November 24th, 2009 Tuesday

Today, some students finished their informative speeches. Please finish your informative speeches and any other assignments that you might be missing by the end of next week.

Assignments during this semester:

* Booker T. Washington Debate

* Booker T. Washington debate assessment/quiz: 3 page paper detailing your group's argument about whether Booker T. Washington was a sellout or not

* Marcus Garvey debate quiz: 3 page paper arguing for or against Marcus Garvey's idea of back to Africa

* Informative speech (5 minutes in length, Q & A)

* Persuasive speech (5 minutes in length, question & answer session)

* Final Exam: write an essay on the day of the final exam comparing Barack Obama's 2004 Democratic Convention Speech with Martin Luther King Jr.'s I Have Been to the Mountaintop Speech. Discuss the three elements of their speech: logos, or logical claims made in their speeches; ethos, or the character of the speechmaker; and pathos, the emotional claims made in a speech.

August 20th, 2009 Thursday

In this first class, we will discuss the importance of speech in general. We will discuss various topics for informative speeches and persuasive speeches, both of which will need to be completed during this semester. We will also read Booker T. Washington's Speech to the Atlantic Cotton States and International Exposition. We will discuss some of the historical circumstances surrounding Booker T. Washington's speech and then proceed to debate about whether he was correct in his views when he invited African Americans in the South to "cast down their buckets where they are" and accept the humiliating practices of racism and segregation in the South.

* In this class, we will make brief introductions to one another. Write down where you come from, describe some of your interests that make you unique, and discuss your educational goals and career goals.

* Write down notes on Booker T. Washington's speech. We will divide the class into two opposing teams. The debate topic will be: Was Booker T. Washington a sell out or was he a race leader?

The debate will be organized according to the following format:

I. Introduction: both teams present their views, with one person summarizing the group's argument. Three judges will be selected; these judges will not participate in either group, but they will submit a written evaluation of the groups' performance. The winning group will receive extra credit (2X the grade the winning group receives). Judges will create their own criteria for analyzing the group's performance, but judges must judge each group based on style, research, and delivery. Each group will make at least three points in favor of their argument. The opening speech should be five minutes in length.

II. Rebuttal: This is one of the most important rounds. In this round, the opposing team demonstrates to the judges an understanding of the opposing argument by critiquing the other team's main points. This speech should last five minutes. After the speech is delivered, the other team has the opportunity to ask three questions. Once a question is answered, the person answering stands for the entire group (there can be no discussion among team members once a person is called upon to answer a question by the instructor). This is not the time for a conversation--there can only be a question asked, and an answer, but no questions or further discussions. Each team will present a rebuttal, and each team will be able to ask three questions.

III. Conclusion: The teams get a chance to present a five minute summary of their main argument. This is not the time for a rebuttal. This is the time to make clear to the judges what your team's argument is, and it is your team's last chance to make a final impression on the judges.

Judges should take into consideration the following questions:

Do the various teams make their arguments clear?

Do they make consistent arguments?

Is their delivery effective?

How polite are members of the team? Do they interrupt the opposing group?

How persuasive is each group?

Do the judges feel differently about the topic after hearing the debate?

Judges must present to the class their opinions about what team won the debate and should be prepared to discuss their evaluation. The members of each team must present a three page written assessment of the debate discussing the strategies their group employed.

* We will go over the syllabus and some of the goals that we will set for this class

We covered all this material, but we did not get a chance to read and analyze Booker T. Washington's views. We will cover his speech in the next class, and I will also assign persuasive speech topics for the next class.

Additionally, I will lecture about debating in the next class.

Here are some links to analyze:

Booker T. Washington, Speech to the Atlanta Cotton States and International Exposition, 1895Atlanta Exposition Address 

Booker T. Washington debate: was he a sellout? 

