Content Outline and Competencies:

I. Fundamental Elements of the Communication Process

A. Identify the elements of the communication process.

B. Explain the relevance of communication competence in everyday life.

II. Self-Concept in Communication

A. Define the concepts of self-concept and self esteem.

B. Describe the meaning of self-fulfilling prophecy.

C. Evaluate students' self-concepts and how self-concept has influenced their communication.

D. Identify ways an individual can improve his/her self-concept.

III. Perception in Communication

A. Identify the steps in the perceptual process.

B. Explain what influences perception.

C. Identify methods to enhance one’s ability to perceive.

IV. Listening Habits and Skills

A. Explain the types of listening.

B. Describe the process of listening.

C. Identify the importance of listening.

D. Describe the barriers to effective listening.

E. Demonstrate methods to improve listening skills.

V. Effective Use of the English Language for Communication

A. Explain the difference between words and meaning.

B. Describe the connection between language and culture.

C. Identify language barriers.

D. Demonstrate methods to improve language skills.

VI. Nonverbal Cues

A. Identify the types of nonverbal communication.

B. Explain research findings for interpreting nonverbal communication.

C. Describe ways to improve interpreting nonverbal communication.

VII. Interpersonal Relationships

A. Explain the stages of relational development.

B. Explain why relationships are formed.

C. Describe the difference in relational and content messages.

D. Explain the need for self-disclosure in relationships.

E. List guidelines for effective self-disclosure.

F. Identify significant relationship theories.

G. Identify effective ways in which to improve interpersonal relationships.

VIII. Relational Conflict

A. Explain areas for creating positive communication climates.

B. Identify areas of defensive and supportive communication.

C. Define interpersonal conflict.

D. Explain conflict resolution styles.

E. Identify strategies to improve conflict resolution skills.

IX. Culture and Communication

A. Define the characteristics of communication culture.

B. Identify cultural barriers to communication.

C. Explain cultural values and norms.

D. Describe ways to improve intercultural competence.

X. Effective Communication Skills in a Variety of Contexts

A. Explain the functions of communication in family, friend and work environments.

B. Identify ways to improve communication competence in family, friend and work environments.

C. Explain the importance of mediated communication.

Content Outline and Competencies:

Content Outline and Competencies:

I. The Competent Speaker must be able to identify the fundamental elements of the communication process.

    A. Identify the elements of the communication process.

    B. Identify and utilize apprehension reducing techniques.

    C. Identify and utilize ethical codes of conduct for both speakers and listeners.

    D. Explain the differences between written and oral communication styles.

II. The Competent Speaker must complete a minimum of four speeches that include a written assignment and peer review, and require increasingly rigorous research, and must be delivered in front of a live synchronous audience.

    A. Create and present at least one informative message to a target audience.

    B. Create and present at least two persuasive messages to a target audience.

    C. Demonstrate research skills necessary to the public speaking process.

        1. Identify and utilize various types of support materials.

        2. Identify and utilize strategies for accessing quality and strength of sources.

        3. Incorporating sources into speech outlines.

        4. Orally incorporating sources into speeches.

        5. Create a works cited page using a standard citation style.

    D. Deliver each speech to a live audience of a least 6 appropriate persons.

III. The Competent Speaker should be able to compose a message and provide ideas and information suitable to the topic, purpose, and audience.

    A. Describe and utilize topic generation techniques.

    B. Identify and compose a general purpose, specific purpose and central idea/thesis statement for each required speech.

    C. Identify, create and utilize an audience analysis process.

    D. Explain types of organizing patterns for speeches.

    E. Identify and demonstrate the necessary elements of a speech including introductions, main points, connectives and conclusions.

    F. Compose a message utilizing language suitable to topic, purpose and audience.

    G. Explain and demonstrate standard outlining format.

    H. Explain the difference between a preparation and delivery outline.

    I. Develop full-sentence preparation outlines for at least two speeches.

IV. The Competent Speaker should be able to compose convincing arguments through reason, personal credibility, and emotion suitable to the topic, purpose, and audience.

    A. Explain and differentiate between Aristotle's methods of persuasion: ethos, pathos and logos.

    B. Develop methods for increasing personal credibility in association with the chosen topic.

    C. Develop methods of persuasion using emotional appeals appropriate to the topic.

    D. Identify types of reasoning patterns and develop argumentation that avoids using logical fallacies.

V. The Competent Speaker should be able to demonstrate the use of audio-visual resources suitable to the topic, purpose, and audience.

