speech and communication

1. 1/17/17 Chapter 1-2: Models
-4 communication contexts:
 Physical: the physical setting.
 Social-psychological: status of relationships among people in conversation, the roles and
games people play, cultural rules of society; also includes friendliness/unfriendliness,
formality/informality, seriousness/humorousness.
 Temporal: the time of day as well as the time in history communication takes place.
 Cultural: do with your and others' beliefs, values, and ways of behaving.
-Each communicator decodes and encodes messages in a codified system.
Messages
-Metamessages-messages about messages:
 Feedback: positive-negative, person-message, immediate-delayed, low monitored-high
monitored, supportive critical.
 Feedforward: to open channels-phatic communication, to preview, to altercast, to
disclaim.
Noise:
 Physical: physical noise (car, loud speaker) that distracted the person.
 Physiological: created by barriers within the sender or receiver (hearing/visual
impairments, memory loss).

2.  Psychological: mental interference in speaker or listener and includes preconceived ideas,
wandering thoughts, biases, and prejudices; feeling that caused the body to either pay
attention or ignore.
 Semantic: created when the speaker and listener have different meaning systems;
language barrier.
-Communication has ethical features that effect people.
-3 different effects/ethics:
 Intellectual: changes in your thinking.
 Affective: changes in your belief, attitudes, values, emotions.
 Psychomotor: communicated through muscle memory.
-Communication principles:
 Transactional: elements in communication are interdependent.
 Package of signals: verbal messages, gestures, or some combination occur in packages;
verbal/nonverbal behaviors work to support/reinforce each other. All parts of message
system work together; mixed signals.
 Process of adjustment: communication only if two use same system of signals; can't
communicate if language system differs. But, no two people use identical signal systems,
so much adjust; adjust communication to fit with the mixed signals. (ex: different cultures
have different nonverbal communication).
 Involves content and relationship dimensions: relationship between parties; what the
person say is important and the way the person say it can affect the relationship.
 Can be ambiguous: messages with more than 1 potential meaning.

3.  Punctuated: communication is continuous; as participant, break up these engagements by
punctuation divide up process into causes and effects (stimuli and responses).
 Symmetrical or complementary: symmetrical - two mirror each other’s
behavior; complementary - behavior of one is stimulus for the other; differences are
maximized.
 Inevitable, irreversible and unrepeatable: -Inevitable - takes place even though one of the
individuals does not think they are communicating -Ex: person sitting at back of
classroom with expressionless fact - teacher may think bored.
-Irreversible - once you say something, you cannot take it back; can reduce effects. -Ex:
saying you don't like someone's outfit and insisting they don't change if they like it, but
they already feel bad and want to change.
-Unrepeatable - people constantly changing; can never recapture the same situation.
-If something can mean something to someone, then it’s going to mean it, whether the
person means it or not (cannot be undo, can mitigate though).
-Phonology: includes all of the important sounds, rules for combining them to make words, and
such things as stress and intonation patterns that accompany them
-Semantic: mental dictionary; the meaning of a word.
-Development
-Morphology: structure of a language
-Syntax: rules for how to combine words into acceptable phrases and sentences and how to
transform sentences into other sentences.
-Communicative competence: your knowledge of the social aspects of communication.

4. -3 things that language needs to have in order to be considered as human language:
 Productivity: recombination, recursion or generativity; create new words out of parts of
the old words.
 Semanticity: referentiality/symbolic order.
 Displacement: de-contextualization.
1/19/17 Chapter 3: Nonverbal Message
Function of nonverbal
 Accent: emphasize some part of verbal message. Ex: raise voice or bang fist on desk
 Complacent: add nuance of meaning. Ex: smile when telling a story to show you find it
funny.
 Contradict
 Regulate: to control conversation.
 Repeat: restate verbal message nonverbally. Ex: raising eyebrows after saying “is that
alright?”
 Substitute: take the place of verbal message. Ex: signals OK with a hand gesture.
10 channels of nonverbal
1) Body
2) Face
3) Eye
4) Space

