Attachment 1



AS100 AFROTC Communication Studies Plan Requirements and Suggested ActivitiesStrategy: The purpose of Communication Studies curriculum is to develop officers with effective thinking, writing, and speaking skills. The intent of the AS100 Communication Studies Plan is to introduce students to military writing and briefing and allow opportunities for students to become more comfortable with military communications. As students mature and become more comfortable with the increasing requirements, the demands to write and speak increase, too. The Professional Officer Corps will have a significant increase in classroom time to applying their communication skills. In addition to classroom study, encourage all students, to use Leadership Lab as a valuable opportunity to practice their communication skills.AFH 33-337, The Tongue and Quill (27 May 2015) is an important tool for our Communication Studies curriculum and for future Air Force officers. The information in this handbook provides the tools cadets need to succeed as new officers. Ensure that students have access to an electronic copy of the Tongue and Quill which can be found at e-publishing.af.mil and in Communication Studies supplemental material. Please encourage the use of the Tongue and Quill! If you have any questions about the Communication Studies program, please contact the Communication Studies Team, Capt Carissa Deeny at (334) 953-4978, DSN 493-4978, or carissa.deeny@us.af.mil. INSTRUCTOR NOTE: The AS100 Communication Studies Plan is a guide for presenting the Communication Studies curriculum during the AS100 year. Unfortunately, due to the circumstances at each specific detachment—some detachments may have four students per class whereas others have 40—it is impossible to design a “one size fits all” Communication Studies Plan. Therefore, the implementation of the Communication Studies Plan is at the discretion of the cadre. This Communication Studies Plan provides a basic framework for implementing Communication Studies and provides suggested activities, but you are encouraged to modify or add communication opportunities to best fit your detachment. AS100 Communication Studies PlanLessons:1.Military Communication Skills 2.Listening: The Neglected Skill 3.Public Relations and the MediaSuggested Student Activities: AS100 Fall SemesterDuring the Fall Term of the AS100 year, the intent is to introduce students to the idea of public speaking. The purpose of public speaking practice during this portion of the year is not necessarily to create a polished speaker, but to increase comfort. These are suggested activities only; instructors may modify, add, or subtract activities to best fit their students.See Attachment:Activity Title Time / LengthAttachment 1AS100 Introductory Impromptu Briefing1 MinuteAttachment 2AS100 “Why I Joined ROTC” Memorandum for Record1/2-1 PageAttachment 3AS100 Impromptu Briefing1-2 MinutesAttachment 4AS100 Official Email100 WordsAS100 Spring SemesterDuring the Spring Term of the AS100 year, the intent is to build upon what students gained in the fall semester. These are suggested activities only; instructors may modify, add, or subtract activities to best fit their students. See Attachment:Activity TitleTime / LengthAttachment 5AAS100 Air Force Career Field Talking Paper1 PageAttachment 5BAS100 Air Force Career Field Prepared Briefing 2-3 MinutesAttachment 3AS100 Impromptu Briefing1-2 MinutesAttachment 1Communication Studies Activity: AS100 Introductory Impromptu BriefingCommunication Studies Activity Type: Oral—Impromptu BriefingTime Required: 1 minute per student; total time varies depending on number of studentsPrerequisite Classes: NoneInterrelated Information: NoneVisual Aids: NoneActivity Statement: Deliver a 1-minute impromptu briefing to introduce oneself. STRATEGYThis activity is designed to be completed during the first class of the semester. The purpose of the AS100 Introductory Impromptu Briefing is four-fold: to get to know students as the instructor; to allow students to get to know each other; to foster an open classroom environment; and lastly, to develop students’ ease with public speaking. Depending on how you as the instructor structure the lesson, this activity can be conducted at any point throughout the lesson. INSTRUCTOR NOTE: If new students join for the second term, complete this activity again at the beginning of the second term to allow all students get to know each other. STUDENT ACTIVITYStart by introducing yourself as the instructor, making sure to cover all areas you are expecting students to cover in their introductions.Have students brief the following, adding more or less as you see fit: Name HometownSchool (if there are students from cross-town schools)Year in schoolAcademic Major/Minor Scholarship status (ROTC scholarship recipient?)JROTC/Military familiarity/backgroundWhat the student hopes to get out of AS100 class/ROTCAny other additional information Attachment 2Communication Studies Activity: AS100 “Why I Joined ROTC” PaperCommunication Studies Activity Type: Writing—Memorandum for RecordTime Required: Assign as HomeworkPaper Length: 1/2 - 1 PagePrerequisite Classes: Military Communication SkillsInterrelated Information: NoneVisual Aids: NoneActivity Statement: Write a ?