Interviewing Someone Day 3 Notes
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This document provides guidance on conducting informative interviews for research purposes. It discusses choosing reliable primary or secondary sources who are knowledgeable on the topic. The interview structure should start easy, get more specific, and end with thanks. Open-ended questions encourage sharing while closed questions elicit short answers. Follow-up questions probe for more details. The interviewer should take notes, paraphrase, maintain eye contact and be respectful. After, they should send a thank you and offer to share the final work.
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+ 4 avoid using distracting hand-to-face gestures?
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– 6 clear throat?
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This document provides guidance on how to conduct effective interviews for journalistic purposes. It discusses preparing for interviews through research, establishing rapport with interview subjects, asking open-ended questions, and taking thorough notes. The document also outlines different types of interviews and important aspects to consider like body language and unspoken responses. Effective interviewing is presented as a fundamental skill for journalism careers.
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+ 3 keep hands and elbows out and away from the body?
+ 4 avoid using distracting hand-to-face gestures?
– 5 exhibit any weak and tentative gestures?
– 6 clear throat?
– 7 smile out of context?
– 8 fid ...
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153: NONVERBAL COMMUNICATION
OPTIONAL ASSIGNMENT: JOURNAL 1
Dr. Elaine Hsieh
DUE: May 1, 2020
Credibility and Competence
Activity:
1. You can do this activity either in-person (with family members or any person you are
currently not exercising social distancing) or online. Please either print 3 copies or email the
file to them so that they can fill the form out for you.
2. Find a cause/topic that you believe in. The topic has to be a topic appropriate for a persuasive
speech (i.e., you have to SELL that idea to your conversational partner).
3. Have a conversation (at least 10 minutes) with someone, try to bring in this topic gently. You
can say that you learned about something in class, in the news, from friends, and was really
convinced by it and thought it’d be a good idea to share with them.
4. After the conversation, ask your listener to fill the following survey.
5. You have to repeat step 3 and 4 three times (i.e., having at least 3 individuals to listen to your
comments and evaluate you).
Journal Write-up: Requirements [Be sure to address each item]
1. Use the first paragraph to provide background information: what was the topic chosen?
Who are the listeners and where did the conversation take place?
2. Based on their response, did they have similar perceptions or suggestions on certain
elements? What are they?
3. Based on the lectures and readings, which dimension of credibility are you most good at?
4. Based on lectures and readings, which dimension of credibility do you need to work on
more?
5. Write 5 things that you can work on to improve your credibility in the future?
6. Include the 3 completed evaluation forms with your journal when you submit the journal
assignment via Canvas.
7. Make sure you incorporate the course content we covered, including PowerPoint, course
readings, and additional videos that I have designated, on credibility and competence in
your analysis.
NONVERBAL CUE EVALUATION
Communicator: ______________________ Evaluator: _________________________
Please reflect the communicator’s nonverbal cues very carefully to determine which cues had a
positive and negative impact on credibility. The communicator should use these evaluations to
make the adjustments in persuasive communication that are necessary to develop personal
credibility.
During the discussion, did the communicator:
Eye Behaviors Yes No
+ 1 sustain eye contact with the listener?
+ 2 look directly at the customer?
– 3 look down or away before making a point?
– 4 exhibit shifty eyes?
– 5 blink excessively?
Gestures
+ 1 use hand and head gestures to emphasize points/
+ 2 use gestures to signal a desire to continue talking?
+ 3 keep hands and elbows out and away from the body?
+ 4 avoid using distracting hand-to-face gestures?
– 5 exhibit any weak and tentative gestures?
– 6 clear throat?
– 7 smile out of context?
– 8 fid.
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153: NONVERBAL COMMUNICATION
OPTIONAL ASSIGNMENT: JOURNAL 1
Dr. Elaine Hsieh
DUE: May 1, 2020
Credibility and Competence
Activity:
1. You can do this activity either in-person (with family members or any person you are
currently not exercising social distancing) or online. Please either print 3 copies or email the
file to them so that they can fill the form out for you.
2. Find a cause/topic that you believe in. The topic has to be a topic appropriate for a persuasive
speech (i.e., you have to SELL that idea to your conversational partner).
3. Have a conversation (at least 10 minutes) with someone, try to bring in this topic gently. You
can say that you learned about something in class, in the news, from friends, and was really
convinced by it and thought it’d be a good idea to share with them.
