Fall Semester 2015 S yllabus
CCS 111 A - Oral Communication
Office Hours: 2:00 – 2:30 p.m. or by appointment
Office: Arts & Letters Bldg, Room 392
Office phone: (619) 594 6641
Email: gpantoja@mail.sdsu.edu
Professor Pantoja
Note:
Contact Details
Syllabus are subject to change. Check our CCS 111A Blackboard Announcements.
Schedule Details
CCS 111A Section 7
CCS 111A Section 8
Sched # 31894
Sched # 31972
T/Th 0930-1045
T/Th 1100-1215
NE-085
NE-278B
I mport ant Remi nder s Regardi ng Your Enrol l ment i n a CCS Depart ment Course
CCS 111A is equivalent to COM 103, and satisfies SDSU’s Communication and Critical Thinking
Requirement that all undergraduates should complete before Upper Division courses. You must
receive a letter grade for this course. You must receive at least a C- letter grade to pass this course.
Because you have chosen to meet the Communication and Critical Thinking Requirement in the
Chicana/Chicano Studies Department, topics for presentations will focus attention on issues directly
linked to Mexican-American culture, background, or experience. If you feel that meeting this
requirement will present a hardship for you, please consider dropping this course and enrolling in
either COM 103 or AFRAS 140 before the Add/Drop Date.
Because of the high student enrollment, a portion of your class time will be spent
observing/evaluating presentations of peers. You will be required to deliver 6 presentations, about
66% of your semester grade. Observation/evaluation of presentations will about 33% of your
semester grade.
Schedule for the Semester
To gain a clearer idea of how the class meetings are organized, below is the Presentation & Class
Meeting Calendar. This calendar is arranged in such a way that NO MAKE-UP PRESENTATION
deliveries can be scheduled for anyone. Keep this in mind if you intend to remain in the course. If you
anticipate difficulties in showing up on the days for which you are scheduled to deliver presentations,
it will be impossible for you to pass this course. Students who are athletes are responsible for
scheduling presentation/observation dates that DO NOT CONFLICT with their athletic duties.
Materials Required for CCS 111A
 A Speaker's Guidebook: Text and Reference $5- $65
O’Hair, Rubenstein, and Stewart ISBN-13: 978-0312601942
ISBN-10: 0312601948
Can be purchased at SDSU Bookstore: https://www.shopaztecs.com/
Additional Suggested Readings
 Understanding Human Communication
Adler & Rodman
 The Nature of Prejudice
Allport
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PRESENTATION & CLASS MEETING CALENDAR
Consult Our BB Announcements Any Modifications to This Calendar: https://blackboard.sdsu.edu/
Aug 25
Tue 1. Class Introduction
27
Thu
SEP 1
Tue 1. Personality Spectrum
3
Thu Student Introductions
2. Syllabus Review
1. Syllabus Review Continued
2. Select Interp Reading/Observ. Schedule
2. Lecture: Human Communication
INTERP READING 1
Lecture:
Human
INTERP READING 2
Lecture:
Human
INTERP READING 3
Lecture: Human
Communication
8
Tue Student Introductions
Communication
10
Thu Student Introductions
Communication
15
Tue Lecture: Self Concept, Self Esteem, Johari Window
17
Thu 1. Lecture Continued:
22
Tue INFORMATIVE PRES 1
24
Thu INFORMATIVE PRES 2
29
Tue INFORMATIVE PRES 3
Oct 1
Thu 1. Chicana/o Artists Discussed: The Chicano Collection / La Colección Chicana
2. Select Inform Pres./Observ. Schedule
2. Select Persuasive Pres./Observ. Schedule
6
Tue Select Group Presentation and Observation Schedule
8
Thu Location Change: Meet in Media Center of Library: Groups 1 & 2 only
(Other four
Groups OFF --NO CLASS SCHEDULED)
13
Tue Location Change: Meet in Media Center of Library: Groups 3 & 4 only
(Other four
Groups OFF --NO CLASS SCHEDULED)
15
Thu Location Change: Meet in Media Center of Library: Groups 5 & 6 only
(Other four
Groups OFF --NO CLASS SCHEDULED)
20
Tue PERSUASIVE PRES 1
22
Thu PERSUASIVE PRES 2
27
Tue PERSUASIVE PRES 3
2
29
Thu Group Practice and Preparation (reserving a location/room to practice is recommended)
Nov 3
Tue 1. Group Preparation
5
Thu GROUP PRES 1
(Panels 1 & 2)
10
Tue GROUP PRES 2
(Panels 3 & 4)
12
Thu GROUP PRES 3
(Panels 5 & 6)
17
Tue IMPROMPTU PRES 1
19
Thu IMPROMPTU PRES 2
24
Tue IMPROMPTU PRES 3
26
Thu NO CLASS
Dec 1
Tue 1. Preparation for Final Presentation 2. Select Final Pres./Observ. Schedule
3
