Communicating Your Arguments
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This document discusses communication styles and provides information about: 1) Different communication environments including interpersonal, small group, public, and mass communication. 2) Levels of communication such as paralanguage, nonverbal communication, and words. 3) Four basic communication styles ("birds") - Eagle, Owl, Dove, and Road Runner - which differ in how they prioritize tasks, people, and time. 4) An assignment asking the reader to identify their dominant communication style, describe its positive and challenging aspects, and ways to improve.
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This document discusses communication styles and concepts. It introduces four main communication styles - Eagle, Owl, Road Runner, and Dove. The Eagle style works quickly on tasks, the Owl works patiently on tasks, the Road Runner works quickly with people, and the Dove works patiently with people. It notes that our communication style is a combination of all four styles and that there is no single superior style, as each has strengths and challenges. The key takeaways are that the sender has primary responsibility for effective communication, perfect communication is impossible, and nonverbal communication carries most of the message's content.
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1) Meanings are interpreted by individuals based on their unique perspectives
2) Messages have both literal and implied meanings
3) Messages vary in how abstract or specific they are
4) Messages can be more or less polite depending on their directness
5) Message meanings can intentionally or unintentionally mislead or deceive
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This document discusses communication styles and concepts. It introduces four main communication styles - Eagle, Owl, Road Runner, and Dove. The Eagle style works quickly on tasks, the Owl works patiently on tasks, the Road Runner works quickly with people, and the Dove works patiently with people. It notes that our communication style is a combination of all four styles and that there is no single superior style, as each has strengths and challenges. The key takeaways are that the sender has primary responsibility for effective communication, perfect communication is impossible, and nonverbal communication carries most of the message's content.
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Martin Joos identified 5 styles of communication based on formality: intimate style is the most casual and used between close friends and family, casual style is used in informal conversations between friends and acquaintances, formal style uses prepared speeches without slang, consultative style uses shorter spontaneous sentences for discussions, and frozen style is the most formal such as for ceremonies and pledges.
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Hedges are linguistic devices used by speakers to acknowledge they may not fully adhere to the maxims of quality, quantity, relation and manner. Examples of hedges include "I'm not sure if..." or "As far as I know..." which show respect for the quality maxim. Hedges allow speakers to convey uncertainty or lack of information while still communicating effectively. Inference is a conclusion drawn by a listener based on their background knowledge, while a presupposition is an implicit assumption that underlies what is said.
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1) The document discusses five types of speech styles: frozen style, formal style, consultative style, casual/informal style, and intimate style.
2) Frozen style is the most formal communicative style used in respectful situations or formal ceremonies. Formal style uses formal words and expressions. Consultative style uses listener participation and feedback.
3) Casual/informal style is used in conversations between friends and involves shared background information. Intimate style, used between close people, has an economy of words and nonverbal communication.
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2) Examples of pragmatics include interpreting implied meanings, understanding how the same words can mean different things in various contexts, and how sociocultural norms influence language use.
3) Incorporating pragmatics into language teaching involves activities like role plays, discussions of sociocultural differences, and raising students' awareness of pragmatic features of the target language.
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the study of language use
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the study of meaning in interaction (Thomas, 1995)
The linguistic phenomena to be studied from the point of view of their usage can be situated at any level of structure. The question pragmatics asks is: How are the language resources used?
example: The level of speech sounds: Most speakers of languages with a significant degree of dialectal variation, who have grown up with a local dialect but who were socialised into the use of a standard variety through formal education, will find that the language they use sounds quite different depending on whether they are in their professional context or speaking to their parents or siblings.
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This document discusses different styles of speech and oral communication. It identifies 5 levels of speech style from most formal to most informal:
1. Frozen - Rarely changes and is "frozen" in content, like the Pledge of Allegiance.
2. Formal - Used in formal settings like sermons, speeches, and announcements. Impersonal in nature.
3. Consultative - Professional discourse between superiors/subordinates, doctors/patients, lawyers/clients. Accompanied by social expectations.
4. Casual - Informal language used between peers and friends, allowing for slang, colloquialisms, and "group language."
5. Intimate -
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This document discusses how language impacts critical thinking in four key areas:
1) Word choice - the words we use can affect how people react to arguments and allow us to indirectly express feelings.
2) Ambiguity - ambiguous language can cause confusion and lead to overgeneralization or bypassing important details.
3) Definition - clearly defining terms gets people on the same page to avoid confusion. Definitions can be denotative or connotative.
