The Final Exam will be on Mon, Dec 12 at 10:30

On this day, please bring the following items to class:

1. One outline from group
2. Final exam; hard copy
3. Group evaluation; I will pass these out on Wed, Dec 7 in class

Thanks

Final Exam

For the final exam, you will be analyzing your overall group interactions. You will be writing an essay or bullet pointed analysis offering specific examples to support your analyses.

You will analyze your group interactions using the following criteria and terminology:


1. Label the type of group (formal, advisory, etc.)
2. Define the stages of development (forming, storming etc.) and progression (orientation, conflict etc.)
3. Define the group features (interdependence, commitment etc.)
4. Discuss how the group is communicatively constructed
5. Define the group norms (status, values, sanctions etc.)
6. Identify particular member roles and process of determination
7. Identify type of leadership and process of determination
8. Define how you used communication in decision making

Each of the above are worth 10 points and there will be 10 points for organization and 10 points for proper citations

The grand total will be 100 points.

This essay is due via blackboard mail by Dec. 15th at midnight.

Alert!!

Hey guys,

I am having issues logging on to my IPFW acct. If you need to reach me, please email me at .
I should have this issue resolved by Monday.

Thanks,
BR

For next week 11/16

Please brainstorm ideas for group projects that you can present to your groups. I would like each person to come up with at least 3 ideas and bring them to class written out.

THanks,
BR

Group Speech intro

Group Speech
For the group speech, you will be constructing a presentation that will last 20- 25 minutes in length. I would like you to create a variety show. That is the theme and now it is up to you. I would like you to include and explain at least 5 items related to your collective fields. It is up to you how you incorporate these ideals. However, make sure to inform the audience on the meanings of your concepts. In addition, I will be looking for the themes we discussed in class from chapters 8 and 9 as well.

Finally, the speech is worth 100 points. This is the breakdown:
50 points development
- Variety theme (10)
- Equal participation in preparation (20)
- Group cohesion (10)
- 5 concepts (10)
50 points delivery
- Equal participation in delivery (25)
- Creativity and Follow through (10)
- Enthusiasm, Vocal variety, Movement (15)
Themes must be proposed:
Themes, Roles, and Goals

Chapter 7 revisited

Chapter 7 revisited
Defining a Group:
-Common purpose
-Types: formal, advisory, creative, support, networking
-Stages of development: forming, storming, norming, performing, adjourning
-Progression: orientation, conflict, emergence, reinforcement
-Communicatively constructed: groups are built on the relationships and communication between members
-Features: interdependence (reliance on eachother), commitment (shared common goals and pursuit), cohesion (teamwork- working in unison and shared understanding), expectations (particular behavior assumed)
-Group norms: status relationships, values, and sanctions
-Norms: negative: using negativity for larger purpose, enforcing: sanctions or punishments
-Member roles: titles and purposes/ Informal roles: patterns of behavior
-Roles and traits: personal traits determine optimal roles
-Group culture: how we talk to one another
-Leadership styles: task focused, socioemotional: well being of group and members
-Types of Leadership power: formal (systematic)/ informal (liking based and relationship based)
More types: legitimate-rank, status, expert- specialized knowledge, referent- allegiance to a group (celebrity), reward- benefit driven, coercive- power to punish
-Leadership transacted: interpersonal process
-Communication: promotive (toward solution), disruptive (away from solution), counteractive (back on track)
-Group decisions: history (common origin/ collectivity), culture( relationship between group members), future (sense of future connections), norms (ways of behaving to set a standard), cohesiveness (how members treat each other and regard the group), conformity (going along when you disagree), groupthink (want consensus – conformity)
-Group decisions: Making and Persuasion, Influences