Thu Preparation for Final Presentation Individual Appointments Available
8
Tue Preparation for Final Presentation Individual Appointments Available
10
2. Select Impromptu Pres./Observ. Schedule
Preparation for Final Presentation Individual Appointments Available
Thu
Finals Week
CCS 111A
Section 8
Tuesday, Dec. 15
1030-1230
NE-278B
CCS 111A
Section 7
Thursday, Dec. 17
0800-1000
NE-085
CCS 111A Catalog Description
CCS 111A. Oral Communication (3) [GE] Training in oral expression. Chicana and Chicano Studies
111A is equivalent to Communication 103. Not open to students with credit in Africana Studies 140 or
Communication 103 or 204.
This course is one of three courses that you will take in the General Education area of
Communication and Critical Thinking. Upon completing this area of the SDSU General Education
program, you will be able to: 1) craft well-reasoned arguments for specific audiences; 2) analyze a
variety of texts commonly encountered in the academic setting; 3) situate discourse within social,
generic, cultural, and historic contexts; and 4) assess the relative strengths of arguments and
supporting evidence.
CCS 111A serves as an academic forum in which to read about, discuss, and practice fundamental
processes of oral expression, principles of attention and delivery in academic settings, methods of
obtaining and organizing presentation material, preparing presentation outlines, and providing critical
evaluations of in-class presentations. While engaged in these activities, students will develop seven
essential capacities that can be observed and evaluated over the duration of the semester. The
seven essential capacities are recognized as follows:
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Construct, Analyze, and Communicate Arguments
This capacity will be evaluated most strongly when students complete the Persuasive Presentation
because it requires conveying valid reasons that support an appeal to some action or behavior. For
this assignment, students must include arguments that conform to Aristotle’s method labeled as
logos.
Apply Theoretical Models to the Real World
One such theoretical model includes the Johari Window, a graphic model that helps to explain how
self-disclosure through interpersonal communication affects relationships. An assessment based on
the features and applications of the Johari Window measures how well you are familiar with
components of the model and how well you can apply the model to real life situations.
Contextualize Phenomena
Textbook and online readings will elicit both verbal and written responses to issues regarding race,
ethnic identity, discrimination, stereotypes, and equality both historically and in contemporary society.
The in-class Panel Presentation and the online Digital Presentation will require you to contextualize
societal phenomena by examining how they are played out in real life and how they are depicted in
online media.
Negotiate Differences
The Panel Presentation will challenge you to work with students who have different personalities,
abilities, motivation levels, and work ethics to produce a PowerPoint document to be delivered by all
panel members in a balanced and unified manner. This collaborative assignment will undoubtedly
cause you to recognize that negotiation is necessary in order to produce a finished product that is
both articulate and informative.
Integrate Global and Local Perspectives
The very nature of having this course offered within the Chicana/Chicano Studies Department leads
to discussion and analysis of issues such as immigration as viewed by American nationals, Mexican
nationals, and even those outside of these two regions. It is rare for those enrolled in CCS 111A to
be unaware of global and local perspectives on many of the issues that will be touched upon in both
readings and presentations. You will be encouraged to identify the “gray areas” rather than viewing
perspectives as dichotomous black-and-white only.
Illustrate Relevance of Concepts across Boundaries
Readings, discussions, and out-of-class tasks will emphasize to you how Oral Communication must
be modified to cater to different audiences effectively. You should note that culture, ethnicity, age,
gender, education, and socio-economic class are but a few of the factors that affect decisions about
how to convey messages.
