SUMMER 2001
COMMUNICATION 1611
DETAILED ASSIGNMENT DESCRIPTIONS
DR. MARY TREJO
Department of Communication
The University of Texas at El Paso
2
COMMUNICATION 1611, Summer 2001, MTWRF 12:50-2:50 PM
Classrooms: Cotton 204 and COMM DEPT COMPUTER LAB, 3rd Floor, Cotton Bldg.
Dr. Mary C. Trejo, Instructor
Office: Cotton 102; Phone, 747-5431; email, MTrejo@OzarkLand.com
Hours, MTWR 2:50—3:30 PM; By Appointment
OVERVIEW OF SEMESTER:
This course provides an introduction to the complementary skills of expository writing and public
speaking. The major grading emphasis is on the conception, development, and logical communication of
ideas. The course has been designed as a result of the diagnostic exercises utilized during the initial
meetings. The planning of assignments reflects the adult status, wide-ranging interests, intelligence, and
good mastery of language skills of this specific group. This class has been found to be a mature group
well prepared to take responsibility for preparation and completion of assignments. Students are
expected to manage their time effectively and provide self-motivation in completing assigned readings and
speeches; tests are not expected to be utilized unless an added negative incentive is needed. In addition to
taking responsibility for completing readings and preparations, students will be encouraged to select realworld topics of interest to mature adults which call for challenging research and idea development. Both
hard work and creativity will be rewarded. Detailed explanations of all assignments will be provided as
the semester progresses. If clarifications are needed, students are encouraged to ask questions whenever
they wish. Although the schedule is rigorous, the intellectual climate in the class should be exciting.
OVERVIEW OF ASSIGNMENTS:
Warm-Up Exercises to Build Fundamentals
Assignment 1, Introductory Speeches,
50 Points**Note: 2 options available; choose one
Assignment 2,
Text Discussions,
25 Points; lead a class discussion on a textbook
chapter:
Practicing the Complementary Arts of Speaking and Writing: Speaking & Writing Assignments
Assignment 3, Descriptive Essay,
50 Points
Assignment 4, Informative Speech,
100 Points
Assignment 5, Informative Essay,
100 Points
Assignment 6, Persuasive Speech,
125 Points
Assignment 7, Persuasive Essay,
125 Points
Assignment 8, Persuasive/Motivational Speech, 150 Points
Assignment 9, Writer’s & Speaker’s Journal,
125 Points
Assignment 10, Persuasive Essay,
150 Points
Note: Participation/Attendance Grade, -50 Points (More than 4 unexcused absences will result in
being dropped or a lowered grade.)
TOTAL: 1000 Points
1000- 900
A
899- 800
B
799- 700
C
699- 600
D
599 & below
F
------------------------------------------------------------------------------------------------------------------------------Notes:
3
SUMMER 2001 CLASS SCHEDULE; SUBJECT TO CHANGE
JUNE
WEEK
DAY
DATE
1
1
1
1
1
1
2
3
4
5
June 4,
June 5,
June 6,
June 7,
June 8,
DIAGNOSTIC PERIOD
M
T
W
R
F
Introduction to course; Texts assigned
Overview; Diagnostic Exercise #1; Lucas, Chs. 1-5 assigned
Diagnostic Exercise #2
Lucas, Chs. 1-2, discussed
Diagnostic Exercise #3; Lucas, Chs. 3-5, discussed
Announcement of availability of COMM DEPT COMPUTER LAB;
diagnostic period ends
Note: all classes will meet in COMM DEPT COMPUTER LAB unless announced
otherwise.
