(a) Introduction.
  (1) Communication skills are important in all aspects of life. Students who have mastered concepts and developed skills in introductory courses should be provided with opportunities to extend their knowledge and expand their skills in more advanced study. Independent Study in Speech provides opportunities for advanced students to plan, organize, produce, perform, and evaluate a project that enables them to develop advanced skills in communication, critical thinking, and problem solving.
  (2) For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.
  (3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
  (4) The essential knowledge and skills as well as the student expectations for Independent Study in Speech, an elective course, are described in subsection (b) of this section.
(b) Knowledge and skills.
  (1) Propose. The student plans and designs an independent study project. The student is expected to:
    (A) select a topic and define a purpose for an independent study project focused on a specific aspect of communication;
    (B) review the research related to the topics identified;
    (C) develop a formal proposal for the project; and
    (D) plan the format and develop the timelines for production and presentation.
  (2) Research. The student conducts research to support and develop the approved project. The student is expected to:
    (A) locate and gather information from a variety of primary and secondary sources, including electronic technology;
    (B) use systematic strategies to organize and record information; and
    (C) analyze the research data and develop conclusions to provide a basis for the project.
  (3) Produce. The student produces the final product for the project. The student is expected to:
    (A) limit the chosen topic, purpose, and format for the presentation;
    (B) develop systematic strategies to document the project;
    (C) develop appropriate evaluation strategies for each aspect of the production and presentation of the project;
    (D) organize and outline the text for the presentation;
    (E) choose appropriate proofs, literary texts, and/or scenes to develop and support the text;
    (F) produce a written text of superior quality; and
    (G) review and revise plans, outlines, and scripts with the teacher.
  (4) Rehearse and present. The student presents the final product. The student is expected to:
    (A) use rehearsal strategies to gain command of the text and enhance the communication and staging of the presentation;
    (B) demonstrate appropriate verbal and nonverbal communication skills to enhance and enliven the presentation;
    (C) use appropriate visual and auditory aids to support, create interest, and/or add aesthetic appeal to the final presentation; and
    (D) document the progress of the project and submit the final written text or script.
  (5) Evaluate. The student and designated individuals evaluate the project. The student is expected to:
    (A) use strategies to evaluate the project and the presentation; and
    (B) analyze problems related to the project and assess implications for future projects.

Source Note: The provisions of this §110.61 adopted to be effective September 1, 1998, 22 TexReg 7549; amended to be effective August 22, 2011, 35 TexReg 3261