I want to thank everyone for a great semester. I wish each of you success and happiness in the future. You will find the final exam essay criteria in your blackboard email.
Please respond in the message box. You may cut and paste, however, please do not use an attachment. The essay is due by Thursday at noon. I will respond to you once I receive your essay. If you do not hear from me, assume that I have not received it and resend your essay.
Also, I have updated all the grades in Blackboard. There are only two grades not accounted for: this final essay and overall participation.
Take care all.
Sunday, May 1, 2011
Thursday, April 21, 2011
Group Speech Rubric
This speech is worth 100 points
Rubric: 50 Presentation
- 25 individual ( physical elements, structure-thesis, and clarity)
- 25 group (cohesiveness, flow, and equality, sources, outline)
50 Research
- 25 individual ( demonstrates an area of focus and thorough application of concepts to the commercial)
- 25 group ( demonstrates contribution and teamwork) Your final paper will reflect your interactions within your group. Take good notes!!!!
Rubric: 50 Presentation
- 25 individual ( physical elements, structure-thesis, and clarity)
- 25 group (cohesiveness, flow, and equality, sources, outline)
50 Research
- 25 individual ( demonstrates an area of focus and thorough application of concepts to the commercial)
- 25 group ( demonstrates contribution and teamwork) Your final paper will reflect your interactions within your group. Take good notes!!!!
Group Speech Order: 1:30
This is the schedule for group presentations. We will have two speeches one days and three on the other. On the day we have two speeches, we will also conduct class evaluations. You are all welcome to bring in treats, snacks and drinks for the class on these days.
Tuesday, April 26
Bosstones
All That Jazz
**No Boys Allowed
Thursday, April 28
**No Boys Allowed
A Team
4 Girls and a Guy
** indicate the group that will go either day depending on time.
Tuesday, April 26
Bosstones
All That Jazz
**No Boys Allowed
Thursday, April 28
**No Boys Allowed
A Team
4 Girls and a Guy
** indicate the group that will go either day depending on time.
Group Speech Order: 3:00 class
This is the schedule for group presentations. We will have two speeches one days and three on the other. On the day we have two speeches, we will also conduct class evaluations. You are all welcome to bring in treats, snacks and drinks for the class on these days.
Tuesday, April 26
KEEL
4 Chicks
**No Names
Thursday, April 28
**No Names
ACM2
Fab 4
** indicates the group that may go either day depending on time.
Tuesday, April 26
KEEL
4 Chicks
**No Names
Thursday, April 28
**No Names
ACM2
Fab 4
** indicates the group that may go either day depending on time.
Thursday, April 14, 2011
Final Essay criteria
. Type of group (Define the type of group and purposes)
2. Formation (Analyze your group interactions in terms of the following areas: forming, storming, norming, performing, and adjourning. See page 182.)
3. Interaction: Identify your group's feature in terms of:
- Togetherness: interdependence, cohesiveness
- Peformance: norms, sanctions, culture
4. Leadership: Identify your group leadership in terms of:
- Power: formal/ informal
5. Decision Making: Identify the forms of communication used in decision making in terms of:
- Promotive, Disruptive, and/ or Counteractive
2. Formation (Analyze your group interactions in terms of the following areas: forming, storming, norming, performing, and adjourning. See page 182.)
3. Interaction: Identify your group's feature in terms of:
- Togetherness: interdependence, cohesiveness
- Peformance: norms, sanctions, culture
4. Leadership: Identify your group leadership in terms of:
- Power: formal/ informal
5. Decision Making: Identify the forms of communication used in decision making in terms of:
- Promotive, Disruptive, and/ or Counteractive
Final Essay
This is a two- three page essay/worksheet that should analyze your group's formation, interaction, and final product using ALL of the following criteria... (Label your responses by number) All resources can be found in Chapter 7 in your textbook. Respond as you would to this being a worksheet.
1. Type of group (Define the type of group and purposes)
2. Formation (Analyze your group interactions in terms of the following areas: forming, storming, norming, performing, and adjourning. See page 182.)
3. Interaction: Identify your group's feature in terms of:
- Togetherness: interdependence, cohesiveness
- Peformance: norms, sanctions, culture
4. Leadership: Identify your group leadership in terms of:
- Power: formal/ informal
5. Decision Making: Identify the forms of communication used in decision making in terms of:
- Promotive, Disruptive, and/ or Counteractive
* Be specific in your reasoning and support for your assessments.
Rubric:
No. 1-5 worth 20pts. each for a total of 100 points (give complete responses)I want to see that you both know the material and can accurately apply it to your group's interaction.
1. Type of group (Define the type of group and purposes)
2. Formation (Analyze your group interactions in terms of the following areas: forming, storming, norming, performing, and adjourning. See page 182.)
3. Interaction: Identify your group's feature in terms of:
- Togetherness: interdependence, cohesiveness
- Peformance: norms, sanctions, culture
4. Leadership: Identify your group leadership in terms of:
- Power: formal/ informal
5. Decision Making: Identify the forms of communication used in decision making in terms of:
- Promotive, Disruptive, and/ or Counteractive
* Be specific in your reasoning and support for your assessments.
Rubric:
No. 1-5 worth 20pts. each for a total of 100 points (give complete responses)I want to see that you both know the material and can accurately apply it to your group's interaction.
Tuesday, April 12, 2011
Group Speech notes 4/12
Couple things to consider...
1. I will be looking for formats of speeches on Tuesday, April 19..I will be spot checking these. Make sure you have started. You should be out of brainstorm phase and into presentation format stage.
2. You will need to turn in a group outline for the speech. This should list your speech order and who will be presenting each area in parenthesis.THERE IS NO PAPER WITH THIS ASSIGNMENT, JUST YOUR FINAL EXAM PAPER. I WILL INTRODUCE THIS TUESDAY, APRIL 19 IN CLASS!!!!!!!!!
3. Each person must present and research equally. I do not care how you divide it as long as there is evidence of both. If you want one person to just intro and conclude, make sure they are researching and providing ample info on both, background info- reasons for picking this commercial, attention getter, preview, thesis, intro and screening commercial etc.
4. Make sure to cite sources on ppt. You must have book and commercial, any other texts you use must be cite, but are not required.
5. If you are running short on time, you can use more than one commercial and maybe do some compare and contrast. Let me know if you need help here.
6. Make sure your ppt is keywords, no paragraphs!!
1. I will be looking for formats of speeches on Tuesday, April 19..I will be spot checking these. Make sure you have started. You should be out of brainstorm phase and into presentation format stage.
2. You will need to turn in a group outline for the speech. This should list your speech order and who will be presenting each area in parenthesis.THERE IS NO PAPER WITH THIS ASSIGNMENT, JUST YOUR FINAL EXAM PAPER. I WILL INTRODUCE THIS TUESDAY, APRIL 19 IN CLASS!!!!!!!!!
3. Each person must present and research equally. I do not care how you divide it as long as there is evidence of both. If you want one person to just intro and conclude, make sure they are researching and providing ample info on both, background info- reasons for picking this commercial, attention getter, preview, thesis, intro and screening commercial etc.
4. Make sure to cite sources on ppt. You must have book and commercial, any other texts you use must be cite, but are not required.
5. If you are running short on time, you can use more than one commercial and maybe do some compare and contrast. Let me know if you need help here.
6. Make sure your ppt is keywords, no paragraphs!!
Thursday, March 31, 2011
Couple things...
Hey, just a couple of reminders:
FOR STUDENTS THAT WERE ABSENT THIS WEEK, WE DO NOT HAVE FORMAL CLASS MEETINGS ON APRIL 5TH AND 7TH, YOU WILL MEET WITH YOUR GROUPS AT A DESIGNATED TIME AND PLACE!! WE WILL RETURN TO CLASS ON APRIL 12TH!!!
1. You may email next week! (Please do not email me for addresses of group members) All other inquiries are welcome!!
2. You need to meet AT LEAST once next week in person!! Although you may use the chat function in Blackboard or other chatrooms, you must meet this week in PERSON!!
3. I am liable for you if you are in the classroom, therefore YOU CANNOT MEET IN THE CLASSROOM!! You can use the library, lounges, or computer labs!!
4. I am going to post the study guides for chapters 8-10! You may use the concepts for your Projects!!
Chapter 8
Communication- Culture (205- 209)
Doing Identity (geographical/ ethnicity)
– Communication creates community and culture
– Culture is viewed from the perspective of others (“their culture”)
– Ethnocentric bias: our culture is superior to all others
– Cross cultural communication (structurally/ geographically based)
– Intercultural communication (cultural interactions and barriers)
– Transacting Culture (society- coded system of meaning: beliefs, heritage etc...)
What are some features of your culture? What defines your culture? How do you learn that? (205- 209)
*Structure Based Cultural Characteristics (210-217)
– Context (high context society- meanings are complex and dependent on many variables:
history, family, relationships etc. / low context society- message itself means everything)
– Collectivism: stresses the group/ Individualistic: individual centered.
– Time (monochronic- straight line, polychronic- simultaneous use of time)
– Conflict (as opportunity- normal, negotiable, confrontational, necessary) (ad destructive- disturbing the peace, members should adapt, ineffective, disciplinary)
What are the characteristics of American society? Mexico? China? England? (210- 217)
*Membership (217- 225)
– Identifying (race, geography, environment) not limited to these!!
– Inherent belonging by location, heritage, rules) co- cultures: cultures within larger cultures
– Imbedded behavior (accent, manners etc.) speech communities: culture varies over time, how do we show our culture
– Culture talk (cultural persuadables: topics that are unnecessary to explain due to common and shared understanding)
– Codes (restricted: taken for granted assumptions, elaborated: language to differentiate meanings and individuality)
What are the factors that show you are a member of your culture? How do these factors differ depending on whether we are in our culture or outside of it? (217- 225)
Chapter 9
Communication- Technology
-Relational technologies: “new media” (internet, ipods etc)
– Research focuses on apprehension, benefits, usage
*Relational tech and Identity (236)
– group based
– purpose driven
– social status determinant
– cultural attributes
What do you think relational tech. says about people? (236- 245)
*Technological influences:
-Media generations (technological eras)
-Social networks ( technological tools that bind such networks )
-Online identity (email addresses, screen names)
-Content creation (developing and sharing work online such as blogs, websites, etc.)
-Social networking (myspace, facebook, etc.) establish and maintain relationships via
self disclosure. Social worth determined by no. of “friends”.
How do social networks contribute to a self- concept? How are they socially constructed? (236- 245)
*Personal Relationships and relational tech. (246-248)
-cell phones
-constant connection
-controlling access (boundaries)
-availability
-shared experience (actual use, virtual shared experience)
-social coordination (microcoordination)
– social networks (supplements, changes, alters relationships)
How have cell phones changed over time in function, design, and interpersonally? (246- 248)
*Online Communication: (249-251)
-richness (degree of communication VC and NVC...type to face to face)
-emoticons (text based symbols to express emotions)
-asynchronous comm ( slight or prolonged delay) moving closer to synchronous comm (real time interaction -face to face, send and receive messages at once)
-quality ( like face to face except in quality)
How do you see technology resolving the issue of quality in face to face vs. virtual relationships??(249-251)
Media equation: media equals life (255- 256)
– media simulates actual life
– politeness ( positive feedback)
– flattery ( computers offer praise)
– personality (my computer is an extension of my identity)
– Limit: we are limited by our intelligence
Do you agree with the media equation? Why or why not? (255- 256)
Chapter 10
Communication- Mass Media (267- 268)
-Media (influential force directed at different publics for different purposes in different forms.
-mini com (specific audience connected by a common bond)
-Individual experiences ( you create unique viewing experience through navigation and
preferences.
How do you personalize your media experiences? (267- 268)
*Active Media Usage ( 267-271)
-selection, interpretation, and assigning meaning
-select and attend to media that supports our beliefs and views and avoid counter media
-attention fluctuates (multitask, involvement, need for data)
-Media: polysemy (interpretations vary according to factors) cultural background, knowledge,
experience, context, situation)
Do you agree that we use these methods to decode the media, how is the media encoding?? (267- 271)
Relational Uses/ Functions of Mass Media (272- 279)
-enable interactions
-enjoying media together
-Withdrawing from social interactions
-Differentiating relationships by media interactions (play video games with siblings, Skype with
mom, watch the game with dad)
*-Enacting and evaluating roles ( media reflects life)
-Relationships (media show us what relationships should be through demonstration- look like
and how to act)
-Socialization impact (supplements direct interaction, acts as a guide to “how to be”)
-Media acts as an alternative to personal relationships ( alternative because they are just as
fulfilling)
-Companionship and relational satisfaction (prefer media to actual personal interactions)
-Companionship and relational satisfaction from parasocial relationships (relationships
with characters and media driven personalities.)
