- 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'.
Tuesday, February 15, 2011
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.
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