4) Intensity - language with a high intensity level through negative words or abuse can demonstrate poor critical thinking.
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Language plays an important role in critical thinking. There are four key areas of language use: word choice, ambiguity, definition, and intensity. A critical thinker must use language that meets the audience's needs and expectations by considering factors like time, place, person, and occasion. Their word choices should aim to accurately convey their intended message without ambiguity so the audience can understand without misunderstanding. They also clearly define any terms to prevent semantic barriers and use an appropriate intensity level for the audience.
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Pragmatics is concerned with 4 main areas: 1) studying a speaker's intended meaning, 2) how context influences meaning, 3) how listeners infer more from what is said than just the literal words, and 4) how the level of closeness between speakers is expressed. It differs from semantics and syntax in that pragmatics considers the relationships between linguistic forms and the users of those forms, allowing human aspects like intentions and assumptions to be analyzed. Studying language through pragmatics allows us to better understand intended meanings but is more difficult to do in an objective, consistent way compared to semantics or syntax.
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This document discusses communicating appropriately based on relationships and situations. It defines intimate communication styles used within close families and friend groups, using personal language and terms of endearment. As an activity, students will work in groups to create short dialogues between a student and their parent, friend, or teacher to celebrate an academic achievement, demonstrating the different communication styles. They will then answer questions individually about the formality of each conversation and how relationships influence communication. The assignment is to read a selection called "Auld Lang Syne."
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This document discusses how language guides our thinking through four key areas: word choice, ambiguity, intensity, and definition. It notes that over 50% of communication is non-verbal and words only account for 7% of communication. Additionally, it explores how language shapes our reality through the Whorf-Sapir hypothesis and how words help determine how people interpret events. The document also examines doublespeak and politically correct language from the 1990s as examples of how language can disguise, distort, or reverse meanings.
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The document defines and provides examples of different types of speech including:
- Types of speech context such as intrapersonal communication, interpersonal communication, public communication, and mass communication.
- Speech styles including casual, consultative, intimate, formal, and frozen.
- Speech acts which are divided into locutionary, illocutionary, and perlocutionary acts.
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This document discusses different types of dyadic communication including conversation, dialogue, interviews, and provides guidance on conducting effective interviews. It defines dyadic communication as involving 2 to 7 participants exchanging messages, and notes key characteristics of conversations include spontaneity and lack of agenda. Dialogues are described as more purposeful than conversations, with the goal of problem-solving. Effective interviews require preparation by both the interviewer and interviewee to ensure the exchange of relevant information.
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Claude Levi Strauss
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The document discusses different types of speech contexts and styles. It defines four types of speech contexts: intrapersonal, interpersonal, public, and mass communication. Intrapersonal communication occurs within an individual through thinking. Interpersonal communication occurs between individuals through feedback. Public communication addresses a large audience without feedback. Mass communication reaches a wide audience through media. It also outlines five speech styles - intimate, casual, consultative, formal, and frozen - that are appropriate for different contexts and levels of formality.
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Language and critical thinking are important for effective communication. There are four key areas of language: word choice, ambiguity, definition, and intensity. Word choice is important because the same words can have different meanings to different people or cultures. Ambiguity occurs when the meaning of words is unclear, which can lead to misunderstandings. Using precise definitions and understanding denotative and connotative meanings can help clarify the intended message. Considering these four areas of language can help improve critical thinking and effective communication across cultures.
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This document provides an introduction to rhetoric and the writing process. It defines rhetoric as the skill of using language to influence or persuade others. It outlines five assumptions about rhetoric, including that it is culturally determined and aims to induce cooperation through more than just persuasion. The document also introduces the writing triangle, which emphasizes choosing a subject, purpose, and audience. It provides examples of how the elements in the writing triangle affect sentence choice. Students are assigned to write a short text describing their likes/dislikes of writing in English for a classmate.
Appropriate Language
The document discusses using appropriate language when writing for an audience. It advises avoiding slang, euphemisms, biases, stereotypes, and jargon, as such terms can be confusing or offensive to readers. Instead, writers should choose language that fits the intended audience while accurately conveying the author's intended message in a professional manner without judgment or exclusion.
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This document discusses principles of verbal messages. It covers how messages are packaged and interpreted, the denotative and connotative meanings of words, how messages vary in abstraction, politeness, assertiveness, and ability to confirm or disconfirm. Guidelines are provided for using criticism and praise effectively and for communicating assertively. The document also discusses making messages more effective by using extensional orientation, avoiding allness and fact-inference confusion, discriminating appropriately, focusing on the middle rather than extremes, and updating messages over time.