Chapter 8 and 10 study guides

Chapter 8
Culture: Structure and Transaction
2 Common misconceptions:
Ethnocentric bias: Your cultural is seemingly superior to others
Control: Culture is a possession or something we distinctly belong to…
We transact and perform culture: we construct and interact to form culture
2 Approaches:
Structure: we discuss culture in terms of context, individualism/collectivism, time, and conflict
Context: emphasis on environment, situation, and relationships
High context: great deal of emphasis on total environment where communication takes place rather than what is being expressed
Low context: the message is everything, structure and meaning is key
Collectivism/ Individualism: Group benefit versus individual achievements
Time: time is money and opportunity (other factors: punctuality and leisure)
Monochronic: one activity at a time, multitask to reach specific goals (US, UK, Germany)
Polychronic: relaxed attitude toward time (Mediterranean, Arab countries)
Conflict: opportunity vs. destructive
4 Assumptions: Conflict as opportunity (normal, subject to change, confrontation welcome, and necessary for growth)
4 Assumptions: Conflict as destructive (disturbance of peace, system should not meet needs of members, confrontation is destructive, disputants should be penalized)
Managing Conflict:
Dominating (forcing), integrating (open discussion), compromising (everyone gives a bit), obliging (give to satisfy), avoiding (avoid issue)

Transaction: relational perspective based on the connection between culture and communication
Culture is embedded in communication and how cultural membership is enacted or denied through communication
Culture extends beyond physical limits
Cultural groups are created through communication
Co-cultures: smaller groups within larger cultural mass
Speech communities: speech determines membership (speaking patterns and styles)
Speech communication codes: culture’s verbalization of meaning and symbols
Cultural persuadables: taken for granted assumptions such as topics and ideas that are universally agreed upon. (Teamsterville: working class Chicago: action over words) (Nacirema: emphasizes relationships and work that create membership)

Structural: focus on values, beliefs, goals and preferred action and behavior.
Cross- cultural communication: compares communication styles and patterns across different nations around the world
Intercultural communication: examining the communication between different cultural perspectives co-existing in one nation
Limitations and beliefs:
-Multiple cultures exist in one nation
-Multiple social communities coexist in a single culture and membership is apparent (gangs, bikers, mechanics, teachers, doctors)
- All of these cultures do exist within an even larger social structure

Transaction: Communication is maintained within relationships, identities, meanings, and realities
Cultural ways of communicating beliefs and values are established and imposed in everyday communication. Cultural groups are labeled and recognized based on shared relational behavior, symbolism and ultimately communication.
Coded system of meaning: set of beliefs, heritage, and way of being that is transacted in communication. System of rituals, norms, beliefs and shared meaning are also transacted.


Chapter 9
Technology
Views of technology:
Academic: new media -- relational technologies
Concerns over emerging technology
Technology is relational: they impact society
Relational Technology: technology that rely on relational functions and their prominent use in social groups and relationships
Media generations: generations are defined by the media presence
Technology and Social networks: social networks influence media consumption and use
Technology Products and Service Providers: Identities are created through specific products and services, relational technologies can be considered the way in which identities are constructed
(ringtones, screen names)
Content creation: social networking pages, blogs, personal info such as pics, videos, comments etc.
Social networking sites: profiling sites, activities, and disclosures
Relational technology and Personal relationships: online communication, constant communication- availability, shared experiences, social coordination- microcoordination (social planning via cell phones) (midcourse-change plans, iterative- progressive refining plans, softening- adjusting plans)
Online Communication: richness (verbal and nonverbal cues that attempt to reach face to face communication: emoticons, quality
Synchronous (face to face- real time) vs. Asynchronous communication (time lapsed)
Social Networks and Personal relationships: create and maintain relationships/ networks online
Media Equation: interactions with technology is equal to interactions with actual people
Personalized technology: computers, cell phones etc.
Personality: computer
Flattery: computers
Politeness: computers

Hello

Hey guys,

Alice has asked to use our class time on Wednesday to take you all to lunch at Parkview before the tour. I have agreed, therefore, we will give speeches on Friday, Nov. 4th. I have posted this message in Blackboard as well. Please respond to it there letting me know you have received this information.

Thanks,
Brandy

Persuasive Speech Rubric

Here is the Persuasive speech rubric. Remember, we will have a workshop on Wednesday, Oct. 26th. There is no class on Friday, Oct. 28th and we will have Persuasive speech presentations on Wednesday, Nov. 2.

Your paper is the written form of the speech and it will be due with your outline when you give your speech. The paper is worth 100 points and the rubric is below.