2
6
June 11, M
2
7
June 12, T
2
8
June 13, W
2
2
9
10
June 14, R
June 15, F
3
3
11
12
June 18, M
June 19, T
3
3
3
13
14
15
June 20, W
June 21, R
June 22, F
Intro to COMM DEPT COMPUTER LAB
#1, Introductory Speeches, and #2, Text Discussions, assigned
COMM DEPT COMPUTER LAB;
further discussion of Assignments #1 & #2
COMM DEPT COMPUTER LAB; #2, Text Discussions, begin:
M. Carlos-Lucas, Ch. 6, Gathering Materials
G. Ibave-Lucas, Ch 7, Supporting Ideas
M. Skatzes-Lucas, Ch. 12, Delivery
Cotton 204; #1, Introductory Speeches, due; all should be ready to speak
COMM DEPT COMPUTER LAB; Work on #3, Descriptive Essay;
#2, Text Discussions, continue:
Robert Rodriguez--Lucas, Ch. 8, Organizing
Ruby Rodriguez--Lucas, Ch. 10, Outlining
Karen Lopez--Lucas, Ch. 9, Beginning and Ending
COMM DEPT COMPUTER LAB; # 3, Descriptive Essay, due
COMM DEPT COMPUTER LAB; #2, Text Discussions, continue:
Tim Woodard-- Lucas, Ch. 14, Speaking to Inform
John James-- Lucas, Ch. 11, Language
Raul Armendariz-- Lucas, Ch. 13, Visual Aids
UTEP Library
COMM DEPT COMPUTER LAB; submit topic for #4, Informative Speech
COMM DEPT COMPUTER LAB; work on #4, Informative Speech
_______________________________________________________________________________________________________
4
4
4
4
4
16
17
18
19
20
June 25,
June 26,
June 27,
June 28,
June 29,
M
T
W
R
F
COMM DEPT COMPUTER LAB; workshop on #4, Informative Speech
Cotton 102; #4, Informative Speech, due; all should be ready to speak
COMM DEPT COMPUTER LAB; finish #4 if needed
COMM DEPT COMPUTER LAB; workshop on #5, Informative Essay
COMM DEPT COMPUTER LAB; #2, Text Discussions, continue:
D. Rosales-Lucas, Ch. 15, Speaking to Persuade
Discussion-Lucas, Ch. 16, Methods of Persuasion
4
JULY
WEEK
DAY
DATE
5
5
5
5
5
21
22
-23
24
July 2,
July 3,
July 4,
July 5,
July 6,
M
T
W
R
F
Work on #5; Research for # 6, Persuasive Speech;
#5, Informative Essay, due
Holiday; no class scheduled
COMM DEPT COMPUTER LAB; Research for # 6, Persuasive Speech
Submit topic for # 6, Persuasive Speech
6
6
6
6
6
25
26
27
28
29
July 9,
July 10,
July 11,
July 12,
July 13,
M
T
W
R
F
COMM DEPT COMPUTER LAB; Workshop on #6 outline
Cotton 201; #6, Persuasive Speech, due; all should be ready to speak
COMM DEPT COMPUTER LAB; finish #6 if necessary
COMM DEPT COMPUTER LAB; Workshop on #7, Persuasive Essay
COMM DEPT COMPUTER LAB; Workshop on #7, Persuasive Essay
7
7
30
31
July 16, M
July 17, T
7
32
July 18, W
7
33
July 19, R
7
34
July 20, F
8
8
35
36
July 23, M
July 24, T
8
8
37
38
July 25, W
July 26, R
Notes:
COMM DEPT COMPUTER LAB; #7, Persuasive Essay
COMM DEPT COMPUTER LAB; Work on # 8,
Persuasive/Motivational Speech
COMM DEPT COMPUTER LAB; Workshop on # 8,
Persuasive/Motivational Speech
Cotton 201; #8, Persuasive/Motivational Speech due; all should be ready
to speak
COMM DEPT COMPUTER LAB; finish # 8 if necessary
COMM DEPT COMPUTER LAB; practice timed writing for essay final
COMM DEPT COMPUTER LAB;
Submit # 9, Writer’s & Speaker’s Journal
COMM DEPT COMPUTER LAB; Practice timed writing for essay final
Final Examination, 1:00 AM-3:45 PM,
COMM DEPT COMPUTER LAB**:
**#10, Persuasive Essay, 150 Points (In-class essay serves as final
examination)
5
COMMUNICATION 6111, WRITTEN AND ORAL COMMUNICATION
ASSIGNMENT DESCRIPTION:
ASSIGNMENT #1:
#1, EXPRESSIVE/ DESCRIPTIVE NARRATIVE SPEECH (50 Points)
Time limit: 3-5 minutes; brief typed outline with title page required, utilizing standard English
mechanics.