Du Bois versus Washington 

Du Bois versus Washington part two 

Du Bois' critique of Mr. Washington

Tuesday, September 2nd

You need to do the following as soon as possible:

* complete your persuasive speech (only one person has completed a speech so far)

* make your speech five minutes in length

* be prepared for a Q & A session

* rebut opposing points (show an understanding of the opposing argument, but be able to disprove each point)

* introduce your argument, rebut opposing views, and then conclude (you should discuss at least three points in favor of your argument in your introduction)

* try to memorize as much of your speech as possible (do not rely too much on notes)

* list your sources on the board before presenting your speech

* today, we completed the first round of the debate

* please take notes about the first round so you can use these notes in your written assessment of the debate (this should be at least three pages in length; you should turn this in after the debate is completed; you should demonstrate your contributions to the debate and the research you did)

* we will complete the second and third rounds of the debate on Thursday

Online evaluation of First Round: Comments from Dr. Comprone

First Round

Affirmative Constructive Speech: This group is arguing that Booker T. Washington is a sellout.

The speech was clear, and there was a reference to Booker T. Washington's argument.

*main argument: sticking to the past, returning to slavery; he wasn't trying to educate the slaves (?--this was after slavery!); why should African Americans still have a slave mentality?;

* some flaws: the constructive speech needed to be better organized--also, why wasn't there more emphasis placed on intellectual labor versus manual labor?

* overall, the argument of the constructive group was clear

Negative Constructive Speech: clearly presented Booker T. Washington's argument; he fought racism from the inside (what does that mean?); African Americans were more familiar with manual labor at the time

* some flaws: too many pauses in the introductory speech; too much emphasis on rebuttal

* self-help (still, what does that mean? there needs to be more explanation given)

* gradual change

Both groups could have referred to more research in the first round of the debate. Also, there should be more emphasis on better speaking skills during the presentation of the group's argument, as well as consistency among members of a group in their presentation of their group's central argument. Both groups paused often during the first round; there shouldn't be any pauses, and the argument presented should be detailed and last at least five minutes in length.

Please note that:

* all persuasive speeches need to be completed before the midterm

* sign up for a persuasive speech topic ASAP

* complete more research for your persuasive speech

Thursday, September 3rd, 2009

* Today, we completed the second round of the debate. This is the most important round of the debate.

* Speech Checklist:

I grade persuasive speeches according to the following format:

CLARITY       (1-5, 5 being the highest)

How clear was the argument being presented?

Were there any confusing points?

STYLE           (1-5, 5 being the highest)

Did the student deliver the speech within the alloted time? Was the speech too short? Too long?

Did the student look down at his or her notes too much?

Did the student project his or her voice?

Did the student speak too quickly? Too slowly?

How did the student answer questions?

Were there many pauses in the speech?

Did the speaker hesitate or say "um" a lot?

Did the speaker keep eye contact with the audience?

How did the audience respond to the speech?

RESEARCH    (1-5, 5 being the highest)

Did the student cite sources of research?

Did the student refer to legitimate sources?

How knowledgeable was the student about the subject?

How well did the student answer questions during the Q & A session?

ARGUMENTATION (1-5, 5 being the highest)

Was the student's argument clear?

Did the student rebut opposing arguments?

How well did the student know the opposing argument?

Was the speech persuasive?

Did the student use logic to refute opposing arguments?

Did the student appeal to the audience's emotions?

Please consult with me after your speech to see what you need to work on in order to improve your skills.

Second Round

Negative Side: Rebuttal

confused-first person

gradual versus rapid change

not understanding the notes

very disorganized

doesn't know all the points

trade schools....versus professional schools people knew how to use their hands better at the time

taking too much time

Affirmative questions

first question was too lengthy, but the question was worthy

the answer was "it was at the bottom that we must start, not the top," good responsive by negative team

Why does Booker T. Washington promote manual labor when he walked 500 miles to get to school?

second question: not really answered as much by the negative team

Why be thankful to white people?

compromise necessary--answer better, but questions were very good

Overall analysis of the beginning of the second round of the debate:

The negative side needed to organize its argument and present more specific information. Some general points were made, such as the idea that African Americans were more comfortable using their hands at the time and the idea that gradual change was more important than progressive change, but the rebuttal lacked specific details. More importantly, there was not much attention given to refuting the opposing argument, and there was little or no reference made to the affirmative side's constructive speech. During the Q&A session, the negative side answered most of the questions. The affirmative team asked good questions, some of which were not completely answered.

