VINCENNES UNIVERSITYFACULTY SYLLABUS

Course Title: Public Relations

Course Number: COMM 160

Credit Hours: 3

Distribution of Contact Hours: 3 class hours

Associate Professor Dr. MaryAnn Seward Office Location: Wathen, Room 217

Office: (812) 888-4378; Cell: (618) 549-5065; E-Mail: mseward@vinu.eduOffice Hours: T (11-2:00); R (1-2); MW (1:15-2:00, 3:15-4:00); F (9-11am, appointment only)

Spring 2015 Detailed Course Information: CRN 22238 COMM 160.001; TR 2:00-3:15; BB 144

Department Mission Statement: The Communication Department at Vincennes University recognizes the need to prepare 21st Century graduates to communicate effectively in their always changing local and global communities. The communication courses are designed to encourage students to apply practical communication concepts and theories in their professional and social relationships. Students leave the courses with enhanced communication skills, problem-solving and analytical abilities.

I. Course Catalog Description

This course is designed to acquaint students with the essentials of public relations practices. The study includes perusal of the various publics served, fact-finding techniques, attitude analysis, and behavioral patterns. The discussion centers on a basic understanding of the principles in the field of public relations.

Prerequisite(s): A grade of C or better in READ 011 and ENGL 011, or SAT Reading scores of 420 and SAT Writing scores of 440 or greater, or appropriate placement test scores.

II. Course DesignationThis course is a:

R/W/S Intensive Course Proposed UCC Course (meets general and liberal education outcomes)

III. VU Liberal Education Outcomes met by this course “UCC Basic Skills” Engage in articulate expression through critical reading and effective written,

oral, and digital communication. Apply quantitative reasoning and a variety of numeric data to solve problems in a

variety of disciplines. Evaluate ethical behavior as an individual and as a member of local and global

communities. Apply critical and creative thinking skills to solve problems. Integrate knowledge and perspectives of different disciplines to answer complex

questions.

IV. Course OutcomesStudents who complete this course will:

Discriminate the principles of public relations in an industrialized world; Understand the evolution of public relations; Demonstrate knowledge of career opportunities, duties of practitioners, and role

of women and minorities in public relations; Demonstrate articulate expression through oral, written, and mediated

communication; Display competencies of professional, ethical, and legal responsibilities in public

relations; Differentiate the various publics served, fact-finding techniques, and patterns of

public attitudes and behaviors toward organizations; Apply public relations strategies to a social media classroom public relations

campaign;

V. Course ContentIn this course, according to the ACEJMC, Accrediting Council on Education in

Journalism and Mass Communication, requires that students will be expected to:

Demonstrate an understanding of the historical evolution and role of professionals and institutions in shaping communications;

Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to mass communications.

Demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society.

Demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness, and diversity;

Think independently, creatively, and critically; Write accurately and clearly in forms and styles appropriate for the

communications professions, audiences and purposes they serve. Other course specific content areas require students to be able to: Understand the tradition of public relations and the identity management process

of organizations; Demonstrate knowledge of public relations in a multicultural world and develop

intercultural communication competencies; Develop fact-finding techniques in public relations study and reporting; Analyze corporate crisis--write an essay and make a presentation on findings; Demonstrate ethics in a public relations campaign--write and present results; Utilize social media skills appropriate for the target audience and occasion.

VI. UCC State Outcomes met by this courseWritten Communication1.1 Produce texts that use appropriate formats, genre conventions, and documentation

styles while controlling tone, syntax, grammar, and spelling.1.3 Read critically, summarize, apply, analyze, and synthesize information and concepts

in written and visual texts as the basis for developing original ideas and claims.1.4 Demonstrate an understanding of writing assignments as a series of tasks including

identifying and evaluating useful and reliable outside sources.1.5 Develop, assert and support a focused thesis with appropriate reasoning and adequate

evidence.1.6 Compose texts that exhibit appropriate rhetorical choices which include attention to

audience, purpose, context, genre, and convention.1.7 Demonstrate proficiency in reading, evaluating, analyzing, and using material

collected from electronic sources (such as visual, electronic, library databases, Internet sources, other official databases, federal government databases, reputable blogs, wikis, etc.).

Speaking and Listening2.1 Use appropriate organization or logical sequencing to deliver an oral message.2.2 Adapt an oral message for diverse audiences, contexts, and communication channels.2.3 Identify and demonstrate appropriate oral and nonverbal communication practices.2.4 Advance an oral argument using logical reasoning.2.5 Provide credible and relevant evidence to support an oral argument.2.6 Demonstrate the ethical responsibilities of sending and receiving oral messages.2.7 Summarize or paraphrase an oral message to demonstrate comprehension.

visual texts as the basis for developing original ideas and claims.

VII. Course Text and Materials PolicyRequired:Wilcox, Dennis, L. and Cameron, Glen, T. (2012). Public Relations: Strategies and Tactics. Glenview, IL: Pearson. ISBN-13: 978-0-205-77088-5).Recommended:

Vincennes University Writers’ Handbook Computer access to Bb for syllabus, rubrics, assignments and grade book.

VIII. Course Grading Policy (See Section X for specific course grading details)The methods of evaluations used to assess learning will be group presentations, case

study, research, essays, TV/radio commercial, and PR campaign. Sixty percent of the student’s grade will be based on presentations with the other forty percent allocated to research, paper drafts, essays, attendance, and homework assignments. Five graded speaking engagements using both informative and persuasive speaking techniques will, in their aggregate, assess all of the above speaking and listening outcomes. Two graded written engagements using social media, research, corporate case study and PR campaigns will, in their aggregate, assess the two written communication outcomes above. Oral and written communication requires reading intensive investigative research and will assess the students’ knowledge of public relations theories and concepts utilizing the context of both textual and lecture materials to cover all of the above mentioned outcomes. Teaching methods and activities include lectures, group work, written assignments, case studies, presentations, TV/Radio commercial production, and PR campaigns.