Your objective is to plan, practice, and deliver a speech of approximately 3-5 minutes, using brief
notes.
This first formal speech assignment asks you to tell a story in an expressive, descriptive way. In
this assignment, you are asked to plan, briefly outline, and tell a personal story from your childhood.
In selecting what story to tell, keep it simple; you may simply tell about something that you or some
member of your family experienced. Remember your ethical commitment to your audience, and keep
the stories non-offensive. It is often a good idea to concentrate on happy topics or memories. This is
intended to be an easy to approach, ice-breaker exercise, so choose a topic that you will enjoy sharing
with your audience.
Your speech should have three main sections: (1) an introduction, in which you establish interest
and preview, (2) a body, in which you develop your story, and (3) a conclusion, in which you
summarize. You may look at your brief outline while speaking, but DO NOT READ ALOUD FROM
A WRITTEN TEXT. Your objective is to speak naturally and directly to your audience.
Plan an introduction, a body, and a conclusion for your speech. Include interesting details.
Notes should be brief, easy to read, should occupy no more than one side of a 4x6 note card. A 1-page
photocopy of this card must be handed in before your speech.
Speak extemporaneously; utilize good delivery skills such as good eye contact, poise, and vocal
variety; review Chapter 12, Delivery, before this assignment.
Be brief--plan, practice, and time your speech to fit the time limit.
Make sure your speech is well prepared--this instruction speaks for itself!
Adapt your remarks to the audience--assume your audience is comprised of intelligent adults.
Relax, enjoy yourself, and feel free to be a little creative. Public speaking can be fun!
6
COMMUNICATION 6111, WRITTEN AND ORAL COMMUNICATION
ASSIGNMENT DESCRIPTION:
ASSIGNMENT #2, TEXT DISCUSSIONS (25 Points)
Time Limit: Approximately 10 minutes
As part of the warm-up exercises designed to help you to relax while speaking in public, and to serve
the purpose of focusing the attention of the class on the assigned readings in the text book, you are
asked to lead a class discussion of approximately 10 minutes on one text book chapter. The
educational philosophy behind this assignment and others like it is simple: that people learn more
when they are actively engaged in absorbing and practicing the messages contained in class materials
than when they are passive listeners.
Speakers: Each student will be assigned a chapter and a due date. Please be sure to be prepared to
speak when scheduled!
Audience: All must listen actively and interact with the speaker. You may be required to answer
questions, participate in surveys, or make comments at the end of the presentation.
Speakers will need to plan an informal outline to help in remembering important ideas. Also, this is an
open book presentation—feel free to quote from the text.
Remember, as a discussion leader, you have the right to plan questions to ask the class. You may also
feel free to ask the instructor to help you during this warm-up exercise.
This is an informal exercise; you may either sit or stand at the front of the room. You should speak
clearly and distinctly and make an effort to share the important ideas from the chapter with the class.
If you are able to elicit discussion from the class, this is a mark of success, so plan strategies to get the
class to talk!
7
COMMUNICATION 6111, WRITTEN AND ORAL COMMUNICATION
ASSIGNMENT DESCRIPTION:
#3, EXPRESSIVE/ DESCRIPTIVE ESSAY (50 Points)
Length: 200-300 word essay; include a brief phrase outline and title page
Assignment #3 asks for an essay which emphasizes very descriptive and expressive language.
Remember that description involves the five senses (sight, touch, taste, smell, hearing), and that
expressive writing involves expressing your emotions to some degree. Try to use balance and write
descriptively and expressively without going overboard and overwriting.
