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!!
Friday, September 30, 2011
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 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 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)
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)
Wednesday, September 7, 2011
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>>>
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.
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.
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
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.
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!
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:
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:
Monday, September 5, 2011
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
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
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