This document provides information about preparing and delivering a "yOU speech" presentation. It includes details about the goals and requirements of the speech such as introducing yourself and sharing two survival tips. It instructs students to create an outline with an attention getter, 2-3 main points, and conclusion. The document also discusses communication theories and defines communication. Finally, it covers the importance of credibility when speaking and defines the four concepts of source credibility as well as the five canons of rhetoric.
Rhetoric is a communication theory originally developed by Aristotle as a means of challenging a number of prevailing assumptions about what constitutes a effective presentation.
3. communication breakdown and strategies to avoid itsweetyrose
5. Explains why there is a breakdown of communication
EN11/12OC-Ia-5
6. Uses various strategies in order to avoid communication breakdown.
EN11/12OC-Ia-6
Rhetoric is a communication theory originally developed by Aristotle as a means of challenging a number of prevailing assumptions about what constitutes a effective presentation.
3. communication breakdown and strategies to avoid itsweetyrose
5. Explains why there is a breakdown of communication
EN11/12OC-Ia-5
6. Uses various strategies in order to avoid communication breakdown.
EN11/12OC-Ia-6
This presentation deals with an introduction to Communication Skills and Soft Skills. This is meant for both teachers and students of English language and literature.
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...University of Valencia
Talk to be given at the "New Directions in Telecollaborative Research and Practice: The Second Conference on Telecollaboration in University Education" at Trinity College Dublin, 21-23 April, 2016.
Our presentation outlines a study carried out in the context of the European-funded project TILA (Telecollaboration for Intercultural Language Acquisition - Grant Agreement Number 2012-4001/001-001). This two-year project involved secondary school students from France, Germany, the Netherlands, Spain and the United Kingdom.
Our aim in this presentation is to offer insights into the verbal and non-verbal characteristics of synchronous telecollaboration (STC). Our corpus consists of twelve recordings of tandem interactions between Spanish and British secondary school students aged between 14 and 15. In the first stage of our analysis we transcribed the video recordings. The transcriptions include all linguistically coded communication –both spoken and written– as well as annotations of paralinguistic and non-linguistic phenomena. In our analysis we draw on Goffman, 1956, Brown and Levinson, 1987 and Pennock-Speck and del Saz-Rubio, 2013. We focus specifically on Goffman’s (1956: 476) notion of deference, “a symbolic means by which appreciation is regularly conveyed to a recipient”. There are two main types of deference: “avoidance rituals”, similar to Brown and Levinson’s (1987) negative politeness strategies, and “presentation rituals” (Goffman, 1956: 481), akin to Brown and Levinson’s (1987) positive politeness strategies.
This research brings to light empirical evidence of the affordances of STC when compared with other kinds of online peer interaction. Our results show that participants systematically use body language and non-verbal cues along with verbal language to make their interlocutors feel at ease, to resolve potentially embarrassing moments and also to offer them praise. It also provides insights into how TC can enhance Classroom Interactional Competence (CIC) defined by Walsh (2011: 158) as “Teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning”. We posit that TC promotes CIC and that students benefit from the peer-feedback and the peer-scaffolding that ensue from interaction of this kind.
What is communication, types of communication, Barriers in communicationAsmat Ullah
in this presentation you can describe complete topic of Communication skills including types of communication, 7C's formula and barriers of communication
This presentation deals with an introduction to Communication Skills and Soft Skills. This is meant for both teachers and students of English language and literature.
Analysing Students’ Communicative Strategies in Synchronous Telecollaboration...University of Valencia
Talk to be given at the "New Directions in Telecollaborative Research and Practice: The Second Conference on Telecollaboration in University Education" at Trinity College Dublin, 21-23 April, 2016.
Our presentation outlines a study carried out in the context of the European-funded project TILA (Telecollaboration for Intercultural Language Acquisition - Grant Agreement Number 2012-4001/001-001). This two-year project involved secondary school students from France, Germany, the Netherlands, Spain and the United Kingdom.
Our aim in this presentation is to offer insights into the verbal and non-verbal characteristics of synchronous telecollaboration (STC). Our corpus consists of twelve recordings of tandem interactions between Spanish and British secondary school students aged between 14 and 15. In the first stage of our analysis we transcribed the video recordings. The transcriptions include all linguistically coded communication –both spoken and written– as well as annotations of paralinguistic and non-linguistic phenomena. In our analysis we draw on Goffman, 1956, Brown and Levinson, 1987 and Pennock-Speck and del Saz-Rubio, 2013. We focus specifically on Goffman’s (1956: 476) notion of deference, “a symbolic means by which appreciation is regularly conveyed to a recipient”. There are two main types of deference: “avoidance rituals”, similar to Brown and Levinson’s (1987) negative politeness strategies, and “presentation rituals” (Goffman, 1956: 481), akin to Brown and Levinson’s (1987) positive politeness strategies.