Who are most likely to develop these relationships?? Why? What are the benefits and downfalls? (272- 279)
*Everyday uses: (280- 285)
-general topic of discussion
-discussion elicits emotional responses and attitudes
-discussion helps the flow of comm..ritual extension of the message
-discussion about media promotes media literacy (becomes knowledge and embedded in
our nature)
-discussion influences identification and relationship development (promote shared media
experiences-similarities/ differences)
-discussion enables identity construction ( media profiles- your preferences and general media
usage)
Discussion about the media furthers its influence. How about on a personal level? (280- 285)
FOR STUDENTS THAT WERE ABSENT THIS WEEK, WE DO NOT HAVE FORMAL CLASS MEETINGS ON APRIL 5TH AND 7TH, YOU WILL MEET WITH YOUR GROUPS AT A DESIGNATED TIME AND PLACE!! WE WILL RETURN TO CLASS ON APRIL 12TH!!!
1. You may email next week! (Please do not email me for addresses of group members) All other inquiries are welcome!!
2. You need to meet AT LEAST once next week in person!! Although you may use the chat function in Blackboard or other chatrooms, you must meet this week in PERSON!!
3. I am liable for you if you are in the classroom, therefore YOU CANNOT MEET IN THE CLASSROOM!! You can use the library, lounges, or computer labs!!
4. I am going to post the study guides for chapters 8-10! You may use the concepts for your Projects!!
Chapter 8
Communication- Culture (205- 209)
Doing Identity (geographical/ ethnicity)
– Communication creates community and culture
– Culture is viewed from the perspective of others (“their culture”)
– Ethnocentric bias: our culture is superior to all others
– Cross cultural communication (structurally/ geographically based)
– Intercultural communication (cultural interactions and barriers)
– Transacting Culture (society- coded system of meaning: beliefs, heritage etc...)
What are some features of your culture? What defines your culture? How do you learn that? (205- 209)
*Structure Based Cultural Characteristics (210-217)
– Context (high context society- meanings are complex and dependent on many variables:
history, family, relationships etc. / low context society- message itself means everything)
– Collectivism: stresses the group/ Individualistic: individual centered.
– Time (monochronic- straight line, polychronic- simultaneous use of time)
– Conflict (as opportunity- normal, negotiable, confrontational, necessary) (ad destructive- disturbing the peace, members should adapt, ineffective, disciplinary)
What are the characteristics of American society? Mexico? China? England? (210- 217)
*Membership (217- 225)
– Identifying (race, geography, environment) not limited to these!!
– Inherent belonging by location, heritage, rules) co- cultures: cultures within larger cultures
– Imbedded behavior (accent, manners etc.) speech communities: culture varies over time, how do we show our culture
– Culture talk (cultural persuadables: topics that are unnecessary to explain due to common and shared understanding)
– Codes (restricted: taken for granted assumptions, elaborated: language to differentiate meanings and individuality)
What are the factors that show you are a member of your culture? How do these factors differ depending on whether we are in our culture or outside of it? (217- 225)
Chapter 9
Communication- Technology
-Relational technologies: “new media” (internet, ipods etc)
– Research focuses on apprehension, benefits, usage
*Relational tech and Identity (236)
– group based
– purpose driven
– social status determinant
– cultural attributes
What do you think relational tech. says about people? (236- 245)
*Technological influences:
-Media generations (technological eras)
-Social networks ( technological tools that bind such networks )
-Online identity (email addresses, screen names)
-Content creation (developing and sharing work online such as blogs, websites, etc.)
-Social networking (myspace, facebook, etc.) establish and maintain relationships via
self disclosure. Social worth determined by no. of “friends”.
How do social networks contribute to a self- concept? How are they socially constructed? (236- 245)
*Personal Relationships and relational tech. (246-248)
-cell phones
-constant connection
-controlling access (boundaries)
-availability
-shared experience (actual use, virtual shared experience)
-social coordination (microcoordination)
– social networks (supplements, changes, alters relationships)
How have cell phones changed over time in function, design, and interpersonally? (246- 248)
*Online Communication: (249-251)
-richness (degree of communication VC and NVC...type to face to face)
-emoticons (text based symbols to express emotions)
-asynchronous comm ( slight or prolonged delay) moving closer to synchronous comm (real time interaction -face to face, send and receive messages at once)
-quality ( like face to face except in quality)
How do you see technology resolving the issue of quality in face to face vs. virtual relationships??(249-251)
Media equation: media equals life (255- 256)
– media simulates actual life
– politeness ( positive feedback)
– flattery ( computers offer praise)
– personality (my computer is an extension of my identity)
– Limit: we are limited by our intelligence
Do you agree with the media equation? Why or why not? (255- 256)
Chapter 10
Communication- Mass Media (267- 268)
-Media (influential force directed at different publics for different purposes in different forms.
-mini com (specific audience connected by a common bond)
-Individual experiences ( you create unique viewing experience through navigation and
preferences.
How do you personalize your media experiences? (267- 268)
*Active Media Usage ( 267-271)
-selection, interpretation, and assigning meaning
-select and attend to media that supports our beliefs and views and avoid counter media
-attention fluctuates (multitask, involvement, need for data)
-Media: polysemy (interpretations vary according to factors) cultural background, knowledge,
experience, context, situation)
Do you agree that we use these methods to decode the media, how is the media encoding?? (267- 271)
Relational Uses/ Functions of Mass Media (272- 279)
-enable interactions
-enjoying media together
-Withdrawing from social interactions
-Differentiating relationships by media interactions (play video games with siblings, Skype with
mom, watch the game with dad)
*-Enacting and evaluating roles ( media reflects life)
-Relationships (media show us what relationships should be through demonstration- look like
and how to act)
-Socialization impact (supplements direct interaction, acts as a guide to “how to be”)
-Media acts as an alternative to personal relationships ( alternative because they are just as
fulfilling)
-Companionship and relational satisfaction (prefer media to actual personal interactions)
-Companionship and relational satisfaction from parasocial relationships (relationships
with characters and media driven personalities.)
Who are most likely to develop these relationships?? Why? What are the benefits and downfalls? (272- 279)
*Everyday uses: (280- 285)
-general topic of discussion
-discussion elicits emotional responses and attitudes
-discussion helps the flow of comm..ritual extension of the message
-discussion about media promotes media literacy (becomes knowledge and embedded in
our nature)
-discussion influences identification and relationship development (promote shared media
experiences-similarities/ differences)
-discussion enables identity construction ( media profiles- your preferences and general media
usage)
Discussion about the media furthers its influence. How about on a personal level? (280- 285)
Tuesday, March 29, 2011
FINAL GROUP PROJECT/ SPEECH
For your final presentation, you will work in groups on a analysis of a commercial. You will use what you have learned in chapters 8-10 in your analysis. You will then find a creative and fun way to present your conclusions to the class. The format will be as follows:
I. Introduction: -
Introduce commercial ( perhaps reasons for choosing it or process leading up to choice) -
Screen commercial ( perhaps ask audience to focus or consider certain aspects) - Preview speech and present thesis
II. Body: - Choose six areas from chapters 8-10 to analyze the commercial.
( ex: culture in terms of identity, ethnocentric bias, transaction--BE SPECIFIC)
( ex: technology in terms of relations, social networks, cell phone application--BE SPECIFIC)
( ex: mass media in terms of active usage, enacting, gratification and usage-- BE SPECIFIC)
You will use 2 areas from each chapter!!!!!!!!!!!!!
III. Conclusion: - Summarize and review your speech.
- Screen commercial again to allow audience to apply your analysis
- Offer further study or direction for further analysis Remember: - Consider your audience when choosing a commercial!!!
- Work together as a team, each person must equally present and work on the project.
- Each person will show their work as an individual and within the group.
- The grade is 50/50 (individual and group)
- 20- 25 minutes in length!! ( no less!)
- Be clean and respectful and have fun!!!!
Rubric: 50 Presentation
- 25 individual ( physical elements, structure, and clarity)
- 25 group (cohesiveness, flow, and equality)
50 Research
- 25 individual ( demonstrates an area of focus and thorough application of concepts to the commercial)
- 25 group ( demonstrates contribution and teamwork) Your final paper will reflect your interactions within your group. Take good notes!!!!
I. Introduction: -
Introduce commercial ( perhaps reasons for choosing it or process leading up to choice) -
Screen commercial ( perhaps ask audience to focus or consider certain aspects) - Preview speech and present thesis
II. Body: - Choose six areas from chapters 8-10 to analyze the commercial.
( ex: culture in terms of identity, ethnocentric bias, transaction--BE SPECIFIC)
( ex: technology in terms of relations, social networks, cell phone application--BE SPECIFIC)
( ex: mass media in terms of active usage, enacting, gratification and usage-- BE SPECIFIC)
You will use 2 areas from each chapter!!!!!!!!!!!!!
III. Conclusion: - Summarize and review your speech.
- Screen commercial again to allow audience to apply your analysis
- Offer further study or direction for further analysis Remember: - Consider your audience when choosing a commercial!!!
- Work together as a team, each person must equally present and work on the project.
- Each person will show their work as an individual and within the group.
- The grade is 50/50 (individual and group)
- 20- 25 minutes in length!! ( no less!)
- Be clean and respectful and have fun!!!!
Rubric: 50 Presentation
- 25 individual ( physical elements, structure, and clarity)
- 25 group (cohesiveness, flow, and equality)
50 Research
- 25 individual ( demonstrates an area of focus and thorough application of concepts to the commercial)
- 25 group ( demonstrates contribution and teamwork) Your final paper will reflect your interactions within your group. Take good notes!!!!
Group Assignment 1:30 class
Bosstones Nichole, Jared, Cristin, Aerial, and Evan The A Team Kimberly, Scarlett, Ryan, and Michael All That Jazz Kenneth, Jessica, Daria, Mariah, Yashika 4 Girls and A Guy Alexandra, Kyle, Latoi, Devin, and Tara No Boys Allowed Tiffini, Alissa, Emily, and Brittany
Group Assignments 3:00 class
4 Chicks Ellen, Jill, Kassy, and Erin KEEL Kara, Erik, Lauren, and Emily Fab 4 Brian, Brooke, Courtney, and Sonya Group ACM2 Malorie, Audrey, Cody, and Michael No Name Terri, Samantha, Elena, and Ashley
Wednesday, March 23, 2011
A look ahead
Next Tuesday, March 29...
Mini apps for chapters 8- 10 due!!
Have read these chapters and prepared for discussion!!
Return graded persuasive speeches and writing assignments
Thursday, March 31...
Finish review of chapters 8-10
Assign groups and final group speech criteria!!
I will also assign the evaluation you will do in groups for the week of April 5-7
Mini apps for chapters 8- 10 due!!
Have read these chapters and prepared for discussion!!
Return graded persuasive speeches and writing assignments
Thursday, March 31...
Finish review of chapters 8-10
Assign groups and final group speech criteria!!
I will also assign the evaluation you will do in groups for the week of April 5-7
Writing Assignment rubric
To be clear, your paper will be graded following this rubric. It is simply a condensed version of the original.
15 APA format ie structure ( intro, body, conclusion etc.)
20 Depth of analysis and support for your argument
10 Proper sourcing and citations
45 points total
15 APA format ie structure ( intro, body, conclusion etc.)
20 Depth of analysis and support for your argument
10 Proper sourcing and citations
45 points total
Tuesday, March 22, 2011
Amendments to the Calendar
3/22 Persuasive Speeches
3/24 No class
3/29 Persuasive Speeches /Chapter 8-10 mini app presentations/ review
3/31 Chapter 8- 10 mini app presentations/ review/ Final Group Speech introduced
4/5-7 Group Workdays
4/ 12-14 Group Conferences
4/ 19-21 Group Project days
4/26-28 Group Speech presentations
3/24 No class
3/29 Persuasive Speeches /Chapter 8-10 mini app presentations/ review
3/31 Chapter 8- 10 mini app presentations/ review/ Final Group Speech introduced
4/5-7 Group Workdays
4/ 12-14 Group Conferences
4/ 19-21 Group Project days
4/26-28 Group Speech presentations
Tuesday, March 15, 2011
Point value changes
I have amended the syllabus grading.
Informative sp. 75
Persuasive sp./ outline 130
Group sp. 100
------
305
Test one 200
Test two 100
Final 100
-----
400
Mini- apps 75 each (2)
Writing assign. 45
-----
195
Attendance 90
Participation 10
-----
100
Total: 1000 pts.
These changes make the persuasive speech, outline and writing assignment worth a combined 175 points.
Informative sp. 75
Persuasive sp./ outline 130
Group sp. 100
------
305
Test one 200
Test two 100
Final 100
-----
400
Mini- apps 75 each (2)
Writing assign. 45
-----
195
Attendance 90
Participation 10
-----
100
Total: 1000 pts.
These changes make the persuasive speech, outline and writing assignment worth a combined 175 points.
Thursday, March 3, 2011
Reminders...
1. Make sure to include the old and new outlines in your folder with your writing assignment for the persuasive speech.
2. Bear in mind these things when you are developing your speech:
-thesis (main point, three specific support points)
- include a video clip and media perspective
- do not assume a "common perception" use support
- Consider the difference and appropriateness of an inductive (specific to general) vs deductive (general to specific) speech. If the topic is controversial, use deductive not to alienate your audience. If your topic is unfamiliar, use inductive to explain the topic)
- include opposing views!!