4. After the conversation, ask your listener to fill the following survey.
5. You have to repeat step 3 and 4 three times (i.e., having at least 3 individuals to listen to your
comments and evaluate you).
Journal Write-up: Requirements [Be sure to address each item]
1. Use the first paragraph to provide background information: what was the topic chosen?
Who are the listeners and where did the conversation take place?
2. Based on their response, did they have similar perceptions or suggestions on certain
elements? What are they?
3. Based on the lectures and readings, which dimension of credibility are you most good at?
4. Based on lectures and readings, which dimension of credibility do you need to work on
more?
5. Write 5 things that you can work on to improve your credibility in the future?
6. Include the 3 completed evaluation forms with your journal when you submit the journal
assignment via Canvas.
7. Make sure you incorporate the course content we covered, including PowerPoint, course
readings, and additional videos that I have designated, on credibility and competence in
your analysis.
NONVERBAL CUE EVALUATION
Communicator: ______________________ Evaluator: _________________________
Please reflect the communicator’s nonverbal cues very carefully to determine which cues had a
positive and negative impact on credibility. The communicator should use these evaluations to
make the adjustments in persuasive communication that are necessary to develop personal
credibility.
During the discussion, did the communicator:
Eye Behaviors Yes No
+ 1 sustain eye contact with the listener?
+ 2 look directly at the customer?
– 3 look down or away before making a point?
– 4 exhibit shifty eyes?
– 5 blink excessively?
Gestures
+ 1 use hand and head gestures to emphasize points/
+ 2 use gestures to signal a desire to continue talking?
+ 3 keep hands and elbows out and away from the body?
+ 4 avoid using distracting hand-to-face gestures?
– 5 exhibit any weak and tentative gestures?
– 6 clear throat?
– 7 smile out of context?
– 8 fid.
EN2120 How to conduct an Interview
This document provides guidance on how to conduct effective interviews for journalistic purposes. It discusses preparing for interviews through research, establishing rapport with interview subjects, asking open-ended questions, and taking thorough notes. The document also outlines different types of interviews and important aspects to consider like body language and unspoken responses. Effective interviewing is presented as a fundamental skill for journalism careers.
Interviewing for kimep
This document provides guidance on effective interviewing techniques. It discusses preparing for interviews by researching topics and potential interviewees. During interviews, rapport building is important through active listening, mirroring body language, asking open-ended questions, and following up for details and clarification. The document also notes the importance of organizing questions by topic and using different types of questions like funnels to guide the discussion.
How to talk to anyone
The document provides tips for improving conversation skills, including body language, listening skills, asking questions, sharing information about yourself, and closing conversations positively. Some key points covered include smiling and making eye contact to appear friendly; asking open-ended questions; balancing speaking and listening; discussing common interests; and ending conversations by restating something interesting the other person said and setting the expectation to talk again soon. The document also discusses overcoming conversational hangups like arguing or stereotyping others, as well as cultural differences to be aware of when speaking to people from other backgrounds.
Copy Editing III (Interviewing)
This document provides guidance on conducting effective news and feature interviews. It discusses identifying yourself and your outlet, establishing the interviewee's role, asking open-ended questions to get details and examples, getting clarification, handling difficult questions, respectfully interviewing in traumatic situations, addressing interviewee questions, and properly wrapping up the interview. Students are given an in-class exercise to interview leaders and professionals and provided examples of strong student interview profiles.
Oral History Education ~ Bringing History to Life
This popular presentation has been updated with video and new content for 2011. These slides and speaker notes provide a detailed, "turn key" lesson plan on oral history interviewing techniques. Oral history projects can empower students to connect to history, bringing it to life. It includes classroom slides, teacher notes, and educational resources for oral history projects in the classroom.
Reporting
This document provides guidance for student journalists on reporting and writing news stories. It discusses the importance of journalism in a democratic society and emphasizes getting the most accurate information possible through thorough verification of sources. The document offers tips for different types of stories, conducting interviews, developing story ideas, writing engaging leads, and building strong long-term source relationships based on honesty and integrity. The overall message is that quality journalism requires diligent research, even if it means the reporter must be willing to work long hours and ask difficult questions to uncover important truths.
Essentials Of Conversation
The document summarizes a presentation on teaching conversation skills to English language learners. It provides an overview of topics covered, including choosing discussion topics, generating questions, managing classroom conversations, giving feedback, and strategies for teaching beginners. Sample classroom activities are described, such as using conversation cards, think-pair-share, and group discussion squares to practice language skills and improve fluency.