IX. Course Policies(1) Vincennes University Attendance PolicyThe Vincennes University policy is premised upon the notion that students will attend all

sessions of the classes in which they are enrolled. This policy supports Vincennes University’s philosophy that students benefit most from the people and facilities provided by the citizens of Indiana through proper and adequate class attendance. Consequently, missing class for any reason will be regarded as an absence. When absences result from an approved and required University activity, they will not be counted against a student, and the work missed may be made up.

Vincennes University believes that students who participate in University-sponsored activities and faculty-developed field trips must develop habits of attendance consistent with university policy or voluntarily refrain from such participation. For whatever reason an absence occurs, the student is responsible for the work missed.

Dr. Seward’s Attendance Policy As members of a learning community instructors and students agree to a tacit social contract.

That contract ensures that all participants will attend every class meeting, engage one another in an informed and spirited manner, and complete all assigned responsibilities on time. In other words, when you signed up for this course, attendance and participation became two of your assigned responsibilities. You will be awarded points for attendance and participation including in-class activities. It is impossible to make these points up so it would behoove each student to

attend every class meeting to ensure receiving all possible points. Attendance makes up 10% of your grade so consider it an easy 100% on a major assignment and all you have to do is occupy a seat and engage in discussion.

(2) Make Up Work and Late Work Homework assignments, syllabus, prompts, and handouts are available to you in class and on

Blackboard. If you will be missing class please e-mail me to notify me of your absence, but please do not ask what work you missed or what assignments are due, instead refer to syllabus schedule. The course syllabus schedule outlines assignment prompts and due dates so that your work can be handed in on time without penalty. It is your responsibility to get and complete these assignments by the due date in order to receive full credit for the assignment. A personal emergency is the only way that late work will be accepted, but with a 25 point penalty. These exceptions are only at the instructor’s discretion when notification by the student has been made. IMPORTANT REMINDER: Presentations, group projects, papers, or in-class assignments may not be made up! If you are absent on the day of your scheduled presentations or due date of written assignments you will receive a grade of “0” for that presentation or essay. No exceptions will be made. Do not let yourself or your group members down.

(3) Use of Electronic Devices in ClassCellular Phones: Turn them off or put them on silent while in class. If you are expecting an

emergency call, please inform me before class starts, and remove yourself quickly from class when you notice the phone ringing. You may not answer your phone during class. Texting is not allowed once class starts. You can wait until class is over to check your incoming texts—it is rude to check them during class.

Electronic Devices: You may use a laptop to take notes during class; however, you may notuse your computer for any other reason during class time (don’t play solitaire during class). Turn off IPods/MP3 players prior to the start of class and leave them off for the duration of class time. Listen to your music prior to coming into class. Remove your headphones when you get to class.

(4) Instructor’s Academic Dishonesty Policy/StatementAcademic Dishonesty: I welcome you to this classroom community with the assumption

that the work you do will be your own. However, distinguishing your work from the work of another can be tricky at times for both you and your instructor. You should know that presenting another’s work as your own, even if by accident, is a serious violation of ethical student conduct and is considered academic dishonesty. Plagiarism, representing the work of another as your work, preparing work for another student; cheating by any method or means, are all acts of academic dishonesty. Whether quoting or paraphrasing (or even summarizing) someone else’s work, you should cite your sources; failure to do so constitutes an act of plagiarism. This policy applies to presentations, case studies, and papers. Buying a paper or presentation online, copying text from several web sites and turning in someone else’s paper (even with a few words changed) are all examples of plagiarism when you claim such work as your own. (Note: As services selling such papers have increased in number, so have services that track plagiarism using sources from the internet). Suspected cases of plagiarism will be investigated; if plagiarism is substantiated, the perpetrator may face failing the assignment and/or class. As a rule of thumb: when in doubt, cite where the information is coming from. If you are uncertain whether you are

citing sources sufficiently enough to avoid plagiarism consult your instructor.

(5) Disabilities Services PolicyThe Office of Disability Services reviews requests and determines appropriate

accommodations for students with disabilities. Students with psychological, physical, sensory, communicative and/or learning disabilities should seek out this office as soon as possible after admission to VU if they require academic accommodations. The student will be required to provide copies of medical or psychometric evaluations that document the presence of a disability and the impact of the disability on the student’s level of functioning. The Office of Disability Services also coordinates the availability of assistive technology at various campus locations to provide accessible classroom materials and equipment. Vincennes University complies with the requirements set forth by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act to assure the rights of individuals with disabilities to fair, non-discriminatory treatment. The Office of Disability Services is located at the South Entrance of Vigo Hall. The phone number is 812-888-4501. Specific procedures for requesting an accommodation for a disability may be found at the Office of Disability Services website at www.vinu.edu/DisabilityServices . Students who will be requesting accommodations should view the Disability Services website for documentation requirements.

(6) Standard of Student Behavior - Classroom Incivility PolicyStudents need to be aware that violations of the University Standard of Student Behavior as

listed in the VU Catalog may result in some form of disciplinary action. Classroom Incivility will NOT be tolerated: Consistently being tardy, leaving early, talking on cell phone, using headphones, reading newspapers/magazines/books, sleeping, side conversations, packing up noisily before end of class, dominating discussions, aggressively challenging the teacher (questioning teacher’s authority, expressing anger about grading, or generally undermining the teacher’s ability to teach); engaging in disputes with other students, demeaning comments, and using foul language. I expect you to act like a responsible adult while in this classroom. Penalties for disruptive behavior will be dealt with on a case-by-case basis; at the least, you will be asked to leave the classroom.

(7) Content/Schedule Change Statement Please be advised that the content in this syllabus and the tentative course schedule are

both tentative to change. Students will be notified of any changes in the course syllabus.

X. Instructional Methodologies/ActivitiesThe instruction methodologies used in this course derive from Bloom’s Learning

Taxonomies in three domain areas: Cognitive learning, Affective orientation and Behavioral development. The methods of evaluations used to assess learning will be group presentations, case study, research, essay, resume/interview, TV/radio commercial, and PR campaign. Sixty percent of the student’s grade will be based on presentations with the other 40% allocated for an essay, research, attendance, and homework assignments. Six graded speaking engagements using both informative and persuasive speaking techniques will, in their aggregate, assess all of the above outcomes. A case study and PR campaign utilizing social media will assess the students’ knowledge of public relations theories and concepts utilizing the context of both textual and lecture materials to cover the outcomes. Teaching methods and activities may include lectures,

group work, written assignment, interview, commercial, case study, and PR campaign.