- Strong and credible support (lots of ...according to... I found this.... etc)
- identify and portray a personal stake
- comparisons are inherently persuasive (check out more options in chapters11-14--check blog pots)
- be responsible in your persuasion, do not offend...that includes me.
- Stay familiar and consider your audience's collective frame of reference
- stay on track and avoid random fact telling.
3. Make sure to check out the blackboard downtimes to ensure you are able to take your test and remember time constraints. (cut and paste in word if need be...do not attach essay answers.)
2. Bear in mind these things when you are developing your speech:
-thesis (main point, three specific support points)
- include a video clip and media perspective
- do not assume a "common perception" use support
- Consider the difference and appropriateness of an inductive (specific to general) vs deductive (general to specific) speech. If the topic is controversial, use deductive not to alienate your audience. If your topic is unfamiliar, use inductive to explain the topic)
- include opposing views!!
- Strong and credible support (lots of ...according to... I found this.... etc)
- identify and portray a personal stake
- comparisons are inherently persuasive (check out more options in chapters11-14--check blog pots)
- be responsible in your persuasion, do not offend...that includes me.
- Stay familiar and consider your audience's collective frame of reference
- stay on track and avoid random fact telling.
3. Make sure to check out the blackboard downtimes to ensure you are able to take your test and remember time constraints. (cut and paste in word if need be...do not attach essay answers.)
Office hours 3/3
Hey, I have an orthodontist appt. today. I will not have office hours, however, we DO have class.
Tuesday, March 1, 2011
This Thursday...
For Thursday's class, please have chapters 5,6, and 7 read. Answer the following questions concerning chapter 7:
1. Give specific examples of the small groups that you have been a part of and what kind you think you will be in during class group discussions.
2. What are your experiences with group formations (179-182)? Which path would you rather take? why?
3. What would seem like the ideal outline of features for your small group in class? why?
1. Give specific examples of the small groups that you have been a part of and what kind you think you will be in during class group discussions.
2. What are your experiences with group formations (179-182)? Which path would you rather take? why?
3. What would seem like the ideal outline of features for your small group in class? why?
Persuasive Speech Order: 1:30 class
Tuesday, March 15
1. Cristin
2. Tiffini
3. Yashika
4. Tara
5. Kiara*
6. Scarlett*
7. Latoi*
8. Alexandra
Thursday, March 17
1. Brittany
2. Daria
3. Ryan
4. Jessica
5. Kenneth
6. Michael
7. Devin
8. Evan
9. Kelley
Tuesday, March 22
1. Jared
2. Kyle
3. Alissa
4. Kimberly
5. Nicole
6. Emily
7. Mariah
8. Aerial
Thursday, March 24 (pending)
1. Cristin
2. Tiffini
3. Yashika
4. Tara
5. Kiara*
6. Scarlett*
7. Latoi*
8. Alexandra
Thursday, March 17
1. Brittany
2. Daria
3. Ryan
4. Jessica
5. Kenneth
6. Michael
7. Devin
8. Evan
9. Kelley
Tuesday, March 22
1. Jared
2. Kyle
3. Alissa
4. Kimberly
5. Nicole
6. Emily
7. Mariah
8. Aerial
Thursday, March 24 (pending)
Persuasive Speech Order: 3:00 class
Tuesday, March 15
1. Ellen
2. Brian
3. Lauren
4. Malorie
5. Jennifer*
6. Lynsee*
7. Ruby*
8. Jacob*
Thursday, March 17
1. Brooke
2. Audrey
3. Samantha
4. Courtney
5. Emily
6. Ashley
7. Kara
8. Jill
Tuesday, March 22
1. Terri
2. Kassy
3. Erin
4. Elena
5. Eric
6. Sonya
7. Cody
8. Michael
Thursday, March 24 (Pending)
1. Ellen
2. Brian
3. Lauren
4. Malorie
5. Jennifer*
6. Lynsee*
7. Ruby*
8. Jacob*
Thursday, March 17
1. Brooke
2. Audrey
3. Samantha
4. Courtney
5. Emily
6. Ashley
7. Kara
8. Jill
Tuesday, March 22
1. Terri
2. Kassy
3. Erin
4. Elena
5. Eric
6. Sonya
7. Cody
8. Michael
Thursday, March 24 (Pending)
Useful Links...
How to embed a video link:
http://http//www.youtube.com/results?search_query=how+to+embed+a+youtube+video+into+powerpoint+2007&aq=0
You may also: highlight a term within your powerpoint, right click, hyperlink, paste URL, and save.
Purdue Owl: formatting guide:
http://http//owl.english.purdue.edu/
http://http//www.youtube.com/results?search_query=how+to+embed+a+youtube+video+into+powerpoint+2007&aq=0
You may also: highlight a term within your powerpoint, right click, hyperlink, paste URL, and save.
Purdue Owl: formatting guide:
http://http//owl.english.purdue.edu/
Test Two
Exam 2 will consist of two parts: an assessment and essay
The format is the same as test one. However, the points have changed. Each part is worth 50 points for a total of 100 points.
The test will be over chapters 5, 6, and 7
The format is the same as test one. However, the points have changed. Each part is worth 50 points for a total of 100 points.
The test will be over chapters 5, 6, and 7
Sunday, February 27, 2011
Persuasive speech notes
1.Have an argument: your thesis stmt.
2. Verbally cite your bibliographic info. (author, title, journal title, vol., and date)
3. Attention getter- intro. (pose question?? statistic data?? and link back in conclusion- answering your question or summarizing the change of perspective after the speech)
4. APA style (NOT MLA)
5. Turn in the following: typed outline, typed writing assignment- "elaborated outline"--IN FOLDER!!!!!!
6. Powerpoint: 3-7 slides (video)
7. 3 cue cards
2. Verbally cite your bibliographic info. (author, title, journal title, vol., and date)
3. Attention getter- intro. (pose question?? statistic data?? and link back in conclusion- answering your question or summarizing the change of perspective after the speech)
4. APA style (NOT MLA)
5. Turn in the following: typed outline, typed writing assignment- "elaborated outline"--IN FOLDER!!!!!!
6. Powerpoint: 3-7 slides (video)
7. 3 cue cards
Chapter 7 SG
Chapter 7Communication- Groups*
Small groupcommon purposeorganization, membership, communicationcommunication varies among groups (formal- casual)*
Types:formal (task oriented, legislative, restricted membership, Congress- Gov't)
advisory (task specific, best outcome focused, restricted membership, Committees- Boards)creative (evaluation/ creation, lacking structure, invited membership, Brainstorm- Project)support (comfort/ advice, sharing, voluntary membership, AA- support groups)networking (relationship build/ sustain, undefined membership, chatroom- Facebook)
Give specific examples of the small groups you have been a part of. What kind will it be in this class?? (179-181)*
Formation of Groups:*
Forming: initial gathering*
Storming: creative process- goals*
Norming: define purpose, roles, procedures*
Performing: demonstrates goal*
Adjourning: end of interactions*
Orientation: getting to know one another*
Conflict: argument about approaching problem*
Emergence: consensus starts*
Reinforcement: consolidates consensus to finish project
What are your experiences with these formations?
Which path would you rather take? Why?? (182)*
Group Features: (185- 197)*
Togetherness (interdependence, division of labor)*(cohesiveness, teamwork)*
Expectations (group norms, group sanctions- punishment, culture)*
Leadership (formal power- designated leader, informal power- liking based)*task oriented vs. socioemotional leadership*
Decision Making (voting, consensus, straw polls, mandates etc.) (promotive- move toward goal, disruptive- diverts from goal, and counteractive comm- back on track.)
What would seem like the optimal outline of these features for your small group in this class? Why? What would be the most detriminal outline of these features...why?
Small groupcommon purposeorganization, membership, communicationcommunication varies among groups (formal- casual)*
Types:formal (task oriented, legislative, restricted membership, Congress- Gov't)
advisory (task specific, best outcome focused, restricted membership, Committees- Boards)creative (evaluation/ creation, lacking structure, invited membership, Brainstorm- Project)support (comfort/ advice, sharing, voluntary membership, AA- support groups)networking (relationship build/ sustain, undefined membership, chatroom- Facebook)
Give specific examples of the small groups you have been a part of. What kind will it be in this class?? (179-181)*
Formation of Groups:*
Forming: initial gathering*
Storming: creative process- goals*
Norming: define purpose, roles, procedures*
Performing: demonstrates goal*
Adjourning: end of interactions*
Orientation: getting to know one another*
Conflict: argument about approaching problem*
Emergence: consensus starts*
Reinforcement: consolidates consensus to finish project
What are your experiences with these formations?
Which path would you rather take? Why?? (182)*
Group Features: (185- 197)*
Togetherness (interdependence, division of labor)*(cohesiveness, teamwork)*
Expectations (group norms, group sanctions- punishment, culture)*
Leadership (formal power- designated leader, informal power- liking based)*task oriented vs. socioemotional leadership*
Decision Making (voting, consensus, straw polls, mandates etc.) (promotive- move toward goal, disruptive- diverts from goal, and counteractive comm- back on track.)
What would seem like the optimal outline of these features for your small group in this class? Why? What would be the most detriminal outline of these features...why?
Chapter 6 SG
Chapter 6*Communication- Relationships: Talk emotion knowledge ways of understanding the worldways of connecting symbols (language- meaning)ways of symbolically connecting to others
Does communication define relationships or do relationships influence communication? (147-149)*
Relationship Provisions:
Belonging and a sense of reliable alliance
Emotional integration and stability
Opportunity for communication about ourselves
Provision for assistance and physical support
Provision for reassurance of our worth and value
What is meant by “provision for assistance and physical support/ worth and value”? (151)
Talk- Relationships:*
Types of talk (distinctions)
Social relationships (replaceable individuals)
Personal relationship (irreplaceable individuals)*
Maintaining relationships – Talk (153-155)
Relational Continuity Constructional units: relationships continue in the absence of the partner
Prospective unit: future sense recognition of absense to happen (goodbye, next time..)Introspective unit: present sense recognition of absense
Retrospective unit: signals an end of absence (kiss, hug, handshake, hello...)
Hypertext: referencing information, relationship building (155)
Crossing boundaries: changing relationship types (friend- sig. Other) (155-156)
Relating: talking on cell phones (156)
We change relationships by talk and subtle communication... (157)
direct talk: explicit discussion about relationship
indirect talk: ambiguous forms of relationship communication (flirting)
Do you agree that we sustain relationships through talk and subtle communication?
What does this mean to you?? (157)
Relationship Stages of Development: (158-159)Theory: based on individual feelings or attitudes, as emotion deepens- relationship progresses.
Intensified feelings (emotions) are translated into behavior and relationship moves on effortlessly.
Measured as an increase in intimacy.
They vary in depth, shyness, strength etc...Everyone is different and respond differently to relationships based on several factors: background, personality, culture..
What does the author and Jesse Delia find problematic about this theory? (158-159)
*Relationship Filtering Model: (RFM) (159-161)We filter people by evaluating their attributes (1.physical appearance, 2.NVC, behavior 3.roles 4. psychological similarity)Duck mentions that “the relationship grows not from the information that you learn about the other person, but from how you “go beyond it” .
The RFM suggests that our goal is ultimately to understand one another.
Do you agree with the RFM and recognize this pattern in your own interactions? How?
Does communication define relationships or do relationships influence communication? (147-149)*
Relationship Provisions:
Belonging and a sense of reliable alliance
Emotional integration and stability
Opportunity for communication about ourselves
Provision for assistance and physical support
Provision for reassurance of our worth and value
What is meant by “provision for assistance and physical support/ worth and value”? (151)
Talk- Relationships:*
Types of talk (distinctions)
Social relationships (replaceable individuals)
Personal relationship (irreplaceable individuals)*
Maintaining relationships – Talk (153-155)
Relational Continuity Constructional units: relationships continue in the absence of the partner
Prospective unit: future sense recognition of absense to happen (goodbye, next time..)Introspective unit: present sense recognition of absense
Retrospective unit: signals an end of absence (kiss, hug, handshake, hello...)
Hypertext: referencing information, relationship building (155)
Crossing boundaries: changing relationship types (friend- sig. Other) (155-156)
Relating: talking on cell phones (156)
We change relationships by talk and subtle communication... (157)
direct talk: explicit discussion about relationship
indirect talk: ambiguous forms of relationship communication (flirting)
Do you agree that we sustain relationships through talk and subtle communication?
What does this mean to you?? (157)
Relationship Stages of Development: (158-159)Theory: based on individual feelings or attitudes, as emotion deepens- relationship progresses.
Intensified feelings (emotions) are translated into behavior and relationship moves on effortlessly.
Measured as an increase in intimacy.
They vary in depth, shyness, strength etc...Everyone is different and respond differently to relationships based on several factors: background, personality, culture..
What does the author and Jesse Delia find problematic about this theory? (158-159)
*Relationship Filtering Model: (RFM) (159-161)We filter people by evaluating their attributes (1.physical appearance, 2.NVC, behavior 3.roles 4. psychological similarity)Duck mentions that “the relationship grows not from the information that you learn about the other person, but from how you “go beyond it” .
The RFM suggests that our goal is ultimately to understand one another.
Do you agree with the RFM and recognize this pattern in your own interactions? How?