This first formal essay may develop any topic already mentioned in your Speaker’s & Writer’s
Journal, if you wish, but you may also choose a fresh topic not yet mentioned in class and not yet
recorded in the notebook.
Feel free to switch topics to any appropriate subject you want to describe in an expressive fashion.
Pick a topic you know well and will enjoy writing about.
Your essay should have three main sections: an introductory paragraph, a central body paragraph, and
a conclusion paragraph. (Longer assignments will always call for multiple paragraphs in the body
section of your essay.) Remember that a good paragraph usually is around 100 words long! For this
specific assignment, the introduction and conclusion paragraphs may be somewhat shorter, but the
main, or body paragraph should be at least 100 words.
Like all formal assignments this semester, this essay must be computer-generated or at least typed.
Grammar, spelling, and all elements of good English usage will be evaluated in grading.
Font size: 12
Use standard page margins as set in the word processor.
8
COMMUNICATION 1611
ASSIGNMENT DESCRIPTIONS FOR ASSIGNMENTS # 4 & 5
ASSIGNMENTS #4 AND #5, INFORMATIVE SPEECH AND INFORMATIVE ESSAY
The task in Assignment # 4 is to plan and deliver an informative speech. Similarly, the task in
Assignment # 5 is to take the same topic used in # 4, then refine, modify, and expand it as needed, and
write an informative essay. Both the speech and the essay are to utilize library and internet research.
The essay is to be written after the speech has been given, so that what you have learned about the
topic and the logical development of ideas which inform us about the topic while preparing and
delivering the speech can be utilized in the essay.

#4, INFORMATIVE SPEECH, 100 POINTS; (5 MINUTE SPEECH)
--RESEARCH REQUIREMENT: 3 SOURCES , MINIMUM
Your objective is to research, plan, practice, and deliver a 5 minute speech, using very brief notes. Review Lucas,
Chapter 14, Speaking to Inform, for specific instructions; follow these guidelines carefully.
Special assignment adaptations are as follows:
Type of Informative--Announce before you begin your speech which type of informative speech you have chosen
(See Lucas, Ch. 14, on speeches about Objects, Processes, Events, or Concepts.) You may not choose Processes, or
Process Analysis. Please choose from the other three types of Informative.
Topic/Research--Choose a topic which interests you and which can be researched; find and photocopy at least three
research sources to be cited. At least one paraphrase and one quotation with accurate citations should be used in the speech.
Note cards with research items to be cited may be used in addition to the brief speaking outline. Note: Note cards should be
cut and pasted from photocopies or printouts.
Outline--Before you speak, hand in a two-level (roman numerals and capital letters) sentence or phrase outline with
works cited page and photocopies attached. Include a title page. This outline will be graded on neatness and clarity; word
processing or typing is mandatory. The speech should be delivered extemporaneously from a brief speaking outline and
research note cards. Hand in the speaking outline, printouts, photocopies and note cards at the end of your speech so that
they may be evaluated along with the formal outline previously handed in. The formal outline will be considered part of
the preparation for the speech and will represent 1/3 of the grade for this assignment. Outlines should exemplify good
grammar and spelling; bibliography form should be MLA.
Remember, this is a formal speech; therefore, you will want to utilize text chapters covered which deal with all
components of good public speaking, including those on organization, idea development, research, introductions and
conclusions, good language use, and delivery. Start early, plan ahead, and practice, practice, practice.

#5, INFORMATIVE ESSAY, 100 POINTS (5OO WORD ESSAY)
--RESEARCH REQUIREMENT: 5 SOURCES , MINIMUM
Hand in the following: Title Page, Outline in phrases or complete sentences to at least two levels, an approximately
500 word essay, a Works Cited page, and photocopies/printouts of material cited. Follow all standard instructions for
manuscript neatness and preparation. Photocopies should be clearly highlighted, (use fluorescent highlighter, so that
the photocopies can be reused with another photocopying) with notations stating whether material is quoted verbatim or
paraphrased.