Course Grading and Evaluation Practices:(1) Grading Scale

93-100% A 77-79.9% C+90-92.9% A- 70-76.9% C87-89.9% B+ 60-69.9% D83-86.9% B 59.9% <0 F80-82.9% B-

(2) Methods of Evaluation: (1,000 points)Speaking Engagements 60%1. Group Presentation 1 100 points 10% 2. Group Presentation 2 100 points 10% (Interactive Case Study)

3. Corporate Case Study Presentation 150 points 10% 4. PR Campaign 150 points 10% 5. TV/Radio Commercial 100 points 10% 600 points 60%You must complete all five speaking engagements in order to pass the class. A detailed assignment prompt and rubric is attached for each PT speaking assignment. Speaking Experiences 60%

Written Engagements 40%Written Activities (Guest Speakers/Field trips/In-Class Attendance)100 points 10%Campaign Crowd Sourcing Draft 50 points 10%Social Media Campaign Essay 100 points 10%Corporate Case Study Draft 50 points 5%Corporate Case Study Paper 100 points 10%

400 points 40%

Total Points 1000 points 100%

Note: On the final page of this syllabus there is a grade monitoring form for you to log your points in writing. You can determine your approximate letter grade and calculate your percentage of points earned out of the points possible for each grade assignment. You may also check your electronic grade book on Blackboard.

Students must achieve an average of 70% accuracy in the overall course work (C) in order to meet the general education requirement.

XI. Course Calendar/Schedule/Assignments (Tentative)Wk 1 Tues 1/13 Syllabus; Ice breaker activity Thurs 1/15 Ch. 1 Public Relations; Social Media: Facebook, Twitter, Blogger, Crowd Sourcing

Wk 2 Tues 1/20 Ch. 2 Evolution of Public Relations; Discuss PR Campaign / Corporate Crisis Thurs 1/22 Ch. 3 Ethics and Professionalism; Case Study of Corporate Crisis Topic Due!

Wk 3 Tues 1/27 Ch. 4 PR Departments and Firms; Group Presentation 1 Assignment/Rubric/Schedule Thurs 1/29 Guest Speakers- Bernie Schmitt, Alice of Old Vincennes (25)

Wk 4 Tues 2/03 Group Work Day! Homework: Find 3 favorite TV/Radio Ads Thurs 2/05 Ch. 5 Research (100); Ch. 12 PR and the Law (100)

Wk 5 Tues 2/10 Ch. 14 New Releases (100); Ch. 15 Radio, TV, and the Web (100)Thurs 2/12 Show 3 TV/Radio Ads; Motivated Sequence; Commercial Assignment!

Wk 6 Tues 2/17 Commercial Assignment Proofs Due!; Ch. 7 Communication

Thurs 2/19 TV/Radio Commercial Taping at WBVU in Davis Hall, (100)Case Study of Corporate Crisis Rough Draft Due (50)

Wk 7 Tues 2/24 Guest Speakers-Jennifer Pacheco, Hospital Foundation (25)Thurs 2/26 Group Work PR Campaign/Social Media Project (Promotion of VU)

Wk 8 Tues 3/03 Individual Corporate Crisis Presentations (150)Midterm Thurs 3/05 Corporate Crisis Presentation (150) and Paper due (100) Week _____________________________________________________________________________________________

Wk 9 Tue 3/10 Midterm Break Thurs 3/12 (No Class 3/09-3/13)

Wk 10 Tues 3/17 Group Work PR Campaign/Social Media Project (Promotion of VU) Thurs 3/19 Group Work PR Campaign/Social Media Project (Promotion of VU)

Wk 11 Tues 3/24 Guest Speakers Bertha Proctor, PACE (25)Thurs 3/26 Guest Speaker –Angie Goff, United Way (25)

Wk 12 Tues 3/31 Website, Commercials, Blogger, Facebook, Crowd Funding Group WorkThurs 4/02 Assign groups and Schedule Group Presentation 2 (Case Study)

Wk 13 Tues 4/07 Guest Speaker - Kristi Deetz, Vincennes University Director of External Relations Thurs 4/09 Group Work Day on Case Study – Presentation 2!

Wk 14 Tues 4/14 Ch. 13 New Technologies (150); Ch. 17 Corporations (150) Thurs 4/16 Ch. 18 Politics and Government (150); Ch. 19 Global Public Relations (150)

Wk 15 Tues 4/21 Ch. 8 Evaluation; PR Campaign Project Report Draft Due (50)Thurs 4/23 Group Work on PR Campaign and Social Media Project

Wk 16 Tues 4/28 Group Work on PR Campaign and Social Media ProjectThurs 4/30 Final Project - PR Campaign Presentations Due (150); Papers Due (100)

Wk 17 Thurs 5/07 Final - PR Campaign Presentations Due (150); Papers Due (100) (Thurs 2-3:15)

Inclement Weather/University Closings: In case of snow or icy conditions please check the VU website or local media for university closings. If the University is open, but road conditions prevent you from driving to campus safely, notify the instructor of the reason for your absence via email or telephone. If the University is open, but this class is cancelled you will be notified via email (assuming I have Internet service at that time).

Instructor's Teaching Philosophy: This course will be one of the most memorable experiences of your life. You will share your ideas and areas of expertise with others in the classroom to raise consciousness about public relations competencies. Social capital includes student’s unique personal attributes, backgrounds, and experiences that are invaluable in academic discussions. I welcome everyone’s comments and expect students to maintain responsible leadership skills and demonstrate sensitivities to others and difference. My classroom motto is NO HARM. I strive to create a progressive curriculum in a warm and friendly environment. My students are enthusiastic about learning and improving their communication skills because they feel supported and encouraged. Throughout the semester students will engage with others and develop a sense of membership into a supportive classroom culture. My goal for you is to become a competent public relations generalist. I will help you in any way I can to accomplish this goal.