Evaluate Consequences of Actions
In a class of approximately 30 enrollees, you will be able to observe first-hand the consequences of
preparation / non-preparation, organization / lack of organization, and sufficient practice / inadequate
practice for the presentations be delivered by your peers. You will provide written comments on the
strengths and weaknesses of presentation deliveries and offer your conjecture about how decisions
and behaviors affected these in-class performances in both positive and negative ways.
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Goals of the Course:
CCS 111A is designed to offer students a broad perspective in the academic discipline of human
communication and provide opportunities to participate in / observe / evaluate interpersonal, small
group, and public communication.
By the end of the semester students should be able to:
 discuss how communication reveals as much about the self as it does about others
 make self-assessments with regard to communication styles and effectiveness
 recognize and evaluate the communication skills of themselves and others
 prepare and deliver clear, concise and informative oral presentations
 adapt communicative performance to a university-level audience
 identify ethnocentrism in both thinking and communication
 reduce or eliminate immaturity in communication styles
 observe how culture can influence communication
Learning Objectives of the Course
CCS 111A consists of six opportunities for students to stand up in front of a classroom and deliver
presentations that conform to progressively demanding parameters. The 6 presentations are
designed to require higher levels of discipline and skill as the semester moves on.
1. Interpretive Reading
The student will make an appropriate prose selection from Chicano Studies literature and use it as
the basis for a vocal/visual delivery in class. This assignment is designed to prepare the presenter for
further exposure in front of an audience.
Hand-held text required. 2-minute minimum time required. Not meeting the minimum time
results in a failure for this assignment.
2. Informative Presentation
The student will inform the audience about a topic that he/she already knows very well. No research
is necessary. The presentation must include one of four designated introductions in addition to
appropriate transitions and a pre-planned conclusion.
No notes allowed. 2-minute minimum time required. Not meeting the minimum time results in
a failure for this assignment.
3. Group Presentation
The student will collaborate with group members to produce a PowerPoint presentation delivered as a
unified project. The project topic must address some aspect of Chicana/o life, experience, or culture.
Panel members must cite references for all materials used. References must be contained in a
collective bibliography in the last slide. Not meeting the minimum time results in a reduction in score
for this assignment. Panel members may decide to “divorce” a member (or members). A panel
member may opt to divorce himself/herself and take a zero for this assignment—with consequences.
No notes allowed. 4-minute minimum time required for each panel member in each group.
Each member will be scored separately.
4. Persuasive Presentation
The student will persuade an audience toward some action or attitude using the method Aristotle
describes as logos. The presentation must include verbal citation of at least three separate authorities
that support the persuasive argument.
No notes allowed. 3 min. minimum, 4 min. maximum, all delineated criteria must be included in
presentation. Not meeting minimum time results in a low score for this assignment.
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5. Impromptu Presentation
The student will provide a semi-formal two-minute response to a random prompt selected by another
classmate. There will be no sign-up for this presentation because presenters’ names will be drawn at
random during the class session.
No notes allowed. 1-minute-15-second time required. Not meeting the minimum time results in
a low score for this assignment.
6. Final Presentation
The student will use his/her cumulative set of skills to deliver a presentation that focuses on an
interview with someone from the Chicana/o community. The student will incorporate observations
about the interviewee’s ethnic self-identity and self-expression in addition to focusing on a particular
element in the interviewee’s life that defines him/her
Graded Non-Presentation Activities
Student Presentation Evaluation Forms
The student will complete a variety of evaluation forms for other presenters on the days when he/she
does not deliver a presentation. The evaluation forms should demonstrate that the student can
distinguish between qualitative and quantitative comments. The focus will be on providing quantitative
comments.
What to Expect in CCS 111A
 You will deliver presentations in front of the classroom
 You will observe others deliver presentations in front of the classroom
 You will submit written observations to the instructor for participation points
 You will need to check Blackboard regularly for announcements and messages about
assignments
 You will need to communicate with the instructor and other class members via email
LEAVING THE ROOM WHILE CLASS IS IN SESSION?