5. 5) Artefactual
6) Touch
7) Paralanguage
8) Silence
9) Time
10) Smell
The body
-Kinesics (movement):
 Emblems: body gestures that directly translate to work or phrases (like OK).
 Illustrators: enhance the verbal messages they accompany (signaling to your left when
pointing left).
 Affect displays: nonverbal displays of the body or face that carry an emotional meaning
or display affective states. Our gait (bouncing, suggesting happiness for instance, or
slouched and shuffling, suggesting depression), and our facial movements (breaking into
a big grin, suggesting pleasure, or frowning suddenly indicating displeasure) send a
message about our feelings.
 Regulators: nonverbal messages that accompany speech to control or regulate what the
speaker is saying. These might including the nodding of the head to indicate you are
listening or understanding something, for instance, and you are encouraging the speaker
to continue. Regulars are often associated with turn-taking in conversation, influencing
the flow and pace of discussion. For instance, we might start to move away, signaling that

6. we want communication to stop, or we may raise a finger or lift our head to indicate we
want to speak, or perhaps show our palm to indicate we don't want a turn at speaking.
 Adaptors: nonverbal communication that often occur at a low level of personal
awareness. They can be thought of a behaviors that are done to meet a personal need as
one adapts to the specific communication situation. They include behaviors like twisting
your hair, tapping your pen, scratching, tugging on your ear, pushing your glasses up
your nose, holding yourself, swinging your legs, etc. Given the low level of awareness of
these behaviors by the person doing them, the observer is sometimes more aware of the
behaviors than the doer of them.
-Appearance:
 Attractiveness
Facial communication
-Facial management techniques:
 Intensify: exaggeration of facial expressions
 Deintensify: reduce the intensity of facial expression of a particular emotion because
circumstances require us to downplay how we truly feel.
 Neutralize: eliminate any facial expression of emotion.
 Mask: repressing the expression of the emotion actually felt and replacing it with
expressions that re acceptable under the circumstances.
 Simulate
Eye communication

7. -Eye contact:
 Visual dominance
 Civil inattention: acknowledgement of another person's presence, but the shared
nonverbal (generally) communication that there is no desire to be hostile or have any
direct, sustained communication.
-Pupillometric (pupil dilation)
Proxemics (space communication)
-Distances: how close we stand to others. The distance may vary based on cultural norms and
the type of relationship existing between the parties.
 Intimate: (0" to 18") This zone extends from actual touching to eighteen inches. It is
normally reserved for those with whom one is intimate. At this distance the physical
presence of another is overwhelming.
 Personal: ( 18" to 4') This zone extends from eighteen inches to four feet. This is the
distance of interaction of good friends. This would also seem to be most appropriate
distance for teacher and student to discuss personal affairs such as grades, conduct,
private problems, etc.
 Public: (12' to 25') Extending outward from twelve feet a speaker becomes formal.
Classes of teachers who maintain this distance between themselves and their students are
generally formal, and some students may feel that the teacher is cold and distant.
 Social: (4' to 12') This zone exists from four to twelve feet. It seems to be an appropriate
distance for casual friends and acquaintances to interact.
-Territoriality:

8.  Primary
 Secondary:
 Public: areas that are open to all people
-Markers:
 Central
 Boundary
 Earmarkers
Artefactual communication
-Color
-Clothing
-Space decoration
Haptics (touch communication)
-Meanings:
 Aggression
 Affection
 Dominance
 Ritual
-Avoidance
Paralanguage
-Elements:

9.  Pitch
 Rate
 Volume
 Inflection
-Judgements
Olfactory (smell communication)
 Attraction
 Taste
 Memory
 Identification (advertising)
1/24/17 Chapter 4: Interpersonal Communication
-Relationships are socially constructed from multiple subjects/cultural norms and interdependent.
Contact
-Know the basics, physical appearance is important.
-Perceptual:
 Social coding.
-Interactional:

10.  Superficial.
Involvement
-Sense of mutuality, learn more, “testing”
-Testing:
 Confirmation of perception.
-Intensifying:
 New situations.
Intimacy
-Interpersonal commitment.
-Social bonding.
Deterioration

11. -Intrapersonal»interpersonal.
Repair
-Intrapersonal»interpersonal.
Dissolution
-Interpersonal»social.
Attraction theory
-People form relationship on the basis of attraction.
-Similarity or complementary: get along, share the same personalities.
-Proximity: the more expose/closer to someone, the more the attraction.
-Reinforcement: the personal who helps or give gifts; looking for affirmation.
-Physical attractiveness/personality.
Relationship rules theory
-Relationship are held together by rules.
-Friendship.
-Romantic.
-Family.
Relationship dialectics theory
-People in relationship experience dynamic tensions between opposing motives/desires.