Name________________________________________Time____________ Topic_________________

Persuasive Speech Rubric

Outline (10) ____________ (complete, turned in on time, followed, time)
Topic (5) _______________ (limited, appeals to audience)
Intro (10)_______________ (attention getter, establish credibility)
Body (30)_______________ (proofs, transitions, 3main points, organization I/D, effective, responsible)
Presence (20)____________ (nervous energy, confidence, vocal and physical qualities, reading, murmur)
Conclusion (10)____________( highlights main ideas, final thought)
Sources (15) _____________(3 sources, required- not, credible, powerpoint, v/a)

Total: 100 points

Persuasive Paper Rubric

Structure (25) MLA or APA format
Sources (25) correct citations in text and bibliography/ works cited
Content (40) Do you make a credible argument with balanced and consistent support
Alignment (10) Does your paper align with your outline/ academic voice

Self reflection wkst

Name____________________________________________________________Time_________

Self Reflection worksheet: Rate yourself 1-5 based on your perceptions.
______ Eye Contact
______Physical Appearance
______ Gestures
______ Facial Expressions
______ Vocal Delivery
______ Posture
______ Movement

Notes:

What do I feel uneasy about?


What do I think I did well?


What would I like to do better or change?

Please write synthesis on back of this page.

Peer review wkst

Name___________________________________________________ Time____________

Peer Review Worksheet: rate the following on a scale of 1-5 based on your observation.

_____ Eye Contact Powerpoint:
_____ Physical Appearance
_____ Gestures Would keep:
_____ Facial Expressions Would alter:
_____ Vocal Delivery
_____ Posture
_____Movement

Notes:


What was missing?


What was “spot on”?


What was unnecessary?


Notes:

Chapter 5

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)

Chapter 6

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.

Chapter 7

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.)

For Oct 21

Please bring in a working outline for your persuasive speech. You will need an intro- body- conclusion. Each section should contain all the necessary parts 9 intro:attention getter, thesis/ preview-- body: three main ideas, support, and labeled with applicable proof-- conclusion: summary, lasting thought/ clincher. TYPED!!!!

Class reminders 10/5

I have sent you all an email in Blackboard alerting you of the Persuasive Speech notes here, the changes in the course schedule (mini apps for ch. 5 and 6 due on Oct. 12 and ch. 7 on Oct. 14.) I also sent you the flyer for the panel discussion you will attend on Oct 19. in place of class.

Thanks,
Brandy

Persuasive speech notes

Persuasive Speech
Persuasive speeches are used to influence the audience to alter a behavior, attitude or belief.
Persuasive speeches aim to influence an audience by causing change in the ways they think, feel, act or believe. This influence can also reinforce existing positions.

2.The three pillars of proof:

A. ethos: credibility (trustworthy, committed, and knowledgeable)
a. initial credibility: expertise realized by presence before speech
("You're reputation proceeds you")
b. derived credibility: credibilty gained in addition to initial credibility during speech
( culmination of speech attributes: points, organization, tone, support)
c. terminal credibility: credibility at result of the speech
( combination of initial and derived credibililty- overall opinion of speaker's credibility)

B. pathos: emotional appeal (emotional stories or reasoning for beliefs, attitudes, and/ or actions)

C. logos: logical appeal (rational proof or arument with factual reasoning)
a. inductive reasoning: specific to broad ( make point than give reasoning)
b. deductive reasoning: broad to specific ( lead up to point with reasoning)

Ideal Organization

A. intro: capture attention, thesis statement, establish credibility, and preview speech
B. body: internal summaries of main points, smooth transitions
C. conclusion: summarize main points, strong closing statement, clincher
Here are a couple of things to keep in mind when formatting your persuasive speech.
1. Make sure that your outline and therefore your speech is either inductive or deductive. (Yes, you have to turn in your outline prior to giving the speech. Highlight your main persuasive idea.)2. I will be looking for examples of ethos (credibility), pathos (emotional appeal), and logos (logical reasoning) in your speech and outline. You will demonstrate these proofs in your content, posture/ appearance, and speaking.
3. Remember that persuading does not necessarily mean changing minds. Persuading can mean enhancing present ideas or perhaps introducing a new way to look at something. Remember: "Breakfast Club as a cultural film".
4. Practice your speech. Try to avoid the "ums" and "likes". Make sure that you capture your audience. Stay within the time limits of 4- 6 min. I will cut you off.
5. Make sure that you have an introduction and a conclusion. Everyone must have a powerpoint. (KEEP IT CLEAN)