Chapter 5 SG
Chapter 5*
Identity:history, roles, characteristics defined by our interactionsmulti- layered (private – self concept: core (121) / public)
How does self concept and identity compare ?
Do you think these are accurate assessments?
How much of your identity depends on the ways others perceive you? (p. 117- 118)*
Jahari Window:arena: open, blind: known to others, facade: hidden, unknown to allSelf disclosure: revealing info to make it known ( norm of reciprocity, p. 126)
How is the Jahari window dynamic? (p. 123)
How does self disclosure operate within the window? (p. 124)
What role does the norm of reciprocity play in self disclosure.*
self disclosure- identity= relationship context (dynamic process) (p. 125)*
dialectic tensions: autonomy vs. connectednessopenness vs. closednessnovelty vs. predictability*
What do these tensions look like in your relationships?
Which is more common to what kind of relationship (familial, intimate, friendly)*
Narrative: we tell about ourselves through stories ( memory/ history based)*
epistemology (how I think about the world...),
ontology (how I came to be...), individual construction, and relational process (127)
narratives, accounts, social reportsorigin- continuity (127-128)
loaded memory (biased) based on coherence and acceptability
labeling: identifying ourselves (Brandy or Mrs. Reincke, Ms. R) (129)
altercasting: language forces identies upon us that we must live up to..(129)
How does the form of narrative here differ from chapter 2?
Give an example of an epistemological narrative and/ or an ontological account?? (127)Relationships influence who we are to ourselves and others...*
Symbolic self: socially based and constructed self that exists primarily for the benefit of others...adapt your definition of yourself to that of societal frames (131)*
Symbolic interaction: how societal forces affect our image of one's self...we derive judgments and observations from our interactions
Attitude reflection: to think about how you appear in the eyes of others (131)
Cultural influence: we develop cultures within our relationships (132)
Performative self: “Doing your identity in front of others and well to “look good”” (135) influenced by social needs, social situation, social frame, and social circumstances.. (136)
front region: professional/ proper, back region: relaxed/ social cues (restaurant ex.) (136)Predicaments challenge the performative self
Teamwork: working together to maintain social face
Accountable self: identity being morally judged by others
Moral accountability: Society as a whole makes judgments about our actions
Do you agree with the statement: “Much of our identity is constantly constructed by our interactions.” Why or why not?? *
Summary selves: (140)*
reflective self: inner self reflected through behavior*
symbolic: self through the interactions we have*
performative: present social situation affect how we enact our identity*
practical: materiality affects identity*
accountable: social context and expectations affect behavior*
improvisational: ideology based behavior (rhetoric)
Which self do you think is the most authentic? Why?
Identity:history, roles, characteristics defined by our interactionsmulti- layered (private – self concept: core (121) / public)
How does self concept and identity compare ?
Do you think these are accurate assessments?
How much of your identity depends on the ways others perceive you? (p. 117- 118)*
Jahari Window:arena: open, blind: known to others, facade: hidden, unknown to allSelf disclosure: revealing info to make it known ( norm of reciprocity, p. 126)
How is the Jahari window dynamic? (p. 123)
How does self disclosure operate within the window? (p. 124)
What role does the norm of reciprocity play in self disclosure.*
self disclosure- identity= relationship context (dynamic process) (p. 125)*
dialectic tensions: autonomy vs. connectednessopenness vs. closednessnovelty vs. predictability*
What do these tensions look like in your relationships?
Which is more common to what kind of relationship (familial, intimate, friendly)*
Narrative: we tell about ourselves through stories ( memory/ history based)*
epistemology (how I think about the world...),
ontology (how I came to be...), individual construction, and relational process (127)
narratives, accounts, social reportsorigin- continuity (127-128)
loaded memory (biased) based on coherence and acceptability
labeling: identifying ourselves (Brandy or Mrs. Reincke, Ms. R) (129)
altercasting: language forces identies upon us that we must live up to..(129)
How does the form of narrative here differ from chapter 2?
Give an example of an epistemological narrative and/ or an ontological account?? (127)Relationships influence who we are to ourselves and others...*
Symbolic self: socially based and constructed self that exists primarily for the benefit of others...adapt your definition of yourself to that of societal frames (131)*
Symbolic interaction: how societal forces affect our image of one's self...we derive judgments and observations from our interactions
Attitude reflection: to think about how you appear in the eyes of others (131)
Cultural influence: we develop cultures within our relationships (132)
Performative self: “Doing your identity in front of others and well to “look good”” (135) influenced by social needs, social situation, social frame, and social circumstances.. (136)
front region: professional/ proper, back region: relaxed/ social cues (restaurant ex.) (136)Predicaments challenge the performative self
Teamwork: working together to maintain social face
Accountable self: identity being morally judged by others
Moral accountability: Society as a whole makes judgments about our actions
Do you agree with the statement: “Much of our identity is constantly constructed by our interactions.” Why or why not?? *
Summary selves: (140)*
reflective self: inner self reflected through behavior*
symbolic: self through the interactions we have*
performative: present social situation affect how we enact our identity*
practical: materiality affects identity*
accountable: social context and expectations affect behavior*
improvisational: ideology based behavior (rhetoric)
Which self do you think is the most authentic? Why?
Persuasive writing assignment: description/ rubric
The written assignment is the essay accompanying your speech. This paper should be an elaboration of your outline for your persuasive speech. You will have an introduction, body and conclusion and it will be more or less the written form of your speech. The purpose of this assignment is to help you formulate and confirm your thoughts in an academic voice.
This essay MUST be in APA format with a bibliography!
Point breakdown:
30 APA format
25 Structure: introduction, body, and conclusion with transitions.
20 Depth of analysis and support for your argument
25 Proper sourcing and citations.
This essay MUST be in APA format with a bibliography!
Point breakdown:
30 APA format
25 Structure: introduction, body, and conclusion with transitions.
20 Depth of analysis and support for your argument
25 Proper sourcing and citations.
Persuasive Speech rubric
12 Introduction (attention getter, preview, thesis)
21 Body ( 3 main arguments/ opposing view)
12 Conclusion (review, link back, further research)
15 Powerpoint ( guide, video, source citations )
15Proof identification (emotional, credibility, logic)
25 Physical attributes:
DeliveryRate normal/fast/slow
Volume normal/loud/soft
Eye Contact consistent/sometimes/never
Enthusiasm above average/adequate/lacking/none
Gestures Natural/mechanical/distracting/lacking/none
Articulation good/adequate/weak
Vocal Pauses None/few/many
Tone/vocal variety appropriate/marginal/monotoneWord choice clear/specific/marginal/inappropriate
Dress/Grooming appropriate/needs improvement/inappropriate
25 Preparation/ Outline
21 Body ( 3 main arguments/ opposing view)
12 Conclusion (review, link back, further research)
15 Powerpoint ( guide, video, source citations )
15Proof identification (emotional, credibility, logic)
25 Physical attributes:
DeliveryRate normal/fast/slow
Volume normal/loud/soft
Eye Contact consistent/sometimes/never
Enthusiasm above average/adequate/lacking/none
Gestures Natural/mechanical/distracting/lacking/none
Articulation good/adequate/weak
Vocal Pauses None/few/many
Tone/vocal variety appropriate/marginal/monotoneWord choice clear/specific/marginal/inappropriate
Dress/Grooming appropriate/needs improvement/inappropriate
25 Preparation/ Outline
Thursday, February 24, 2011
Good Questions...
I will discuss the writing assignment that accompanies the persuasive speech on Tuesday, March 1. It is basically an elaborated outline that should help you organize your thoughts and give you an academic voice.
Test 2 will be released on March 3. You will have the entire spring break to complete the test!
I will post study guides after class on Tuesday, March 1
Test 2 will be released on March 3. You will have the entire spring break to complete the test!
I will post study guides after class on Tuesday, March 1
Class notes 2/24
Today we reviewed persuasive speech criteria and chapters 5 and 6.
We will review chapter 7 in class on Tuesday, March 1st
We will read mini- apps over chapters 5-7 on Tuesday, March 1st
Speech outlines are due in class Tuesday, March 1st (typed with working bibliography)
Speech order will be decided in class on Tuesday, March 1st
We will learn to embed videos in your powerpoint.
Thursday, March 3rd will be a day to work on speeches in class!
We will discuss the test and the writing assignment Tuesday, March 1 in class!!!
I will have essays graded over the weekend, your grade will be posted as a I grade it and you can find my comments in a reply to your essay.
We will review chapter 7 in class on Tuesday, March 1st
We will read mini- apps over chapters 5-7 on Tuesday, March 1st
Speech outlines are due in class Tuesday, March 1st (typed with working bibliography)
Speech order will be decided in class on Tuesday, March 1st
We will learn to embed videos in your powerpoint.
Thursday, March 3rd will be a day to work on speeches in class!
We will discuss the test and the writing assignment Tuesday, March 1 in class!!!
I will have essays graded over the weekend, your grade will be posted as a I grade it and you can find my comments in a reply to your essay.
Persuasive Speech notes
1. Follow the same format as the informative speech:
I. Intro (attention getter, thesis, preview)
transition
II. Main idea: description, background, media perspective??
transition
III. Main idea: common perceptions and rebuttal??
transition
IV. Main idea: opposing views??
transition
V. Conclusion (summary, restate thesis, future research)
3 sources: all reliable (cnn.com, associated press), one academic (google scholar, helmke library)
imbed a video clip: demonstrates the mediated perspective, frame of reference: Give a brief description of the clip you choose and how and where it fits in your outline. Also give the address.
We will decide the speech order on Tuesday, March 1st in class!!!!!
I. Intro (attention getter, thesis, preview)
transition
II. Main idea: description, background, media perspective??
transition
III. Main idea: common perceptions and rebuttal??
transition
IV. Main idea: opposing views??
transition
V. Conclusion (summary, restate thesis, future research)
3 sources: all reliable (cnn.com, associated press), one academic (google scholar, helmke library)
imbed a video clip: demonstrates the mediated perspective, frame of reference: Give a brief description of the clip you choose and how and where it fits in your outline. Also give the address.
We will decide the speech order on Tuesday, March 1st in class!!!!!
Tuesday, February 22, 2011
Class Cancellation
I have to cancel classes today! The roads around my house are still snow covered. Although I am sure they will be cleared at some point, I do not feel safe to travel now. In the interest of notice for fellow travelers, I have decided to cancel class.
Please bring in mini- apps for chapters 5 and 6 on Thursday. Also, please bring in a working outline for persuasive speeches.
Remember: You are adopting a current event, thinking three main ideas, and three sources- one of which should be scholarly/ academic in nature from a library resource or google scholar.
I will use the time to grade your tests, hopefully I will have your grades on Thursday!
Please bring in mini- apps for chapters 5 and 6 on Thursday. Also, please bring in a working outline for persuasive speeches.
Remember: You are adopting a current event, thinking three main ideas, and three sources- one of which should be scholarly/ academic in nature from a library resource or google scholar.
I will use the time to grade your tests, hopefully I will have your grades on Thursday!
Thursday, February 17, 2011
Looking at Next Week...
Chapter 5 Mini Apps are due Tuesday, February 22nd
Chapter 6 Mini Apps are due Thursday, February 24th
Persuasive Speech:
Think about a current event and three separate sources (one must be a scholarly/ academic source from the library or comparable resource!!
The proposal will be due THURSDAY, February 24th rather than Tuesday the 22nd as written in the syllabus!
We will discuss other persuasive speech criteria on Tuesday in class!
Chapter 6 Mini Apps are due Thursday, February 24th
Persuasive Speech:
Think about a current event and three separate sources (one must be a scholarly/ academic source from the library or comparable resource!!
The proposal will be due THURSDAY, February 24th rather than Tuesday the 22nd as written in the syllabus!
We will discuss other persuasive speech criteria on Tuesday in class!
Tuesday, February 15, 2011
Chapter 1 Study Guide
- Why do we communicate? How do we communicate? When do we communicate? Where do we communicate? Who do we communicate with?
- Three ways...action (one way), interaction (two- way), transaction (shared exchange)(8-9)
- Symbols (arbitrary: in relation to..- abstract: representation- ambiguous: open to interpretation)
- Signs: (causal: concrete: factual/ undisputable)
- Meaning: single, multiple, contextual, socially constructed (10-14)
- Presentation (version/ opinion) Representation (fact)
What do the authors mean when they say, "your communication with other people presents them with a way of looking at the world that is based on how you prefer them to see it"? (15)
Frames of reference: knowledge base
Intentionality (conscious/ deliberate behavior)
What is meant by, "In light of our relational perspective on communication, you can usually make assumptions about the level of intentionality of people you know, and you make these assumptions from how you know them personally'? (17)
Five Types of communication: (18)
Successful: intentionally sent/ accurately received
Miscommunication: inentionally sent/ innaccurately received
Accidental: unintentionally sent/ accurately received
Attempted: intentionally sent/ not received
*Danger: unintentionally sent/ innacurately received
Give an example for each of these modes of communication.
Explain the meaning of communication as defined on page 19-20 in italics.