Essentials Of Conversation
This is the powerpoint for a post-convention institute at TESOL 2010 in Boston. It was a very experiential four-hour session, so the ppt conveys a limited portion of the content.
Formal speech
The document provides guidance on formal speeches and presentations. It discusses that a formal speech aims to inform, persuade, entertain or stimulate action on a topic of community concern without visual aids. It emphasizes using colorful language, poetry, quotations, humor and imagery. It also outlines four logical steps to prepare a speech: determining the purpose, writing the purpose clearly, researching the topic, and outlining main points. Additionally, it provides tips for interesting an audience, making meanings clear, opening and closing a speech effectively, and delivering a speech with good posture, eye contact and vocal variation.
Writing extended definition paper2
This document provides guidance on developing an effective thesis statement and structure for a research paper. It recommends beginning with broad questions about the topic to develop a focused thesis. An effective thesis should make a clear claim, position, or generalization that can be supported with evidence. The document then outlines sections to include in the paper such as defining the problem, presenting solutions that have been attempted, discussing opposing views, and concluding with a call to action.
Oral History Training for the Classroom
This detailed, "turn key," lesson plan on oral history interviewing techniques will empower students to connect to history, bringing it to life. It includes classroom slides, teacher notes, and educational resources for oral history projects in the classroom.
Editorial writing
This document provides information and guidance on writing editorials. It discusses the purpose and functions of editorials, which is to explain, interpret, analyze and draw conclusions about news stories, and to persuade readers. It outlines the principles and process of editorial writing, which includes picking a significant topic, collecting facts from different viewpoints, developing arguments, and concluding with a call to action. Finally, it describes different types of editorials such as informative, interpretive, critical, occasion-specific, and entertainment editorials.
Interview-Reflect-Write
This document outlines an exercise to get to know a partner by examining artifacts from each other's bags, telling stories about the artifacts, interviewing each other, and then introducing each other in writing. Students are guided to make observations and assumptions about their partner based on examining an artifact without talking. They then interview each other to learn more factual details and get a sense of each other through both objective and subjective means, culminating in a written introduction focused on a central idea about each partner.
Place, Story and Identity
This document summarizes the key points from a presentation about the Montana Heritage Project. It discusses how people are shaped by the places they grow up and live. It provides examples of interview questions to understand how places influence identity. The presentation emphasizes using oral histories and story-based writing. It provides guidance on developing essential questions, outlines for writing stories, and tips for finding stories within communities.
Interviewing Sources in Pandemic Era 2020
To effectively interview sources for a story, a journalist should:
1) Conduct interviews with at least three types of sources: experts, people directly involved in the story, and outside observers.
2) Prepare a list of questions in advance and be willing to follow unexpected leads from the source.
3) Listen attentively and avoid yes/no questions to obtain useful quotations from the source.
Introductions pwrpt
This document provides guidance on writing effective introductions. It discusses the importance of introductions in capturing the reader's interest and setting expectations. Some best practices for introductions are outlined, including asking questions, telling stories, quoting sources, citing facts, moving from general to specific, addressing misconceptions, describing hypothetical situations, and making comparisons. The document also notes things to avoid in introductions, such as flat announcements of topic, dictionary definitions, chatty tones, and failing to adequately explain the topic. Introductions should be concise, direct, and interesting to effectively set up the essay.
Share My Lesson: The Salem Witch Trials Lesson #1 - Citing Textual Evidence i...
From: 21st Century Lessons: A Boston Teachers Union Initiative and Audrey Schindler McDonald. Use this Common Core State Standards aligned lesson to assist students in learning to examine three different types of primary source documents (a letter, a diary entry, and court testimony) related to the Salem Witch Trials. Students should also be able to choose textual evidence that support claims, and write reasoning and analysis statements. This is lesson 1 of 3 on the Salem Witch Trials from 21st Century Lessons and available for free on www.ShareMyLesson.com. Download The Salem Witch Trials Lesson #2: http://www.sharemylesson.com/article.aspx?storyCode=50033006. Download The Salem Witch Trials Lesson #3: http://www.sharemylesson.com/article.aspx?storyCode=50033007.
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COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
Share My Lesson: The Salem Witch Trials Lesson #1 - Citing Textual Evidence i...
Share My Lesson: The Salem Witch Trials Lesson #1 - Citing Textual Evidence i...
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