Presentation 1: Media Content
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Semiology is the study of signs and symbols and their use or interpretation. It examines the relationship between signifiers, or things that represent concepts, and signifieds, the concepts themselves. There are different levels of meaning, from the literal denotation to deeper connotations influenced by culture. Semiological analysis can examine signs individually, in sequence, or in the context of narratives, genres, discourses, and mythologies. Both qualitative and quantitative content analysis are used to study media texts.
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This document discusses different types of discourses including conversations, narratives, and autobiographies. It defines a discourse as a way of thinking that shapes knowledge and behavior through the exercise of power via language. Discourse analysis examines how power operates through language in texts. Conversational analysis rigorously investigates features of conversations like how meaning is constructed. Narratives tell stories using descriptive details, while autobiographies are subjective narratives that construct identity through selective life stories.
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The narrative paradigm proposes that people are naturally storytellers who make sense of life experiences through narratives. It views all communication as stories that must exhibit narrative coherence (internal consistency) and narrative fidelity (congruence with the audience's values) to be considered reasonable and persuasive. In contrast to the rational-world paradigm which sees people as logical beings making decisions based on evidence and arguments, the narrative paradigm posits that history, culture and character determine what audiences deem good reasons to make decisions and guide actions.
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Howard Gardner identified nine types of intelligence: naturalist, musical, logical-mathematical, existential, interpersonal, bodily-kinesthetic, linguistic, intra-personal, and spatial. Each intelligence involves a different skill set and abilities that certain professions tend to utilize more than others. For example, musical intelligence involves recognizing and creating music, which is important for musicians and composers, while logical-mathematical intelligence involves calculation and reasoning skills used by mathematicians and scientists. Gardner's theory of multiple intelligences challenged the traditional view that intelligence is a single general ability and suggested there are different ways of being smart.
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Walter Fisher proposed the narrative paradigm theory, which argues that human communication should be viewed as storytelling. According to the theory, people experience and understand their lives as a series of stories that have a beginning, middle, end, characters, and conflict. The way people communicate events in their past and future involves telling stories and constructing logical arguments using good reasons based on history, culture, and the people involved.
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The document summarizes the Narrative Paradigm theory proposed by Fisher. It discusses that the theory views people as storytelling creatures that comprehend life as ongoing narratives. The Narrative Paradigm sees narration as the basis for human communication and assumes people make decisions based on "good reasons" that vary by context. It also critiques the theory for being overly optimistic that people naturally prefer truths.
The narrative paradigm
The narrative paradigm is based on the idea that humans think in terms of stories rather than logic. It proposes that people are more easily persuaded by compelling narratives than arguments. According to the paradigm, humans experience the world as a collection of stories and make decisions based on which stories they deem most truthful and consistent. The narrative paradigm contrasts with the rational world paradigm, which views humans as logical beings who make decisions through sound arguments and reasoning processes. Key concepts of the narrative paradigm include narration, narrative rationality based on coherence and fidelity, and the logic of good reasons for evaluating stories.
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Narrative Paradigm
- Walter Fisher proposes the narrative paradigm theory which argues that humans are naturally storytelling beings and make decisions based on good reasons and narratives rather than pure rationality.
- The narrative paradigm sees knowledge as arising from stories rather than just observable facts, and values aesthetics and the judgments of many instead of just experts.
- For a narrative to be considered reasonable according to the narrative paradigm, it must have narrative fidelity by resonating with one's experiences and coherence by having a consistent internal logic and fitting with other known stories.
Recommended
Chapter31
This document discusses different types of discourses including conversations, narratives, and autobiographies. It defines a discourse as a way of thinking that shapes knowledge and behavior through the exercise of power via language. Discourse analysis examines how power operates through language in texts. Conversational analysis rigorously investigates features of conversations like how meaning is constructed. Narratives tell stories using descriptive details, while autobiographies are subjective narratives that construct identity through selective life stories.
Comm Theory Narrative Paradigm
The narrative paradigm proposes that people are naturally storytellers who make sense of life experiences through narratives. It views all communication as stories that must exhibit narrative coherence (internal consistency) and narrative fidelity (congruence with the audience's values) to be considered reasonable and persuasive. In contrast to the rational-world paradigm which sees people as logical beings making decisions based on evidence and arguments, the narrative paradigm posits that history, culture and character determine what audiences deem good reasons to make decisions and guide actions.
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Howard Gardner identified nine types of intelligence: naturalist, musical, logical-mathematical, existential, interpersonal, bodily-kinesthetic, linguistic, intra-personal, and spatial. Each intelligence involves a different skill set and abilities that certain professions tend to utilize more than others. For example, musical intelligence involves recognizing and creating music, which is important for musicians and composers, while logical-mathematical intelligence involves calculation and reasoning skills used by mathematicians and scientists. Gardner's theory of multiple intelligences challenged the traditional view that intelligence is a single general ability and suggested there are different ways of being smart.
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Walter Fisher proposed the narrative paradigm theory, which argues that human communication should be viewed as storytelling. According to the theory, people experience and understand their lives as a series of stories that have a beginning, middle, end, characters, and conflict. The way people communicate events in their past and future involves telling stories and constructing logical arguments using good reasons based on history, culture, and the people involved.