"Communication is the transactional use of symbols, influenced, guided, and understood in the context of relationships, taken for granted understandings, meanings,and reality that it represents and creates as ways for people to share an understanding of the world they inhabit together'.
- Three ways...action (one way), interaction (two- way), transaction (shared exchange)(8-9)
- Symbols (arbitrary: in relation to..- abstract: representation- ambiguous: open to interpretation)
- Signs: (causal: concrete: factual/ undisputable)
- Meaning: single, multiple, contextual, socially constructed (10-14)
- Presentation (version/ opinion) Representation (fact)
What do the authors mean when they say, "your communication with other people presents them with a way of looking at the world that is based on how you prefer them to see it"? (15)
Frames of reference: knowledge base
Intentionality (conscious/ deliberate behavior)
What is meant by, "In light of our relational perspective on communication, you can usually make assumptions about the level of intentionality of people you know, and you make these assumptions from how you know them personally'? (17)
Five Types of communication: (18)
Successful: intentionally sent/ accurately received
Miscommunication: inentionally sent/ innaccurately received
Accidental: unintentionally sent/ accurately received
Attempted: intentionally sent/ not received
*Danger: unintentionally sent/ innacurately received
Give an example for each of these modes of communication.
Explain the meaning of communication as defined on page 19-20 in italics.
"Communication is the transactional use of symbols, influenced, guided, and understood in the context of relationships, taken for granted understandings, meanings,and reality that it represents and creates as ways for people to share an understanding of the world they inhabit together'.
Chapter 2 Study Guide
Chapter 2 Notes:
Langue: formal grammar , Parole: informal usage
usage based on degrees of familiarity, relational assumptions, strict rules
Where do we use them? Why? (26)
Which is likely “low code” and “high code”? (40)
Polysemy: multiple meanings for the same word
determinants of intended meaning: context, interpretation (ambiguity), relationship
When can this run into problems for us? (27)
Frames:
Naming: distinguishes- contrasts, random (arbitrary- not intrinsically connected0
Sapir/ Whorf hypothesis: “you think what you can say”, verbal comm makes conceptual distinctions. Naming labels and distinguishes.
Do you agree?? why or why not?(29)
Meanings:
Denotative: blatant identification (literal)
Connotative: implied (relational- ambiguous)
Which is better? More social? (30)
Presentation: subjective perspective or version, Representation: objective factual information
How do these portrayals appear in society? Which is an “account”? Why? (35/45)
Talk in relationships:
instrumental function: to make something happen in the relationship
indexical function: indicate something about the relationship (hypertext)
essential function: creating relationship and defining it
How does hypertexting relate to the indexical function?
What is your impression of the “face” analogy (40)??
-Accomodation: adapting your speech to your audience to gain or confirm a connection
Convergence: moving toward the style of talk of the respondent
Divergence: moving away from the style of talk of the respondent
Why would we do either of these methods?
Narratives: organized story
Burke's Pentad: scene (where), agent (who), act (what happened), agency (how it happened), purpose (why, to what end: outcome)
Where do narratives occur? In society? What affects can they have?
What does culture, relationships, and context have to do with narratives?
How do narratives relate to accounts? (42-46)
Langue: formal grammar , Parole: informal usage
usage based on degrees of familiarity, relational assumptions, strict rules
Where do we use them? Why? (26)
Which is likely “low code” and “high code”? (40)
Polysemy: multiple meanings for the same word
determinants of intended meaning: context, interpretation (ambiguity), relationship
When can this run into problems for us? (27)
Frames:
Naming: distinguishes- contrasts, random (arbitrary- not intrinsically connected0
Sapir/ Whorf hypothesis: “you think what you can say”, verbal comm makes conceptual distinctions. Naming labels and distinguishes.
Do you agree?? why or why not?(29)
Meanings:
Denotative: blatant identification (literal)
Connotative: implied (relational- ambiguous)
Which is better? More social? (30)
Presentation: subjective perspective or version, Representation: objective factual information
How do these portrayals appear in society? Which is an “account”? Why? (35/45)
Talk in relationships:
instrumental function: to make something happen in the relationship
indexical function: indicate something about the relationship (hypertext)
essential function: creating relationship and defining it
How does hypertexting relate to the indexical function?
What is your impression of the “face” analogy (40)??
-Accomodation: adapting your speech to your audience to gain or confirm a connection
Convergence: moving toward the style of talk of the respondent
Divergence: moving away from the style of talk of the respondent
Why would we do either of these methods?
Narratives: organized story
Burke's Pentad: scene (where), agent (who), act (what happened), agency (how it happened), purpose (why, to what end: outcome)
Where do narratives occur? In society? What affects can they have?
What does culture, relationships, and context have to do with narratives?
How do narratives relate to accounts? (42-46)
Chapter 3 Study Guide
Chapter 3 Notes:
Nonverbal communication is everything that communicates a message sans words.
Elements: kinesics (movement), proxemics (space), vocalics (voice), chronemics (time), haptics (touch)
What are some specific examples? What is backchannel comm, turn taking?(54/ 65-76)
Decoding: drawing meaning from an observation ( he smiles: “he is happy”), Encoding: sending meaning through nonverbal behavior ( I smile: “ I am happy”)
Where do we derive these meanings? (55)
Static: fixed elements of an interaction (furniture arrangement), Dynamic: changing elements of an interaction (posture)
How can these elements negatively affect an interaction? Positively affect it? (55-56)
Nonverbal guidelines:
symbolic: polysemic
rule guided: appropriateness of behavior
culturally bound: elements
personal: context
ambiguous: interpretative
less controlled: (leakage)
continuous: non- stop communication
What is “leakage”? Do you agree that non-verbal is less controlled than verbal comm? (60)
Nonverbal functions:
interconnects with verbal comm. (repeat, substitute, moderate, contradict, emphasize)
regulates interaction: how you are to behave and desired behavior of others (regulators- punctuate)
identifies others: identifiers
transmits emotional information: three kinds: attitudes about the other, attitude about the situation, attitude toward yourself (decode, encode) (elements)
establishes meaning: relationships develop
What are common identifiers? What are some examples of the ways we portray “attitudes”? (63-
Nonverbal communication is everything that communicates a message sans words.
Elements: kinesics (movement), proxemics (space), vocalics (voice), chronemics (time), haptics (touch)
What are some specific examples? What is backchannel comm, turn taking?(54/ 65-76)
Decoding: drawing meaning from an observation ( he smiles: “he is happy”), Encoding: sending meaning through nonverbal behavior ( I smile: “ I am happy”)
Where do we derive these meanings? (55)
Static: fixed elements of an interaction (furniture arrangement), Dynamic: changing elements of an interaction (posture)
How can these elements negatively affect an interaction? Positively affect it? (55-56)
Nonverbal guidelines:
symbolic: polysemic
rule guided: appropriateness of behavior
culturally bound: elements
personal: context
ambiguous: interpretative
less controlled: (leakage)
continuous: non- stop communication
What is “leakage”? Do you agree that non-verbal is less controlled than verbal comm? (60)
Nonverbal functions:
interconnects with verbal comm. (repeat, substitute, moderate, contradict, emphasize)
regulates interaction: how you are to behave and desired behavior of others (regulators- punctuate)
identifies others: identifiers
transmits emotional information: three kinds: attitudes about the other, attitude about the situation, attitude toward yourself (decode, encode) (elements)
establishes meaning: relationships develop
What are common identifiers? What are some examples of the ways we portray “attitudes”? (63-
Chapter 4 Study Guide
Chapter 4 Notes:
Listening is the most frequently engaged in form of communication.
Listening objectives:
relational development and enhancement: directly or indirectly
gaining and comprehending information
critical listening: accuracy, details, clarity
enjoyment and appreciation: (music)
therapeutic: empathy, support
What objective resonates with you most? Why? (85-88)
Listening process:
hearing: passive, listening: active
receiving: physical reception
attending: focus on message
interpreting: assign meaning (multiple senses)
responding: reaction
What are the senses involved with listening, specifically interpreting? (90)
Engaged: making a personal connection with the source through mutual effort to attain deep level of communication (transactional), Relational: recognizing, understanding and addressing the interconnection of relationships and comm.
Disengaged listening: non participatory interaction
What are the instances that we are disengaged listeners? What might prompt this? (91-92)
Listening Obstacles: ineffective communication
environmental distractions: physical attributes
medium distractions: the technical barriers
source distractions: auditory or sensory issues of the source
factual diversion: too much attention to detail, lose main idea
semantic diversion: unfamiliar or negative content deters attention
content (representational) listening: literal listening
selective listening: focus on content that you prefer
egocentric listening: focusing on ourselves in an interaction rather than respondent
wandering thought: daydreaming
experiental superiority: close off listening due to feeling of superiority or prior possession of same content
status of the other: when rank, reputation or social status deters attention to their message
past experience with other: previous experiences affect listening
message complexity: too much information
Could this section be considered message complexity? How or why? (95-99)
Critical listening: process of analyzing and evaluating the accuracy, legitimacy, and value of messages
Elements: evaluations
plausability (legitimacy)
source (credibility, relevance)
argument (consistency- internally compliant, appropriately supported, adequately supported)
evidence (verifiability)
How often do we use these evaluations? When do we? Why do we? (100-104)
Fallacious Arguments: appear legitimate, but are faulty in reasoning and evidence
against the source: personal attack (ad hominen)
appeal to authority: using authority, credibility, or celebrity as support (spokesperson)
appeal to people – bandwagon: something is good because everyone agrees or uses it (public opinion)
appeal to relationships: definitions of relationships define expectations of behavior (roles, types)
Post hoc ergo propter hoc: cause and effect (premise- conclusion)
Cum hoc ergo propter hoc: simultaneous action determines coincidental action (superstition)
hasty generalizations: basing conclusions on single occurrences
red herring: diverting attention with another issue
false alternatives: when two options are presented, neither of which are accurate or appealing
composition and division fallacies: parts are same as whole (representative)
division fallacy: whole is the same as the parts
equivocation: ambiguous language usage
What are some examples of composition and division fallacies? Cum hoc ergo propter hoc? (109/106)
Listening is the most frequently engaged in form of communication.
Listening objectives:
relational development and enhancement: directly or indirectly
gaining and comprehending information
critical listening: accuracy, details, clarity
enjoyment and appreciation: (music)
therapeutic: empathy, support
What objective resonates with you most? Why? (85-88)
Listening process:
hearing: passive, listening: active
receiving: physical reception
attending: focus on message
interpreting: assign meaning (multiple senses)
responding: reaction
What are the senses involved with listening, specifically interpreting? (90)
Engaged: making a personal connection with the source through mutual effort to attain deep level of communication (transactional), Relational: recognizing, understanding and addressing the interconnection of relationships and comm.
Disengaged listening: non participatory interaction
What are the instances that we are disengaged listeners? What might prompt this? (91-92)
Listening Obstacles: ineffective communication
environmental distractions: physical attributes
medium distractions: the technical barriers
source distractions: auditory or sensory issues of the source
factual diversion: too much attention to detail, lose main idea
semantic diversion: unfamiliar or negative content deters attention
content (representational) listening: literal listening
selective listening: focus on content that you prefer
egocentric listening: focusing on ourselves in an interaction rather than respondent
wandering thought: daydreaming
experiental superiority: close off listening due to feeling of superiority or prior possession of same content
status of the other: when rank, reputation or social status deters attention to their message
past experience with other: previous experiences affect listening
message complexity: too much information
Could this section be considered message complexity? How or why? (95-99)
Critical listening: process of analyzing and evaluating the accuracy, legitimacy, and value of messages
Elements: evaluations
plausability (legitimacy)
source (credibility, relevance)
argument (consistency- internally compliant, appropriately supported, adequately supported)
evidence (verifiability)
How often do we use these evaluations? When do we? Why do we? (100-104)
Fallacious Arguments: appear legitimate, but are faulty in reasoning and evidence
against the source: personal attack (ad hominen)
appeal to authority: using authority, credibility, or celebrity as support (spokesperson)
appeal to people – bandwagon: something is good because everyone agrees or uses it (public opinion)
appeal to relationships: definitions of relationships define expectations of behavior (roles, types)
Post hoc ergo propter hoc: cause and effect (premise- conclusion)
Cum hoc ergo propter hoc: simultaneous action determines coincidental action (superstition)
hasty generalizations: basing conclusions on single occurrences
red herring: diverting attention with another issue
false alternatives: when two options are presented, neither of which are accurate or appealing
composition and division fallacies: parts are same as whole (representative)
division fallacy: whole is the same as the parts
equivocation: ambiguous language usage
What are some examples of composition and division fallacies? Cum hoc ergo propter hoc? (109/106)
As Promised...
Here are the notes that we discussed in class today.
Test:
1. The test covers chapters 1-4. (We reviewed chapter one in class today! If you misssed class, then you will need to review this chapter independently!)I will open the test Thursday following class and you have until the start of class on Tuesday, February 21 to complete the test! Late tests will not be accepted!
2. Part One of the test will be available under the ASSESSMENTS tab in Blackboard.
- This part is worth 100 points
- You have one hour to complete this portion of the test
- This part is made up of multiple choice, T/F, matching, and fill- in- the- blank
- This part of the test covers content in chapters 1-4
3. Part Two of the test is an essay and will be available via email in Blackboard
- You will respond to the email and type your answers in the box provided.
