COURSE OUTLINE AND GENERAL NOTES ON PROCEDURE
Prof. D. KrautOffice:
Speech 4(3259)
Office hours:
Voicemail:
e-mail:
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Fall’08
LS 131 J
T/Th. 11:00 - 12 :15 pm (Bundy, 240)
Wed. 12:45 - 2:15 p.m. (LS 131 J)
310-434-8522
kraut_deborah@smc.edu
This is a special APPLE course and is part of the Teacher Academy program. It
also satisfies the American Cultures Requirement.
Lisa Allen will be our Teacher’s Assistant this semester. (Contact information to be
announced.)
REQUIRED TEXTBOOKS:
Judy E. Yordon, Roles in Interpretation. 5th Ed. McGraw – Hill, 2002
Maria Mazziotti Gillan and Jennifer Gillan, eds. Unsettling America- An Anthology of
Contemporary Multicultural Poetry. Penguin Books, 1994.
OTPIONAL TEXTBOOKS:
Jerome Beaty and J. Paul Hunter, eds. New Worlds of Literature . 2nd Edition, W.W.
Norton & Company, 1994
Vincent N. Parillo, ed. Strangers to These Shores, Allyn & Bacon, 2003
Andrew Carroll,ed. Letters of a Nation, Kodansha International, 1999.
COURSE OBJECTIVES:
By the end of the semester, you should be able to:
1. Analyze and perform works of literature by and about the varied cultural groups in
the United States in an imaginative way – solo and /or group performance – which
will prepare the audience for the theme of the material and explain how the author’s
cultural background informs the selection.
2. Demonstrate improvement in voice, articulation and delivery skills through oral
interpretation of a variety of literary forms.
3. Compare and analyze, in speaking and writing, the similarities and differences among
various literary groups and cultures.
4. Demonstrate listening skills using the new SLANT technique that reflects positive
verbal and non-verbal feedback.
GRADING INFORMATION:
1. PARTICIPATION/ATTENDANCE/HOMEWORK
100 POINTS
2. POETRY PROJECT- Typed manuscript + Introduction
200 POINTS
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This typed packet is required immediately before presentation. It will not be accepted late.
(NO e-mailed material accepted.) Packet = 40 points.
3. COMBINATION PROJECT (Narrative speech + poetry/prose performance) 200 POINTS
Typed manuscript/outline packet required immediately before presentation.
It will not be accepted late. NO e-mailed material accepted. Packet = 40 points.
4. PROSE PROJECT
200 POINTS
Typed manuscript + Introduction packet required immediately before presentation.
It will not be accepted late. NO e-mailed material accepted. Packet = 40 points.
7. EXAM #1
150 POINTS
8. EXAM #2
150 POINTS
GRADING POLICY:
A= 900 - 1000, B = 800 - 899, C= 700-799, D = 600- 699, F= 599 and below.
ASSIGNMENTS:
1. LECTURE/DISCUSSIONS
Interactive lecture/ discussions will be
conducted in order to demonstrate key concepts
from the text and their application to oral
interpretation of literature. (See calendar for
dates.) A careful reading of the chapters in Roles
in Interpretation will be necessary for class
discussions and oral reviews. In addition,
participation in practice poetry/prose
performances ( solo, duet, group) will help
students prepare for graded assignments.
2. POETRY PROJECT
For this creative project, you are asked to
prepare a 4-6 minute presentation that includes a
poetry selection/s from your choice of an
American cultural group. Your poem should
represent one or more aspects about the
selected cultural group . In addition, you
should educate the class about the cultural
group’s historical struggle to adapt to the
United States. Choose a piece in which you
have found a personal connection. An
introduction should examine: 1) how the
writer’s life and cultural group have influenced
her/his work; 2) your personal connection to the
poetry and;3) your discussion of the theme/s of
the poetry.( In particular, you should address :
1. Why it was written? 2. What are the life
lessons of the poetry selection/s? See our
required text in multi-cultural poetry (Unsettling
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America) for selections. Remember to
document your sources as discussed in class.
Your presentation package should include:
a. Two double - spaced typed copies of
your poetry. One is for you and the
second copy is for your instructor.
b. Two double-spaced typed copies of
your Introduction .
c. Submit a stapled copy of the
reading and introduction to your
instructor immediately before your
presentation. (They will not be
accepted late. They will not be
accepted via e-mail.)
d. Time limit: 4-6 minutes.