Different professors have different policies regarding students needing to leave the classroom (either
for a moment or for the rest of the class session). Here are my guidelines: 1) If you need to leave the
classroom while I am speaking, just get up and go QUIETLY without interrupting me to ask
permission. When you return, do so QUIETLY. 2) If you need to leave the classroom while a student
is presenting, I would rather have you wait until that student is finished (it shouldn’t be long) than to
disrupt or distract the person during a graded presentation delivery. When you return, listen at the
door to make sure that nobody is delivering a presentation at the time. Come in during a transition of
presenters. 3) If you know you need to leave the classroom early on any in-class student presentation
day, tell me beforehand. Also, ALWAYS understand that if this is on a Presentation day and you are
NOT presenting, you will receive a Maximum of 50% of the total points available for this assignment.
TABLETS, NOTEBOOKS, MOBILE PHONES, MP3 PLAYERS, EARPHONES, HEADPHONES
Do not use your tablet or notebook, head/earphones on at any time. Never use mobile devices during
lecture. Mobile phone ringtones, alerts, or vibrations can be some of the worst distractions to a
student speaker presenting, and once a distraction has affected a student presenter, that distraction
can never be un-done. Some inexperienced speakers feel greater insecurity or anxiety simply when
they see laptops open, headphones on, earphones dangling, or mobile phones out.
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IF A PHONE VIBRATES OR EMITS ANY SOUND DURING A STUDENT’S PRESENTATION
There is quite enough anxiety experienced by a presenter simply by standing in front of a classroom
and trying to remember what he/she has planned to say in order get a passing grade for a
presentation. A phone that emits an audible vibration, ringtone, text alert, or other notification signal is
an unnecessary interruption that can distract a presenter enough to make him/her forget. I will stop
the timer if I hear an audible sound from a phone and ask the presenter if he/she wants to start over
or continue from the place where the presentation was interrupted. This is mainly to ensure that no
complaint from the presenter is made if he/she receives a low score on the delivery. The person
whose phone emits the interrupting sound will receive -5 points (negative 5) from their total semester
score for each interruption; so if you do not want to lose points make sure to turn off your devices and
remember it’s all about mutual respect!
Grading Policy (see the detailed Scoring Rubrics contained in this document)
1. In-class Presentations: 100 points each (x 6)
Interpretive Reading
approx. 12.8% of semester grade
Informative Presentation
approx. 12.8% of semester grade
Persuasive Presentation
approx. 12.8% of semester grade
1
Group Presentation
approx. 12.8% of semester grade
Impromptu Presentation
approx. 12.8% of semester grade
Final Exam Presentation
approx. 12.8% of semester grade
______________________________________________________
TOTAL
approx. 77% of semester grade
2. Observation & Participation: 60 points each (x 3)
Each in-class observation/participation approx. 7.7% of semester grade
_____________________________________________________
TOTAL
approx. 23% of semester grade
Points earned for presentations and in-class participation activities influence the cumulative average
of the total scores for the semester. At the end of the semester these points could very well push a
score over a threshold from, say a “C+” to a “B-" or from a “B” to a “B+” and so on. Likewise, points
not received for these items can pull down your cumulative average at the end of the semester. Try to
accumulate as many of these participation points as you can. They are what nudge your cumulative
score up or down.
As you will see at end of the semester, your in-class presentation scores will account for 77% of your
final grade, and the participation/observation scores will account for 23% of your final grade. In some
cases, fractions will affect whether or not your letter grade moves up to the next level. For example,
an 86.55% converts to a “B”, but an 86.56% converts to the next higher level: a “B+” on this
grading scale. To be fair to everyone, I do not “bump up” or “hold down” scores for anyone. I let the
automatic calculation of the numbers do all of the work.
Your grades will be considered “locked” after your Individual Appointment, and all you will have to
complete is the delivery of your Final Presentation. The score for your Final Presentation will be the
last item added to your grades before they are calculated and your Final Semester Percentage Score
is available to you via Blackboard. You must take that score and refer to the Grading Conversion
Chart in this syllabus to convert the percentage to a letter grade.
1
The Group Presentation will require the use of PowerPoint on one single file by all panel members
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Grading Conversion Chart
Score
79
78
77
76
75
74
73
72
71
70
Letter
C+
C+
C+
C
C
C
CCCC-
Score
89
88
87
86
85
84
83
82
81
80
Letter
B+
B+
B+
B
B
B
BBBB-
Score
100
99
98
97
96
95
94
93
92
91
90
Letter
A
A
A
A
A
A
AAAAA-
At the end of the semester, refer
to this chart to convert your
calculated semester percentage
score to the letter grade that will
appear on your SDSU Grade
Report.