- Do not attach your answers
- Label your answers by number
- Responses should be a paragraph in length and incorporate the text
- Make sure to cite pages numbers after the sentence you cite text
Mini- Apps:
1. Mini App #1 (introspective)
- Interpret concept
- Describe personal experience
- Synthesis concept and experience. Discuss you conclusions.
- You should have an introduction, conclusion, and a works cited page
2. Mini- App #2 (outer look)
- Interpret concept
- Pose a question
- Answer the question using what you have learned from the text and your opinions.
- You should have an introduction, conclusion, and a works cited page
Office Hours:
- NO office hours on 2/17, 2/21, 2/ 24. If you need to contact me, email me.
Test:
1. The test covers chapters 1-4. (We reviewed chapter one in class today! If you misssed class, then you will need to review this chapter independently!)I will open the test Thursday following class and you have until the start of class on Tuesday, February 21 to complete the test! Late tests will not be accepted!
2. Part One of the test will be available under the ASSESSMENTS tab in Blackboard.
- This part is worth 100 points
- You have one hour to complete this portion of the test
- This part is made up of multiple choice, T/F, matching, and fill- in- the- blank
- This part of the test covers content in chapters 1-4
3. Part Two of the test is an essay and will be available via email in Blackboard
- You will respond to the email and type your answers in the box provided.
- Do not attach your answers
- Label your answers by number
- Responses should be a paragraph in length and incorporate the text
- Make sure to cite pages numbers after the sentence you cite text
Mini- Apps:
1. Mini App #1 (introspective)
- Interpret concept
- Describe personal experience
- Synthesis concept and experience. Discuss you conclusions.
- You should have an introduction, conclusion, and a works cited page
2. Mini- App #2 (outer look)
- Interpret concept
- Pose a question
- Answer the question using what you have learned from the text and your opinions.
- You should have an introduction, conclusion, and a works cited page
Office Hours:
- NO office hours on 2/17, 2/21, 2/ 24. If you need to contact me, email me.
Monday, February 14, 2011
Notes for 2/ 15
1. If you have a mini- app for chapters 2-4, it is due in class!!!
2. The gradebook is set up in blackboard.
3. I have graded your speeches and will return them in class today.
4. I will post your speech grades in blackboard after I have returned them!
5. Please be prepared for class by reading chapter 2-4.
2. The gradebook is set up in blackboard.
3. I have graded your speeches and will return them in class today.
4. I will post your speech grades in blackboard after I have returned them!
5. Please be prepared for class by reading chapter 2-4.
Tuesday, February 8, 2011
Mini App criteria
Come up with an idea or question concerning one concept in your assigned chapter. This concept will likely appear in bold face. The answer the question or respond to the idea using critical thinking and self reflection based on the surrounding text concerning the concept and your personal experience. Make sure to use proper in- text citations and have a works cited page.
Your paper should do three things:
Introduction of the paper.
1. Present your concept and interpret it in your own words (likely paraphrasing the text- thus citing the text)
2. Present your personal experience, giving relevant details.
3. Synthesize the connection between your experience and the concept.
Conclusion of the paper.
Bibliography using the textbook and any other reference material used. Textbook is the only required resource.
Paper should be 2-3 pages in length realistically.
Use the post about the rubric to ensure that you have completed all required criteria.
Basically, I want you to choose a concept (broad or specific). Think of a situation that relates. Briefly interpret the concept you have chosen using proper citation. Put the concept you use in boldface. Next, briefly describe your experience. Finally, synthesize the concept in terms of the experience and talk about what you have learned.
Your paper should do three things:
Introduction of the paper.
1. Present your concept and interpret it in your own words (likely paraphrasing the text- thus citing the text)
2. Present your personal experience, giving relevant details.
3. Synthesize the connection between your experience and the concept.
Conclusion of the paper.
Bibliography using the textbook and any other reference material used. Textbook is the only required resource.
Paper should be 2-3 pages in length realistically.
Use the post about the rubric to ensure that you have completed all required criteria.
Basically, I want you to choose a concept (broad or specific). Think of a situation that relates. Briefly interpret the concept you have chosen using proper citation. Put the concept you use in boldface. Next, briefly describe your experience. Finally, synthesize the concept in terms of the experience and talk about what you have learned.
Mini App rubric
I have made a light change in the grading rubric for the mini apps that should facilitate better formatting and encourage you to visit the Writing Center.
10 pts for presentation:
- At least one minute in length
- Summarize the main ideas emphasizing the concept, situation, and what you learned.
25 pts for narrative (I want to fully understand how you interpret the concept, your situation in which it is being applied, and the connection you've made.)
15 pts for format: APA or MLA with proper documentation (intro- body- conclusion)
25 pts for critical thinking (I want to see a level of deep thought and engagement in which you show that you spent some time pondering and reflecting on this assignment.)
75 total points possible
10 pts for presentation:
- At least one minute in length
- Summarize the main ideas emphasizing the concept, situation, and what you learned.
25 pts for narrative (I want to fully understand how you interpret the concept, your situation in which it is being applied, and the connection you've made.)
15 pts for format: APA or MLA with proper documentation (intro- body- conclusion)
25 pts for critical thinking (I want to see a level of deep thought and engagement in which you show that you spent some time pondering and reflecting on this assignment.)
75 total points possible
Test one description and rubric
Test One is worth 200 points.
Part one is a case study that you will analyze using the concepts in chapters 2- 4
This part is worth 100 points. You will need to be very clear and expressive in your responses. I will be asking you to identify the parts of a conversation using the terminology we have discussed in class. In addition, you will also give reasoning as to why you are using chosen terms. It is essential that I can see a clear reflection of your comprehension from the textbook.
Part two of the test will concern chapters 2- 4.
This part will be worth 100 points. This portion of the test will be comprised of matching, true or false, fill in the blank and/or multiple choice questions.
You will have approximately one hour to take part two on blackboard and receive part one in advance and send me your response via blackmail email at the time of the test.
Part one is a case study that you will analyze using the concepts in chapters 2- 4
This part is worth 100 points. You will need to be very clear and expressive in your responses. I will be asking you to identify the parts of a conversation using the terminology we have discussed in class. In addition, you will also give reasoning as to why you are using chosen terms. It is essential that I can see a clear reflection of your comprehension from the textbook.
Part two of the test will concern chapters 2- 4.
This part will be worth 100 points. This portion of the test will be comprised of matching, true or false, fill in the blank and/or multiple choice questions.
You will have approximately one hour to take part two on blackboard and receive part one in advance and send me your response via blackmail email at the time of the test.
Mini App sign up 1:30 class
Chapters 2-4 mini apps are due Tuesday, February 15 IN CLASS!!!!!
Unit 1:
Chapter 2
Brittany, Cristin, Kenneth, Michael, Tiffini
Chapter 3
Aerial, Emily, Devin, Latoi, Nicole
Chapter 4
Alissa, Yashika, Scarlett, Ryan, Kiara
________________________________________________
Unit 2:
Chapter 5
Jessica, Alissa, Daria, Mariah, Kelley, Kimberly
Chapter 6
Tara, Kenneth, Aerial, Scarlett, Kyle
Chapter 7
Tara, Kyle, Latoi, Evan, Jared
________________________________________________
Unit 3:
Chapter 8
Jared, Evan, Jessica, Kiara, Ryan, Mariah, Kimberly
Chapter 9
Alexandra, Michael, Nicole, Cristin, Yashika, Daria
Chapter 10
Tiffini, Devin, Emily, Brittany, Alexandra, Kelley
Unit 1:
Chapter 2
Brittany, Cristin, Kenneth, Michael, Tiffini
Chapter 3
Aerial, Emily, Devin, Latoi, Nicole
Chapter 4
Alissa, Yashika, Scarlett, Ryan, Kiara
________________________________________________
Unit 2:
Chapter 5
Jessica, Alissa, Daria, Mariah, Kelley, Kimberly
Chapter 6
Tara, Kenneth, Aerial, Scarlett, Kyle
Chapter 7
Tara, Kyle, Latoi, Evan, Jared
________________________________________________
Unit 3:
Chapter 8
Jared, Evan, Jessica, Kiara, Ryan, Mariah, Kimberly
Chapter 9
Alexandra, Michael, Nicole, Cristin, Yashika, Daria
Chapter 10
Tiffini, Devin, Emily, Brittany, Alexandra, Kelley
Mini App sign up 3: 00 class
Chapters 2-4 DUE TUESDAY,FEB.15 IN CLASS!!!
Unit 1:
Chapter 2
Lauren, Audrey, Malorie, Erin, Kassy
Chapter 3
Ruby, Courtney, Sonya, Ellen, Brian
Chapter 4
Ashley, Brooke, Michael, Kody, Jill
______________________________________________________
Unit 2:
Chapter 5
Lynsee, Emily, Terri, Elena, Kara, Lauren
Chapter 6
Samantha, Cody, Ruby, Brooke, Jacob
Chapter 7
Erik, Sonya, Erin, Malorie, Michael
______________________________________________________
Unit 3:
Chapter 8
Kara, Samantha, Jacob, Ellen, Courtney
Chapter 9
Elena, Brian, Terri, Ashley, Jill
Chapter 10
Kassy, Lynsee, Erik, Emily, Audrey
_____________________________________________________
Unit 1:
Chapter 2
Lauren, Audrey, Malorie, Erin, Kassy
Chapter 3
Ruby, Courtney, Sonya, Ellen, Brian
Chapter 4
Ashley, Brooke, Michael, Kody, Jill
______________________________________________________
Unit 2:
Chapter 5
Lynsee, Emily, Terri, Elena, Kara, Lauren
Chapter 6
Samantha, Cody, Ruby, Brooke, Jacob
Chapter 7
Erik, Sonya, Erin, Malorie, Michael
______________________________________________________
Unit 3:
Chapter 8
Kara, Samantha, Jacob, Ellen, Courtney
Chapter 9
Elena, Brian, Terri, Ashley, Jill
Chapter 10
Kassy, Lynsee, Erik, Emily, Audrey
_____________________________________________________
Tentative Schedule
February, 8th - Speeches
February, 10th- Speeches
February, 15th- Chapters 2-4
February, 17th- Review, Release Test
February, 22nd--Back on Schedule
February, 10th- Speeches
February, 15th- Chapters 2-4
February, 17th- Review, Release Test
February, 22nd--Back on Schedule
Thursday, February 3, 2011
Class is cancelled today- Feb. 3
Attention! I am cancelling class today. I am feeling sick and will be unable to attend. We will be put back a week on the schedule. Speeches will resume Tuesday and Thursday next week. If you were scheduled Tuesday of this week, you will go next Tuesday. If you were scheduled today, you will go next Thursday. I will let you know of any other changes to the schedule on Tuesday.
I do apologize for any inconveniences.
I do apologize for any inconveniences.
Tuesday, February 1, 2011
CANCELLATION!!
Today's class is cancelled due to the weather conditions. We will continue speeches on Thursday and next Tuesday!! Everyone should be prepared on Thursday, we will try to get through as many as possible!!
Please look through chapters 2-10 for mini- app sign ups on Thursday! You will need to sign up for two!!
Enjoy the snow day and I will see you all on Thursday!!
Please look through chapters 2-10 for mini- app sign ups on Thursday! You will need to sign up for two!!
Enjoy the snow day and I will see you all on Thursday!!
Monday, January 31, 2011
Next Few Days
I want to make a note that there is a bad winter storm in effect starting tonight through Wednesday!! Please be on alert for cancellations that may occur as a result and further instructions for the class!!
I am NOT cancelling class as of this post! I am merely suggesting that you stay alert and tuned in here and in blackboard for possible cancellations over the next few days!!
I am NOT cancelling class as of this post! I am merely suggesting that you stay alert and tuned in here and in blackboard for possible cancellations over the next few days!!
Tuesday, January 25, 2011
Take a look...
Following the speeches,we will begin working on Chapters 2- 4. Please take a look at these chapters and decide which you would like to do a mini- app. Remember that you will have to do two mini- apps this semester. You have chapters 2- 10 to choose from. However,it is on a first come, first serve basis and I will only allow a limited number for each chapter. We will have sign ups next week on Feb. 1st!!!!
Notes on today's class
There were questions today about sources:
1. They should appear on the final slide of your powerpoint in a bibliographic or work cited format. If you have questions about this formatting, put "purdueOWL" in any search engine. This is an up to date site about all things scholarly papers!!
2. You should also cite pictures you get from the internet and you should vocally cite any information you use in your speech.
3. Time: 4- 6 min.
4. I do not recommend music playing during your presentation. Keep clips to 30 seconds unless you consult me ahead of time. Make sure to check with me about ANY questionable material you plan to use in advance. I will cut you off if I feel you are being offensive or innappropriate.
5. There is no rough draft due for this speech, I only ask for your outline. You may turn in the one I have already looked at. I prefer a revised version with sources.
1. They should appear on the final slide of your powerpoint in a bibliographic or work cited format. If you have questions about this formatting, put "purdueOWL" in any search engine. This is an up to date site about all things scholarly papers!!