    A. Identify various types of audio-visual aids and how they are best used in speeches.

    B. Demonstrate the use of effective audio-visual aids in speeches that are suitable to the topic, purpose and audience.

VI. The Competent Speaker must be able to transmit the message by using delivery skills suitable to the topic, purpose, and audience.

    A. Define the four types of delivery styles—impromptu, manuscript, memorization, and extemporaneous.

    B. Identify and demonstrate how nonverbal behaviors can support or hinder the message in speeches.

    C. Identify and demonstrate vocal variety in rate, pitch, and intensity.

    D. Identify and demonstrate appropriate pronunciation and articulation.

VII. The Competent Listener must be able to demonstrate literal comprehension.

    A. Determine the goals and methods for listening.

    B. Identify main ideas and supporting details of discourse.

    C. Identify transitional, organizational and nonverbal cues that direct the listener to the main ideas.

    D. Determine whether supporting details adequately support main ideas.

VIII. The Competent Listener must be able to demonstrate critical comprehension.

    A. Identify the arguments and their implications used to justify the speaker’s position.

    B. Evaluate the quality and strength of evidence.

    C. Demonstrate an understanding that arguments have both an emotional and logical dimension.

Content Outline and Competencies:

Content Outline and Competencies:

I. Fundamental Elements of the Communication Process

A. Identify the elements of the communication process.

B. Explain the relevance of communication competence in everyday life.

C. Identify and utilize apprehension-reducing techniques.

D. Identify and utilize ethical codes of conduct.

II. Self-concept and Perception in Communication

A. Evaluate how self-concept and self-esteem influence communication.

B. Identify ways an individual can improve his or her self-concept.

C. Explain what influences perception.

D. Identify methods to enhance one’s ability to perceive.

III. Listening Habits and Skills

A. Explain empathic, critical, and informational listening.

B. Describe the process of listening.

C. Describe the barriers to effective listening.

D. Identify and evaluate the main points and supporting material used in an informative message.

E. Identify and evaluate the arguments and evidence used in a persuasive message.

IV. Verbal and Nonverbal Communication

A. Explain how verbal and nonverbal communication can be misunderstood in the communication process.

B. Identify the channels of nonverbal communication.

C. Demonstrate methods to improve verbal and nonverbal communication skills.

V. Effective Communication Skills in a Variety of Contexts

A. Explain the stages of relational development.

B. Identify significant relationship theories.

C. Explain the functions of and identify ways to improve social, intimate, and professional relationships.

VI. Culture and Communication

A. Describe how culture affects communication.

B. Describe ways to improve intercultural competence.

VII. Speech Preparation

A. Describe and utilize topic-generating techniques.

B. Identify and compose purpose statements.

C. Utilize an audience analysis process.

D. Demonstrate the ability to research a topic and incorporate the information into a speech with appropriate source citations.

E. Create main points and determine speech organizational patterns.

F. Create and demonstrate the necessary elements of a speech including introduction, body, connectives, and conclusion.

G. Explain and demonstrate standard outlining format.

H. Develop a full-sentence and delivery outline for at least two speeches.

I. Describe the difference between informative and persuasive speaking.

J. Explain the difference between ethos, pathos, and logos.

K. Explain types of reasoning and logical fallacies.

VIII. Speech Presentation Skills

A. Define the four types of delivery styles.

B. Identify and demonstrate how nonverbal behaviors can impact the message in speeches.

C. Identify and demonstrate the types of audiovisual aids and effectively utilize them in a speech presentation.

IX. Speech Presentation Requirements

A. Create and present one researched informative speech to a live synchronous target audience.

B. Create and present one researched persuasive speech to a live synchronous target audience.

Content Outline and Competencies:

   I. Academic Policy Debate
      A. Define collegiate policy debate.
      B. Explain the benefits of academic policy debate.
      C. Define the structure of a policy debate round including speaker
order and time limits.

  II. Critical Thinking
      A. Deliver constructive  and rebuttal speeches.
      B. Deliver speeches rebutting another  students argument.
      C. Participate in cross-examination with other debaters.
      D. Identify and explain flaws in argument structure.
      E. Research and develop arguments related to the debate topic.
      F. Demonstrate the ability to flow during rounds.

 III. Research
     A. Research the specific debate resolution.
     B. Defend and support different types of evidence.  
     C. Demonstrate proper source citations for evidence production.
     D. Demonstrate on-line research capabilities and electronic evidence
production.
     E. Demonstrate argument production through matrix and document
mapping.
   
