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Chesapeake College Learning Resource Center
 COM 101 (Communications 101)
Fundamentals of Oral Communication

 

COM101, Ongyod

ASSIGNMENT (From the instructor, 2/5/05):

I am hoping to have about 25-30 minutes, probably not more, so # 4 if we have time.

  1. Searching for different types of references concerning the same topic (e.g., topic: "hairballs," and find useful information from a book, magazine, journal, etc.)

  2. APA formatting for references (APA style using NoodleBib)

  3. Evaluating Web sites

  4. Maybe using online databases

The students have two presentations to complete in the latter half of the semester that require research. The first project: groups of 5 students will deliver an informative presentation about a topic of their choosing and present it to the class, such as informing us about the International Federation of Championship Eating contests. It will be 15-17 minutes and require 5 references of 3 different types minimum (e.g., two Web sites, one magazine, two books). I also consider scientific journals, personal/public interviews, video documentaries and newspapers as valid types of research. I allow newspapers and magazines online to be counted as newspapers and magazines, not Web sites. The important thing is that they find information that is both new (something we don't already know) and specific (Mauna Loa is not just a big volcano, but it is 55,900 feet from the ocean floor to its highest point). 

The second project is individual. Each student will talk for 5-6 minutes and attempt to persuade the audience about a topic of their choice. They need a minimum of three references of different types. Information should be new and specific, but also credible.

The students will not know their topics at this time, but I wanted to share with you what they are actually doing research for.


OUTCOMES

  1. Students will be able to locate print and electronic sources on a topic of their choosing.

  2. Students will be able to evaluate print and electronic resources for authority, date, level, quality and appropriateness, and bias of the information.

  3. Students will be able to introduced to APA formatting and the need for a Works Cited page.

  4. Students will be able to understand the definition of plagiarism and how to avoid it.
     

ACTIVITIES (SOURCES, Print and Electronic)

  1. Have students list the types of sources they can use for these projects. Make sure to include the ones mentioned above.

  2. LRC home page: Review tools used to search for each type of source. Be sure to reiterate that the evaluation component of these sources has already been done by the librarians. ACRL STANDARD 1.1

  3. Present online databases, point out arrangement by subject. Point out "Opposing Viewpoints" specifically to get ideas for their persuasive speeches. ACRL STANDARD 1.1

  4. Introduce criteria for evaluating sources; PowerPoint on P.L.A.D.S. if time allows. ACRL STANDARD 3.1-4

  5. Define plagiarism as explained in the PowerPoint; make sure students know they must have a Works Cited page for any research assignment.

  6. Introduce NoodleBib and explain that this instructor prefers APA, not MLA. Encourage students to use as a working bibliography from the start of research to information sources in case instructor requires them.
     

HANDOUTS

  1. Database sheets; point out HANDOUTS on Web page if they wish to refer to evaluation standards or definition of plagiarism.
     

EVALUATION

  1. Based on rubric as constructed by instructor.

If there is inaccurate information on this page, please send correction or comments to: lrcdesk@chesapeake.edu

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