5. COMBINATION PROJECT:
For this solo/ team project, you are asked to
combine a Personal Narrative Speech (a story
from your life that reflects a life lesson, evidence
of character change/ development, and educates
us about one or more aspects of your second
cultural group and its historical struggle to
adapt to the United States ) with a reading/s
from that second American Cultural Group.
(Time limit: 6-8 minutes for each member.) The
challenge in this assignment is to present an oral
presentation that combines your own life
experience with the work of a published writer
of poetry, prose and /or drama. The presentation
– which may represent more than one cultural
group – should be connected by one underlying
theme. If you are working as a team, each
member should have equal time for his/her
personal narrative speech and reading
selection/s. As in your previous projects,
pertinent biographical and cultural background
of the author/s should be included in this project.
Document all sources as discussed in class.
A typed copy of your speech outline, transition/s
and manuscript of reading selection should be
submitted to your instructor immediately before
your presentation. This will not be accepted
late. Bring this package to class. E-mailed
copies will not be accepted.
Examples of themes: 1) Uprooting: Surviving
immigration, relocation, discrimination; 2)
Conflict between the Culture of the Family and
the Culture of the New World; 3) Love,
Marriage and the New World /s; 4) Personal
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Experience with Discrimination; 5) The Struggle
to Belong; 6) The joys and struggles of intercultural relationships.
Costume, props, lighting, music and other visual
aids may be used to enhance the presentation.
3. PROSE PROJECT:
For this project, you are asked to prepare a 4-6
minute presentation of a prose reading from a
third American Cultural group. Again, select
a piece in which you have found a personal
connection and a piece that educates the class
about one or more aspects of the selected
culture and its historical struggle with
adaptation to the United States. You may
prepare a cutting from the selection (beginning,
middle or end) that you feel conveys an
important part of the reading choice. Your
introduction should prepare the audience for
the background of the prose selection and
present pertinent information that will help us
follow your selection. Your introduction should
also indicate how the biographical /cultural /
historical background of the author informs the
selection. In addition, your introduction should
discuss the theme of the selection. In particular,
you should address: 1.Why it was written? 2.
What are the life lessons of the piece?
Document all sources as discussed in class.
Submit a typed, double-spaced copy of your
selection and introduction immediately before
your presentation. (Please staple pages
together.) The manuscript and introduction
will NOT be accepted late. They will not be
accepted via e-mail. Time limit: 4-6 minutes.
6. EXAMINATIONS
See calendar for dates on Exam #1
(Ch. 1-4, lecture notes and Maya Angelou
poetry video), Exam #2 ( Ch. 5-7, lecture notes,
historical information on various cultural
groups, and delivery skills/ phonetics).
7. ORAL REVIEWS
Oral Reviews will be conducted at the start of
class in order to clarify major concepts and
inspire you to keep up with the assigned reading
schedule. Your active participation in oral
reviews will count toward your Class
Participation Grade.
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ASSIGNMENTS AND EXAMINATIONS:
So that you will be adequately prepared when /projects/exams are due, assignments
will be made well in advance. (See schedule.) If you have a conflict, arrange to take your
exam early or give your presentation early.
NO MAKE-UP EXAMS:
There will be NO make-up examinations. In the event of an emergency, you must furnish
documented proof of absence on medical/legal letterhead and/or documentation from our school
nurse in order to qualify for a make-up examination. Please note that all documents will be
carefully evaluated and verified via telephone follow-up and /or additional written
documentation. Without proper documentation, you will not be permitted to take a make-up
examination. If documentation is approved, arrange for a make-up exam at the first “office hour
day” immediately following your return to class.
NO LATE PRESENTATIONS:
Late presentations are not permitted. In the event of an emergency, you must furnish
documented proof of absence (e.g., medical, legal documents, school nurse’s letter) in order to
qualify for a make-up presentation. Documentation will be carefully evaluated. If your
documentation has been approved, arrange to present a make-up presentation during office hours,
immediately following your return to class.
The above policy is used to ensure that every student is ready for an examination or presentation
on the day assigned. The major benefit of this policy is fairness to all students who work
hard to get assignments in on time and prepare for exams well in advance of the scheduled
date. In order to adhere to our tight schedule, it is imperative that all students meet their
assignment/examination responsibilities.
Your complete introduction, manuscript and speech outline package (double-spaced typed copy
of manuscript and double-spaced copy of your introduction) is worth 40 points. It will not be
accepted late and must be submitted immediately before you deliver your presentation.