2. You should also cite pictures you get from the internet and you should vocally cite any information you use in your speech.
3. Time: 4- 6 min.
4. I do not recommend music playing during your presentation. Keep clips to 30 seconds unless you consult me ahead of time. Make sure to check with me about ANY questionable material you plan to use in advance. I will cut you off if I feel you are being offensive or innappropriate.
5. There is no rough draft due for this speech, I only ask for your outline. You may turn in the one I have already looked at. I prefer a revised version with sources.
Thursday, January 20, 2011
Informative Speech Rubric
Informative Speech with Research Evaluation Sheet
Speaker_______________________ Topic_____________________ Time_______
Outline:
10 Organization
All parts of the outline are clear yes/no/marginal
Followed outline yes/ no/ marginal
10 Powerpoint
Sources: cited
Presentation of main ideas: logical/ adequate/ confusing
Speech:
10 Introduction
Thesis clear/marginal/not clear/none
Preview of Main Points well organized/weak/none
15 Body
Transitions smooth/adequate/weak or not enough or none
Main ideas well-supported/adequate/weak
10 Conclusion
Summary (restating thesis) strong/adequate/weak/none
Final impression strong/adequate/weak/none
20 Delivery
Rate normal/fast/slowVolume normal/loud/soft
Eye Contact consistent/sometimes/never
Enthusiasm above average/adequate/lacking/none
Facial Expressions appropriate/average/deadpan
Gestures Natural/mechanical/distracting/lacking/none
Articulation good/adequate/weak
Pronunciation good/adequate/weak
Vocal Pauses None/few/many
Tone/vocal variety appropriate/marginal/monotone
Word choice clear/specific/marginal/inappropriate
Dress/Grooming appropriate/needs improvement/inappropriate
75 Total Score:
Speaker_______________________ Topic_____________________ Time_______
Outline:
10 Organization
All parts of the outline are clear yes/no/marginal
Followed outline yes/ no/ marginal
10 Powerpoint
Sources: cited
Presentation of main ideas: logical/ adequate/ confusing
Speech:
10 Introduction
Thesis clear/marginal/not clear/none
Preview of Main Points well organized/weak/none
15 Body
Transitions smooth/adequate/weak or not enough or none
Main ideas well-supported/adequate/weak
10 Conclusion
Summary (restating thesis) strong/adequate/weak/none
Final impression strong/adequate/weak/none
20 Delivery
Rate normal/fast/slowVolume normal/loud/soft
Eye Contact consistent/sometimes/never
Enthusiasm above average/adequate/lacking/none
Facial Expressions appropriate/average/deadpan
Gestures Natural/mechanical/distracting/lacking/none
Articulation good/adequate/weak
Pronunciation good/adequate/weak
Vocal Pauses None/few/many
Tone/vocal variety appropriate/marginal/monotone
Word choice clear/specific/marginal/inappropriate
Dress/Grooming appropriate/needs improvement/inappropriate
75 Total Score:
Speech Order and Groups (1:30 class)
Remember I had to adapt the order to make the most of the three days. What is listed is the expectation. If you are not prepared when you are scheduled, you will not give your speech unless you have written documentation. NO EXCEPTIONS!!!
Thursday, January 25
1. Kelley
2. Yashika
3.
4. Devin
5. Tiffini
6. Michael
7. Ryan
8. Kimberly
9. Alexandra
Tuesday, February 1
1. Cristin
2. Evan
3. Kyle
4. Brittany
5. Alissa
6. Latoi
7. Tara
8. Aerial
9. Kiara
Thursday, February 3
1. Emily
2. Mariah
3. Jared
4. Daria
5. Jessica
6. Kenneth
7. Nichole
8. Jon
9. Corey
10. Scarlett
Groups are as follows:
Alex, Cristin, and Brittany
Tara, Aerial, and Mariah
Jared, Evan, and Latoi
Ryan, Michael, and Kyle
Kiara, Emily, and Kimberly
Kelley, Tiffini, and Devin
Scarlett, Alissa, and Yashika
Daria and Jessica
Kenneth and Nichole
Thursday, January 25
1. Kelley
2. Yashika
3.
4. Devin
5. Tiffini
6. Michael
7. Ryan
8. Kimberly
9. Alexandra
Tuesday, February 1
1. Cristin
2. Evan
3. Kyle
4. Brittany
5. Alissa
6. Latoi
7. Tara
8. Aerial
9. Kiara
Thursday, February 3
1. Emily
2. Mariah
3. Jared
4. Daria
5. Jessica
6. Kenneth
7. Nichole
8. Jon
9. Corey
10. Scarlett
Groups are as follows:
Alex, Cristin, and Brittany
Tara, Aerial, and Mariah
Jared, Evan, and Latoi
Ryan, Michael, and Kyle
Kiara, Emily, and Kimberly
Kelley, Tiffini, and Devin
Scarlett, Alissa, and Yashika
Daria and Jessica
Kenneth and Nichole
Speech order and Groups for speeches (3:00 class)
Remember I had to adapt the order to make the most of the three days. What is listed is the expectation. If you are not prepared when you are scheduled, you will not give your speech unless you have written documentation. NO EXCEPTIONS!!!
Thursday, January 27
1. Ellen
2. Malorie
3. Brooke
4. Emily
5. Sonya
6. Brian
7. Lauren
8. Erik
9. Terry
Tuesday, February 1
1. Jill
2. Erin
3. Jacob
4. Kassy
5. Audrey
6. Cody
7. Lynsee
8. Elena
9. Kara
Thursday, February 3
1. Samantha
2. Ruby
3. Jennifer
4. Michael
5. Casey
6. Courtnie
7. Ashley
8. Kelleigh
Groups are as follows:
Lauren, Audrey, and Brian
Samantha, Brooke, and Mallory
Sonya, Lynsee, and Kassy
Terri and Ellen
Jill and Ruby
Erin, Elena, and Jennifer
Cody, Emily, and Kara
Jacob, Michael, and Erik
Courtnie, Ashley, and Casey
Thursday, January 27
1. Ellen
2. Malorie
3. Brooke
4. Emily
5. Sonya
6. Brian
7. Lauren
8. Erik
9. Terry
Tuesday, February 1
1. Jill
2. Erin
3. Jacob
4. Kassy
5. Audrey
6. Cody
7. Lynsee
8. Elena
9. Kara
Thursday, February 3
1. Samantha
2. Ruby
3. Jennifer
4. Michael
5. Casey
6. Courtnie
7. Ashley
8. Kelleigh
Groups are as follows:
Lauren, Audrey, and Brian
Samantha, Brooke, and Mallory
Sonya, Lynsee, and Kassy
Terri and Ellen
Jill and Ruby
Erin, Elena, and Jennifer
Cody, Emily, and Kara
Jacob, Michael, and Erik
Courtnie, Ashley, and Casey
Important Class Notes 1/20
Tuesday, January 25th class is optional. It is a workshop for speeches and I will be in class to answer any questions you may have. You will not be counted absent, however, you will be responsible for being prepared for your speech.
Two, Speeches must have three sources. I am not being particular. They should be cited on your powerpoint and verbally if applicable.
Three, I will be posting a grading rubric here, so you can see how you will be graded. I will also post the speech order over the weekend. If you were absent, take a look at your spot!!
Four, Make sure you only have three cue cards and 3-5 slides on your powerpoint. Powerpoints are required unless you talk to me beforehand. Sources should appear on the last slide of your powerpoint.
Five, turn in your outline when you give your speech, you may turn in the one you turned in today or a revised version(preferable). Your speech should be 4-6 minutes!!!!
Thank you. Final suggestions: Remember, less is more and the simpler the better for organization, control, and audience comprehension.
Have fun with it!!
Two, Speeches must have three sources. I am not being particular. They should be cited on your powerpoint and verbally if applicable.
Three, I will be posting a grading rubric here, so you can see how you will be graded. I will also post the speech order over the weekend. If you were absent, take a look at your spot!!
Four, Make sure you only have three cue cards and 3-5 slides on your powerpoint. Powerpoints are required unless you talk to me beforehand. Sources should appear on the last slide of your powerpoint.
Five, turn in your outline when you give your speech, you may turn in the one you turned in today or a revised version(preferable). Your speech should be 4-6 minutes!!!!
Thank you. Final suggestions: Remember, less is more and the simpler the better for organization, control, and audience comprehension.
Have fun with it!!
Tuesday, January 18, 2011
Sources!!
Please include three possible sources for your speech. I am not going to be super strict about the validity and scholarly nature of these sources. However, you will need three sources!!
Keyword outline due thursday, Jan 20
The outline should include the folloowing:
I. Introduction
A. Attention getter
B. Thesis stmt.
II. body
A. Main idea
B. Main idea
C. Main idea
III. Conclusion
A. Restate thesis stmt
B. Lasting thought
TYPED and I will be collecting them!!
I. Introduction
A. Attention getter
B. Thesis stmt.
II. body
A. Main idea
B. Main idea
C. Main idea
III. Conclusion
A. Restate thesis stmt
B. Lasting thought
TYPED and I will be collecting them!!
Thursday, January 13, 2011
For Tuesday, Jan. 18th
Review chapters 11-14 on speech presentations.
Choose three topics you are considering for your informative speech.
If you have trouble finding topic ideas, go to a search engine and type in "speech topics for informative speeches" and check out the links offered.
Choose three topics you are considering for your informative speech.
If you have trouble finding topic ideas, go to a search engine and type in "speech topics for informative speeches" and check out the links offered.
Wednesday, January 12, 2011
Chapter 1 Notes
Chapter 1 Notes:
- Why do we communicate? How do we communicate? When do we communicate? Where do we communicate? Who do we communicate with?
- Three ways…action (one way), interaction (exchange), transaction (shared exchange- constitutes) (8-9)
- Symbols (arbitrary- abstract- [ambiguous])/ Signs (causal- concrete)—meaning (single/multiple/contextual/socially constructed) (10-14)
- Presentational (version, opinion), representational (fact) –nonverbal/ verbal
What do the authors mean when they say, “your communication with other people presents them with a way of looking at the world that is based on how you prefer them to see it”? (15)
Frames (frame of reference) (knowledge base) – framing assumptions
Intentionality (conscious, deliberate behavior)
What is meant by, “In light of our relational perspective on communication, you can usually make assumptions about the level of intentionality of people you know, and you make these assumptions from you know about them personally”? (17)
Five types of communication: (18)
Successful: intentionally sent/ accurately received
Miscommunication: intentionally sent/ inaccurately received
Accidental: unintentionally sent/ accurately received
Attempted: intentionally sent/ not received
*Danger: unintentionally sent/ inaccurately received
Give an example for each of these modes of communication.
Explain the meaning of communication as defined on page 19- 20 in italics.
“Communication is the transactional use of symbols, influenced, guided, and understood in the context of relationships, taken for granted understandings, meanings, and reality that it represents and creates as ways for people to share an understanding of the world that they inhabit together”.
- Why do we communicate? How do we communicate? When do we communicate? Where do we communicate? Who do we communicate with?
- Three ways…action (one way), interaction (exchange), transaction (shared exchange- constitutes) (8-9)
- Symbols (arbitrary- abstract- [ambiguous])/ Signs (causal- concrete)—meaning (single/multiple/contextual/socially constructed) (10-14)
- Presentational (version, opinion), representational (fact) –nonverbal/ verbal
What do the authors mean when they say, “your communication with other people presents them with a way of looking at the world that is based on how you prefer them to see it”? (15)
Frames (frame of reference) (knowledge base) – framing assumptions
Intentionality (conscious, deliberate behavior)
What is meant by, “In light of our relational perspective on communication, you can usually make assumptions about the level of intentionality of people you know, and you make these assumptions from you know about them personally”? (17)
Five types of communication: (18)
Successful: intentionally sent/ accurately received
Miscommunication: intentionally sent/ inaccurately received
Accidental: unintentionally sent/ accurately received
Attempted: intentionally sent/ not received
*Danger: unintentionally sent/ inaccurately received
Give an example for each of these modes of communication.
Explain the meaning of communication as defined on page 19- 20 in italics.
“Communication is the transactional use of symbols, influenced, guided, and understood in the context of relationships, taken for granted understandings, meanings, and reality that it represents and creates as ways for people to share an understanding of the world that they inhabit together”.
Speech Notes Ch 11-14
Speech Formatting:
Ch11: Preparation
*Go online and search speech preparation: how do they differ from the book? Why?
* Go online and find a topic database. Find three topics that interest you for an informative speech. Do the topics that you picked meet the criteria?
* Characterize your audience. First impressions and then using brief interviews and surveys.
Analyzing the audience
- Relationship with the speaker
- Relationship with the topic
- View of the occasion
- Attitudes, beliefs, values
Topic
- Consider yourself, your audience
- Brainstorm, current issues, individual inventory, suggestions
Purpose/ Thesis
- Basic objective: inform, persuade
- Specific purpose: exactly what you want to achieve
- Thesis includes goal of speech, ways to achieve goal:
- The purpose of this speech is to inform the class on how give a speech using informative, persuasive, and group dynamics.