  IV. Argument Structure
      A. Define a particular problem  area, research that area, and write
a first affirmative constructive speech.
      B. Explain the stock issues in context of a debate round:
significance, harms, inherency,
      C. Explain the core negative arguments:  topicality, disadvantages,
counterplans, kritiks, and case arguments.   
      D. Construct shells and extensions for negative arguments.  
      E. Explain  and define the Toulmin model of argument.
  
   V. Topic Area
      A. Expand knowledge base in the topic area by continued research and
argument development.
      B. Demonstrate knowledge of topic through in-class debate rounds and
tournament debate rounds.  
      C. Organize and prioritize arguments on both sides of the
resolution.


  VI. Constructive & Rebuttal Speeches
      A. Construct and deliver affirmative and negative constructive
speeches.  
      B. Demonstrate ability to respond to specific arguments in
speeches.
      C. Construct and deliver affirmative and negative rebuttal speeches.
 
      D. Deliver rebuttal speeches that demonstrate selection of the
strongest arguments.  

 VII. Cross Examination Skills 
   A. Develop questions regarding the  arguments advanced by the
opposition.
   B. Respond to cross-examination questions.

VIII.  Tournament Participation
       A. Participate in collegiate weekend tournament competitions.
       B. Judge practice debates and/or high school debates and write
explanations of decision making criteria.
       C. Listen and record judge decisions after rounds.

Content Outline and Competencies:

   I. Academic Policy Debate
      A. Define collegiate policy debate.  
      B. Explain the benefits of academic policy debate. 

  II. Research
      A. Research the specific debate resolution.
      B. Defend and support different types of evidence.   
      C. Demonstrate proper source citations for evidence production.  
      D. Demonstrate on-line research capabilities and electronic evidence
production.  
      E. Demonstrate argument production through matrix and document
mapping.  

 III. Argument Structure
      A. Define a particular problem  area, research that area, and write
a first affirmative.
      B. Explain the stock issues in context of a debate round: 
significance, harms, inherency, topicality, and solvency.        
      C. Explain the core negative arguments:  topicality, disadvantages,
counterplans, kritiks, and case arguments.   
      D. Construct shells and extensions for negative arguments.  
      E. Explain the Toulmin model of argument. 
   
  IV. Topic Area
      A. Expand knowledge base in the topic area by continued research and
argument 
      B. Demonstrate knowledge of the topic through in-class debate rounds
and tournament debate rounds.   
      C. Organize and prioritize arguments on both sides of the
resolution. 

   V. Constructive & Rebuttal Speeches
      A. Construct and deliver affirmative and negative constructive
speeches.  
      B. Demonstrate the ability to respond to specific arguments in
speeches.  
      C. Construct and deliver affirmative and negative rebuttal speeches.
 
      D. Deliver rebuttal speeches that demonstrate selection of the
strongest arguments.  

  VI. Current Theoretical Issues
      A. Explain and apply topicality arguments to the current topic.
      B. Explain and apply counterplan theory.  
      C. Explain and apply kritik theory.
      D. Explain and apply framework arguments and theory.
  
 VII.  Cross Examination Skills
       A. Develop questions regarding the arguments advanced by the
opposition.
       B. Respond to cross-examination questions.  

VIII. Tournament Competition
       A. Participate in a minimum of four intercollegiate debate
tournaments.
       B. Evaluate tournament performance by critiquing specific rounds of
debate.
       C. Judge practice debates and/or high school debates and write
explanations of decision making criteria.
       D. Listen and record judge decisions after rounds.

Content Outline and Competencies:

I. Listening Habits and Skills

A. Identify the types and process of listening.

B. Describe the barriers to effective listening.

C. Identify methods to improve listening skills in the workplace.

D. Demonstrate critical-thinking methods of synthesizing, prioritizing, and reproducing messages to an audience.

II. Oral Communication Skills

A. Compose and deliver a presentation on a career-oriented topic that is suitable to the topic, purpose, and audience.

B. Identify and demonstrate the elements of a speech presentation including introductions, main points, connectives, and conclusions.

C. Demonstrate the use of visual aids, including basic technology and terminology, used during an oral presentation.

D. Identify how nonverbal behaviors can support or hinder a message in oral presentations, speeches and group interactions.