At the lectern, you should use a “speaking outline” of your introduction– on index cards – as a
guide during your presentation of the introduction. A word-for word copy of the manuscript may
be used during your oral performance. In order to earn maximum points on all assignments,
it is suggested that you memorize your manuscripts for maximum control of the material
and complete all parts as directed.
FAILURE TO TAKE FINAL EXAM:
If you fail to take the final exam, you will receive a (0) grade for that exam. The (0) grade will be
calculated, along with your other grades, in order to obtain your total points for the semester.
INCOMPLETE GRADES:
In case of emergency on final exam day or final days in class, see policy in your Schedule of
Classes on Incomplete Grades.
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WITHDRAWAL FROM CLASS: If you choose to withdraw from this class, please follow rules
for W grades, according to the Schedule of Classes. It is your responsibility to initiate
arrangements for earning a W grade. Do not assume your instructor has given you a W grade.
PARTICIPATION: 100 POINTS
If you are not in class, you can not participate. Participation includes: analysis of literary
selections, exercises in voice/diction/ vocal variety, relaxation training, peer/self- evaluations,
team/partner practice exercises, pop oral reviews, and homework assignments. Note the following
sections below:
Attendance/Prompt Arrivals:
You may miss two classes without deduction. After your first two absences, ten points will be
deducted for each absence. In addition, you have one free late arrival. After your first late
arrival, five points will be deducted for each late arrival. It is essential that you attend every class
and arrive for class on time. Therefore, it is recommended that you use your two free absences
and one late arrival for unforeseen circumstances such as illness or special appointments. Keep a
full bank of days in order to be ready for these types of problems.
Class Participation:
1. Conduct yourself in a courteous and respectful manner with regard to fellow
students, visitors and your instructor.
2. Actively listen to lectures and take notes.
3. Be a helpful audience member during class discussion and performance by
using the new SLANT TECHNIQUE as discussed in class. Courteously
listen to fellow classmates/professor during discussion and speech
presentations. (Do not pass notes or talk to neighbors. This disturbs the
speaker, the class and your instructor.)
4. Arrive for class on time and attend the maximum number of classes as
outlined above.
5. Leave all beepers, cell phones at home/car or turn them off
before entering class.
6. Submit all homework assignments (typed) on time for check grade.
7. Actively participate in class as much as possible by asking and answering
questions that reflect careful reading of the text and thoughtful evaluation of
the material under discussion.
8. Volunteer for in-class exercises and oral reviews.
9. Actively participate in oral evaluations of speeches in a courteous and
constructive way.
10. Complete evaluation forms using principles of constructive criticism.
If you wish to remain anonymous to the speaker, indicate the last
three numbers of your I.D. number. In all other cases, include your
name in order to earn credit for the evaluation.
DROP POLICY:
You may be dropped from this class after a total of four absences. This includes your
first two free absences.
You may be dropped from this class after a total of five late arrivals. This includes your
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first free arrival.
LATE ARRIVALS:
If you arrive late for class, it is your responsibility to see me at the end of the class
in order to record your late arrival and get attendance credit for that class.
This record will not be changed at the next session. When students are doing presentations,
wait until the presentation is over before entering. Always take the seat nearest to the
door, in order to cause a minimum of disturbance. Never walk directly in front of the
speaker to get to your usual seat.
EARLY DEPARTURES: If you leave early, your early departure will be counted as a late
arrival and points will be deducted accordingly. See me before the particular class begins in
regard to an early departure. Restrict early departures to emergencies only.
STUDENT PARTNERS:
Students find it helpful to work with a student partner or partners for
rehearsal of presentations and preparation for exams. You may also arrange to have your
student partner or friend pick up any handouts if you are absent or
late. Always file your handouts in a safe place as a limited number of copies are
printed for each assignment or study sheet. Due to a paper shortage, no
extra handouts will be printed.
NON-VERBAL COMMUNICATION:
In Speech Communication classes, eye contact and facial expression are critical. Therefore,
unless there is a religious or medical reason – sunglasses and hats should not be worn in class.
Please note that on performance day, it is suggested that you wear appropriate attire that does not
distract from the content of your presentation or block your face in any way. Appropriate music,
costume, props may be used to enhance your performance.
CENTER FOR STUDENT DISABILITIES:
Accommodations will be provided for students with disability-related needs who
identify themselves after class and provide documented proof from the Center.