The affirmative team needs to rebut the negative team in the next class.

Tuesday, September 8th, 2009

We decided today to discontinue the debate until next Tuesday. In place of the debate this Thursday, we will have an in class essay quiz (which will replace your assessment of the debate) in which you should argue in favor of your team's argument (if you are a judge, you will need to evaluate the potential arguments on both sides).

In the essay quiz this Thursday, you should:

* introduce three points in favor of your team's argument and demonstrate research in favor of your team's argument

* show an understanding of at least three points the opposing team would make and disprove each of them while referring to research

* conclusion: you should conclude as persuasively as possible by reiterating your main points

* you should attach any research you use; do not simply repeat other people's ideas

Also, please sign up for your persuasive speech as soon as possible if you have not already done so.

Tuesday, September 15th

We finished the in-class essays on Booker T. Washington. We will finish the second and third rounds of the debate this coming Thursday.

Tuesday, September 22nd

Analysis of Second Round

Today, we did the second round over because the last time we did the second round, both teams were disorganized.

Negative Team: 

I examined both teams according to the following criteria. A score of 5 points is the highest, while a score of 1 point is the lowest. I also provide a rationale for my judgment.

style: notes--reading the paper too much, too short, contradictory statement (supporting higher education over vocational school--that's not Booker T. Washington's argument) 2

argumentation: 3 The argumentation was mediocre.

Q&A:

Answers: The affirmative team asked why the negative team was not arguing in favor of the affirmative team's argument. The question is confusing, and the answer is confusing. One of the answers was not as confusing. Why wasn't he a sellout if he was for segregation? He was for black people his whole life was the answer. The answer was too short. 

Questions: Why not get vocational education and higher education?

3

Research: Not much research demonstrated. 2

Affirmative Team:

style: reading too much from the paper (Scherrie) Tavaris spoke his mind more. Good rebuttal--why help the white folks when they were threatening African Americans. Andre: everyone would be doing vocational work today 4

argumentation: very argumentative, did rebut some of the points, good use of questioning the assumptions, why accept racial segregation? threats to Booker T. Washington, received threatening messages 4

Q&A: Question: First question poorly formulated

Answers: Why are people sellouts when they work with white people? Scherrie answered:why only vocational skills? Why thank white people for everything? He was for segregation.

Booker T. Washington didn't offer opportunity for higher education.  The answer to the third question was weak. The affirmative team did not answer the question why

research: good use of facts, reference to Du Bois and Booker T. Washington

The affirmative team did demonstrate more research than the negative team. 4

Overall analysis:

The affirmative team won this round because they were more organized and presented more factual information. The negative team did ask a good question at the end of this round, but that was not enough to save the team from losing the round. The negative team needed to present more research and organize their ideas more. Also, they could have managed time more effectively.

Round Three

Affirmative Team Concluding Statement

Why the focus on Marcus Garvey in the conclusion? Tavaris seemed to be off point.

Scherrie: degraded blacks, straight to the point, civil rights, Booker T. Washington -- very strong conclusion

Out of five, 4 points (the emphasis on Garvey seemed out of place in the final round of this debate)

Negative Team Concluding Statement

Kurt: practical visionary, success and security, grievances, and racism, good facts, blue collar work

Seems less off the point because there was no mention of Garvey.

Overall Assessment:

In this round, both teams were successful in communicating their views about the debate.

The affirmative team got slightly sidetracked when they discussed Marcus Garvey, but Scherrie's final statement was forceful and to the point. The negative team did a much better job than in the past and stuck to their main point, that Booker T. Washington's approach to race relations in the South was a more practical approach. I see this round as a tie.

