Lists Capitalization ‑ quotations

Imperative Lower Case (" ")

Question Form Modifiers (misplaced/dangling) ‑ ampersand (&)

Parallelism in Construction Number Use ‑ quote within a

Fragments Article Use quotation

Run‑Ons / Comma Splice Pronoun: (" ' ' ")

Wordiness Object Pronoun ‑ percentage (%)

Double Negative Participle Form ‑ asterisk use (")

Shifts in Point of View Preposition Use ‑ degree/temp.

Descriptive Clause Pronoun Reference ‑ apostrophe (')

Use of Cliché Gender‑Biased Language ‑ (parenthesis)

WORD USE: Verbs: Active/Passive Use , a.m./p.m.

Underlining/Italicizing Missing Object ‑ dash (‑‑)

Diction Level/Word Choice Comparative , hyphen (‑)

Spelling Superlative ‑ exclamation (!)

Word Division at Line's End Adjective Use ‑ question mark

Modals Conjunctions ‑ $ sign

Non‑count Nouns Adverb Use _ Abbreviation

Verbals: Gerund/Infinitive





C-8 Communication Assignment Cover Sheet



Discipline: Communications
Course: English 272: Writing for the Web
Instructor: Shalin Hai-Jew
Course Prerequisites: English 101
Assignment Title: (Traditional) Print Resume, Scannable Resume and Web Resume
Assignment Description: Students create three versions of a resume according to different media specifications.
Student Population: Students have various computer skill levels and for the most part are able writers.
Assignment Timeframe: Students have several weeks to complete their resumes.
Communication Outcomes Addressed:

I. Listen to, understand, evaluate and respond to verbal and non-verbal messages.



IV. Formulate and express information, ideas and opinions in mechanically sound written forms that have a clear purpose, focus, thesis and organization; that are appropriate for their audience in content and style; and that support, clarify, and expand complex ideas with relevant details, examples and arguments.

V. Use supplemental materials (visual, auditory, etc.) to support verbal or written communication; comprehend and evaluate visual messages such as pictures, graphs, and other printed or electronic material.

VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies.


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