This research brings to light empirical evidence of the affordances of STC when compared with other kinds of online peer interaction. Our results show that participants systematically use body language and non-verbal cues along with verbal language to make their interlocutors feel at ease, to resolve potentially embarrassing moments and also to offer them praise. It also provides insights into how TC can enhance Classroom Interactional Competence (CIC) defined by Walsh (2011: 158) as “Teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning”. We posit that TC promotes CIC and that students benefit from the peer-feedback and the peer-scaffolding that ensue from interaction of this kind.
What is communication, types of communication, Barriers in communicationAsmat Ullah
in this presentation you can describe complete topic of Communication skills including types of communication, 7C's formula and barriers of communication
Nurse Managers are required to be aware of the techniques that can help them ensure effective management of educational/service unit. Communication is one of the most important activities in the nursing management. It is the foundation upon which the manager achieves organizational objectives.
Communication is a process of change. In order to achieve the desired result, the communication necessarily is effective and purposive.
It is important to make our communications clear, neat & easy to understand. Written communication plays a major role in disseminating information, instructions or directions. Here is a presentation explaining the important of written communication in personal & professional life of an individual
2. yOU speech
• three-minute informative presentation
• a narrative self-introduction
• contribute to a class "OU Survival guide."
• not graded.
3. Create an outline for your speech
• Create an attention getter
• Create 2-3 main points
• Finish with a memorable conclusion.
• Use ONE index card with only key-words
• Bring your yOU Speech Feedback Form
4. Two goals of the yOU speech
1.This speech is about you
2.Share two survival tips that you learned
and that would make others' life easier
–The survival tips must be appropriate
to your student audience
5. Communication Theories
1. communication as action model
2. Communication as transaction model
These are linear models A B
3. Communication as interaction
Non-linear model A B
6. Defining communication
• a transaction in which speaker and
listener simultaneously send, receive,
and interpret messages
7. Communication as transaction
The word could suggest one directional
action, which is NOT true for communication.
•Sender in not only sending messages
•Receiver is not only receiving messages
8. Defining Communication
Therefore we add the word
simultaneously to express interaction.
•when speaker sends message, listener
sends a message as well
•a dynamic interrelationship.
9. Other definition of communication
• Dynamic interrelationship of
• Source
• Receiver
• Message
• Channel
• Feedback
• Situation
• Noise
10. 1. Source
2. Receiver
3. Message
4. Channel
5. Feedback
6. Situation
7. Noise
7 components of the communication process
11. 7 components of the communication process
1. source: the person who originates the message
2. receiver: the individual or group that hears and listens to [M]
3. message: verbal : the word
nonverbal:
movements, gestures, facial expressions,
vocal variations such as pitch and tone
12. 7 components of the communication process
4. channel: the means of distributing your words
such as coaxial cable, fiber optics, microwave,
radio, video, or air that carries sound waves
5. feedback: verbal or nonverbal responses from
audience
6. situation: the time, place, and occasion
7. noise: any form of interference with the
message or obstacles of communication
13. Why is important to be a credible speaker?
The audience’s perception of your
effectiveness as a communicator is called
source credibility, ethos
14. Four concepts of source credibility:
• Common ground: pointing out what features you
share with your audience.
(example: all of us, we students…)
• Trustworthiness: the degree to which the audience
perceives the speaker as honest and honorable
(example: people will never fully trust someone who
once lied in his speech)
15. Four concepts of source credibility:
• Competence: a thorough familiarity with topic
(an agricultural major’s competence in organic
gardening)
• Dynamism: the energy you expend in delivering your
message (speaker who lacks facial expressions vs. speaker
who is expressive)
16. Five Canons of Rhetoric
1. Invention: finding information for your
presentation
2. Organization: appropriate arrangement and
structure
3. Style: using clear and ornamental language
17. Five Canons of Rhetoric
4. Understanding: being able to recall main ideas and
details
5. Delivery: using effective verbal and nonverbal
behavior to maximize effectiveness
18. Reading for next class
• iSpeak Ch 2 Preparing your first presentation