9/29/09

Please read the Marcus Garvey speech. I will divide the class into two groups on Tuesday. You will have to argue for or against Marcus Garvey's idea of sending African Americans back to Africa to colonize and rebuild Africa in the 1920s. The debate will center around the question, given the historical climate of the 1920s and the racism in America at the time Garvey lived, was it a good idea for African Americans to unite with the intention to rebuild Africa? The affirmmative side will argue in favor of Garvey's idea, while the negative side will argue against Garvey's idea. Please read the following link below about Marcus Garvey's ideas:

Marcus Garvey, Explanation of the Objects of the Universal Negro Improvement Association, 1921

For further documents on Marcus Garvey, his indictment, the Black Star line, his biography, and speeches he gave, refer to this link:

Garvey 

October 8th, 2009, Thursday

* If you have not completed your persuasive speech, please do so. Please include research in your speech and make it at least five minutes in length. Students who do not complete their persuasive speeches will receive a deficiency.

* Please complete your three page Marcus Garvey paper. The proposition is: Marcus Garvey's Back to Africa movement was a great idea. Please argue for your team's side. In your introduction, state at least three compelling reasons in favor of your team's argument. In your rebuttal, refute at least three points your opponent has made. In your conclusion, sum up your team's argument. Refer to research on the time period (the 1920s). The paper is due next Tuesday.

Mary McLeod Bethune, What does American Democracy Mean to Me?", 1939

Walter White, Speech at NAACP Annual Convention, 1947

Dick Gregory

Fannie Lou Hamer 

Stokely Carmichael 

Martin Luther King, Jr. 

Shirley Chisholm 

Barbara Jordan 

Jesse Jackson 

Clarence Thomas 

Barack Obama 

Henry Louis Gates Jr. 

Cornel West  Part Two 

To Be A Leftist 2 3 

Tuesday, October 12th, 2009

Today, we turned in our Marcus Garvey debate paper. We also discussed our informative speech topics. For the rest of the semester, you will have to complete an informative speech in addition to your persuasive speech. Be prepared for the beginning of the Marcus Garvey debate this Thursday. I will do a slide presentation on Marcus Garvey and his ideas on Thursday so we can better understand the historical context.

Tuesday, October 20th, 2009

The following students received deficiencies for the midterm because of incomplete assignments. Please turn in your missing papers as soon as possible. I will not accept any missing papers after the semester. It is your responsibility to make sure that you have turned in all papers by the end of the semester.

Also, please follow the campus attendance policy.

Charnea Alston: Persuasive Speech, Booker T. Washington Debate, Booker T. Washington Paper, Marcus Garvey Midterm

Terrence Blackwell: Booker T. Washington Debate,  Garvey Debate

Lyniece Bradford:Booker T. Washington Paper

Robin Coleman: Persuasive Speech, Booker T. Washington Debate, Booker T. Washington Paper, Marcus Garvey Midterm

Kiara Dalton: Persuasive Speech, Booker T. Washington Debate, Booker T. Washington Paper, Marcus Garvey Midterm

Abyssinia Davis: Garvey Midterm

Eric Dubose: Persuasive Speech, Booker T. Washington Paper

April Dyson: Persuasive Speech

Kelly Easter: Persuasive Speech, Booker T. Washington Debate, Booker T. Washington Paper, Marcus Garvey Midterm

Deondra Givens: Persuasive Speech, Booker T. Washington Debate, Booker T. Washington Paper, Marcus Garvey Midterm 

Kurt Goodman: Booker T. Washington Debate, Booker T. Washington Paper, Marcus Garvey Midterm

Millard Gordon: Booker T. Washington Quiz

Brandon Hicks: Booker T. Washington Speech, Marcus Garvey Midterm, persuasive speech

Ashley Holmes: Persuasive Speech, Booker T. Washington Paper, Booker T. Washington Speech, Marcus Garvey Midterm

Portia Johnson: Persuasive Speech, Booker T. Washington Debate, Booker T. Washington Paper

Candice Jones: Garvey Paper, Persuasive Speech

Ronald Kent: Booker T. Washington Paper

Patrick Louther: Booker T. Washington Paper and Garvey Midterm Paper

Roger Martin: Persuasive Speech, Booker T. Washington Debate

Eddie Maiben: Booker T. Washington Debate

Quinieck Newsome: Persuasive Speech, Booker T. Washington Debate, Booker T. Washington Paper, Marcus Garvey Midterm