E. Demonstrate positive verbal and nonverbal behaviors crucial toward workplace presentation success.

III. Elements of Workplace Communication

A. Define the communication process as it relates to an organization.

B. Evaluate the personal self-concept and how it influences communication within the workplace.

C. Identify the steps of the perception process.

D. List methods to enhance one’s ability to perceive in the workplace.

E. Identify methods to manage one’s self-identity and strengthen credibility in the workplace.

F. Demonstrate skills for communicating with a culturally diverse population.

IV. Conflict Management and Decision-Making

A. Define interpersonal conflict.

B. Explain conflict resolution styles.

C. Identify strategies to improve conflict resolution skills in the workplace.

D. Explain variables for sound decision-making in a workplace.

V. Group and Team Communication

A. Define group membership roles and leadership styles.

B. Demonstrate strategies for navigating group dynamics.

C. List limitations and strengths of group dynamics in relation to implicit and explicit communication power.

D. Demonstrate skills of positive team membership and consensus building.

VI. Resource Management

A. Define resource management.

B. Explain the similarities and differences between physical and human resources.

C. Determine informative and persuasive communication techniques needed to successfully complete a task within an occupation.

VII. Time Management

A. Identify the difference between social and workplace relationships.

B. Explain methods for setting and meeting deadlines as well as communicating deadlines to others.

C. Identify time management strategies to provide balance between work, family, civic, social, and other responsibilities.

VIII. Organizational Behavior and Communication

A. Define organizational workplace cultures.

B. Determine ethics in coordination with workplace implicit and explicit rules.

C. Explain the reasoning for ethical standards including legal, reputation-related, general industry standards, and individual business preferences.

D. Identify workplace ethical standards regarding safety, substance abuse, honesty, sexual harassment, social media, technology use, horseplay, and general behavior.

E. Explain consequences for workplace ethical or cultural violations.

IX. Career Development Communication

A. Develop short, medium, and long-term career goals.

B. Prepare for a job interview.

C. Identify and critique high and low quality examples of resumes, cover letters, and other career-seeking communication tools.

D. Describe communication activities which can enhance one’s ability to earn a job and advance within a profession.

Content Outline and Competencies:

I. Fundamental Elements of the Communication Process

A. Identify the elements of the communication process.

B. Explain the relevance of the intercultural communication competence in everyday life.

II. Fundamental Elements of Culture

A. Define culture.

B. Describe the fundamental characteristics of culture.

C. Identify and explain the difference between idiosyncratic and culturally based behaviors.

D. Identify and explain those things in culture that influence thought and behavior.

E. Describe the deep structures of culture.

1. Family

2. State

3. Religion

III. Perception

A. Describe the role that stereotyping plays in intercultural interactions.

B. Describe the nature of prejudice and how it affects intercultural interactions.

C. Describe the difference between in-groups and out-groups and how ethnocentrism affects intercultural interactions.

IV. Cultural Contrasts

A. Describe the difference between individualistic and collectivistic cultures.

B. Describe the difference between high-power distance and low-power distance cultures.

C. Describe the difference between high-context and low-context cultures.

D. Describe the difference between assertive and responsive cultures.

E. Describe the difference between weak uncertainty avoidance and strong uncertainty avoidance cultures.

V. Worldview

A. Define beliefs and describe their nature.

B. Define worldview.

C. Describe the elements of worldview.

D. Describe the difference between an Eastern worldview and a Western worldview.

VI. Language

A. Explain the nature of language.

B. Describe the connection between culture and language.

C. Demonstrate methods to improve language skills.

VII. Nonverbal Communication

A. Identify the types of nonverbal communication.

B. Explain the cultural basis for interpreting nonverbal communication.

VIII. Competence and Multicultural Perspective

A. Define and demonstrate intercultural communication competence.

B. Describe the aspects needed to become a more competent intercultural communicator.

C. Describe the connection between intercultural communication and ethics.

D. Define culture shock.

E. Describe the stages of culture shock.

F. Describe the strategies for managing culture shock.

Content Outline and Competencies:

Content Outline and Competencies:

   I. Academic Policy Debate
      A. Define collegiate policy debate.  
      B. Explain the benefits of academic policy debate.  
      C. Define the structure of a policy debate round including speaker
order and time limits.  

  II. Research
      A. Research the specific debate resolution
      B. Defend and support different types of evidence.  
      C. Demonstrate proper source citations for evidence production.  
      D. Demonstrate on-line research capabilities and electronic evidence
production.  
      E.  Demonstrate argument production through matrix and document
mapping. 
 