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1) The document discusses five types of speech styles: frozen style, formal style, consultative style, casual/informal style, and intimate style.
2) Frozen style is the most formal communicative style used in respectful situations or formal ceremonies. Formal style uses formal words and expressions. Consultative style uses listener participation and feedback.
3) Casual/informal style is used in conversations between friends and involves shared background information. Intimate style, used between close people, has an economy of words and nonverbal communication.
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The document discusses pragmatic markers. It begins with an agenda that includes defining pragmatic markers, activities to analyze their use, and examining markers in different languages. It then defines pragmatic markers based on their phonological, syntactic, semantic, functional, and sociolinguistic features. Their textual and interpersonal functions are also defined. Examples are provided to categorize the functions of markers. The discussion then explores markers in languages such as Chinese, Japanese, and Thai, noting common markers and their frequencies and uses in each language.
Language in Critical Thinking
When it comes to critical thinking, language is a double-edged sword: it is both a great tool of communication, but also the source of many miscommunications. We relay our thoughts through the words that we speak, and the problem is that there is just no universally correct way to use a word.
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1) Pragmatics refers to language use in context and how speakers communicate intentions and understand others' intentions based on social and cultural norms. It looks at language beyond just grammar and vocabulary.
2) Examples of pragmatics include interpreting implied meanings, understanding how the same words can mean different things in various contexts, and how sociocultural norms influence language use.
3) Incorporating pragmatics into language teaching involves activities like role plays, discussions of sociocultural differences, and raising students' awareness of pragmatic features of the target language.
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the study of language use
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the study of meaning in interaction (Thomas, 1995)
The linguistic phenomena to be studied from the point of view of their usage can be situated at any level of structure. The question pragmatics asks is: How are the language resources used?
example: The level of speech sounds: Most speakers of languages with a significant degree of dialectal variation, who have grown up with a local dialect but who were socialised into the use of a standard variety through formal education, will find that the language they use sounds quite different depending on whether they are in their professional context or speaking to their parents or siblings.
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This document discusses different styles of speech and oral communication. It identifies 5 levels of speech style from most formal to most informal:
1. Frozen - Rarely changes and is "frozen" in content, like the Pledge of Allegiance.
2. Formal - Used in formal settings like sermons, speeches, and announcements. Impersonal in nature.
3. Consultative - Professional discourse between superiors/subordinates, doctors/patients, lawyers/clients. Accompanied by social expectations.
4. Casual - Informal language used between peers and friends, allowing for slang, colloquialisms, and "group language."
5. Intimate -
Communicative Style (Casual style)
This document outlines the objectives, expectations, and content of a lesson on casual style and casual conversations. The lesson aims to identify features of casual dialogue, appropriate communication styles for casual situations, and the importance of using the right style. Students will craft and perform casual dialogues in groups between teenagers and parents or peers, and individually analyze the differences between the two dialogues.
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This document discusses how language impacts critical thinking in four key areas:
1) Word choice - the words we use can affect how people react to arguments and allow us to indirectly express feelings.
2) Ambiguity - ambiguous language can cause confusion and lead to overgeneralization or bypassing important details.
3) Definition - clearly defining terms gets people on the same page to avoid confusion. Definitions can be denotative or connotative.
4) Intensity - language with a high intensity level through negative words or abuse can demonstrate poor critical thinking.
Dyadic communication
Dyadic communication refers to an interaction between two individuals. It provides ideal conditions for close-range feedback as the interactions are person-to-person. Fidelity is high as reactions are mutually observable. Common forms of dyadic communication include face-to-face conversations, telephone conversations, interviews, and instruction. Face-to-face conversation is the most common, linking people socially and professionally through informal exchanges of views and ideas, with participants alternating between speaking and listening roles. Effective face-to-face conversations require analyzing one's habits, maintaining interest, flexibility in topics, and courtesy.
Language and Critical Thinking (Hatice Bilen)
Language plays an important role in critical thinking. There are four key areas of language use: word choice, ambiguity, definition, and intensity. A critical thinker must use language that meets the audience's needs and expectations by considering factors like time, place, person, and occasion. Their word choices should aim to accurately convey their intended message without ambiguity so the audience can understand without misunderstanding. They also clearly define any terms to prevent semantic barriers and use an appropriate intensity level for the audience.