STUDENTS WITH SPECIAL MEDICAL CONDITIONS:
Please see me after class in order to discuss procedures to be followed in the event of an
emergency.
OFFICE HOURS:
If you have any questions in regard to assignments, exams, and /or special problems, see me
during office hours. Students find it helpful to consult with me on reading selections,
introductions, voice/articulation problems and strategies to improve class performance. If you
receive a failing grade for an exam or oral project, it is imperative that you arrange to see
me during office hours.
SYLLABUS AS COMMITMENT:
As a member of our class, you are asked to follow all rules and regulations as stated in this
syllabus. In addition to our in-class review of the syllabus, please re-read this syllabus carefully
in order to make sure that your school and work schedules will allow you to follow all of the
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syllabus requirements with regard to attendance, late arrivals, homework assignments, class
participation/evaluation , examination and presentation schedules.
CALENDAR
DATE
CLASS ACTIVITY
HOMEWORK
Please Note: All assigned chapters on this calendar are from ROLES IN
INTERPRETATION. Be sure to read each chapter in advance of the lecture/ discussion in
order to earn participation points during in-class review of the chapters.
8/25
Course introduction
Review all assignment
descriptions in syllabus.
8/27
1. Techniques in stage fright reduction.
2. Use of Native American “Talking Stick”
3. Easy Tricks on Problem Sounds
_______________________________________________________________
9/1
HOLIDAY
9/3
Lecture/discussion— Ch. 1
TEXT: Chapter 1
( Assign.# 1 hand-out)
_________________________________________________________________________
9/8
HOMEWORK #1 due today: Choose one poem from Unsettling
America. Be ready to explain - during a discussion in the round- how
it relates to the “text” of your life (15 points). Please note that you
will be using this poem for your Poetry Assignment (Culture # 1).
* Lisa Allen (Teacher Assistant):
9/10
Demonstration of Assign. # 1- Poetry Project
Lecture/ Discussion:
Ch. 2
TEXT: Chapter 2
* Lisa Allen ( Teacher Assistant): Tips on preparing the introduction to your project.
______________________________________________________________________________
9/15
Lecture/discussion:
Ch. 3
TEXT: Chapter 3
9/17
Lecture/discussion:
Ch. 4.
TEXT: Chapter 4
________________________________________________________________________
9/22
Maya Angelou Video
9/24
Final Rehearsal with partner.
______________________________________________________________________________
9/29
PERFORMANCE
Group A
10/01
PERFORMANCE
Group B
10/6
10/8
PERFORMANCE
Group C
a. Lecture/discussion: Assignment #2
b. Voice, articulation and phonetic review
* Lisa Allen ( Teacher Assistant): Demonstration of Assign. #2- Combination Project
__________________________________________________________________
10/13
MID-TERM
10/15
HOMEWORK #2 due today. Combination Project: Narrative
Speech Thesis + Poetry Title (15 points) /Culture #2. Be prepared to
discuss the life lesson of your speech and how your poetry or prose
selection connects to your speech.
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_____________________________________________________________________
10/20
Ch. 5 - Lecture/Discussion
TEXT: Chapter 5
10/22
Peer editing with partner on speech outline.
________________________________________________________________________
10/27
a. Voice/Articulation/ Phonetic Review
b. Final rehearsal with partner - narrative speech and poetry/prose
10/29
PERFORMANCE
Group A
______________________________________________________________________
11/3
PERFORMANCE
Group B
11/5
PERFORMANCE
Group C
11/10
VETERAN’S DAY
11/12
Voice and Articulation Practice with pitch change.
______________________________________________________________________________
11/17
Lecture/discussion on Assign. # 3: Prose selection + Introduction
( 3rd American Cultural Group.) Recommend : Famous speeches and
letters of our nations. Short stories, essays and monologues can also
be used for this assignment.
* Lisa Allen/Teacher Assistant: Demonstration of Assign. #3- Prose Project
11/19
Ch. 6- Lecture/Discussion
TEXT: Chapter 6
____________________________________________________________________________
11/24
Ch. 7- Lecture/Discussion
TEXT: Chapter 7
11/26
HOMEWORK #3 due today: Prose manuscript + Introduction.
Final peer editing and rehearsal with partner for this assignment. 15
points.
