Communication Course Descriptions

The Definition of IAI GECC Communication

C1900 : Writing Course Sequence

C1901R : Writing Course Sequence

The writing course sequence (1) develops awareness of the writing process; (2) provides inventional, organizational and editorial strategies; (3) stresses the variety of uses for writing; and (4) emphasizes critical skills in reading, thinking and writing. The writing course sequence must include production of documented, multi-source writing in one or more papers for a combined total of at least 2500 words in final version.

Policies on acceptance of AP credit vary among academic programs and from institution to institution, so AP credit toward the GECC or major requirements is not guaranteed. In general, a score of three or higher on the AP exam on Language and Composition or Literature and Composition may be considered as equivalent to successful completion of one of the two writing courses but will not satisfy the multisource writing requirement.

Upon successful completion of the writing course sequence (which requires grades of C or better for students entering in Summer 1999 and beyond), students should have the competencies listed below. The student is expected to:

• comprehend, analyze, and critique a variety of texts including academic discourse;
• use various invention, drafting, and revising/ editing strategies depending upon the purpose of the writing, the materials available to the writer, and the length of time available for the task;
• engage a topic in which the writer explores writing as a means of self-discovery and produces a text that is designed to persuade the reader of the writer's commitment;
• demonstrate a theoretical understanding of rhetorical context (that is, how reader, writer, language, and subject matter interact);
• establish a voice appropriate to the topic selected and the rhetorical situation;
• clarify major aims, arrange material to support aims, and provide sufficient materials to satisfy expectations of readers;
• select, evaluate, and interact effectively with sources, subordinating them to the writer's purpose and creating confidence that they have been represented fairly;
• demonstrate satisfactory control over the conventions of edited American English and competently attend to the elements of presentation (including layout, format, and printing); and
• recognize the existence of discourse communities with their different conventions and forms.

C1901 : Writing Course Sequence

C1900R : Writing Course Sequence

The writing course sequence (1) develops awareness of the writing process; (2) provides inventional, organizational and editorial strategies; (3) stresses the variety of uses for writing; and (4) emphasizes critical skills in reading, thinking and writing. The writing course sequence must include production of documented, multi-source writing in one or more papers for a combined total of at least 2500 words in final version.

Policies on acceptance of AP credit vary among academic programs and from institution to institution, so AP credit toward the GECC or major requirements is not guaranteed. In general, a score of three or higher on the AP exam on Language and Composition or Literature and Composition may be considered as equivalent to successful completion of one of the two writing courses but will not satisfy the multisource writing requirement.

Upon successful completion of the writing course sequence (which requires grades of C or better for students entering in Summer 1999 and beyond), students should have the competencies listed below. The student is expected to:

• comprehend, analyze, and critique a variety of texts including academic discourse;
• use various invention, drafting, and revising/ editing strategies depending upon the purpose of the writing, the materials available to the writer, and the length of time available for the task;
• engage a topic in which the writer explores writing as a means of self-discovery and produces a text that is designed to persuade the reader of the writer's commitment;
• demonstrate a theoretical understanding of rhetorical context (that is, how reader, writer, language, and subject matter interact);
• establish a voice appropriate to the topic selected and the rhetorical situation;
• clarify major aims, arrange material to support aims, and provide sufficient materials to satisfy expectations of readers;
• select, evaluate, and interact effectively with sources, subordinating them to the writer's purpose and creating confidence that they have been represented fairly;
• demonstrate satisfactory control over the conventions of edited American English and competently attend to the elements of presentation (including layout, format, and printing); and
• recognize the existence of discourse communities with their different conventions and forms.

C2900 : Oral Communication

The oral communication course, either a traditional public speaking or a hybrid course, combines communication theory with the practice of oral communication skills. The oral communication course: (1) develops awareness of the communication process; (2) provides inventional, organizational and expressive strategies; (3) promotes understanding of and adaptation to a variety of communication contexts; and (4) emphasizes critical skills in listening, reading, thinking and speaking.

Students are expected to prepare and give at least three substantive speeches, including both informative and persuasive assignments delivered extemporaneously. To be substantial, these speeches should be of sufficient length to allow for careful development of thought (minimum five minutes each). All mediated oral communication classes shall require face-to-face (unmediated) performance of the three substantial speeches with the class and the instructor serving as an in-class audience.

Upon successful completion of the oral communication course, students should have attained at least the competencies in both theory and practice as listed below.

Communication Theory--The student is expected to:

• have a theoretical understanding of communication;
• understand the relationships among self, message and others; and
• understand the process of effective listening.

Communication Practice--The student is expected to:

• phrase clear, responsible and appropriate purpose statements;
• develop specific, well-focused thesis statements;
• analyze an audience and situation, and then adapt a message to those needs;
• generate ideas and gather supporting material;
• incorporate material from various appropriate sources, using proper verbal citations;
• use evidence, reasoning and motive appeals in persuasive speaking;
• prepare and use visual aids that promote clarity and interest;
• organize and outline an effective message;
• use language that is appropriate to enhance understanding and effect the desired result;
• establish credibility by demonstrating knowledge and analysis of topic;
• use extemporaneous delivery with reasonable fluency, expressiveness and comfort;
• cope effectively with the tensions involved in public speaking;
• demonstrate acceptable ethical standards in research and presentation of materials; and
• listen to, analyze and critique oral communication.