COMM 160 Grade Monitoring Form

Speaking Engagements (600 Total: 60%)1. Group Presentation 1 _____/100 points 2. Group Presentation 2 _____/100 points (Interactive Case Study)

3. Corporate Crisis Presentation _____/150 points 4. PR Campaign Presentation _____/150 points 5. TV/Radio Commercial _____/100 points 600 points 60%Written Engagements (400 Total: 40%)Written Activities (Guest Speakers/Field trips/In-Class) _____/100 points

PR Campaign (social media) Draft _____/ 50 points

PR Campaign (social media) Paper _____/100 points

Corporate Crisis Paper Draft _____/50 points

Corporate Crisis Paper _____/100 points 400 points 40%

Total Points 1000 points 100% Grading Scale: 93-100% A 77-79.9% C+90-92.9% A- 70-76.9% C87-89.9% B+ 60-69.9% D83-86.9% B 59.9% <0 F80-82.9% B-

SPEAKER: Corporate Crisis Presentation Date: Assessment Category Score Comments: See reverse side for details on scoring of each Assessment CategoryIntroduction. Attention Getter. Central Idea. Credibility Statement. Preview Statement

(15-0)

_____

Body of Speech. Balanced Main Points. Logical Organization. Appropriate Detail. Clear Explanations

(25-0)

_____

Conclusion. Signaled Conclusion. Summarized Main Points. Strong Closing Statement

(10-0)

_____

Supporting Material. Examples. Statistics. Quotations. Testimony

(5-0)

_____

Citation of Sources. Cited All Sources. Gave Enough Detail. Provided Credibility. No Plagiarism

(5-0)

_____

Transitions. Internal Previews. Transitions. Internal Summaries. Signposts

(5-0)

_____

Verbal Communication. Correct Vocabulary. No Slang or Jargon. Proper Pronunciation. Clear Articulation

(10-0)

_____

Nonverbal Communication. Eye Contact. Gestures. Paralanguage. Posture/Movement

(10-0)

_____

Visual Aids. Appropriate to Topic. Creative and Interesting. Aided Understanding. Managed Effectively

(5-0)

Other (10-0) _____

LENGTH: __ : ____TOTAL SCORE General Comments:

TV/Radio Commercial Assignment

Assignment:The student should promote a salient and substantive claim or product and persuade the

audience to act in a certain manner. (Note: Advertise or sell an idea/product that affects a large number of people and must be acknowledged and dealt with.) For this speech, the student should1) Construct a policy thesis2) Use Monroe’s Motivated Sequence to persuade the audience3) Use evidence to appeal to logos, pathos, and ethos4) Employ style to move the audience to action5) Employ effective delivery strategies to persuade the audience

Objective:The purpose of this assignment is for students to learn the art of persuasion following a

logical development of persuasive argumentation and persuasive strategies outlined by Monroe’s motivated sequence format.

Structure:The five steps in Monroe’s Motivated Sequence are as follows: ATTENTION, NEED, SATISFACTION, VISUALIZATION, and ACTION.

ATTENTION often has appeals to ethos or to pathos. Introduce topic through shocking statistic, story, quote, or personal testimony. Student should not need detailed notes, but focus on grabbing the attention of the audience.

NEED often has appeals to logos. Discuss problem or status quo and its deficiencies. Convey the audience’s needs that are not being met within the current structure. Remain logical and persuasive. Establishing the problem with the status quo is the most important stage that sets the stage for subsequent argument.

SATISFACTION often appeals to logos, pathos, and ethos. There is a visual Aid Requirement in this stage!Take a stand and propose a solution in detail to change and improve the status quo or fully explain a proposal to solve the problem. SATISFACTION occurs through advocating a plausible solution and involves evidence. This is the second most important step.

VISUALIZATION is often HIGHLY STYLIZED You must visualize the perfect world with your proposed plan in place. Show the audience members how they will benefit if your proposal is adopted and how your plan could meet their individual needs/ goals and successfully manage, improve, or resolve the current problem. VISUALIZATION is not only fluent, but also inspiring. Avoid distancing yourself from the audience. Be immediate and speak with conviction.

ACTION is a call for an action. Request that the audience take an action based on your proposal. Provide steps to follow. Perhaps you want them to buy a product, sign a letter or petition, vote for a candidate, recycle, stop smoking -- you must ASK! Provide directions, phone numbers, websites, addresses, etc, as you see appropriate to your advertisement. * This stage (statement) is the final step; the follow through plan. Make sure you drive the step-by-step action plan home. There should be no doubt in the audience’s mind what to do. The clearer the plan of action the more likely you will succeed in persuading others to take action. Captivate listeners with your expressive voice and eye contact in order to gain compliance.

TV Commercial Evaluation Form

Date: Speaker:      

Elapsed Time: Topic:      

Criteria Comments: - +

Organization       

Does the speech include the necessary elements (introduction, Transitions, and conclusions)? Is the structure of the speech evident, well balanced, and does it develop the residual message?

       

Supporting Material       

Does the speech contain appropriate reinforcement for the points through which the residual message is developed? Does it include a variety of evidence from sources cited by the speaker?

       

Audience Adaptation       

Is the message-adjusted specifically to the needs and interest of these listeners? Are adjustments and connections to the listeners made in each segment?        

Physical Behavior (Delivery)       

Does the speaker supports the verbal message with non-verbal that enhances and do not distract from it?

       

Vocal Variety/Articulation       

Does the speaker use rate pitch and intensity to maintain interest? Are the words clear and is the grammar proper?        

Visual Aids       

Is the speech supported by legible, simple, clear visuals? Are the visuals managed without distracting from the message?

       

THINGS THAT WORKED WELL……

SUGGUESTIONS FOR NEXT TIME…..