Attendance Policy
I do not collect doctor notes, medical condition reports, or other documents excusing absences, there
is no need to bring one to me. Any scheduled or unscheduled absence from CCS 111A presentation
will affect your in-class participation score. Whatever the reason for your absence, if you cannot
participate in an in-class activity, it is impossible for you to receive participation points for it. It doesn’t
matter what your reason for the absence is; it is best to keep your reasons Private.
Unforeseen tragedies/circumstances causing you to miss more than one presentation delivery will
most likely result in a grade lower than a “C-” and require you to repeat the course for a passing
grade. Please contact Counseling Services and consider taking CCS 111A (or an equivalent) next
semester.
If you discover that you can’t present on the day you are scheduled, you need to find a classmate
who can switch with you—and this MUST be done in advance. You can email everyone in class even
without knowing their email addresses (through Blackboard). Get to know your classmates early on
so that you can feel comfortable about asking others to swap places with you if it is necessary. If you
make swapping arrangements, email gpantoja@mail.sdsu.edu and explain the switch.
Special Notes for Attendance on Presentation Days
If you ARE NOT presenting on a presentation day, you will receive 60 participation points for
completing the Evaluation Sheets for presenters. You MUST attend 3 presentations, & CANNOT
present & evaluate on the same day (Group Presentation is the Exception; You will Present &
Evaluate on the Same Day). If you arrive late or need to leave class early, your Evaluation sheet will
not be complete, and you will receive a MAXIMUM OF 50% (30 points) of the total points possible.
This reduced score will appear on your CCS 111A grade sheet and BB for that day.
If you ARE presenting on a presentation day and you need to leave some time after your
presentation, but before the last presentation, inform me before ALL of the presentations begin. Your
“A” or “B” score for that presentation will be reduced by 1 point. This will affect your overall
cumulative average at the end of the semester.
SPECIAL NOTE FOR ATHLETES:
SDSU Athletics requires you to provide me with the dates/times that you will be involved in athleticsrelated events and activities throughout the semester. DO NOT submit this information by itself. I
need to know more. When you provide me with the dates/times of your schedule athletics-related
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activities, please STAPLE the CCS 111A Presentation Calendar to the front of your document. You
will need to mark with a highlighter the individual class sessions that conflict with your activities so
that you don’t sign-up for a presentation on a day that you cannot possibly deliver it.
Presentation Day: For Presenters
Presenter Seating
Generally, there will be time enough for about 10 presenters on days when presentations are
scheduled. All those presenting on the same day should first fill fourth, then fifth row.
No Show = Score of “Zero” for That Presentation
With a tight schedule of 30+ presenters delivering more than 6 presentations in 16 weeks, there is no
time for “make-up” presentations. The entire class will find it virtually impossible to come together at
some other time to observe and evaluate a presentation scheduled outside of our set calendar.
Use Blackboard to Negotiate Presentation Dates with Classmates
If you sign up for a presentation date and discover that you cannot deliver on that date, see if you can
convince a classmate to trade presentation dates with you in advance—and then inform me of this
change (YOU MUST MAKE THE CHANGE BEFORE THE FIRST PRESENTATION DATE OF THE
THREE DAYS). You do not have to know the email addresses of anyone in class. Use Blackboard to
email the entire class or particular classmates that you think might be able to help you. Be sure to
inform me of arrangements between you and your classmates. If you cannot deliver on your
presentation date and cannot swap delivery dates with another student, you will receive a “zero” for
that presentation.