Remember, this essay may be on the same topic used in #4, but should be a more fully developed treatment of the
subject. The intention of the assignment is for you to learn from the experience and from any mistakes made on #4 and
improve on your coverage of the subject in #5.
All standards of good college writing will be used in scoring the essays. Proofread carefully, being sure to avoid
sentence fragments, fused sentences and comma splices, and misspellings. Develop paragraphs fully, and use transitions
when needed. Skillful use of language and sentence structure will be rewarded. Word processing or typing required.
9
COMMUNICATION 1611
ASSIGNMENT DESCRIPTIONS FOR ASSIGNMENT #s 6, 7, and 8


#6
#7

#8
Persuasive Speech (6-8 minutes) on a Question of Fact or Value, (125 Points )
Persuasive Essay (500-600 words), further developing same topic used in #6,
(125 Points )
Persuasive/ Motivational Speech, 7-8 minutes, new topic on a Question of Policy,
(150 Points)
Note:also see #10, Persuasive Essay, written in class as a Final Exam, topic to be given in
class at the final; 150 points:
(#10 is a timed persuasive essay utilized as the final examination; it shares the general
characteristics of the other persuasive assignments, but because it is a timed in-class essay, its
topic will be announced at the exam.)
Mastering the logic and organizational skills which go into composing a successful persuasive
speech or essay will provide you with strategies of idea development, which will be helpful in diverse
areas. In order to prepare fully for the final assignments of the semester, please review Lucas, Chapter
15, Speaking to Persuade, and Chapter 16, Methods of Persuasion, carefully; Lucas provides specific
and excellent instructions for mastering the art of persuasion. Remember, the motto of the national
forensics organization, PI KAPPA DELTA, is "the art of persuasion, beautiful and just."
Please note that there are three main types of persuasive formats: these are
(1) Speeches or essays on questions of fact
(2) Speeches or essays on questions of value
(3) Speeches or essays on questions of policy (often called motivational because they are
intended to motivate the audience to, at the least, agreement, and often, to direct action)



Assignment # 6 asks you to choose to produce a speech on a question either of
(1) fact, or (2) value.
Assignment # 7 asks you to choose to write an essay on the same question, either of
(1) fact, or (2) value.
For #6 and #7, you are specifically asked to utilize evidence and reasoning as discussed in Ch.
16.
Assignment # 8 asks you to produce a motivational speech on a question of policy; since your
objective is to motivate your audience to agreement or action, you are asked to utilize
emotional appeal in addition to using evidence and reasoning. Chapters 15 and 16 provide
excellent explanations and samples of these types and methods of persuasion.
Topics--As in all earlier assignments, the type and format of the exercise is assigned; you choose the
actual topics. Choose a topic about which you are knowledgeable and that can be researched
(remember, research is optional on # 8) without too much trouble. Be sure to remember that, while the
topic for persuasion is always of necessity controversial, you must not choose a topic which is likely to
offend your classmates or which will, by its very nature, make you nervous or uncomfortable. Keep
your ethical responsibility to your audience in mind.
Audience--Use the actual class as your audience.
10
Assignment descriptions for #s 6, 7, 8, & 10, continued
Outlines for all persuasive speeches and essays-(1) Before you speak, hand in a formal outline, which is defined as a two-level (roman numerals
and capital letters) complete sentence outline with title page, works cited page and
photocopies attached. This outline will be graded on logical organization of ideas, grammar,
neatness and clarity. Typing/ word processing is required. All persuasive assignments
(speeches and essays) will include formal outlines which follow the same guidelines.