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This document discusses communicating appropriately based on relationships and situations. It defines intimate communication styles used within close families and friend groups, using personal language and terms of endearment. As an activity, students will work in groups to create short dialogues between a student and their parent, friend, or teacher to celebrate an academic achievement, demonstrating the different communication styles. They will then answer questions individually about the formality of each conversation and how relationships influence communication. The assignment is to read a selection called "Auld Lang Syne."
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This document discusses how language guides our thinking through four key areas: word choice, ambiguity, intensity, and definition. It notes that over 50% of communication is non-verbal and words only account for 7% of communication. Additionally, it explores how language shapes our reality through the Whorf-Sapir hypothesis and how words help determine how people interpret events. The document also examines doublespeak and politically correct language from the 1990s as examples of how language can disguise, distort, or reverse meanings.
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The document defines and provides examples of different types of speech including:
- Types of speech context such as intrapersonal communication, interpersonal communication, public communication, and mass communication.
- Speech styles including casual, consultative, intimate, formal, and frozen.
- Speech acts which are divided into locutionary, illocutionary, and perlocutionary acts.
Dyadic Communication
This document discusses different types of dyadic communication including conversation, dialogue, interviews, and provides guidance on conducting effective interviews. It defines dyadic communication as involving 2 to 7 participants exchanging messages, and notes key characteristics of conversations include spontaneity and lack of agenda. Dialogues are described as more purposeful than conversations, with the goal of problem-solving. Effective interviews require preparation by both the interviewer and interviewee to ensure the exchange of relevant information.
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Oral Communication (Grade 11) - Various Speech Situations
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Human beings are creatures who collaborate. We need to establish relationships with others. We are raised in family groups. We are educated and entertained in groups, and we work and worship in groups. Regardless of your career choice, you will spend a considerable part of your work life collaborating with others. One survey of Fortune 500 companies found that 81 percent use team-based approaches to organize the work that needs to be done.1 In addition, 77 percent use temporary teams and work groups when new projects develop.2 The typical manager spends a quarter of the workweek in group meetings. The higher you rise in position and leadership authority, the more time you’ll spend in meetings. Top-level leaders spend up to two-thirds of their time—an average of three days a week—in meetings or preparing for meetings.3 Not all of our collaborations are face-to-face. In the twenty-first century, our collaboration has dramatically increased because of our use of technology. We are hypercon-nected. Computer power that once needed a room-size space now fits in our pocket. We not only GoToMeetings online (thanks to GoToMeeting software), but because of “iCommunication” devices (iPhone, iPad, iPods), numerous apps, Skype, Facebook, Twitter, LinkedIn, and ultra-high-speed-big-data-cloud-computing methods, we are connected to virtual groups and teams nearly all of our waking moments. Collaboration is a daily element of our work, family, and social lives.4 Yet despite our constant collaboration, we sometimes (even often) have difficulty working collectively. Collaboration is hard. Collaboration takes skill. And groups can exist for constructive as well as destructive reasons.5 Communication researcher Susan Sorenson coined the term grouphate to describe the dread and repulsion many people have about working in groups, teams, or attending meetings.6 We have good news. Grouphate diminishes when people receive training and instruction about working in groups. The purpose of this book, therefore, is to help you learn communication principles and become skilled in the practices that make working in groups productive and enjoyable. Communication is the central focus of this book. Communication makes it possible for groups and teams to exist and function. If you use the book as a tool to help you learn to communicate in groups, you will distinguish yourself as a highly valued group member. What Is Small Group Communication? Consider these situations: After the stock market plunges 1000 points in a week, the President of the United States appoints a high-level team of economists to identify the causes of the market collapse. In a bid by the social networking site Connect.com to merge with a rival company, Relate.com, the Chair of the Board of Connect.com calls the board together to consider the .
Writing A Hook For An Essay. Writing Hooks by Toni Orbase TPT
7 Sensational Essay Hooks That Grab Readers’ Attention - Academic .... How To Write A Good Hook Sentence Essay - Agnew Text. Hook-samples - Hook Samples - Introduction to Persuasive Essay Writing .... Narrative and Expository Writing Leads Hooks | Descriptive Sentence .... How To Write A Good Novel Hook - Agnew Text. Striking Hook For An Essay ~ Thatsnotus. 023 Good Essay Hooks Oedipus Free Sample ~ Thatsnotus. Hooks for Essays Guide - Check Out How to Write a Hook Easily. How To Write A Good Hook And Thesis - Alanson Essay. 003 Good Hook Sentences For College Essays Great Opening Lines From .... How To Write A Hook Essay.