Check the Following URLs for Tips on Dealing with Anxiousness/ Nervousness Before
Speaking
http://www.nvcc.edu/home/npeck/spd100/blueprintfiles/nervous.htm
http://www.washington.edu/doit/MathSci/presen_tips.html
http://www.uri.edu/artsci/com/swift/SpeakAnx.htm
http://www.mtholyoke.edu/acad/intrel/speech/anxiety.htm
http://www.hawaii.edu/mauispeech/html/speechanxiety.html
http://www.ca.uky.edu/agc/pubs/fcs1/fcs1206/fcs1206.htm
http://www.toastmasters.org/tips.asp
http://www.presentationhelper.co.uk/Nerves_Lose_the_Fear.htm
http://www.aresearchguide.com/3tips.html
http://www.ljlseminars.com/anxiety.htm
http://gradschool.about.com/cs/presentations/a/speak.htm
http://ezinearticles.com/?Conquer-Presentation-Anxiety:--Olympic-Athletes-Show-Us-How&id=13954
http://www.dummies.com/WileyCDA/DummiesArticle/id-2585.html
Presentation Day: For Presenters: Non-Verbal Guidelines (what to do / not to do)
 All solo presentations must be delivered while standing.
 Remove anything that covers your eyes during your presentation.
 Remove gum from your mouth before you deliver your presentation. Your score will be an
automatic low-1 if you complete the presentation and meet the minimum time mark. I will not
remind you about your gum.
 Never hand anything out to the class for distribution during your presentation. If you have a visual
aid, figure out how to display it effectively without passing it around the classroom. The audience
needs to be observing you and writing evaluative comments, holding on to your visual aids.
 Do anything you can in order to disguise the fact that you may be anxious or insecure in front of
the class. Smiling often helps (if it is appropriate). Do your best to act comfortable, confident, and
9
energetic during the short time you are up in front of the class. Some students must work more
than others to achieve the level of animation necessary to hold attention. Practice a few different
ways to deliver your presentation. Decide which is most effective. Your classmates will let you
know whether it was or not.
 Distribute eye contact to all sections of the classroom. This is very difficult for some students; and
if you find it frustrating, you may notice that maintaining eye contact becomes easier if you
practice your delivery enough. Remember: Your score will be reduced if you cannot evenly
distribute your eye contact or if you become fixated on the floor, ceiling, walls, or widows of the
classroom to avoid eye contact.
 In an extreme case of frustration or memory lapse, look down toward the floor or turn around for a
moment. Collect your thoughts, and pick up from where you left off (or from wherever else you
can). If you do this, you will most likely receive a score no higher than 75.5%, but it is better than a
failing score.
Verbal Guidelines (what to say / not to say)
 Avoid beginning your presentation with “Okay”. This is a re-setting word counted as a filler.
 Avoid beginning your presentation with “So…” This designates a tone that is too informal for the
delivery.
 Use one of the four designated introduction types identified in the Informative Presentation
guidelines.
 Once you begin your presentation, you may not start over. Requests to start over will be rejected
(unless interrupted by an audible electronic device), and the presentation will be ineligible to
receive a score higher than 75%.
Keep your vocabulary register at an academic level. Your score will not be very high if your
delivery contains informal expressions such as the following: you guys, you know, ‘cuz, I mean,
sorta, kinda, I don’t know
 Refrain from ending presentation with, “So that’s it,” or “That’s about it.” The best signal to your
audience that you finished is to pause briefly before simply saying, “Thank you”
 Meet the minimum time requirement. If you do not meet the time requirement, you will receive a
failing score for the presentation no matter how effective it was. This rule is strictly enforced, and
many students receive failing scores every semester because their presentations are just 4 or 5
seconds under the requirement.
Presentation Days
Seating Arrangement
Upon arrival to class, Non-presenters MUST sit in the first and second row. This allows for clear sight
of the presenter, as well as ability to hear the presenter. Those who are presenting MUST sit in the
fourth fill all seats before sitting in fifth row.
Mobile Communication/Entertainment Device Switch-Off
We are each responsible for reminding everyone in the class to turn of all mobile devices, music
players, and to keep them (including all manner of earphones) out of sight during…as well as be
responsible to remember this himself/herself. The penalty for my seeing/hearing any of these items
on presentation days is rather severe.
Active Observers/Commenters
Every student in class will be expected to pay attention to the presentations in a way that
demonstrates politeness and respect to the presenters. Active observation of presentations includes
maintaining eye contact with the presenters, noting any distractions he/she makes during the delivery,
and assessing the overall effectiveness of the presentations. Commenting includes informing the
presenters of your honest observations about the delivery, and this will usually be done by filling out
evaluation slips.
