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:  self concept and self esteem.
     B. Describe the meaning of self-fulfilling prophecy.
     C. Evaluate student’s 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 Relationship 
     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:

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:

   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 for both speakers
and listeners.

  II. Listening Habits and Skills
      A. Explain the types of listening.
      B. Describe the process of listening.
      C. Identify the importance of listening in society and public
speaking.
      D. Describe the barriers to effective listening.
      E. Demonstrate methods to improve listening skills.
 III. Self-Concept in Communication
     A. Define the concepts:  self-concept and self-esteem.
     B. Describe the meaning of self-fulfilling prophecy.
     C. Evaluate one’s self-concepts and how self-concept may influence
communication.
     D. Identify ways one can improve his/her self-concept.
        
  IV. Perception 
      A. Identify the steps in the Perceptual process.
      B. Explain what influences perception.
      C. Identify methods to enhance one’s ability to perceive.

   V. Effective Use of the English Language 
      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.

  XI. Topic Development for Oral Presentations
      A. Describe and utilize topic generation techniques.
      B. Define and differentiate three basic types of
speeches—informative, persuasive, and special occasion.
      C. Identify the general purpose for each assigned speech.
      D. Compose a specific purpose for each assigned classroom speech.
      E. Compose a central idea/thesis statement for each speech.

 XII. Audience Analysis
      A. Define and describe various types of audience analysis and their
impact on the speechmaking process.
      B. Develop and implement an audience analysis survey.
      C. Demonstrate speech adaptation based on audience survey results.

XIII. Research Skills and Supporting Material
      A. Identify various types of supporting materials for informative
and persuasive speeches including but not limited to, opinions,
statistics, examples, analogies, illustrations, explanations,
descriptions, and definitions. 
      B. Identify and utilize strategies for assessing strength and
quality of research sources.
      C. Demonstrate research skills by incorporating sources of evidence
into speech outlines.
      D. Describe and demonstrate effective oral source citations of
evidence.
      E. Document research process by producing work cited page using a
standard citation style.

 XIV. Visual Aids
      A. Identify and describe types of visual aids and effective
strategies for their use in speeches.
      B. Demonstrate effective adaptation to audience using visual aids.

  XV. Organization and Outlining
      A. Explain types of organizing patterns for informative speeches.
      B. Explain types of organizing patterns for persuasive speeches.
      C. Identify and demonstrate the necessary elements of a speech
introduction. 
      D. Identify and demonstrate the necessary elements of an informative
speech conclusion. 
      E. Identify and demonstrate the necessary elements of a persuasive
speech conclusion.
      F. Identify and demonstrate types of connectives used in a speech.
      G. Explain and demonstrate standard outlining format.  
      H. Develop a full-sentence preparation outline for the two required
speech presentations.
        
 XVI. Speech Delivery
      A. Define the four types of delivery styles—impromptu, manuscript,
memorized, and extemporaneous. 
      B. Identify and demonstrate how physical behaviors can support or
hinder the message of a speech.
      C. Demonstrate vocal variety in major speeches. 

XVII. Language Strategies for Oral Presentations
      A. Explain the differences between written and oral communication
styles.
      B. Explain and demonstrate language strategies used in public
speaking.

XVIII. Reasoning and Argumentation
      A. Explain the difference between persuading for attitudes, beliefs
and values, and actions.
      B. Explain the different forms of claims for persuasive
speeches—fact, value, and policy.  
      C. Explain and differentiate between Aristotle's methods of
persuasion—Ethos, Pathos, and Logos.  
      D. Identify the four types of reasoning—inductive, deductive,
analogical, and casual.
      E. Explain and identify faulty reasoning strategies and logical
strategies.

 XIX. Presenting an Informative Speech
      A. Compose an informative speech which incorporates competency
skills mastered in the course content.
      B. Present in extemporaneous style an informative speech to a target
audience that incorporates competency skills mastered in the course
content.

  XX. Presenting a Persuasive Speech
      A. Compose a persuasive speech which incorporates competency skills
mastered in the course content.
      B. Present in extemporaneous style a persuasive speech to a target
audience that incorporates competency skills mastered in the course
content.

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. 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 his/her own 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.
         1. Sacred Cultures versus Secular cultures
         2. Shame Cultures versus Guilt Cultures
         3. Task orientation versus People Orientation
         4. Fatalistic Cultures versus Control Cultures
         5. Linear Life Cycle versus Cyclical Life Cycle
      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:

   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 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.