PRESENTATION GRADE_________

Numerical Equivalents Numerical Equivalent ______

A+ 100 C 75 A 95 C- 71 Overtime/Under time (-10)_______ A- 91 D+ 68B+ 88 D 65 Unapproved Topic (-15)_______B 85 D- 61B- 81 F 50 Missed Due Date (-25)_______C+ 78

TOTAL PROJECT SCORE _____PERSUASIVE (PR CAMPAIGN) ANALYTICAL RUBRIC

SPEAKER: Date: Assessment Category

Score Comments: See other side for details on scoring of each Assessment Category

Introduction. Gain Attention (Monroe #1). Clear Purpose & Central Idea. Established Credibility. Preview Statement

(15-0)

_____

Body of Speech. Establish Need (Monroe #2) . Provided Strong Evidence . Displayed Valid Reasoning . Balanced Logos and Pathos. Satisfy the Need (Monroe #3) . Showed Practicality of Plan. Visualize Results (Monroe #4) . Positive Visualization . Negative Visualization

(25-0)

_____

Conclusion. Signaled Conclusion. Summarized Main Points . Call to Action (Monroe #5) . Strong Closing Statement

(10-0)

_____

Supporting Evidence/Proof. Examples. Statistics. Testimony

(5-0)

_____

Citation of Sources. Cited All Sources. Provided Credibility. No Plagiarism

(5-0)

_____Transitions. Internal Previews. Transitions

(5-0)

_____

. Internal SummariesVerbal Communication. Correct Vocabulary. No Slang or Jargon. Proper Pronunciation. Clear Articulation

(10-0)

_____

Nonverbal Communication. Eye Contact. Gestures. Paralanguage. Posture/Movement

(10-0)

_____

Visual Aids. Appropriate to Topic. Creative and Interesting. Aided Understanding. Managed Effectively

(5-0)

_____

Other (10-0)

_____

LENGTH: ___ _ : _________

– ____

TOTAL SCORE General Comments:

(___) Introduction (14-15) MONROE #1Used a creative attention-grabber, with clear Specific Purpose and Central Idea Statements; Gave a thorough preview of the speech and you established your credibility & position on the topic.

(___) Introduction (12-13) MONROE #1Had a good attention-grabberIntroduced the topic adequately with a specific Purpose statement; Previewstatement clearly established your position on the topic.

(___) Introduction (9-11) MONROE #1Did not grab our attention, but did let us know topic; Specific Purpose Statement was clear; Could have used a more imaginative opener; Need to establish personal credibility to address the topic

(___) Introduction (6-8) MONROE #1Did not provide attention-grabbing opener, used the Specific Purpose Statement to open; Opening was boring, should be more creative; Failed to give a preview of points to be covered in body.

(___) Introduction (0-5) MONROE #1Had no planned opener; Need to clarify the purpose of the speech; Need a Central Idea statement that lets the audience know the direction and content of the body of the speech

(___) Body of Speech (23-25) MONROE #2,3&4; Had appropriate number of main points; each point introduced & explained well, creative transitions connected points; Time on main points balanced; all points were covered adequately. Strongly establish NEED, presented clear SATIS- FACTION & vivid VISUALIZATION steps.

(___) Body of Speech (20-22) MONROE #2,3&4; Had an appropriate number of main points; Organizational pattern was clear, most points got enough time, some needed more emphasis; main points were presented in a logical order. Adequately established NEED, presented clear SATISFACTION & VISUALIZATION steps.

(___) Body of Speech (17-19) MONROE #2,3&4; Speech could have used more main points; with fuller explanation of those points; the order of main points was logical. Could have provided more detail to support each point. Organizational pattern was clear. Established NEED and SATISFACTION steps, VISUALIZATION step was weak.

(___) Body of Speech (14-16) MONROE #2,3&4; Body needed more content; the order of the main points was not logical; could not ascertain the organizational pattern; explanations and examples would have helped. Did not establish NEED effectively, SATISFACTION step was clear, VISUALIZATION step was missing.

(___) Body of Speech (0-13) MONROE #2,3&4; Did not appear to have been prepared; order of points was hard to follow; lacked logic and the organizational pattern was difficult to determine. Body needed much more content. Did not establish NEED, did not present clear SATISFACTION or VISUALIZATION steps.

(___) Conclusion (10) MONROE #5Signaled the conclusion (“In conclusion”) effectively; provided complete summary of main points; ended with a strong CALL TO ACTION concluding statement.

(___) Conclusion (8-9) MONROE #5Signaled the conclusion (“In conclusion”) effectively, provided a brief recap of main points. Ended with an acceptable CALL TO ACTION concluding statement.

(___) Conclusion (6-7) MONROE #5Signaled the conclusion (“In conclusion”). Needed a better summary of main points. Ending was abrupt, with a weak CALL TO ACTION. We were unsure you were done.

(___) Conclusion (4-5) MONROE #5Forgot to signal the conclusion (“In conclusion”). Needed a more complete summary of main points and a CALL TO ACTION concluding statement.

(___) Conclusion (0-3) MONROE #5Did not signal the conclusion; failed to summarize main points and did not have a concluding statement. No CALL TO ACTION.

(___) Supporting Material (5)Used persuasive supporting evidence, including quotes, testimony, statistics, & examples. All supporting materials were relevant and adapted to the audience.

(___) Supporting Material (4) Used two or three types of supporting evidence. Most were presented effectively, were relevant and adapted to the audience and were persuasive.

(___) Supporting Material (3)Used minimum number of supporting evidence which aided understanding of the main points, but could have been more relevant, interesting & persuasive.

(___) Supporting Material (2)Not enough supporting materials. Need more variety in the types of supporting materials to make speech more interesting & persuasive.

(___) Supporting Material (0-1)Failed to use supporting materials, or used very few. Those used did not aid understanding of speech content and were not persuasive.

(___) Citation of Sources (5)Cited all sources as appropriate, with citations delivered when the content from sources was shared. Gave credibility information for sources.

(___) Citation of Sources (4)Cited all sources, some citations did not make it clear why or how the source was credible on the subject.

(___) Citation of Sources (3)Cited sources as necessary. May have been some incremental plagiarism. Need to provide more information about sources so audience can decide if they are credible.

(___) Citation of Sources (2)Failed to cite most sources. Had content in the speech that needed a citation. Some citations needed more specificity. Cited some sources at end of speech.

(___) Citation of Sources (0-1)Did not cite any sources, or cited them at the end of the speech, rather than as the information from the source was being given during the speech.

(___) Transitions (5)Effectively used creative and interesting internal previews, transitions, and internal summaries at appropriate times

(___) Transitions (4)Provided some transitions. Most were adequate; some weak. Internal previews and internal summaries were used.