Justin Patterson: Booker T. Washington Debate and Booker T. Washington Paper

Shawn Ransom: Persuasive Speech, Booker T. Washington Paper, Marcus Garvey Midterm

Monique Rawls: Persuasive Speech, Booker T. Washington Debate, Booker T. Washington Paper, Marcus Garvey Midterm

Dominique Morris: Marcus Garvey Midterm Paper

Monique Ross: Persuasive Speech, Booker T. Washington Debate, Marcus Garvey Paper

John Singleton: Persuasive Speech

Marcus Smith: Booker T. Washington Debate

Jasmine Stewart: Marcus Garvey Paper

Jarvis Stokes: Booker T. Washington Paper

Andre Tinsley: Persuasive Speech and Booker T. Washington Debate

Latorya Tisdale: Persuasive Speech, Booker T. Washington Debate, Booker T. Washington Paper

Najah Travis: Persuasive Speech, Marcus Garvey Paper

Ryan West: Persuasive Speech, Booker T. Washington Debate, Booker T. Washington Paper

Brandon Williams: Booker T. Washington Paper

Thursday, October 22nd, 2009

Today, we completed the first round of the debate. I used three different categories to judge the introductory round of the debate.

Style

1 2 3 4 5

Persuasiveness/Argumentation

1 2 3 4 5

Research

1 2 3 4 5

Total points

Affirmative team: (in favor of Garvey)

5 persuasive good questions strong rebuttal in the introduction

3 reading from the paper too much

4 research references to riots, segregation

12 points total

Negative Team: Against Garvey

3 reading from the paper too much, moving back and forth

3 research

3 persuasive

9 points total

Rebuttal round

rebuttal (persuasiveness)

style (length at least 5 minutes)

research

Q&A

rebuttal

style

research

Q&A

November 5th, 2009

Please complete your informative and persuasive speeches as well as any other missing assignments.

Refer to the following links for the work on the final exam:

Mountaintop 

2004 

logos 

logos, ethos, and pathos

Cornel West 

Huffington

For our final exam, you will have to compare Martin Luther King Jr.'s speech "I Have Been to the Mountaintop" to Barack Obama's 2004 Democratic National Convention Speech. Martin Luther King Jr.'s speech came after he had accomplished much, but still had many goals in mind, while Barack Obama gave this speech when he had little political experience. Both Martin Luther King Jr. and Barack Obama are noteworthy for their outstanding speaking skills. What techniques do they use in their speeches to capture their audience's interest? How does Martin Luther King Jr.'s experience as a preacher affect his style as a speaker? How does Barack Obama's experience as a politician and as a teacher affect his style?

How do Martin Luther King Jr. and Barack Obama logos (logic) and pathos (emotion) in their speeches? Do you feel that President Obama has a more logical style than the emotionally impassioned speeches (pathos) in Martin Luther King Jr.'s speech?

Emphasize their speeches and their character.

Character, or ethos in ancient Greek, is an important quality of any speechmaker. A good speaker should be honest and should have credibility. In comparing these speeches, we should also look at the credibility of the speaker. Much discussion has been made recently in the blogosphere about Obama's first year of presidency and the absence of real change. No one would argue that President Obama has not been a capable president, but only a few would argue today that he has achieved many of his campaign promises in his first year in office. What specifically could President Obama learn from Martin Luther King Jr.'s speeches and life? Do you feel that President Obama will learn from his great predecessors in African American history and have the audacity to hope? Several leading journalists (and even black intellectuals) have criticized Obama for seeking too much attention and for straying from his progressive policies. It is too early to tell whether Obama's presidency will be characterized by boldness or by a feeling of restraint, but he has not made the type of bold moves like Martin Luther King Jr. did yet. Do you feel that President Obama will learn from his predecessors, such as Martin Luther King Jr., or will he simply possess a different, perhaps more intellectual and restrained approach than the more intuitive and gutsy approach of great thinkers like Martin Luther King Jr.?