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MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
MATC Scholars Program: Amy O. Maki
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MATC Scholars Program: Amy O. Maki

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http://matc.unl.edu/education/scholars-program2012.php

http://matc.unl.edu/education/scholars-program2012.php

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  • 1. Communication Skills Ms. Amy O. Maki, M.Ed. MATC Scholars Program October 3 – 6, 2012University of Nebraska-Lincoln
  • 2. OUTLINE• Introduction• Learning Objectives• Learning Outcomes• Conclusion• Questions & Answers
  • 3. LEARNING OBJECTIVES• The components of effective communication• The importance of appropriate writing and speaking in academic and corporate settings• Improvement of communication skills through written and verbal activities• The role of non-verbal communication cues• Development of participants’ personal statements
  • 4. LEARNING OUTCOMES • Gain a better understanding of effective communication skills and their importance • Learn how to avoid some common grammatical errors • Acquire an appreciation of the role of non- verbal communication cues • Complete a draft personal statement
  • 5. Session Overview• Terminology & Philosophy• Components of Verbal Communication• Components of Written Communication• Academic In-person Interview (Active Learning)• Writing Your Personal Statement (Active Learning)• Conclusion• Questions & Answers
  • 6. Terminology & Philosophy Definition of Communication• An act or instance of transmitting• Information transmitted or conveyed - A verbal or written message• A process by which information is exchanged between individuals through a common system of symbols, signs, or behaviors http://www.merriam-webster.com/dictionary/communication
  • 7. Communication Scenario I You see the cashier smile at you while waiting in the checkout line. You stop your texting and smile back as the woman in front of you says “NO” to the foot-stomping child whose hand she tugs. Noticing the commotion, the two deaf people signing to one another turn around not hearing an announcement regarding today’s special over the store intercom.
  • 8. Communication Scenario II From Eats, Shoots & Leaves Lynne TrussA panda walks into a café. He orders a sandwich, eats it, then draws a gun and fires two shots in the air.“Why?” asks the confused waiter, as the panda makes towards the exit. The panda produces a badly punctuated wildlife manual and tosses it over his shoulder.“I’m a panda,” he says, at the door. “Look it up.”The waiter turns to the relevant entry and, sure enough, finds an explanation.“Panda. Large black-and-white bear-like mammal, native to China. Eats, shoots and leaves.”
  • 9. Components of Verbal Communication• What words do you use? The message• How do you verbally communicate? Tone, pitch, pace, inflection (Paraverbal)• What does your body communicate? Body language• What was being said? Listening• Who are you speaking to? Audience
  • 10. Barriers/Reminders: Verbal CommunicationBarriers• Not listening• Use of idioms, acronyms, abbreviations• Distractive mannerisms• Rambling responses• Grammatical errors (Subject verb agreement)• Inappropriate body language (no eye contact, slouching, finger pointing)Reminders• Listen• Be concise/focused• Be aware of proximity• Volume, Pace, tone, pitch• Word usage (Grammar)
  • 11. Components of Written Communication• Who is it for? Audience• What is the message? Word choice• How is it written? Punctuation, word usage, grammar Remember the old adage “Writing is Rewriting”
  • 12. Barriers/Reminders: Written CommunicationBarriers• Lack of preparation• Lack of focused response• Grammatical errorsReminders• Read the instructions• Remember the audience• Be concise/focused
  • 13. Preparing for Academic Interview and Writing aPersonal StatementQuestions that need to be answered:1. Why graduate school?2. Within my discipline what interests me?3. Why this particular institution?4. Why am I qualified?5. What are my strengths and weaknesses?6. What do I bring to the graduate program?7. What are my plans after graduation?8. What type of career am I considering?9. What personal values will guide my decisions?10.Do I have a plan?
  • 14. Academic In-Person Interview Activity It is generally accepted that between 70-90% face- to-face verbal communication is “nonverbal” and “paraverbal.” Listen to what is being asked or said and keep your response on point and to the point while keeping in mind the following: Nonverbal Paraverbal Body Language Pace Posture Tone Mannerisms Volume Proximity Inflection Eye contact Pitch
  • 15. Writing Your Personal Statement Activity• Personal statements usually focuses on who you are, that is, your qualities and character. It can also include your research interests if a statement of purpose is not requested.• The audience may be faculty, discipline specialist, and non-specialist.
  • 16. ConclusionTo successfully convey a verbal or writtenmessage to communicate takes:• Self Assessment• Seeking Guidance• Planning• Practice
  • 17. QUESTIONS AND ANSWERS
  • 18. CREDITS Ms. Amy O. Maki, M.Ed. A.O. Maki & Associates, L.L.C 12821 82nd Avenue NE Kirkland, WA 98034 aomaki@comcast.netSlide design © 2009, Mid-America Transportation Center. All rights reserved.

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