12. -Closedness/openness.
-Autonomy/connection.
-Novelty/predictability: the most important, very hard to balance.
Social exchange theory
-Develop relationships that will maximize your profits. Based on economic model of profits and
loses.
-Rewards.
-Cost.
-Profit= reward-cost.
Equity theory
-Rewards approximate costs.
-Equitable Relationship: Each party derives rewards that are proportionate to their costs.
-Otherwise the same as social exchange.
1/24/17 Chapter 5: Conflict
-4 requirements:
1) Expressed struggle.
2) Between at least 2 interdependent.
3) Incompatible goals/scare resources/interference from others.

13. 4) Who are working toward goals.
Conflict triggers
 Criticism.
 Feeling entitled.
 Perceived lack of fairness.
 Perceived cost/benefit disparity.
 Difference in perspective.
 Stress or lack of sleep.
 Dialectical tension (contradicting desires internally).
Conflict myths
 Always indicates a bad interpersonal relationship.
 Always avoidable.
 Always due to misunderstandings.
 Always can be resolved.
Conflict types
 Pseudo conflicts- misunderstandings.

14.  Simple conflicts- ideas.
 Ego conflict- it has become personal.
Power
1) It existed in all relationship.
2) Social economics.
3) Everyone has some powers in all relationships.
4) Highly contextual.
5) Negotiated.
Power source
 Legitimate: power that is based on respect for a person's position.
 Referent: power that comes from our attraction to another person, or the charisma a
person possesses.
 Expert: based on a person's knowledge and experience.
 Reward: based on a person's ability to satisfy our needs.
 Coercive: based on the use of sanctions or punishments to influence others.
Conflict management styles
 Avoidance: involves backing off and trying to side-step conflict. - Ex: "I don’t want to
talk about it"
 Accommodation: involves giving in to the demands of others. - Ex: giving in "Okay fine,
you win"

15.  Competition: stresses winning a conflict at the expense of the other person involved. -Ex:
want to claim victory; going back and forth "you're wrong!" "no you are!"
 Compromise: attempts to find the middle ground in a conflict. - Ex: finding a middle
ground.
 Collaboration: uses other-oriented strategies to achieve a positive solution for all
involved. - Ex: high concern for both yourself and others
1/31/17 Chapter 6: Intercultural Communication
Writing talk
1. Do not use contractions.
2. What is it/ what does it refer to
3. Commas and semicolons.
-The best papers got to some feature of the conflict management styles beyond their wrote
definitions. Context, effort, risk, concern for self/other.
What are some human universals?
-Facial expression, status/power, emotions, gender, ….
-Intercultural communication deals with knowing the different ways in which cultures deal with
fundamental human problems.
GLOBE
 Power distance: how to approach/communicate figure of powers.

16.  Uncertainty avoidance: how people deal/approach with risk.
 Ingroup collectivism: how strong a person deals with ingroup (family, club).
 Institutional collectivism: how strongly you identify with institution.
 Gender egalitarianism: different cultures have different dealing with gender.
 Assertiveness: individual vs collective binary.
 Performance orientation: difference between feudalism and capitalism.
 Future orientation: time orientation, different cultures are drawn to different cycle of time
(ex: election cycle)
 Human orientation: human rights.
Moral vs ethics
-Ethics are more philosophical; are morals with justifications, more difficult to deal with.
What are the communication related ethical dilemmas of our time?
-Race -be respectful, take the person’s culture into consideration and try to see his/her point of
view.
-Abortion -debate between the fate of the baby, choice of women; moral issue.
-Animals rights -different culture deals with animals differently (slaughter, testing, food).
Some tactics
 Perspective by incongruity
 Flip the script
 Avoid psychological fallacies/ego stuff

17. 2/7/17 Speech
-Informative-giving information about something, sticks to question about facts.
-4-5 minutes.
-Extemporaneous: prepared, but not memorize.
-4 credible out sources in a proper bibliographic format (MLA, APA, Chicago).
-Typed full sentence preparation outline like those in the text on pages 279-299.
-Make 2 outlines: preparation outline with labeled with laid out details and sources (2-3 pages);
presentation outlines like bullet points (1/2 page).
Invention
-Cool rhetoric way of saying making up a topic doing the necessary thinking to make it
reasonable.
What makes a good topic?
-Important to the speaker.
-Interest to the audience.
-Useful to everyone concerned.
-Specificity.
-Specificity.
-Specificity.
-Appropriate for a speech, as opposed to an essay.