 III. Argument Structure
      A. Define a particular problem area, research that area, and write a
first affirmative constructive speech.
      B. Explain the stock issues in context of a debate round: 
significance, harms, inherency, topicality, and solvency.  
      C. Explain the core negative arguments:  topicality, disadvantages,
counterplans, kritiks, and case arguments.  
      D. Construct shells and extensions for negative arguments.  
      E. Explain the Toulmin model of argument. 
   
  IV. Topic Area
      A. Expand knowledge base in the topic area by continued research and
argument development.
      B. Demonstrate knowledge of the topic through in-class debate rounds
and tournament debate rounds.  
      C. Organize and prioritize arguments for and against the topic.

   V. Constructive & Rebuttal Speeches
      A. Construct and deliver affirmative and negative constructive
speeches.  
      B. Demonstrate the ability to respond to specific arguments in a
speech.  
      C. Construct and deliver affirmative and negative rebuttal speeches.
 
      D. Deliver rebuttal speeches that demonstrate selection of the
strongest arguments.  

  VI. Current Theoretical Issues
      A. Explain and apply topicality arguments to the current topic.  
      B. Explain and apply counterplan theory.  
      C. Explain and apply kritik theory.  
      D. Explain and apply framework arguments and theory.  

 VII. Cross Examination Skills
      A. Develop questions regarding the arguments advanced by the
opposition.
      B. Respond to cross-examination questions.  



VIII. Tournament Competition
      A. Participate in a minimum 
of four intercollegiate debate tournaments.
      B. Evaluate tournament performance by critiquing specific rounds of
debate.
      C. Judge debates and write 
explanations of his/her decision making criteria.
      D. Judge practice debates and/or high school debates and write
explanations of decision making criteria.
      E. Listen and record judge decisions after rounds.

Content Outline and Competencies:

   I. Academic Policy Debate
      A. Define collegiate policy debate. 
      B. Explain the benefits of academic policy debate.  
      C.  Define the structure of a policy debate round including speaker
order and time limits.

  II. Research
      A. Research the specific debate resolution.
      B. Defend and support different types of evidence.  
      C. Demonstrate proper source citations for evidence production.  
      D. Demonstrate on-line research capabilities and electronic evidence
production.
      E. Demonstrate argument production through matrix and document
mapping.  

 III. Argument Structure
      A. Define a particular problem area, research that area, and write a
first affirmative constructive speech.
      B. Explain the stock issues in context of a debate round: 
significance, harms, inherency, topicality, and solvency.  
      C. Explain the core negative arguments:  topicality, disadvantages,
kritiks, and case arguments.  
      D. Construct shells and extensions for negative arguments.  
      E. Explain the Toulmin model of argument. 
   
  IV. Topic Area
      A. Expand his/her knowledge base in the topic area by continued
research and argument 
      B. Demonstrate knowledge of the topic through in-class debate rounds
and tournament debate rounds.  
      C. Organize and prioritize arguments for and  against the topic.

    V. Constructive & Rebuttal Speeches
       A. Construct and deliver affirmative and negative constructive
speeches.  
       B. Demonstrate the ability to respond to specific arguments in a
speech.  
       C. Construct and deliver affirmative and negative rebuttal
speeches
       D. Deliver rebuttal speeches that demonstrate selection of the
strongest arguments.  

 VII. Current Theoretical Issues
      A. Explain and apply topicality to the current topic.  
      B. Explain and apply counterplan theory.  
      C. Explain and apply kritik theory. 
      D. Explain and apply framework arguments and theory

VIII. Tournament Competition
      A. Participate in a minimum of six  intercollegiate debate
tournaments.
      B. Evaluate tournament performance by critiquing specific rounds of
debate.
      C. Judge debates and write explanations of his/her decision making
criteria.
      D. Assess the impact of specific judge paradigms on his/her argument
selection.
      E. Listen and record judge decisions after rounds.

Content Outline and Competencies:

Content Outline and Competencies:

Content Outline and Competencies will vary because they are dependent on the special topic being offered. The outline and competencies will follow the standard format for JCCC courses and will be written in outcomes-based language. The Special Topics course proposal will first be reviewed and approved by the Speech & Debate Department. The Communications Division Curriculum Committee and the Division Dean will review and approve each Special Topics course proposal.  Scheduling of Special Topics courses will be the responsibility of the Department Chair.