(___) Transitions (3)Used minimal number of transitions. Most were acceptable but not creative. Need better internal previews & summaries.

(___) Transitions (2) Needed more transitions, did not use internal previews or summaries. Connectives are too simple (i.e., “next”)

(___) Transitions (0-1)Failed to provide transitions, internal previews or internal summaries. Did not indicate movement from point to point.

(___) Verbal Communication (10)Used correct language; defined terms as needed; made frequent use of creative and interesting language techniques. No use of non-words, or slang. Excellent volume, pronunciation and articulation.

(___) Verbal Communication (8-9)Used correct language; defined most terms as needed; used a few interesting language techniques to keep speech interesting; used few non-words. Volume, articulation and pronunciation were fine.

(___) Verbal Communication (6-7)Used mostly correct English language; defined most jargon terms. Word choice was not creative; used some non-standard language. Volume, articulation and pronunciation were appropriate.

(___) Verbal Communication (4-5)Used some jargon without defining terms; word choice was boring and not creative; used too many non-words and some slang. Volume and articulation were acceptable.

(___) Verbal Communication (0-3)Used excessive jargon and slang. Did not use creative language techniques. Needed to raise volume and articulate more clearly.

(___) Nonverbal Communication (10) Excellent eye contact, gestures, purposeful movement, posture and facial expressions to make the speech more interesting and to more effectively communicate your message.

(___) Nonverbal Communication (8-9)Good eye contact, gestures, purposeful movement, posture and facial expressions. Some of these could have been better, but overall your non-verbal communication aided speech delivery.

(___) Nonverbal Communication (6-7)Most non-verbal components were good. Could use work on more direct eye contact, or more expressive gestures. Posture and facial expressions were acceptable.

(___) Nonverbal Communication (4-5)Eye contact, gestures, facial expressions were marginally acceptable. Work on using your body more effectively to aid the delivery of your message. See reverse side for specific suggestions.

(___) Nonverbal Communication (0-3)Need significant improvement in non-verbal communication, including eye contact, gestures, posture, facial expressions, etc. See reverse side for specific suggestions.

(___) Visual Aids (5)Visual Aids were colorful, creative & easy to see; you managed them well to help audience understand and enjoy the speech. Visuals were very interesting.

(___) Visual Aids (4)Most of your visual aids aided speech retention or understanding. They were large enough to see easily, you handled them effectively. Could be more creative.

(___) Visual Aids (3)You made minimal use of visual aids, but met requirements of the assignment. Make them more colorful or creative. You had difficulty managing their use.

(___) Visual Aids (2)You had a visual aid but it did not help us understand or enjoy the speech. Practice with the visual aid so you can manage its use more comfortably.

(___) Visual Aids (0-1)You failed to use a visual aid, or the item you had for us to see did not help us understand or enjoy the speech.

(___) Other (10) (___) Other (8-9) (___) Other (6-7) (___) Other (4-5) (___) Other (0-3)

Group Presentation Criteria

Assignment Objective: To allow students an opportunity to engage in an interactive activity that focuses on public relations. The aim of this project is to cultivate students’ ability to integrate knowledge with experiential learning; thus turning simple theory into application.

Due Dates: The due dates will vary according to the student’s chosen course material. However, once committed to a particular date, the student may not change groups. If there is a conflict with the group presentation date, the instructor must be notified two weeks prior (unless an emergency arises) in order to assign the student to another group. If no notification is given to the instructor and the student doesn’t show up for the date in which he/she is assigned, a “0” will be given for that assignment. Absolutely No Make Up group work is allowed!

Topic: Topics are based on selected course readings and outside research materials.

Time: The entire class period is devoted to the project. You will generally have to share the class period with another group so your time limit is approximately forty minutes. If the group runs out of time you will continue the presentation during the next class period.

Pedagogical Tools:

Directions for Presentation

A power point should only include the chapter’s key terms that will be discussed by group members before conducting the case study in front of the class. Often you may find a corporate case study within the chapter. If none is mentioned in the chapter you’

Case Study Research: Students are allowed to use famous or infamous corporate crisis/problems/concerns as the foundation of their case study. Ten to twenty questions should be displayed on a slide and discussed after presenting the company’s case. All case study questions must include at least one of the chapter’s key terms previously discussed. The case study questions should ask students to define the term and then explain and apply the term to help the company improve the situation presented as the company’s case.

Visuals: The power point slides, handouts, etc. are by nature going to act as the primary visual aid. Extra visual aids only increase the grade of group members, such as YouTube video clips, commercials, cartoons, advertisements, listening exercises, handouts, charts, and graphs integrated into the presentation.

Interactivity: Get the entire class involved with the material. Make sure the key terms are covered and then branch out. Interactive case studies can be a lot of fun, but should apply theory and thoroughly cover course content! If you forget salient points the instructor will interject during and after the presentation by asking questions or inviting further discussion of the materials.

Outside Research: It should be glaringly obvious to me that the project required outside research. So, make sure to orally reference additional sources beyond Wilcox and Cameron (the

authors of the classroom textbook). Each member of the group is required to orally reference at least one source outside the textbook during the presentation.

Time Limit: 40 minutes

Group Presentation 1 Evaluation Form

Date: Speaker:      

Elapsed Time: Topic:      

Criteria Comments: - +

Organization       

Does the speech include the necessary elements (introduction, Transitions, and conclusions)? Is the structure of the speech evident, well balanced, and does it develop the residual message?

       

Supporting Material       

Does the speech contain appropriate reinforcement for the points through which the residual message is developed? Does it include a variety of evidence from sources cited by the speaker?

       

Audience Adaptation       

Is the message-adjusted specifically to the needs and interest of these listeners? Are adjustments and connections to the listeners made in each segment?        

Physical Behavior (Delivery)       

Does the speaker supports the verbal message with non-verbal that enhances and do not distract from it?

       

Vocal Variety/Articulation       

Does the speaker use rate pitch and intensity to maintain interest? Are the words clear and is the grammar proper?        

Visual Aids       

Is the speech supported by legible, simple, clear visuals? Are the visuals managed without distracting from the message?