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Time Keeper
For each presentation, a new Time Keeper from the group of students NOT presenting on that day
will record the duration of each speech. After one speaker has presented, the Time Keeper will pass
a stopwatch and time log to the next non-presenter in line. Being a Time Keeper offers you a brief
break in paying attention to the content and delivery of the presenters. Time Keepers will record the
time length of every presentation, and the last Time Keeper for the day should submit the stopwatch,
Time Log Sheet, filler counter device, and Filler Counter Log Sheet before leaving the classroom. The
last Time Keeper for the day should bring up all materials to the podium/desk at the front classroom.
Filler Counter
For each presentation, a new Filler Counter from the group of students NOT presenting on that day
will record fillers uttered by the presenters. The Filler Counter’s only duty during a presentation is to
count the number of times a speaker uses a filler expression such as “uhh” or “umm” or “like” or “I
mean” or “you know”, etc. during his/her delivery and to record the number in the Filler Log. When a
presenter is finished, the counter and filler expression log will move on to the next non-presenter in
line. The last Filler Counter for the day should bring all materials to the podium/desk at the front
classroom.
Classroom Emergencies
From any campus phone (usually at near the podium) dial—4191, it is necessary to know th building
and room number so that Public Safety officers can arrive quickly. Using your mobile phone and
dialing 911 is NOT the way to get help quickly. A 911 operator will re-route your phone call to the
SDSU on-campus system, causing you to wait for an answer.
Americans with Disabilities act/ADA Policy
SDSU is committed to providing reasonable accommodations for students with disabilities to permit them to carry
out their educational responsibilities. If you need assistance please contact me or call Disabled Student Services at
619 594-6473, TDD 619 594-2929.
Student Responsibility
Students are responsible for knowing, and being familiar with all of San Diego State Universities’ rules, laws,
rights, penalties, fees, & etc. Not having read through all available information does not exempt you from
culpability. You can find all of S.D.S.U.’s policies online at, http://www.sdsu.edu/ .
SCORING RUBRIC: In-Class Presentation
Points
Features of the Presentation Delivery
The presenter makes an attempt, but for some reason/reasons
½
cannot complete the delivery,Presenter does not meet minimum time
mark
Little evidence of preparation, practice
Uncomfortably long pauses or stalls for time
Presenter needs to turn around to get back on track
Presenter has gum, candy, etc in mouth
Presenter forgets either Intro or Conclusion
1
Presenter has difficulty hiding nervousness
Presenter appears unconfident or uncomfortable
Presenter calls attention to delivery flaws
Presenter apologizes or acknowledges errors
Presenter forgets what he/she has planned to say
Details
Missing Intro
First sentence mentions
topic
Missing Conclusion
That’s it.
That’s all.
That’s about it.
That’s my speech.
I guess I’m done.
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Presenter displays insecurity by laughing at self
Presenter overgeneralizes with broad statements
6 fillers or more within a span of 2 minutes
Fillers
…okay
…I don’t know
…uhh
…and uhh
Presenter seems to have memorized a script, cannot control foot …umm
position, supports self on one foot
…and umm
…like
Presenter cannot control distracting behaviors or habits
…I mean
swaying from side to side, rocking back and forth, overusing a …and whatever
gesture,
…or whatever
adjusting clothing, touching face, flipping hair
…and stuff
1-5 fillers within a span of 2 minutes
…you know
Strong evidence of preparation, organization, and practice
Transitions:
Presentation features an effective Intro and Conclusion
First of all…
Presenter appears confident, enthusiastic, animated
Next…
Excellent eye contact covering all of audience
Furthermore…
Strong evidence of preparation, practice
In addition…
No unneeded pauses or stalls for time, Variety in movement, Most important…
gestures
Finally…
No use of fillers at all
Not quite enough practice or preparation
Comfortable and familiar with topic
Slightly unsure of himself/herself during delivery
hand(s) or thumb(s) in pocket(s)
2
3
SCORING RUBRIC: In-class participation for non-presenters (on presentation days only)
Points
0
Absent on Assigned day
50%
max
Arrived after first presentation started
Needs to leave class early
50%
max
Present for all scheduled presentations
Participated in Assigned duties
Comments not provided for all presenters
60
Present during entire session
Participated in assigned duties
Contributed comments / assigned duties
12