18. How to not give a persuasive speech?
-Give a new perspective to something known. (don’t give something on the news)
-Give a popular issue salience through nuance.
-Think about ethics, present as many sides of a given issue as you can- within reason, no fake
news. (NY Times, LA Times, BBC).
-Widely accepted problems can be talked about in a problem-solution style. (news is about facts,
editorial is about facts with commentary).
Topic guidelines
-A subject you already know something about.
-A subject you want to know something about.
-The subject may not present itself right away (Wikipedia rabbit hole-find something interesting
on Wikipedia which leads to numerous topics).
The Ban list
-Weed.
-Awful things you like approached in a pathetic way.
-Falcons vs. patriots.
-Pit bulls.
-Pithy drug.
-Pithy political polemics (try to attack someone verbally).

19. -Atlanta’s Sex trafficking problem.
-Conspiracy theories.
-9/11 and abortion.
-Gay marriage.
-Gun politics.
Essay question 1
-Delineate communication vs. language.
3 big terms come from page 38.
-Add your own thoughts and get a little bit critical, do these categories really work?
2/09/17 Speech (cont)
Goals
-4 major goals:
1) Move from a topic to a thesis.
2) What evidence supports what topic.
3) Where to find evidence.
4) When to not use evidence.
-Topic +purpose = specific purpose.
-When you word a specific purpose as a claim you get a thesis.

20. -Ex: Lil Bub.
Popular internet pets + informative speech =
-I want to inform the class about popular internet pets [specific purpose].
Specific purpose + claim=
-Internet pets, like Lil Bub, are emergent media phenomena that could help us understand more
about media subcultures.
That got academic really quickly
-Internet pets change like Lil Bub change the way we think about pets, owners and pet
enthusiasts.
That is still pretty formal
-Internet pets suggest a new way for pet owners to interact with their pets and social media users
to fill their constant feeds with cute.
Sometimes your thesis happens inductively
-You get a bunch of general and nuanced sources about a general thing and an argument emerges
based upon shared characteristics.
What supports Lil Bub thesis?
 Personal experience.
 Common knowledge (cultural assumptions).
 Direct observation (casual science).
 Examples (brief/hypothetical/anecdote/case study).

21.  Documents (primary sources).
 Statistics.
 Testimony.
Where to research Lil Bub?
 Periodicals.
 Newspapers.
 Books.
 Reference.
 Government publications.
 Internet.
 Interviews.
But how do we know what we need?
-Break up thesis to have signposts for what kind of evidence to look for. Then use GSU library
or the Internet until you succeed.
[Internet pets like Lil Bub]
-We still need some information about Lil Bub’s history or other famous internet pets generally.
[New ways for pet owners to interact with their pets]
-The documentary will help with this as well.
-What about an interview with just Lil Bub’s owner? Could we find commentary about the
owner-famous cat relationship there? Probably

22. [Social media users to fill their constant feed with cute]
-Statistics would be nice here, how many follower does Lil Bub have on social media?
-Are there Lil Bub fan sites?
-Where have Lil Bub references been most dominate?
2/14/17 Chapter 8: Citing sources orally
-Done simply: according to [the article] by [author’s name] [paraphrase or quote].
-There are tons of ways to cite. [author/’s name] argues compellingly for [whatever] in [the
article] [paraphrase or quote].
-In general, you will be capable of more succinctly paraphrasing main point of the content more
often than finding a well put appropriate quote.
There are 4 general compositions of a speech
 Introduction
 Main points and transitions
 Conclusion.
Introduction
 Attention, interest and goodwill.
 Credibility.
 Thesis.
 Preview.

23. 1. Attention, interest and goodwill
-Identify with the audience.
-Refer to rhetorical situation.
-State your purpose.
-Make the topic seem important.
-Cite some statistic and claims.
-Tell a story.
-Use an analogy.
-Quote someone.
-Use humor.
2. Credibility
-Convince the audience you know what you are talking about.
-Some of you have actual experience with your topic. Mention it through a personal
story/disclosure.
Thesis and preview
-The preview is the breakdown of your thesis plus the evidence or with the evidence in mind.
-Think about it like an elaborated thesis. Or maybe a road sign with the next few cities on the
road.
A preview of Little Bub speech

24. -Little Bub will change the way you think about cats. Today, I’ll talk with you about:
 Lil Bub’s story.
 How fame changes the cat-owner interaction.
 How facebook users react to Little Bub.
Main points
 Chronological.
 Spatial.
 Categorical.
 Cause-effect.
 Problem-situation.
 Compare-contrast.
 Residues.
2 Lil Bub examples:
1) Chronological:
-Lil Bub: origins.
-Lil Bub: the Golden years.
-Where does Lil Bub go from here?
2) Categorical:
-The Lil Bub story.
-Cat-owner relationship.