-1 page Memorandum for Record in accordance with AFH 33-337, The Tongue and Quill, about why they joined ROTC. STRATEGYThis activity is designed to be assigned and completed after the Memorandum for Record has been introduced during the Military Communication Skills lesson. If the schedule allows, assign this writing paper at the end of the Military Communication Skills lesson. Ensure you give your students enough time to adequately complete the paper. Also ensure your students have access to a copy of the AFH 33-337, The Tongue and Quill to use as reference while they write the memorandum. In accordance with The Tongue and Quill, this Memorandum for Record should be written on a letterhead. Ensure your students have a copy of the applicable letterhead for your organization. The intent of this activity is for students to practice the military writing style and for you as the instructor to learn about your students’ motivations for joining ROTC. After the assignment has been turned in, give students feedback, focusing on the formatting of the paper in accordance with AFH 33-337, The Tongue and Quill, pages 190-191. You can conduct feedback in multiple ways depending on what works for your students and you as an instructor. An effective tactic for conducting feedback with a group of students is to hand back papers with corrections in ink and then speak with the class as a whole on the common mistakes that were made and how to correct them. You may also consider having the students make the corrections and turning the paper back in for a second review by you, the instructor. The more individualized, concise feedback you give to a student as an AS100, the better they will be at writing in the future as a POC cadet and second lieutenant. STUDENT ACTIVITYIn this 1-page Memorandum for Record (MFR), the student should focus on writing about his/her motivation for joining ROTC. Some common motivations your students may write about are as follows: A family history of military serviceDesire to be a part of something greater than oneselfPatriotismScholarship moneyDesire to serve the nation An influential person in lifeAttachment 3Communication Studies Activity: AS100 Impromptu BriefingCommunication Studies Activity Type: Oral—Impromptu BriefingTime Required: 1-2 MinutesPrerequisite Classes: Military Communication SkillsInterrelated Information: NoneVisual Aids: NoneActivity Statement: Deliver a 1-2 minute impromptu briefing on an assigned topic. STRATEGYThis briefing activity is designed to be assigned and completed after military briefings have been introduced during the Military Communication Skills lesson. Impromptu briefings should be completed during both the fall and spring semesters. The purpose of these impromptu briefings is to reinforce the principles of briefing learned in the Military Communication Skills lesson and to develop students’ comfort with public speaking. You will find a list of impromptu briefing topics below. This list of briefing topics is designed to be a starting point for topics; you may decide to add or subtract topics from this list. Assign one topic to each student. One method of assigning topics is to print off the various topics and cut them into strips. Have students draw one from a hat. Start a stop watch and give the student 30 seconds to plan their briefing. When the 30-second planning period is up, start the stop watch for the briefing. The briefing should be 1-2 minutes long. After the briefings are delivered, give students feedback on both their briefing organization and delivery. You will have to analyze your audience to determine the best way to deliver feedback to your students. Because at this point in the AS100 year students are relatively unfamiliar with briefing and the intent is to develop a higher comfort level with public speaking, you may want to give only general feedback to the entire group. If your students have a higher comfort level with public speaking you can give individual feedback. Again, cater your feedback method to your audience and their proficiency level. INSTRUCTOR NOTE: Utilize additional time in other AS100 lessons by allowing opportunities for students to deliver additional impromptu briefings. STUDENT ACTIVITYStudents should deliver the briefings using the standard military briefing format: introduction, body, and conclusion. The introduction should introduce the topic and the three main points that will be discussed. The body will discuss those three main points and add detail. The conclusion will restate the topic and three main points that were covered. As the instructor, focus on the student’s organization of the briefing and his/her delivery. The following is a list of impromptu briefing topics designed to be a starting point for topics; you may decide to add or subtract topics from this list.SUGGESTED IMPROMPTU BRIEFING TOPICSMy favorite animal.What you would find in my closet. What you'd find under my bed. The best letter of the alphabet.A day that stands out.The best surprise ever.I lost it!If I had a million dollars to give away.If cats/dogs ruled the world.A trip to remember.My favorite day of the year.If I could only eat three foods forever.How to impress parents.How to plan a party.A job I'd love to have.If I could have dinner with anyone.If I could travel through time.My favorite book.An important lesson I've learned.What I've learned from cartoons.My favorite movie character.What I'd change if I ruled the world.The worst chores.The best theme park rides.How to save money.Things that scare me.Things you can make out of snow.The best way to spend a rainy day.Great things about the ocean.Things I'll never eat.Why I like my university.The best parts of a parade.My favorite day of the week. Interesting things you see in the sky.Things to remember when you're camping.My favorite season. The most impressive person I’ve ever met. A day without an internet connection: How would I survive?My favorite book. Why I love my mother/father/sibling/friend/etc.What I would do if I saw a hungry bear in the woods. How to tie a tie. Attachment 4Communication Studies Activity: AS100 Official EmailCommunication Studies Activity Type: Writing—Email Time Required: Assign as HomeworkPaper Length: 100 WordsPrerequisite Classes: Military Communication SkillsInterrelated Information: NoneVisual Aids: NoneActivity Statement: Write a 100-word email formatted in accordance with AFH 33-337, The Tongue and Quill. STRATEGYIn this