- The purpose of this speech is to inform the class on how to develop an informative speech using a topic, an outline, and proper supplemental tools.
- The purpose of this speech is to inform the class on how to develop a persuasive speech using verbal language, non verbal cues, and strong support.
- The purpose of this speech is to inform the class on how to create a group speech using teamwork, shared visions, and a set of rules.
Evidence
- Operational definitions
- Facts vs. Opinions
- Comparisons/ Contrasts
- Testimony (Expert/ Lay)
- Examples
- Statistics (Beware: fabrications, time, average discrepancy, pop. base, how the question is asked, wisely used- effective)
- Statistics ( Proper usage: explain to audience, use sparingly, credible source, simplify , personally involve yourself with statistics for impact)
- Consider quality, quantity, effectiveness
- Source selection: unbiased, peer reviewed, expertise, recency, credibility
- Visual aids (VA): Do they…
- Enhance audience understanding, appreciation, retention, attention and speaker credibility?
- VA’s should be..
- Fully prepared
Limited in number
Relatively simple (6x6 rule)
Inoffensive
Easily seen
Fully discussed
Incorporated seamlessly (they flow)
Secondary focus
There job is to highlight and supplement …
Ch12: Development
*Go online and find sample outlines. How do they fit with the book‘s structural format?
* Complete your outline and then use these notes as a checklist.
*Offer specific instances where you use each of the organizational patterns.
Body
- Points Principles :
- Main- Sub (credibility, logic, and emotionally connected):
- Unity (focused, only necessary information to support thesis)
- Balance (equal parts- time, scope, and importance)
- Guidance (guide, direct audience through speech- control)
- Transitions (connecting lines between main points)
- Organizational Pattern:
- Order of main points for optimal audience comprehension:
- Chronological (time sequence- history/ development)
- Spatial (physical relation- layouts)
- Causal (cause and effect, demonstrating links and patterns: persuasion)
- Q/ A (pose question and then answer- specific concerns: persuasion)
- Topical Pattern (specific categorical information- types of things, ties issues to topic)
- Problem/Solution/ Elimination (problem and solution, and preferences: persuasion)
- Introduction
- attention getter:
- illustration, personal reference, provocative facts/ stats, question, quotation, humor
- thesis: purpose, summary statement
- credibility, relational connection, orientation information to familiarize audience with topic
- Preview: (chronological set up)
- Conclusion
- Wrap up signal/ phrase: “Finally”, “As I draw to close”, “ to conclude”
- Restate thesis: purpose, summary statement
- Summary of main points discusses: “Today I discusses A, B, and C..”, “To review…A,B, and C”
- Audience motivation: “ In the future…”, I suggest that research look at…” , “ I would be interested to know more about…”, “ This project has me thinking about…” (Clincher, relational reinforcement: persuasion)
Ch13: Relating
*Find three sources online that support your topic. How are they similar, how do they differ?
*Consider your audience. Where do you think they stand on your topic? Take a poll. Analyze your audience using the Social Judgment theory.
*Think of a syllogism and enthymeme for your speech.
Informative Speeches: definition/ description
- Expository: in depth analysis: definition
- Process: how to speech: description
Strategies
- Develop relational connection: Why does it matter to you? How does it affect you?
- Narrow focus: stick to the thesis
- Adapt to complexity: summarize, help audience understand
- Clear and simple
- Clear organization and guide audience
- Stress significance
- Choose your language: concrete, abstract, descriptive
- Relate unknown material to common knowledge
- Motivate your audience
Persuasive Speeches: convince, actuate
- Convince: impact audience thinking
- Claim of policy: call to action
- Claim of value: belief (good, bad, helpful, harmful)
- Claim of fact: true or false (representation)
- Claim of conjecture: determined true or false (presentation)
- Audience approaches: reinforce thought, change thought, create new thought
- Actuate: impact audience behavior
- Reinforce existing behavior
- Alter existing behavior
- Cease existing behavior
- Enact new behavior
- Avoid future behavior
- Proofs: Pathos ( emotional appeals), Logos ( logical reasoning – inductive/ deductive), Ethos ( credibility)
- Syllogism: A is true, B is like A, and therefore B is true. ALL is high quality, Great Value is similar to ALL, and Great Value is high quality.
- Enthymeme: syllogism missing a piece. ALL is high quality and Great Value is like ALL. You figure out the rest. IPODS are MP 3 players. MP 3 players must be like IPODS.
- Social Judgment Theory: audience relation to topic: latitude of acceptance ( range of positions), anchor position ( preferred position), latitude of rejection ( unacceptable points), latitude of non commitment ( positions of flexibility)
- Variables: audience involvement (recognition, significance, importance), assimilation effect ( in your latitude of acceptance- strongest), contrast effect ( in your latitude of rejection- strongest)
Ch 14: Delivery
*Search public speaking apprehension on the internet, what is your impression of this topic? Why?
*What are the pros and cons of each of the delivery styles?
*What are your physical tendencies when giving a speech? Why?
Guidelines:
-Be yourself, be conversational, avoid drawing attention to mistakes- pause, regroup, and go on
Styles:
-manuscript delivery (speech wrote out) good for accuracy NOT IN CLASS!
- memorized delivery (speech from memory) optional
- Extemporaneous delivery (speech with minimal notes) YES!!
Goals:
- Enhance credibility: dynamic and energetic, calm composure, social able, inspiring
- Increase audience understanding: guide the audience, tell a story: anticipate audience needs before speech not during
- Connect on a relational level with audience: talk with them and not at them: identification
Components:
- Personal appearance: appropriate, clean and kept, avoid distraction- enhance credibility
- Vocalics: Pitch (appropriate to statement; vary- high/ low), Rate (steady- not to fast or slow), Articulation (Be clear and distinct, avoid mumbling and slang), Volume (adjust accordingly- not too loud or too soft), Pauses (breathe), Nonfluencies (avoid: like, um, er, you know, ok…)
- Eye contact ( Scan audience, focusing in on multiple individuals throughout)
- Facial expression and Body Language – gestures ( appropriate and fitting to speech- avoid distracting mannerisms: nervous energy)
Manage Apprehension: recognize your fears, get to know your audience, know your topic, know your speech (beginning and ending), and know your VAs. PRACTICE!! PRACTICE!! PRACTICE!!
Ch11: Preparation
*Go online and search speech preparation: how do they differ from the book? Why?
* Go online and find a topic database. Find three topics that interest you for an informative speech. Do the topics that you picked meet the criteria?
* Characterize your audience. First impressions and then using brief interviews and surveys.
Analyzing the audience
- Relationship with the speaker
- Relationship with the topic
- View of the occasion
- Attitudes, beliefs, values
Topic
- Consider yourself, your audience
- Brainstorm, current issues, individual inventory, suggestions
Purpose/ Thesis
- Basic objective: inform, persuade
- Specific purpose: exactly what you want to achieve
- Thesis includes goal of speech, ways to achieve goal:
- The purpose of this speech is to inform the class on how give a speech using informative, persuasive, and group dynamics.
- The purpose of this speech is to inform the class on how to develop an informative speech using a topic, an outline, and proper supplemental tools.
- The purpose of this speech is to inform the class on how to develop a persuasive speech using verbal language, non verbal cues, and strong support.
- The purpose of this speech is to inform the class on how to create a group speech using teamwork, shared visions, and a set of rules.
Evidence
- Operational definitions
- Facts vs. Opinions
- Comparisons/ Contrasts
- Testimony (Expert/ Lay)
- Examples
- Statistics (Beware: fabrications, time, average discrepancy, pop. base, how the question is asked, wisely used- effective)
- Statistics ( Proper usage: explain to audience, use sparingly, credible source, simplify , personally involve yourself with statistics for impact)
- Consider quality, quantity, effectiveness
- Source selection: unbiased, peer reviewed, expertise, recency, credibility
- Visual aids (VA): Do they…
- Enhance audience understanding, appreciation, retention, attention and speaker credibility?
- VA’s should be..
- Fully prepared
Limited in number
Relatively simple (6x6 rule)
Inoffensive
Easily seen
Fully discussed
Incorporated seamlessly (they flow)
Secondary focus
There job is to highlight and supplement …
Ch12: Development
*Go online and find sample outlines. How do they fit with the book‘s structural format?
* Complete your outline and then use these notes as a checklist.
*Offer specific instances where you use each of the organizational patterns.
Body
- Points Principles :
- Main- Sub (credibility, logic, and emotionally connected):
- Unity (focused, only necessary information to support thesis)
- Balance (equal parts- time, scope, and importance)
- Guidance (guide, direct audience through speech- control)
- Transitions (connecting lines between main points)
- Organizational Pattern:
- Order of main points for optimal audience comprehension:
- Chronological (time sequence- history/ development)
- Spatial (physical relation- layouts)
- Causal (cause and effect, demonstrating links and patterns: persuasion)
- Q/ A (pose question and then answer- specific concerns: persuasion)
- Topical Pattern (specific categorical information- types of things, ties issues to topic)
- Problem/Solution/ Elimination (problem and solution, and preferences: persuasion)
- Introduction
- attention getter:
- illustration, personal reference, provocative facts/ stats, question, quotation, humor
- thesis: purpose, summary statement
- credibility, relational connection, orientation information to familiarize audience with topic
- Preview: (chronological set up)
- Conclusion
- Wrap up signal/ phrase: “Finally”, “As I draw to close”, “ to conclude”
- Restate thesis: purpose, summary statement
- Summary of main points discusses: “Today I discusses A, B, and C..”, “To review…A,B, and C”
- Audience motivation: “ In the future…”, I suggest that research look at…” , “ I would be interested to know more about…”, “ This project has me thinking about…” (Clincher, relational reinforcement: persuasion)
Ch13: Relating
*Find three sources online that support your topic. How are they similar, how do they differ?
*Consider your audience. Where do you think they stand on your topic? Take a poll. Analyze your audience using the Social Judgment theory.
*Think of a syllogism and enthymeme for your speech.
Informative Speeches: definition/ description
- Expository: in depth analysis: definition
- Process: how to speech: description
Strategies
- Develop relational connection: Why does it matter to you? How does it affect you?
- Narrow focus: stick to the thesis
- Adapt to complexity: summarize, help audience understand
- Clear and simple
- Clear organization and guide audience
- Stress significance
- Choose your language: concrete, abstract, descriptive
- Relate unknown material to common knowledge
- Motivate your audience
Persuasive Speeches: convince, actuate
- Convince: impact audience thinking
- Claim of policy: call to action
- Claim of value: belief (good, bad, helpful, harmful)
- Claim of fact: true or false (representation)
- Claim of conjecture: determined true or false (presentation)
- Audience approaches: reinforce thought, change thought, create new thought
- Actuate: impact audience behavior
- Reinforce existing behavior
- Alter existing behavior
- Cease existing behavior
- Enact new behavior
- Avoid future behavior
- Proofs: Pathos ( emotional appeals), Logos ( logical reasoning – inductive/ deductive), Ethos ( credibility)
- Syllogism: A is true, B is like A, and therefore B is true. ALL is high quality, Great Value is similar to ALL, and Great Value is high quality.
- Enthymeme: syllogism missing a piece. ALL is high quality and Great Value is like ALL. You figure out the rest. IPODS are MP 3 players. MP 3 players must be like IPODS.
- Social Judgment Theory: audience relation to topic: latitude of acceptance ( range of positions), anchor position ( preferred position), latitude of rejection ( unacceptable points), latitude of non commitment ( positions of flexibility)
- Variables: audience involvement (recognition, significance, importance), assimilation effect ( in your latitude of acceptance- strongest), contrast effect ( in your latitude of rejection- strongest)
Ch 14: Delivery
*Search public speaking apprehension on the internet, what is your impression of this topic? Why?
*What are the pros and cons of each of the delivery styles?
*What are your physical tendencies when giving a speech? Why?
Guidelines:
-Be yourself, be conversational, avoid drawing attention to mistakes- pause, regroup, and go on
Styles:
-manuscript delivery (speech wrote out) good for accuracy NOT IN CLASS!
- memorized delivery (speech from memory) optional
- Extemporaneous delivery (speech with minimal notes) YES!!
Goals:
- Enhance credibility: dynamic and energetic, calm composure, social able, inspiring
- Increase audience understanding: guide the audience, tell a story: anticipate audience needs before speech not during
- Connect on a relational level with audience: talk with them and not at them: identification
Components:
- Personal appearance: appropriate, clean and kept, avoid distraction- enhance credibility
- Vocalics: Pitch (appropriate to statement; vary- high/ low), Rate (steady- not to fast or slow), Articulation (Be clear and distinct, avoid mumbling and slang), Volume (adjust accordingly- not too loud or too soft), Pauses (breathe), Nonfluencies (avoid: like, um, er, you know, ok…)
- Eye contact ( Scan audience, focusing in on multiple individuals throughout)
- Facial expression and Body Language – gestures ( appropriate and fitting to speech- avoid distracting mannerisms: nervous energy)
Manage Apprehension: recognize your fears, get to know your audience, know your topic, know your speech (beginning and ending), and know your VAs. PRACTICE!! PRACTICE!! PRACTICE!!
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