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

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?

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?

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?

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.

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

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

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.

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!!!!!

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!

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 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'.

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)

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-

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)

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.

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.

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.

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

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.

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

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
_____________________________________________________

Tentative Schedule

February, 8th - Speeches
February, 10th- Speeches
February, 15th- Chapters 2-4
February, 17th- Review, Release Test
February, 22nd--Back on Schedule

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.

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!!