This document outlines a communication skills training session. The learning objectives are to understand effective communication components, improve writing and speaking skills, and develop personal statements. Key components of verbal communication discussed are word choice, tone, body language, and listening. Components of written communication addressed are audience, message, punctuation, and grammar. Participants engage in an academic interview activity and writing their personal statement to practice these skills. The session concludes with a question and answer period.

1. Communication Skills
Ms. Amy O. Maki, M.Ed.
MATC Scholars Program
October 3 – 6, 2012
University of Nebraska-Lincoln

2. OUTLINE
• Introduction
• Learning Objectives
• Learning Outcomes
• Conclusion
• Questions & Answers

3. LEARNING OBJECTIVES
• The components of effective communication
• The importance of appropriate writing and
speaking in academic and corporate settings
• Improvement of communication skills through
written and verbal activities
• The role of non-verbal communication cues
• Development of participants’ personal
statements

4. LEARNING OUTCOMES
• Gain a better understanding of effective
communication skills and their importance
• Learn how to avoid some common
grammatical errors
• Acquire an appreciation of the role of non-
verbal communication cues
• Complete a draft personal statement

5. Session Overview
• Terminology & Philosophy
• Components of Verbal Communication
• Components of Written Communication
• Academic In-person Interview (Active Learning)
• Writing Your Personal Statement (Active Learning)
• Conclusion
• Questions & Answers

6. Terminology & Philosophy
Definition of Communication
• An act or instance of transmitting
• Information transmitted or conveyed - A verbal or
written message
• A process by which information is exchanged
between individuals through a common system of
symbols, signs, or behaviors
http://www.merriam-webster.com/dictionary/communication

7. Communication Scenario I
You see the cashier smile at you while
waiting in the checkout line. You stop your
texting and smile back as the woman in
front of you says “NO” to the foot-stomping
child whose hand she tugs. Noticing the
commotion, the two deaf people signing to
one another turn around not hearing an
announcement regarding today’s special
over the store intercom.

8. Communication Scenario II
From Eats, Shoots & Leaves
Lynne Truss
A panda walks into a café. He orders a sandwich, eats it,
then draws a gun and fires two shots in the air.
“Why?” asks the confused waiter, as the panda makes
towards the exit. The panda produces a badly
punctuated wildlife manual and tosses it over his
shoulder.
“I’m a panda,” he says, at the door. “Look it up.”
The waiter turns to the relevant entry and, sure enough,
finds an explanation.
“Panda. Large black-and-white bear-like mammal, native
to China. Eats, shoots and leaves.”

9. Components of Verbal Communication
• What words do you use? The message
• How do you verbally communicate? Tone, pitch, pace, inflection
(Paraverbal)
• What does your body communicate? Body language
• What was being said? Listening
• Who are you speaking to? Audience

10. Barriers/Reminders: Verbal Communication
Barriers
• Not listening
• Use of idioms, acronyms, abbreviations
• Distractive mannerisms
• Rambling responses
• Grammatical errors (Subject verb agreement)
• Inappropriate body language (no eye contact, slouching,
finger pointing)
Reminders
• Listen
• Be concise/focused
• Be aware of proximity
• Volume, Pace, tone, pitch
• Word usage (Grammar)

11. Components of Written Communication
• Who is it for? Audience
• What is the message? Word choice
• How is it written? Punctuation, word usage,
grammar
Remember the old adage “Writing is Rewriting”

12. Barriers/Reminders: Written Communication
Barriers
• Lack of preparation
• Lack of focused response
• Grammatical errors
Reminders
• Read the instructions
• Remember the audience
• Be concise/focused

13. Preparing for Academic Interview and Writing a
Personal Statement
Questions that need to be answered:
1. Why graduate school?
2. Within my discipline what interests me?
3. Why this particular institution?
4. Why am I qualified?
5. What are my strengths and weaknesses?
6. What do I bring to the graduate program?
7. What are my plans after graduation?
8. What type of career am I considering?
9. What personal values will guide my decisions?
10.Do I have a plan?

14. Academic In-Person Interview Activity
It is generally accepted that between 70-90% face-
to-face verbal communication is “nonverbal” and
“paraverbal.” Listen to what is being asked or said
and keep your response on point and to the point
while keeping in mind the following:
Nonverbal Paraverbal
Body Language Pace
Posture Tone
Mannerisms Volume
Proximity Inflection
Eye contact Pitch

15. Writing Your Personal Statement Activity
• Personal statements usually focuses on who you
are, that is, your qualities and character. It can
also include your research interests if a statement
of purpose is not requested.
• The audience may be faculty, discipline specialist,
and non-specialist.

16. Conclusion
To successfully convey a verbal or written
message to communicate takes:
• Self Assessment
• Seeking Guidance
• Planning
• Practice

17. QUESTIONS AND ANSWERS

18. CREDITS
Ms. Amy O. Maki, M.Ed.
A.O. Maki & Associates, L.L.C
12821 82nd Avenue NE
Kirkland, WA 98034
aomaki@comcast.net
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