Writing A Hook For An Essay.pdf
7 Sensational Essay Hooks That Grab Readers’ Attention - Academic .... How To Write A Good Hook Sentence Essay - Agnew Text. Hook-samples - Hook Samples - Introduction to Persuasive Essay Writing .... Narrative and Expository Writing Leads Hooks | Descriptive Sentence .... How To Write A Good No
Communication session 1 (2).pptx
This document outlines a communication skills learning session that includes the following:
- Describing what communication means and identifying different communication methods
- Completing activities in pairs and groups to discuss communication definitions and examples
- Reflecting on personal communication skills and how communication benefits daily life
- Developing teamwork, speaking, listening and demonstrating British values through interactive exercises
Communication
This document discusses the importance of communication and provides tips for effective communication. It notes that communication is an essential skill that can be improved with study and practice. The three main parts of a conversation are ethos, pathos, and logos. Body language accounts for 55% of received messages while tone of voice accounts for 38% and words account for 7%. There are different personality styles in communication such as direct vs indirect and task-oriented vs people-oriented. Understanding these differences and adapting one's communication style is important. Other tips provided include asking questions, being a good listener, preparing, and managing intensity.
Personal Space Proxemics
Here are some key nonverbal codes I would use in this situation:
- Proxemics: Maintain closer physical distance and more frequent/lengthy eye contact to communicate affection despite the sarcastic jokes and teasing. This signals intimacy and comfort with his presence.
- Kinesics: Smiling, eye rolls, and playful facial expressions to show the teasing is in good fun rather than actual annoyance or offense. This conveys the positive emotional subtext beneath the sarcastic words.
- Haptics: Light touches, pokes or nudges can be used to punctuate the sarcastic remarks in a playful way, demonstrating the physical ease and comfort between us.
-
MASS COMMUNICATION
This document defines and describes various aspects of communication including:
- What communication is and the basic process of communication.
- The different types of communication including verbal, nonverbal, oral, and written.
- The levels of communication from intrapersonal to interpersonal to small group to one-to-group to mass communication.
- Potential barriers to communication such as physical, perceptual, emotional, cultural, language, and gender barriers.
- Tools for effective communication including being brief, having good manners, using a positive tone, being a good listener, varying language, speaking clearly, and having good pronunciation.
SPH 107 Ch 1
This document discusses the key concepts of communication and ethical public speaking. It defines communication as the process of sending and receiving verbal and nonverbal messages to create shared meaning. There are five primary contexts of communication: intrapersonal, impersonal, interpersonal, small group, and public. Effective public speaking requires considering the situation, choosing a credible message, and anticipating feedback within the communication process while maintaining ethical standards like acknowledging bias and using respectful language.
Presentation-1-1.pdf
This document discusses different types of communication and speech context. It begins by distinguishing between verbal communication, which uses words, and non-verbal communication, which uses behaviors. It then lists five principles of effective communication: appropriateness, brevity, clarity, ethics, and vividness.
The document goes on to define speech context as the communication situation. It says the context affects how people communicate and results in different speech styles. It identifies four types of speech context: intrapersonal (within oneself), interpersonal (between two or more people), public (to a large audience), and mass communication (using media like TV and social media).
Finally, it provides examples of each type of speech context and gives
Presentation-1-1.pdf
This document discusses different types of communication and speech context. It begins by distinguishing between verbal communication, which uses words, and non-verbal communication, which uses behaviors. It then lists five principles of effective communication: appropriateness, brevity, clarity, ethics, and vividness.
The document goes on to define speech context as the communication situation. It says the context affects how people communicate and results in different speech styles. It identifies four types of speech context: intrapersonal, interpersonal, public, and mass communication. Intrapersonal involves self-reflection. Interpersonal involves conversations between two people or small groups. Public involves delivering messages to large audiences. Mass communication uses channels like television and social media
Presentation-1-1.pdf
This document discusses different types of communication and speech context. It begins by distinguishing between verbal communication, which uses words, and non-verbal communication, which uses behaviors. It then lists five principles of effective communication: appropriateness, brevity, clarity, ethics, and vividness.