(2) The speaker's outline is much more informal and should be planned to be easy to read at a
glance. DO NOT READ ALOUD FROM AN ESSAY-TYPE MANUSCRIPT! Only very
brief speaker's notes in the form of a word or phrase outline (1 page maximum) may be used;
note cards may be used only to present verbatim quotations to be read aloud in the speech to
demonstrate research which may have been done. The speech should be delivered in a
natural, extemporaneous style from the brief speaking outline and limited research note cards.
Hand in the speaking outline and photocopies, printouts and note cards at the end of your
speech so that they may be evaluated along with the outline previously handed in. Outlines
will be considered part of the preparation for the speech. Outlines should exemplify good
grammar and spelling; Works Cited form should be MLA. MLA in-text documentation
must be used. Proofread all pages, including verbatim quotations, carefully!
Research--Required on # 6 & 7; optional on # 8. For #s 6 & 7, find and photocopy at least four
research sources to be cited. Plan to use at least one paraphrase and one verbatim quotation from each
source. Give accurate citations in the speech. Mark the location of these research citations in colored
pen or highlighter on your formal outline and on your speaker's outline and on your photocopies;
example: write a simple note such as "paraphrase 1" or "quotation 3" next to specific outline entries
and on photocopies. Post-it notes attached to photocopy pages used are helpful.
For speech #s 6 & 8: these are formal speeches; therefore, you will want to utilize text chapters
covered which deal with all components of good public speaking, including those on organization, idea
development, research, introductions and conclusions, good language use, and delivery. Look up and
practice pronunciation of new words. Start early, plan ahead, and be sure to PRACTICE your
speech at home, using a timer, until you are comfortable.
Remember, #10 is the final exam! It is an in-class timed persuasive essay.
descriptions which follow.
See assignment
11
COMMUNICATION 1611
Assignment #9 (125 Points)
WRITER’S AND SPEAKER’S JOURNAL ASSIGNMENT DESCRIPTION:
This semester, you will create a WRITER’S AND SPEAKER’S JOURNAL as part of the 1611 course
requirements. A notebook or journal of this sort is a record of your thought life; it is distinguished
from a diary in that you do not need, or particularly want, to record the mundane details of everyday
life. For example, a typical diary entry might be: “This morning I hated to hear the alarm at 7:30. I
ate corn flakes with two spoons of sugar, and drank a cup and a half of coffee.” What a WRITER’S
AND SPEAKER’S JOURNAL might record for the same early morning could be your thoughts, your
dreams, your hopes, and your fears. For example, a notebook/journal entry often deals with thoughts
or concerns. A typical entry might read: “Mother called this morning to catch me up on my
stepfather’s condition. He isn’t getting better, and he has been forced to make the decision to sell his
cattle. Mother said he was so depressed at selling his herd of cattle that he sobbed out loud. He has
always been a man who defined himself by his work.” A notebook entry might very well also mention
mundane details like eating corn flakes for breakfast, but the emphasis will always be on writing down
a record of your thought life. Include dates for each entry; make some current events references as
well to provide a historical background for your Journal.
Since this class is being introduced to the use of the computer in word processing as a part of the
course, please plan to create your notebook on the computer. You may use some of your class lab
sessions on the computer to write pages for your notebook. In that way, the notebook assignment
gives you a way not only in which to practice word processing but to create the habit of keeping a
written record of your thoughts. Further, the computer gives the writer the asset of speed, allowing
writers to capture their thoughts more readily than if they were recording thoughts by any other
method. Think of yourself as a person whose creative imaginings are worth recording so that you can
use them later. The notebook is a diary of your thought life, a depository of the richness of your
imagination that you can draw upon and use at a later date.
Pedagogical scholars have made studies of the effect of notebook/journal writing on the writing
and speaking skills of students. It has been established that the freedom of notebook writing creates a
good habit of enjoying writing and helps students become better writers and speakers on their more
formal assignments. In addition, the materials recorded in the notebook are thus preserved and
available for your use in writing and speaking assignments in this class and in future situations.
Notebooks/journals are considered free writing assignments. You are asked to write often, at least
once a day. You may feel free to write about a wide range of your thoughts, emphasizing more
creative imaginings when you can. Since your teacher will read these notebooks, please use some
decorum and courtesy in choosing topics.