Outline: Due 10/21: Speech workday
Persuasive Speeches: 11/2

For your persuasive speech topic, I would like you to compare and contrast between two tangible items. You will be claiming your preference and providing reasoning. For instance, you can use a commercial, product, method, procedure etc. You may choose to keep your topic specific to your area of study or you may want to do your speech on another area such as the media or an area of personal interest.
You must use two visual comparisons. In addition, you must create a powerpoint and conduct research. You must have three academic or reliable sources for this speech and at least one must be from the Helmke library.
Persuasive Speech Rubric
Outline (10) ____________ (complete, turned in on time, followed, time)
Topic (5) _______________ (limited, appeals to audience)
Intro (10)_______________ (attention getter, establish credibility)
Body (30)_______________ (proofs, transitions, 3main points, organization I/D, effective, responsible)
Presence (20)____________ (nervous energy, confidence, vocal and physical qualities, reading, murmur)
Conclusion (10)____________( highlights main ideas, final thought)
Sources (15) _____________(3 sources, required- not, credible, powerpoint, v/a)
One example would be taking two comparative commercials with like products and discussing the more creative, influential, and overall better commercial. For instance, I could compare car insurance ads. Progressive has the woman in the “white” or virtual store while Allstate has a guy that embodies the “vehicle and the driver” that he represents. I could research the marketing and target audiences, policies, and overall success for my speech. My emotional appeal would be the helpful woman vs. the comical man and how the ads make me feel. My credibility would come from my research and my background in media studies. Finally, my logical reasoning would include financial statistics, focus group analysis, and more effective ad.
Now, this is just an example. You will need these parts, but you will need to develop your speech in accordance to you!!

Class notes 9/30

1. Study Guides for chapters 2-4 are available.

2. There are 3 events happening next week: Tues- Movie 7-10pm LA 159, Wed- Mixer 12-12:30 NF101, Thurs.- Seminar 12-1:15 Walb 114-116. If you provide evidence of attendance, you will receive 10 extra points toward test one.

3. Also, we will be starting class on Wed. 10/5 at 12:40 following the mixer.

4. Test one will be available from Thursday 10/6 to Wed 10/12 at the start of class!It is worth 150 points. It is in 2 parts: under Assessments (100pts) and Email (50pts)both in Blackboard!!

5. We will NOT have class on Friday 10/7!! Use this time to work on your test!!

6. Wed. 10/5 will be a day for review and instruction on how to take test one!!

7. We will review Persuasive Speech Criteria on 10/12 in class!! The Persuasive Speech outline will be due 10/19!!

Chapter 4

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

Listening process:
hearing: passive, listening: active
receiving: physical reception
attending: focus on message
interpreting: assign meaning (multiple senses)
responding: reaction

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

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


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)

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

chapter 3

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)

Decoding: drawing meaning from an observation ( he smiles: “he is happy”), Encoding: sending meaning through nonverbal behavior ( I smile: “ I am happy”)

Static: fixed elements of an interaction (furniture arrangement), Dynamic: changing elements of an interaction (posture)

Nonverbal guidelines:
symbolic: polysemic
rule guided: appropriateness of behavior
culturally bound: elements
personal: context
ambiguous: interpretative
less controlled: (leakage)
continuous: non- stop communication

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

chapter 2

Chapter 2 Study Guide
Chapter 2 Notes:

Langue: formal grammar , Parole: informal usage
usage based on degrees of familiarity, relational assumptions, strict rules
Polysemy: multiple meanings for the same word
determinants of intended meaning: context, interpretation (ambiguity), relationship
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.
Meanings:
Denotative: blatant identification (literal)
Connotative: implied (relational- ambiguous)
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

-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
Narratives: organized story
Burke's Pentad: scene (where), agent (who), act (what happened), agency (how it happened), purpose (why, to what end: outcome)

Friday's class

Attention!!

We will not have class on Friday, Sept. 9. We will move our workday to the 14th and Informative speeches to the 21st!

9/9 no class
9/14 speech workday
9/16 no class: radiography meeting
9/21 informative speeches

back on track>>>

Informative Speech order

1. John
2. Kari
3. Lindsey
4. Carissa
5. Brooke
6. Ashley P.
7. Amy
8. Andrea
9. Marquita
10. Ashley C.

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

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.