The document goes on to define speech context as the communication situation. It says the context affects how people communicate and results in different speech styles. It identifies four types of speech context: intrapersonal, interpersonal, public, and mass communication. Intrapersonal involves self-reflection. Interpersonal involves conversations between two people or small groups. Public involves delivering messages to large audiences. Mass communication uses channels like television and social media
COMMUNICATION SKILLS.ppt
The purpose of the training is to develop and explore better ways of expressing ourselves.
The training is meant to leave our hesitation and fear of speaking in public.
We all are here to learn something from others and teach something to others
Due to the above reasons the training is going to be a very interactive session with your active participation.
4Stein, Scott, Albert DiBartolomeo, and Kathleen Volk Miller, .docx
4
Stein, Scott, Albert DiBartolomeo, and Kathleen Volk Miller, eds. The 33rd: An Anthology. Philadelphia: Drexel Publishing Group, 2011. Print.
Freshman Writing | 45-49
Honorable Mention
Daniel Sullivan
Text Messaging and Conflict Resolution: What Does That Emoticon Mean?
Dan: What do you think; is text messaging a viable means for conflict resolution?
World: No, text messaging is for short messages only, not confrontations or debate.
Dan: I agree that was the intended purpose, but it has progressed over time. What are people using it for now?
World: According to a survey in 2004, people are asking questions and sending reminders, not having conversations (Faulkner).
Dan: From my research in 2010, I’ve found the most common uses to be event planning and gossip/casual conversation, categories with a “back and forth.”
World: Argh, I’ll give you that. But what about people using texting as a security blanket? It’s destroying the closeness of mankind! (Pressner)
Dan: What about people using texting for “romantic interactions?” And who’s to say people can’t be close over non-verbal communications?
World: Or what about the fact that it’s difficult for people to get their meaning across in text? (Pressner)
Dan: Actually, people think they get their meaning across.
World: Wah? But whole relationships have fallen apart from misunderstandings! (Pressner)
Dan: Then maybe it depends on other factors?
World: Well, like what?
That is the question. In my daily life, text messaging is a core component of my communications with others. I use it for everything from planning events to casual conversation and getting help on homework; but I also use it to flesh out issues with my partner and others close to me. Recently, I have wondered why we have turned to text messaging for the majority of our conflicts. Prior to doing outside research, I created a few theories as to why, for some, text messaging is a more accessible means of conflict resolution. Due to text messaging’s limit of 160 characters, people have to make their arguments concise and to the point. It might also be easier for people who are shy, since they have time to formulate what they want to say, instead of feeling intimidated by a face-to-face conversation.
To see how texting can be used, we must first look at how it has been used. A 2004 study at London South Bank University examined who used texting, and why. Their results showed that those who are younger tend to send and receive a greater number of messages than those who are older (Faulkner). The study also looked at what kinds of messages were sent and found that the majority of texts were asking questions, sending farewells, and sending personal information.
In order to gain a broader perspective, I conducted my own study, in the form of an online survey. There were a total of 389 responses. After analyzing the data, and comparing it to Faulkner’s survey, there are drastic differences. The first is the percentage who text. According t.
Banghay Aralin sa Filipino 1: Komunikasyon
The document discusses a lesson plan on communication. It begins with an opening prayer and clean-up activity. The teacher then reviews the previous lesson and introduces the new topic of communication and its types. Students are asked questions to engage them in the discussion. Four types of communication are explained: verbal, non-verbal, extra-verbal, and symbolic. The class is divided into groups to do activities applying the lesson before concluding with a quiz.
University of Phoenix MaterialIntroduction to Communication Work.docx
This document contains an introduction to communication worksheet from University of Phoenix with the following sections:
1) Paragraph questions about the definition of communication and its fundamentals from a textbook, including an example.
2) Identifying whether sentences about communication are myths or realities and explaining the answers.
3) Matching seven contexts of communication with their definitions.
Levels of communication and basic tenets or maxims of communication
This document discusses the five levels of communication and basic tenets or maxims of communication. The five levels are interpersonal communication between two people, small group communication within a team of 3 or more, intrapersonal communication which is internal mental conversation, mass communication directed to a large audience electronically, and one-to-group communication from one person to a larger group. Basic tenets or maxims of communication refer to general principles or beliefs held to be true about communication, such as brevity, relevance, truthfulness and clarity.
Nature and elements of communication
oral communication, nature and elements of communication, models of communication, types of communication
Communicating With Others
The document outlines the basic communication model including a sender, message, channel, receiver, and potential noise. It then discusses different types of communication including verbal, nonverbal, intrapersonal, interpersonal, small group, community, and mass communication. The document also touches on miscommunication, arguments, truth, validity, and the importance of communication skills.