25. -Cat-public relationship.
Transitions
 Internal summary.
 Links.
 Internal preview.
History of Lil Bub
 [Internal summary] Now that we know a little bit more about Lil Bub…
 [Link] we can turn our attention to…
 [Internal preview] the relationship between Lil Bub and her owner.
 Pet owner relationship.
Conclusion
-Invert the introduction.
-Alert the people that the speech is ending.
-Summarize the main points.
-Final appeal.
-Call to action like thing – New Norm.
Delivery stuff
Voice related things

26.  Volume
 Pitch
 Rate
 Pause
 Articulate phonemes [g’s at the end of -ing words]
 Enunciate words [DEsert and DesErt]
 Inflect sentences [rising stress at the end of the question]
 Tone
 Accent/dialect
 All together: Fluency.
Body related things
 Physical appearance.
 Movement.
 Gesture.
 Eye contact.
 Facial expression [let topic affect you].
 Posture [no shuffling, podium lock or slouching].
Dealing with nerves
 Doing the thing.
 Preparation.
 Mentally reframing pain as opportunity.
 Visualization.

27.  No one can see your nervousness…
 No one can get perfection; variance is expected.
 If someone is enjoying your nervousness, they are assholes.
 Manage your body chemistry (eat, sleep, drugs).
 Do something physical before your speech.
 Sport mindset.
Minutiae
-Avoid visual aids.
-Outlines.
-Ex: videos
2/16/17 Rhetoric
-2 ways of thinking about rhetoric: using language as a mean of persuasion; an analytic
discipline (the way speech works/ideology).
- “Rhetoric may be defined as the faculty of observing in any given case the available means of
persuasion.”
-3 intentional traditions
 Technical -rhetorica ad herenium- here is how you craft rhetoric, amoral.

28.  Philosophical -Socrates »Plato»Aristotle»Cicero»Quintilian. Rhetoric and virtue, to
create “the good man speaking well.”
 Sophistic -Isocrates -Dissio Logoi, truth is relative, happens somewhere in argument,
beautiful ornate language, glory of the orator.
The 5 canons of rhetoric
 Invention
 Arrangement
 Style
 Memory
 Delivery
Invention I
Evidence Rhetorical situation
Logos Deliberative
Ethos Judicial
Pathos Epideictic
Inartistic proof
Invention II
 Definition.
 Comparison.
 Cause and effect.

29.  Circumstance.
 Correlation.
 Abduction.
Arrangement
 Introduction- goodwill, credibility, interest.
 Narrative- the facts and background.
 Division- how you parse your argument. Preview.
 Proof- arguments from invention.
 Refutation- anticipated rebuttals for ethos.
 Conclusion- summary and something memorable.
Style
 Figure of speech- words used in unusual way. Alliteration, assonance, hyperbole,
onomatopoeia, understatement, anaphora, pun.
 Figure of thought- a symbolic structure that changes the meaning of the word used. The
big 4: irony, metaphor, metonymy, and synecdoche.
-These 2 things overlap and are argued to this day.
Memory and delivery
-Memory involves using mnemonic tricks to remember your speech. Aristotle favors a spatial
metaphor of conceptualizing your speech as a house that you guide your audience through.
-Delivery involves all of the nonverbal, gestures and postures, combine with tone and effect.
Classical rhetoric synopsis

30. -The rhetoric analyzes the audience and the situation to make a series of intentional choices
about how to best persuade the audience with artistic proofs and stylistic delivery choices.
2/23/17 The rhetoric of Hitler’s “battle”
-Hitler focuses on the unification of Germany (the price is that people want to give something up
to get a better result, but another group may suffer from the result).
-Place a target on a common enemy (the Jews) that keep Germans from being “Germans”.
-Place the blame on the Jews. Pin all the negative things about the Germans onto the Jews (Jews
are “bad capitalism”, different religion). Begins to differentiate Germans from Jews,
emphasizing the bad things of the Jews.
-Use religion (The God’s work) as a mean to exterminate the Jews.
-Trick the Germans into thinking what they are doing are for the good of Germany and Germans.