_____________________________________________________________________________
12/1
PERFORMANCE
Group A
12/3
PERFORMANCE
Group B
____________________________________________________________________________
12/8
PERFORMANCE
Group C
12/15
Final Examination—8a.m. promptly
6/9
Final Examination
12 Noon
IN-CLASS INTERVIEWS:
Interview your partner and present a brief discussion to the class that includes at least four of the
most interesting things you have learned about your partner. Practice using eye contact with 3
parts of the room, adequate volume, and variety in pitch. Each presentation should be about 12 minutes in length.
INTERVIEWER’S NAME_______________________________________
1.
Interviewee’s Name ____________________________________________________
2.
Current status at SMC (freshman, sophomore)?___________________
3.
Current major / career goal ? _______________________________________________
4.
Previous or current courses in Speech Communication ?________________________
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5.
Current job?____________________________________________________
6.
Native country/state/city_____________________________
7.
How long have you lived in the United States/Los Angeles? _______________
8.
Unique qualities about yourself such as hobbies, special interests/talents, etc.
___________________________________________________________________
9.
What are your specific goals for this class?_________________________________
10. What are your greatest concerns/fears – if any - about taking this course? ________
11. What motivated you to take this course?_______________________________________
12. Who is your favorite author, poet or playwright? Why is he/she your favorite?
____________________________________________________________
13.
How would you describe your life thus far, using one of the following items to describe your life:
song title, book title, movie title, famous quotation? Explain your choice.
14. If you could live in any time in history, who are the three people you would choose to
invite for dinner?
___________________________________________________________________________
SUGGESTIONS FOR INTERPRETATION
Feel free to use any of the selections below as well as your own choices.
Reminder: Your selection must be written by an author who represents
an American Cultural group and – in some way- enlightens the class
about the background of this culture. (It should be a writer whose work
has been published in a well-respected periodical and/ or book – fiction or
non-fiction.) Please note that all selections should have some life lesson
for the class and our particular course of study.
African –American Writing: From Alienation/Discrimination to Self-pride
1. “ I, Too” by Langston Hughes
2. “Niki Rosa” by Nikki Giovanni
3. “Phenomenal Woman” by Maya Angelou.
4. “The Kind of Light that Shines on Texas” by Reginald Mc Night.
5. “Eyes and Teeth” by Wanda Coleman.
6. “To be Young Gifted and Black” by Lorraine Hansberry.
7. “A Raisin in the Sun” by Lorraine Hansberry.
8. “ Blonde White Woman” by Patricia Smith
Asian American Writing: Navigating Between Two Worlds
1. “ Modern Secret” by Shirley Geek-lin Lim
2. “ Notes for a Poem on Being Asian American” by Dwight Okita
3. “ In Response to Executive Order 9066” by Dwight Okita
4. “ The Nice Thing about Counting Stars” by Dwight Okita
5. “ What Means Switch” by Gish Jen.
6. “ Breaking Tradition” by Janice Mirikitani
7. “ The Floating World” by Cynthia Kadohata.
8.
“ Can’t Tell” by Nelly Wong.
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9.
“ Doreen” by Nelly Wong.
Latina/o Writing: The Struggle to Belong; The Struggle to Be
1. “How the Garcia Girls Lost their Accent” by Julia Alvarez.
2. “Small Faces” by Gary Soto.
3. “Senora X No More” by Pat Mora.
4. “To Jesus Villanueva, with Love” by Alma Luz Villanueva.
5. “We Never Stopped Crossing Borders,” by Luis J. Rodriguez
6. “Elena” by Pat Mora.
7. “Pigeons” by David Hernandez
Jewish -American Writing : From Dislocation/Discrimination to Survival
1. “What Were You Patching?” by Ruth Lisa Schecter
2. “Being Jewish in a Small Town” by Lyn Lifshin.
3. “Changing Address Books” by Micheal S. Glaser.
4. “Preparations for Seder” by Micheal S, Glaser.
5. “Where is it Written?” by Adam Schwartz.
6. “Tattoo” by Gregg Shapiro.
FAVORITES FROM FORMER STUDENTS:
1. “Indian Boarding School:The Runaways” by Louise Erdich,NativeAmerican
2. “Restroom” by Chitra Banerjee Divakaruni, Indian- American
3. “Yuba City School” by Chitra Banerjee Divakaruni
4. “Norma” by Sonia Sanchez, African-American
5. “Blood” by Naomi Shihab Nye- Palestinian American
6. “In the Elementary School Choir” by Gregory Djanikian – TurkishAmerican
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