       

THINGS THAT WORKED WELL……

SUGGUESTIONS FOR NEXT TIME…..

PRESENTATION GRADE_________

Numerical Equivalents Numerical Equivalent ______

A+ 100 C 75 A 95 C- 71 Overtime/Under time (-10)_______ A- 91 D+ 68B+ 88 D 65 Unapproved Topic (-15)_______B 85 D- 61B- 81 F 50 Missed Due Date (-25)_______C+ 78

TOTAL PROJECT SCORE _____Group Presentation 2 Evaluation Form

Date: Speaker:      

Elapsed Time: Topic:      

Criteria Comments: - +

Organization       

Does the speech include the necessary elements (introduction, Transitions, and conclusions)? Is the structure of the speech evident, well balanced, and does it develop the residual message?

       

Supporting Material       

Does the speech contain appropriate reinforcement for the points through which the residual message is developed? Does it include a variety of evidence from sources cited by the speaker?

       

Audience Adaptation       

Is the message-adjusted specifically to the needs and interest of these listeners? Are adjustments and connections to the listeners made in each segment?        

Physical Behavior (Delivery)       

Does the speaker supports the verbal message with non-verbal that enhances and do not distract from it?

       

Vocal Variety/Articulation       

Does the speaker use rate pitch and intensity to maintain interest? Are the words clear and is the grammar proper?        

Visual Aids       

Is the speech supported by legible, simple, clear visuals? Are the visuals managed without distracting from the message?

       

THINGS THAT WORKED WELL……

SUGGUESTIONS FOR NEXT TIME…..

PRESENTATION GRADE_________

Numerical Equivalents Numerical Equivalent ______

A+ 100 C 75 A 95 C- 71 Overtime/Under time (-10)_______ A- 91 D+ 68B+ 88 D 65 Unapproved Topic (-15)_______B 85 D- 61B- 81 F 50 Missed Due Date (-25)_______C+ 78

TOTAL PROJECT SCORE _____

PR Campaign Paper/Presentation PromptExamples of Public Relations Campaigns

by Kate McFarlin, Demand Media

Many types of public relations campaigns can be used by small businesses. Whether you decide to hire a consultant or a firm or you have your own in-house public relations team, understanding how the different campaigns work will help you create an effective public relations strategy for your company.

Print Campaigns

Print public relations campaigns typically are comprised of a process in which a public relations representative sends out press releases to various media outlets. These releases promote a company change, a new product or a new service. Members of the media may then use the release to write a story, or they may contact the company for a more in-depth interview. High quality PR agents will have a list of media contacts that can be relied upon to publicize the story. New agents may not have built up their personal contacts in the media yet and may not have as much luck placing stories.

Radio and Television Campaigns

Radio and television campaigns are similar in essence to print campaigns. Releases and notifications are sent out to programs that are related to what is being promoted. Radio hosts are typically in need of guests and will be open to scheduling a speaker for an interview, particularly if they are an established expert or have an excellent track record in business. National television interviews are more difficult to land, but local media may be interested in doing an interview.

Online Campaigns

Online public relations campaigns are becoming increasingly popular and work in a variety of different ways. The first is very passive. A release is written and optimized with keywords that are related to the product or business. This release is then posted on a variety of different websites that are, in turn, crawled by search engines. The company's release is then pulled up when users look for those keywords. Social media and podcast campaigns are also becoming more common in this arena. PR agents seek out podcasters in a related field and try to schedule phone interviews for their clients.

Reputation Management Campaigns

Reputation management campaigns are common, but are never publicized well -- a direct dichotomy in public relations. These campaigns are used to shape or reshape public opinion and

operate behind the scenes. They may rely on posting positive comments on sites where a company has been maligned, or they may be more aggressive and actually attack another company that has publicly maligned them.

http://smallbusiness.chron.com/examples-public-relations-campaigns-10110.html

PR Campaign Paper InstructionsWrite a 2-3 page paper about your contributions to the PR Campaign assignment promoting PR, VU, or anything you deem relative to course materials. You are required to cite one reference per page and include a Works Cited page that includes every citation within the paper. Your paper must be 2-3 pages typed, 12 font, double spaced, including a title page and Works Cited page. The referencing format required is MLA, thus Works Cited.

In the paper frame the introduction explaining the significance of the type of PR Campaign (see above and reference citation provided). Throughout the body (discussion) fully explain your contributions to the class PR Campaign project and how it promotes either PR, VU, or PR course materials. What strategies and tactics did you use or think should have been used during the PR Campaign (Facebook, Twitter, Crowd Funding, Website, TV/Radio Commercials, News print online, etc.).

Draft Due: April 23, 2015 (50 points)

Final Paper Due: April 30, 2015 (100 points)

PR Campaign Presentation InstructionsEach Student will be required to orally report their 2-3 page paper to the class. With that said students should not read the paper word for word to the class.

Restructure the paper into an impressive and professional report. Create a power point and add visual aids (YouTube clips, graphs, charts) to pique audience’s interests. Make sure to include all of the print, TV, radio, and online materials you created and distributed to make the PR Campaign a success.

You will be required to speak for 4-5 minutes using Power Point. Reference using MLA format (3 oral references required). No outline is required.

PR Campaign Presentation Due: April 30, 2015 (100 points)

Corporate Crisis Paper/Presentation Assignment Guidelines

Critical Thinking Analysis

Paper Content Instructions: Please read the background information on Ogilvy’s characteristics that underlie corporate crises, select a corporate crisis, and write an analysis of how the selected corporation handled such crisis utilizing at least two, but no more than three of Ogilvy’s characteristics of a public relations crisis. In the analysis students must: 1) identify the problem, 2) provide evidence from multiple perspectives, 3) explain the controversial nature of the crisis and address whether experts would agree or disagree with the corporate decision(s) made in response to the crisis while discussing the influence of political, social, personal, or economical contexts as well as assumptions, 4) advocate on behalf of the corporate decision(s) made in response to the crisis or on behalf of another decision and explain why, and 5) discuss the implications and consequences of the corporation’s crisis management decision(s). For details see the attached critical thinking rubric.