Public Speaking Essay
Public Speaking Essay
Public Speaking Essay
Essay on Public Speech
Public Speaking Goals
Fear of public speaking Essay
mil q3 w1.pptx
This document provides an introduction to media and information literacy. It discusses the importance of information literacy in today's world of misinformation. It defines key concepts related to communication, media, information, technology, and literacy. It also explains models of communication and categories of media. The document emphasizes that media and information literacy helps people access, analyze, and evaluate information from various sources in order to make informed decisions. It provides definitions of media literacy, information literacy, and technology literacy and notes their shared goals of helping people understand and create media messages.
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We can make our online classes more "Human" in a variety of ways that better connect with our students.
Gaming your online course
This document discusses gamifying an online class by applying game elements and mechanics. It provides 9 steps to gamifying a class, which include deciding on class objectives, creating level-based module objectives, designing level content and activities, incorporating a narrative backstory, encouraging student interaction, and motivating students. Examples are given of level progression tied to grades, badges awarded for achievements, and leaderboards. The benefits of gamification for student engagement and motivation are highlighted, along with some potential challenges around student pacing and frustration. Resources on gamification concepts and tools for implementing gamified elements in Canvas courses are also provided.
Humanizing Online Courses March 2020
The document discusses how to humanize online courses by focusing on the student experience and instructor participation. It recommends including a welcome letter, discussion forums with open-ended questions, allowing student contributions, using varied fonts and multimedia, and expressing personality as an instructor. The goal is to create an engaging educational experience rather than just delivering content.
Gaming your online class
The document discusses gamifying online classes by applying game design elements and techniques. It provides 10 steps to gamify a class, including starting with class objectives, creating module objectives and skills, designing badges for achievement levels, creating a backstory, deciding content for each level, designing student interaction, and motivating students. Key ideas are to allow learning from mistakes and get students contributing through discussions and surveys. The purpose is to increase student engagement and provide immediate feedback on progress by using principles of competition, achievement and collaboration common in game design.
Canvas Tips
The document provides tips and information for using various tools and features in the Canvas learning management system. It discusses how to customize course navigation and appearance, set up grading options, add modules and applications, create rubrics for assessments, use the discussion and comments tools for feedback, hold conferences, and introduces the Canvas community resource page.
Conflict presentation
Conflict is inevitable and can be productive if addressed properly. It arises from differences in goals or relationships and festers if ignored. Effective conflict resolution focuses on interests rather than positions and seeks mutual understanding. There are multiple approaches to handling conflict, each with benefits and costs, and the key is finding solutions where all sides satisfy their underlying interests. Good listening is essential to resolve conflicts productively.
Still summer vimeovideo
Vimeo is an online video sharing platform created by Zach Klein and Jake Lodwick to provide high quality video sharing without the limitations of other sites. It is based in New York and led by CEO Kerry Trainor. Vimeo focuses on original, professional quality content and offers free basic memberships as well as pro memberships that provide more assistance and benefits for filmmakers and serious video creators.
You're Teaching a Hybrid Class Etudes Summit 2015
This document provides guidance for teaching a hybrid or blended class. It begins by acknowledging the challenges and uncertainties teachers may face in transitioning to this new format. It then addresses several key questions teachers should consider, such as determining the purpose of blending modalities, how online and in-person content and activities can complement each other, how to assess students, and how to ensure students understand the value of both components. Throughout, it emphasizes the importance of training and support for teachers taking on the new blended approach.
Connecting with Your Students Using Videos Etudes Conference
This document discusses using personal videos to connect with students. It recommends screen capture tools like Jing and Screencast-O-Matic to create instructional videos. Free tools like CCC Confer and paid tools like Camtasia and Screenflow are also mentioned. The document notes that quality videos can be created with an iPhone using a selfie stick. It provides tips for getting started with a free YouTube channel, including obtaining a Google account, uploading videos, and using captioning tools. The overall goal is to help instructors connect with students using personal videos.
Creating Our Realities Unit Six
The document discusses the process of perception and the creation of personal realities. It states that perception involves selecting, sorting, and interpreting information from the environment. It also asserts that reality is created in the mind and is shaped by one's experiences. The most difficult reality to create is of oneself, as people focus on the negatives and see what they expect. Stasis refers to one's personal status quo and feelings of physical and emotional balance within one's defined personal reality.