Because the WRITER’S AND SPEAKER’S JOURNAL assignment is a free writing assignment, you will
not be graded on grammar, spelling, or other mechanics in this notebook. Even if you make mistakes
in your notebook, the experience of writing both freely and often has been proved to be beneficial to
your other writing and speaking. A required page minimum will be assigned, based on an expected
average of five pages a week. The WRITER’S AND SPEAKER’S JOURNAL will be graded PASS/FAIL.
12
BEST ADVICE: SURVIVING FINALS IS A MATTER OF COMMON SENSE. DO NOT TRY TO DO ALL THE SEMESTER’S WORK THE NIGHT
BEFORE THE FINAL. DO REREAD THIS SHEET AND THE LATEST SAMPLE FINAL SHEET CAREFULLY. THEN EAT HEALTHILY AND GET
ENOUGH SLEEP. WAKE UP IN TIME TO HAVE SOME BREAKFAST. PLAN TO ARRIVE AT THE FINAL A LITTLE EARLY. THINK POSITIVELY.
INFORMATION ABOUT THE FINAL EXAMINATION (ASSIGNMENT #10, 150 POINTS)
When &Where: See syllabus
What:
The Final Examination will be a 500 word minimum open book, in-class essay final to be
written under timed writing conditions. You will write an in-class persuasive essay about a topic you
will choose from a list of topics announced at the beginning of the final. You should bring at least one
diskette, writing paper, pens or pencils, and all useful materials such as the class texts, a dictionary,
and class handouts. You may consult any books or materials during this open book final. Use the
computer spelling/grammar checkers, but don’t depend on them.
Topics List: The topics for this final will not be announced in advance. One objective of this type of
test is to require the student to choose a topic and narrow, or focus, it down to a manageable size for a
short essay. Therefore, if the general topic chosen from the list is “Values,” a suitably narrowed down
topic might be “Importance of Personal Ethics.” None of the topics will require research. All of the
topics will be value-oriented, personal belief-type topics that you can easily narrow down and develop
through brainstorming (thinking creatively) while sitting in the classroom.
The Process:
Here are the 12 steps you will take, in order:
PREWRITING (15-20 minutes)
(1) Read general topics from topics list; choose one
(2) Narrow the topic down
(3) Brainstorm; plan quickly, scribbling down rough ideas. You need a purpose, a
central idea/thesis, and the skeleton of an outline. Titles are often composed in
this step. None of these need to be properly worded at this time; you just want to
get your ideas organized.
WRITING (1 hour)
(4) Start writing your complete rough draft! Be as speedy as you can; you need to get
the ideas down quickly enough to allow yourself time to rewrite a final draft.
(5) Come up with a rough Specific Purpose statement (Note: creating the final
wording can be saved for the end, when you write your final draft.)
(6) Come up with a rough Central Idea/ Thesis statement (Note: creating the final
wording can be saved for the end, when you write your final draft.)
(7) Write a rough draft of the essay; save sufficient time for this vital step.
REVISION (1 hour)
(8) Read over the entire rough draft critically; mark errors; write notes to remind you
what you intend to change. Feel free to be messy.
(9) Rewrite the essay neatly, trying to make it the best writing you are capable of
(10) Rewrite the outline
(11) Create a title page
(12) Proofread; feel free to correct mistakes neatly on this final draft. Check grammar
carefully, especially if your earlier essays showed weakness in this area.
Hand in:
Final drafts of title page, outline, essay; also hand in all rough drafts, no
matter how messy. Celebrate! You’re done!
13
COMMUNICATION 1611: Assignment #10
SAMPLE FINAL EXAMINATION
This final examination consists of an open-book in-class persuasive essay to be written during the final
examination period under timed writing conditions. You may consult any book, class handout, computer spell
checker, or any other resource material during this examination. Please work quietly, and observe the traditional
silence expected during examinations, including refraining from speaking to anyone other than your professor.