activity, students will send you, the instructor, an official email formatted in accordance with official email guidance from The Tongue and Quill and what was discussed in the Military Communication Skills lesson. This activity is designed to be assigned and completed after the official email has been introduced during the Military Communication Skills lesson. The intent of this activity is for students to practice the principles of military electronic communication using the official email template. Ensure the scheduling of this email assignment does not conflict with the “Why I Joined ROTC” Memorandum for Record. Also ensure you give your students enough time to adequately formulate and submit the email. Your students will need to have access to a copy of AFH 33-337, The Tongue and Quill to use as a reference while they write this email. The email should be 100 words long and should be written in accordance with The Tongue and Quill guidance. The signature block should not count towards the overall word count. The topic of the 100-word text is at your discretion; however, this is a good opportunity to receive private feedback from students on how their AS100 year is going thus far. Therefore, the suggested topic is “Your thoughts on ROTC.”After you have received the emails from students, you should provide feedback on the formatting of the email, focusing on the subject line, greeting, body formatting, and signature block. You may also provide feedback on the overall tone of the email. You may conduct feedback in multiple ways depending on what works for your students and you as an instructor. An effective tactic for conducting feedback for this assignment is to either print off the email and provide corrections in ink or reply to the email with corrections. In the next class period, provide feedback on common mistakes to the entire class and address how to fix them. You may also consider having the students make the corrections and submit the email for a second review. In today’s age, emails are one of, if not the most common, form of communication in our Air Force. Because of our use of email, it is important for students, even as an AS100 cadet, to develop electronic communication skills. STUDENT ACTIVITYStudents will type and send a 100-word email to their instructor. The signature block will not count towards the 100-word total. INSTRUCTOR NOTE: We suggest assigning the topic “My Thoughts on ROTC.” The topic of the 100-word text is at your discretion; however, this is a good opportunity to receive private feedback from students on how their AS100 year is going thus far. ATTACHMENT 5ACommunication Studies Activity: AS100 Air Force Career Field PaperCommunication Studies Activity Type: Writing—Talking PaperTime Required: Outside-of-Class AssignmentPaper Length: 1 PagePrerequisite Classes: Air Force Officer Career Opportunities, Military Communication SkillsInterrelated Information: NoneVisual Aids: NoneActivity Statement: Compose a 1-page talking paper in accordance with AFH 33-337, The Tongue and Quill, about an Air Force career field. STRATEGYThis activity should be assigned following the Air Force Officer Career Opportunities lesson. This activity is an opportunity for students to research a career field that interests them and for the entire class to learn about the different career fields that exist in our Air Force. Ensure no two students write/brief on the same career field. Assign the AS100 Air Force Career Field talking paper in conjunction with AS100 Air Force Career Field briefing (see Attachment 5B). The talking paper will serve as a preparation and delivery aid for the briefing. This is also an opportunity for students to practice their briefing skills. Make sure you give students feedback on their talking papers. INSTRUCTOR NOTE: Refer to the Air Force Career Opportunities lesson module for the list of career fields. Provide students with the numerous websites in this lesson module that will aid students in their research.STUDENT ACTIVITYStudents will write a 1-page talking paper on an Air Force career field, which will serve as background for the accompanying briefing. ATTACHMENT 5BCommunication Studies Activity: AS100 Air Force Career Field BriefingCommunication Studies Activity Type: Oral—Prepared BriefingTime Required: 2-3 Minutes (Total Time Required Depends on Number of Students)Prerequisite Classes: Air Force Officer Career Opportunities, Military Communication SkillsInterrelated Information: NoneVisual Aids: NoneActivity Statement: Deliver a 2-3 minute prepared briefing in accordance with AFH 33-337, The Tongue and Quill, about an Air Force career field.STRATEGYThis activity should be assigned following the Air Force Officer Career Opportunities lesson. This activity is an opportunity for students to research a career field that interests them and for the entire class to learn about the different career fields that exist in our Air Force. Ensure no two students write/brief on the same career field. Assign the AS100 Air Force Career Field talking paper in conjunction with this briefing (see Attachment 5A). The talking paper will serve as a preparation and delivery aid for this briefing. This is also an opportunity for students to practice their briefing skills. Make sure you give students feedback on their briefing delivery, either individually or in a group setting. INSTRUCTOR NOTE: Refer to the Air Force Career Opportunities lesson module for the list of career fields. Provide students with the numerous websites in this lesson module that will aid students in their research.STUDENT ACTIVITYStudents will deliver a 3-5 prepared briefing on an Air Force career field. Bibliography:1.AFH 33-337. The Tongue and Quill, 27 May 2015.2.AFMAN 33-326. Preparing Official Communications, November 2011. ................
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