Discovering our Decision-Making Style Unit 5
This document discusses decision making styles and provides information on:
- There is no single perfect decision making style; everyone has their own.
- There are two types of decisions - voluntary and involuntary.
- Daniel Kahneman and Amos Tversky studied decision making and developed tests to analyze styles.
- Four common decision making styles are outlined - Bull, Eagle, Bloodhound, Bee - each with different characteristics.
- Understanding individual styles can help with communication and decision making processes.
Foundations of Critical Thinking Unit Four
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Defining Critical Thinking Unit Three
This document discusses critical thinking and defines key concepts. It explains that critical thinking involves analyzing arguments using the rhetorical model, which examines the logic (logos), character (ethos), and emotion (pathos) of arguments. Critical thinkers focus on validity rather than truth, seeking to understand different perspectives rather than adhere to dogmatism. They recognize multiple positions can be valid and aim to find the most valid one based on a continuum of evidence rather than absolute truth.
Interpersonal Arguing Unit One
The document discusses different types of argumentative behaviors - nonassertive, aggressive, and assertive. Assertive behavior seeks solutions that work for all parties in a "win-win" situation. While aggressive behaviors focus only on one side "winning," making the situation "win-lose." It is important for relationships to argue constructively and see conflicts from a "win-win" perspective, as resolving issues through open communication leads to long-term solutions. Losing an argument from time to time is okay and can help people learn and grow.
Teams and Running Meetings
The document discusses effective team membership and running meetings. It defines the difference between groups and teams, with teams having a shared goal. Keys to effective team membership include making your team better by treating others as they want and need to be treated, and rewarding team members. When running a meeting, the leader should plan the objective, inform participants, prepare an agenda, structure discussions, and summarize decisions and action items. The overall goal is to make meetings effective and productive.
Week 2: Thinking in our Reality
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This document discusses concepts related to beliefs, attitudes, values, and behavior. It introduces the "Big Four" of beliefs, attitudes, values, and behavior, with beliefs being the smallest units of awareness and values being enduring, salient beliefs. People strive for consistency, or stasis, between these concepts. When confronted with conflicting information, people will first need to be knocked off their stasis before changing. The two keys to change are adding new beliefs or altering behavior, as attitudes cannot be directly changed. Various value systems and codes of conduct are also presented, such as the Six Pillars of Character and Bushido Code.
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This document discusses emotional intelligence and its importance. It defines emotional intelligence as tuning into one's feelings, senses, and emotions. It notes that emotional intelligence may be a better predictor of success than IQ. The document outlines five strategies for improving emotional intelligence: self-awareness, mood management, self-motivation, empathy, and relationship skills. It encourages the intelligent use of emotions for success.
1 Personal Arguing
This document discusses different types of argumentative behaviors: nonassertive, aggressive, and cooperative/assertive. Nonassertive behaviors result in losing or compromising one's position, aggressive behaviors focus only on one side winning regardless of others' feelings, and cooperative/assertive behaviors find solutions where all parties can win. The document emphasizes that constructive arguing through cooperation and finding solutions where all can win is key to successful relationships, and that it is okay to lose arguments sometimes as that is how people grow.
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বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Communicating Your Arguments
- 3. Communication Environments Interpersonal Small Group Community, Public Mass Intrapersonal Within ones self, like thinking Between two people Among 3 to 15 people Collection of more than 15 people Communication through a transmitting device
- 4. Levels of Communication Paralanguage Non verbal Words Within ones self, like thinking How the word is said, tone, volume, rate Physical actions that accompany a message
- 5. EagleOwl Workstyle Communication Dove Road Runner FastTakes Time Task People
- 6. Basic Styles Eagle Owl Workstyle Communication Dove Road Runner “I want it done yesterday” “Better Safe than Sorry” “Is everyone comfortable?” “Don’t confuse me with facts”
- 7. Discovering Your Communication Style Everyone has their own communication style. This week we looked at an approach with four basic sources of your communication. Although you are a mixture of all four, there is usually one that has more influence on your communication behavior than the others. In your first assignment I want you to: 1. Name the "bird" that best describes your communication style. Four bird names were used to describe each of the four sources. 2. Describe that style. Not just one or two sentences, but give it some thought and really describe that style in this paper. 3. Explain the positive aspects of that style. What do you consider positive about this style. 4. Explain the challenging aspects of your style. What might you need to work on to improve your ability to communicate with others. Remember: This is your first assignment so you will want to impress me. Won't you? Homework Assignment #1