10 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.)

10 pts for format: APA or MLA with proper documentation (intro- body- conclusion)

20 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.)

50 total points possible

Mini app sign up!

Ch 2

1. Marquita
2. Ashley P.
3. Andrea

Ch 3

1. Amy
2. Andrea
3. Ashley C.

Ch 4

1. Lindsey
2. Ashley C.
3. Marquita
4. Brooke

Ch 5

1. Carissa
2. Brooke
3. Kari

Ch 6

1. Kari
2. Carissa
3. Amy

Ch 7

1. John
2. Lindsey
3. Ashley P.

Reminders

Informative speech reminders:

1. Cite at least one source at the bottom of your outline in APA or MLA format!

2. Cite ANY and ALL sources both visually in your ppt. and verbally during your speech as well as on your outline.

3. PPT should be at least 3 slides and no more than 5!

4. Remember that less is more with ppts! It should serve as an aide for your speech and not a replacement!! No paragraphs!

Informative Speech Rubric

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:

Revised course schedule

Revised course schedule 114
9/7 Impromptu speeches, workshop (speech order)( mini app sign up)
9/9 Speech workday
9/14 Informative speeches
9/16 NO CLASS
9/21 Informative speeches
9/23 Chapter 2: mini apps
9/28 Chapter 3: mini apps
9/30 Chapter 4: mini apps
10/5 Clarification and catch up day (assign paper)(review persuasive speech features)
10/7 Test One
Unit Two
10/12 Chapter 5: mini apps
10/14 Chapter 6 mini apps (persuasive speech outline due)
10/19 Chapter 7: mini apps
10/21 Speech workday ( speech order)
10/26 Test Two
10/28 NO CLASS
11/2 Persuasive Speeches
11/4 Persuasive Speeches (paper due)
Unit Three
11/9 Chapter 8-9 group discussion
11/16 Chapter 10/15 group discussion
11/18 Group Project intro /Brainstorming workshop (speech order)
Thanksgiving break
11/30 Group workday
12/2 Group workday
12/7 Group analysis/ Group Speeches
12/9 NO CLASS
Final exam TBA

Class Notes: 8/26

For next Friday 9/2, please do the following:

1. Review chapters 13 and 14. Use the study guide as a guide.

2. Create a rough outline and bring to class!

Also, Please meet in the classroom at 12:15 and we will make our way to the Ballroom!! Vvrrroooomm!

Outline sample

This is the format for the outline I would like you to use for your speech. I have included some examples in parenthesis that I might use if I were giving the speech. You only need to follow the bold faced structure.

I. IntroductionA. Attention getter (How many of you like watching TV? I have made a career of it...)
B. Central idea: thesis ( I will be discussing the three main parts of my life to give you a better idea about me, so that we can all get to know one another better...)
C. Preview ( I will be discussing A, B, C)
(transition: next, moving on, etc.)

II. Main idea ONE
A. Family: married, three kids, seven pets
(transition: we are busy, but we have fun...)

III. Main idea TWO
A. Hobbies: games, travel,lake
(transition: none of this would be possible without work...)

IV. Main idea THREE
A. Jobs: teaching, management, subbing
(transition: to conclude, in short, etc.)

V.Conclusion
A. Recap:(Today, I have discussed my family, hobbies, and work...)
B. Lasting Thought: ( Thank you for allowing me to share, I hope....)

Class Notes 8/24

Changes to the syllabus:

(The textbook for the course is the 2nd edition of the one listed on the syllabus which is the 1st edition!)

1. We will be spending our scheduled class time on 8/31 at a "Speed Ticket" program. Please meet here at noon and we will walk over together. THERE WILL NOT BE A COMMUNITY HOUR THIS DAY FROM 3-3:50.

2. There is NO Com 114 CLASS on Sept. 16!!! You will go to a Q&A meet and greet with students and faculty of the Radiography dept. in NF 149 from 11:30- 12:30 pm. on your own.

I will alert you of any other changes if and when they come up!!!!!!

Chapter One Study Guide

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”.

Study Guide for chapters 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!!

Welcome!!

Welcome to Com 114. I look forward to a great semester!!