Corporate Crisis Paper Formatting Instructions (Draft-50 pts, Paper-100 pts)

Write a 5-6 page paper about a noted modern day corporate crisis. Reference at least one MLA citation per page and include a Works Cited page that includes only the citations used in the paper. The text should be 12 font, Times New Roman, double spaced, and include title page. Refer to the Vincennes University Writer’s Manual for accuracy.

Draft Due: February 19, 2015 (50 points); Final Paper Due: March 5, 2015 (150 points)

Corporate Crisis Presentation Instructions (150 points)

Each student is required to orally report their corporate crisis research. Restructure the paper into an impressive and professional business brief. Create a power point and add visual aids (YouTube clip on crisis, graphs, charts, advertisements, commercials, cartoons, etc…). No outline required. For details refer to the corporate crisis presentation grading rubric in the syllabus.Time limit: 5-7 minutes. Power point: 4-7 slides required. (2 must cover 2 of Ogilvy’s characteristics)Research: 4 oral references required! (Include Ogilvy and YouTube clip)

Presentation: March 3, 2015 and March 5, 2015 (150 points)What is a Corporate Crisis?http://www.ogilvypr.com/files/corporate-crisis.pdf As Webster's indicates, a crisis is a period of trauma, distress and inevitable change. While events triggering a corporate crisis cannot be predicted with absolute certainty,

they always bring about change—often for the worse, and always involving the company's reputation, management, brand or market share. The goal of crisis management is to contain and/or prevent the impact on the various audiences that corporations must recognize; these audiences are customers, employees, communities, government, and of course, the shareholder/investment community. Any issue of public importance is always "media-driven" and will develop into a crisis if not handled skillfully from the outset. Such issues must be anticipated whenever possible.

Issues of crisis must be immediately met with creative, persuasive and media-savvy responses, even when they cannot be anticipated. The proper response to a crisis must be measured in view of its power to tarnish the company's business and reputation, alienate its key stakeholders and dilute or destroy its brand equity. The precise nature of corporate crises varies dramatically among different companies and industries.

However, Ogilvy PR has discerned, through its successful management of hundreds of corporate crises, eight characteristics that underlie virtually all of them.

The eight characteristics are:1. Surprise driven by media exposure.2. Insufficient information about the relevant facts and the emerging public

perception of the issue.3. Escalating flow of events that hampers the ability of management to understand

quickly that, like it or not, they "own" the problem and must quickly articulate a persuasive response.

4. Loss of control over the way the growing crisis is perceived and the impact it is beginning to have on the company.

5. Intense scrutiny from outsiders/insiders including media, government, regulatory agencies, activist groups, key stakeholders, and most importantly, the management team itself.

6. The beginning of the siege mentality that causes company leadership to attempt to "hide" behind the legal aspects of the crisis, rather than confront the central issues, and thereby allows the crisis to inflict more damage on the organization.

7. Panic that perverts and/or paralyzes the decision-making process.8. Issue solved by public arena in manner designed to satisfy the interests of

outsiders—including the media, government, regulatory agencies and activist groups—but never the interests of the company itself.

UCC Critical Thinking Assignment for COMM 160, Public Relations

Description Assignment:

Students will select a modern day public relations corporate crisis and write an analysis on how the selected corporation handled such crisis utilizing at least two, but no more than three of Ogilvy’s characteristics to identify and further explain the corporation’s response to the corporate crisis. Students will develop a thesis, advocate on behalf of the corporation’s decision or another decision, defend their choice through research and analysis, and draw conclusions about the implications and consequences of the corporation’s management of their reputation.

Assignment Goal: This assignment addresses the following course outcomes (state outcomes mapped):Identify the influence of public opinion, media, government, and other institutions in the development of a corporation’s identity (1.1, 1.3, 1.4, 1.5, 1.7)Critically read, think, and analyze questions of fact, value, and policy in corporate identity (1.3, 1.4, 1.6, 1.7)Apply the methods of multiple perspectives using higher order thinking to defend their advocacy of the corporation’s identity management strategies or another method of identity management (1.4, 1.6, 1.7)Appreciate the freedoms of speech given to press releases through various media outlets (print, radio, television, and Internet) as it relates to corporate reputation management (1.6, 1.7)

Description of Assignment Specifics:Students will be required to research a corporate public relations crisis, write a 5-6 page analysis including 5-6 references, using either MLA or APA formatting style. The analysis must include research on multiple perspectives and the student must advocate choices and discuss implications and consequences of those choices. The written analysis must be typed in Times New Roman 12 font text and include a title page and either Works Cited or References as dictated by the Vincennes University Writers’ Handbook. A draft worth 50 points will be due two weeks prior to the final draft worth 100 points in order to improve the quality of the student’s writing skills.

Weight of the Assignment: The draft and final analysis will be 15% of the total grade of the course.

Explanation of the Problem: What constitutes a public relations corporate crisis? How are corporate crisis properly managed to save the “good name” of the company? When, why, and how are questions of fact, value, and policy addressed within strategies of reputation management? What are the consequences and implications of poorly managed public relations during corporate crises?

Evidence: Students will analyze the controversial nature of the crisis and address whether experts would agree or disagree with the corporate decision(s) made in response to the crisis.

Influence of Context and Assumptions: Students will be required to discuss the influence of statements of fact, value, and policy while situating the corporate crisis in a particular political, social, personal, and/or economical contexts in order to make assumptions about ethical dilemmas, public reactions to the corporation’s reputation management tactics and identity management strategies.

Student’s Position: Students will advocate on behalf of the corporate decisions made in response to the corporate crisis or on behalf of another decision and explain why. Further, students must support their rationale using rules of ethical public relation tactics and strategies. Finally, students will be required to advocate for choices such as ethical reputation management, shaping or reshaping public opinion, and establishing good will in order to maintain the best interest of the public.

Conclusion and Related Outcomes: The assignment will ask the student to 1) identify the crisis, 2) provide evidence of Ogilvy’s characteristics and multiple perspectives, 3) debate the controversial nature of the corporate decisions, 4) advocate on behalf of personal choices considering various contexts, and 5) discuss the consequences and implications of the corporation’s crisis management decisions.