Choose one topic from the topics list below, and narrow down and adapt that topic substantially in order to
write a persuasive essay, using the 12-step process recommended. Watch your time, and be sure to allocate
enough time to produce a good final draft.
Hand in the following:





Title Page
Two-Level Outline-- (roman numerals and capital letters) The outline must begin with a Specific
Purpose statement and a Central Idea Statement or Thesis Sentence with the major proof
points included in the sentence; these major proof points must be reflected in both the outline
and essay. The outline must be written either entirely in sentences or entirely in phrases.
Write a rough draft of the outline first, and do use the outline to check your logical
organization.
Essay--approximately 500 words minimum; 800 words is the approximate maximum
Rough Drafts (everything)
Optional--Works Cited page, and in-text documentation if you cite from any source
Your final examination will be graded on the following criteria: appropriateness of topic, clarity of idea
development, consistency of organization, with the same major points used in the same order in the Central
Idea/ Thesis statement, Outline, and Essay, as well as correct grammar, spelling, and vocabulary.
The introductory paragraph should include: (1) a lead in and/or justification of the topic which catches the
reader’s attention; (2) a statement of the Central Idea or Thesis; and (3) a preview of major points to be covered.
Each paragraph of the essay needs a strong topic sentence, usually placed at or near the first of the paragraph.
Each paragraph should ideally be at least 100 words long, and should develop ideas fully, using examples and
analysis to back up points. The concluding paragraph should include: (1) a summary, in some detail, of the
major points covered; (2) a restatement of the Central Idea or Thesis, showing it has been proved; and (3) a
powerful ending of the analysis, using pleasing wording (aesthetic appeal), satisfying logic (intellectual appeal),
and/or emotional appeal. Do be sure to save enough time in the revision stage to proofread carefully and correct
errors.
SAMPLE TOPICS LIST
Choose one topic, then restrict and narrow it down; indicate which topic was chosen!




The Importance of Personal Integrity
Definition of a Real Man (or a Real Woman)
Why Should We Remember History?
The Importance of Self Respect
Remember: This course has prepared you well for this examination, so be confident and feel free to think
creatively. Work hard, keep cheerful, and GOOD LUCK!
14
COMM 1611 SPEECH GRADE SHEET
Assignment #________________
Grade___________
Name_______________________
TOPIC APPROPRIATE AND SUFFICIENTLY FOCUSED:
DELIVERY SKILLS:
A.
EYE CONTACT
B.
VOICE--VOLUME, VOCAL VARIETY, PACE
C.
POISE/ BODY LANGUAGE
LOGICAL STRUCTURE OF SPEECH:
I.
INTRODUCTION
A.
LEAD-IN/ JUSTIFICATION OF TOPIC
B.
THESIS/ SPECIFIC PURPOSE CLEARLY IDENTIFIED
C.
CLEAR PREVIEW OF MAJOR POINTS
II. BODY OF SPEECH (DEVELOPMENT & SUPPORT OF IDEAS)
A.
B.
LOGIC AND ORGANIZATION
1.
LOGICAL THESIS/ SPECIFIC PURPOSE WITH MAJOR POINTS
2.
SAME MAJOR POINTS USED IN THESIS/OUTLINE/SPEECH
3.
CLEAR ORGANIZATION
4.
CUMULATIVE TRANSITIONS
SUPPORTING MATERIALS
1.
CLEAR DOCUMENTATION OF RESEARCH SOURCES
2.
CITATION OF SPECIFIC, GRAPHIC EXAMPLES
3.
FULL DEVELOPMENT OF IDEAS
III. CONCLUSION
A.
DETAILED SUMMARY
B.
RESTATEMENT OF THESIS/ SPECIFIC PURPOSE
C.
FOCUS ON SPECIFIC PURPOSE, USING MEMORABLE LANGUAGE