Narrative paradigm
The document summarizes the Narrative Paradigm theory proposed by Fisher. It discusses that the theory views people as storytelling creatures that comprehend life as ongoing narratives. The Narrative Paradigm sees narration as the basis for human communication and assumes people make decisions based on "good reasons" that vary by context. It also critiques the theory for being overly optimistic that people naturally prefer truths.
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The narrative paradigm is based on the idea that humans think in terms of stories rather than logic. It proposes that people are more easily persuaded by compelling narratives than arguments. According to the paradigm, humans experience the world as a collection of stories and make decisions based on which stories they deem most truthful and consistent. The narrative paradigm contrasts with the rational world paradigm, which views humans as logical beings who make decisions through sound arguments and reasoning processes. Key concepts of the narrative paradigm include narration, narrative rationality based on coherence and fidelity, and the logic of good reasons for evaluating stories.
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This document discusses multimodality, multiliteracies, and new literacies in the context of communication and meaning making. It explains that communication uses multiple modes of meaning making beyond just words. Literacy now involves multiple literacies due to our networked, global society. New literacies emerge from new technologies and allow participation through economic, civic, and personal means in a changing, multimodal world. Reading and writing online involves different processes than offline as it combines text, images, sound, and movement on screens in nonlinear ways.
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- Walter Fisher proposes the narrative paradigm theory which argues that humans are naturally storytelling beings and make decisions based on good reasons and narratives rather than pure rationality.
- The narrative paradigm sees knowledge as arising from stories rather than just observable facts, and values aesthetics and the judgments of many instead of just experts.
- For a narrative to be considered reasonable according to the narrative paradigm, it must have narrative fidelity by resonating with one's experiences and coherence by having a consistent internal logic and fitting with other known stories.
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Feature writing
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Introduction
Reading is a fundamental skill that opens doors to knowledge, imagination, and understanding. It is not merely the act of decoding words but a complex cognitive process that involves comprehension, interpretation, and critical thinking. Over time, scholars, educators, and researchers have developed various approaches to understanding and teaching reading, each with its theories, methodologies, and philosophies. In this comprehensive exploration, we delve into the diverse reading approaches, examining their principles, techniques, and applications.
Historical Perspectives
The history of reading approaches is deeply intertwined with the evolution of education and literacy. From ancient civilizations to modern times, societies have developed different methods for teaching and learning to read. Early reading approaches often focused on rote memorization and recitation, with religious texts playing a central role in many cultures. As societies progressed, the emphasis shifted towards phonics-based instruction, which teaches students to decode words by recognizing letter-sound relationships.
During the 20th century, significant advancements in psychology and education gave rise to new theories of reading. Behaviorism, spearheaded by psychologists such as B.F. Skinner, emphasized the role of reinforcement and conditioning in learning to read. The cognitive revolution of the 1960s and 1970s brought attention to mental processes involved in reading, leading to the development of cognitive strategies approaches. These approaches emphasized the importance of metacognition, or thinking about one's thinking, in reading comprehension.
Traditional Approaches
Traditional reading approaches, such as phonics and whole language, have long been at the center of debates in education. Phonics instruction focuses on teaching students the relationship between letters and sounds, enabling them to decode words systematically. Proponents argue that phonics provides essential foundational skills for reading fluency and comprehension. However, critics contend that it may lead to overly mechanical reading and fail to address higher-level comprehension skills.
On the other hand, the whole language approach advocates for immersion in authentic reading experiences, where students learn to read by engaging with real texts in meaningful contexts. This approach emphasizes comprehension and meaning-making over decoding skills. Advocates argue that whole language fosters a love of reading and develops students' natural language acquisition abilities. However, critics argue that it may neglect explicit instruction in phonics and leave struggling readers behind.
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This document provides an overview of effective reading and annotation strategies. It defines reading as identifying words, comprehending their meaning, and achieving fluency. There are two approaches to reading: leisurely reading for pleasure and scholarly reading for deeper meaning. Annotation involves writing notes and markings to trace understanding, develop analysis of literary elements like plot and themes, and ask questions. Good annotations balance personal thoughts with understanding the author's intentions.
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Feature writing
Feature writing is a type of non-fiction storytelling that aims to evoke emotion in readers. There are two main types - news features about current events and timeless stories. Effective feature writing provides background, tells a story, includes dialogue, and describes people and places. It can cover a variety of subjects through interviews, human interest pieces, informational articles, personality sketches, issues-based reporting, eyewitness accounts, trends, and news stories.
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The document provides an overview of rhetoric and defines it as the art of finding and using all available means of persuasion or the art of writing and speaking effectively. It discusses key rhetorical concepts like logos, ethos, pathos, and the rhetorical triangle. It explains that every rhetorical situation involves an author, audience, and text, and is shaped by context. Understanding rhetoric helps one think critically about communication and adapt to different contexts and situations like academic writing or a new job. Rhetoric is an important skillset for students.
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Traditional reading approaches, such as phonics and whole language, have long been at the center of debates in education. Phonics instruction focuses on teaching students the relationship between letters and sounds, enabling them to decode words systematically. Proponents argue that phonics provides essential foundational skills for reading fluency and comprehension. However, critics contend that it may lead to overly mechanical reading and fail to address higher-level comprehension skills.
On the other hand, the whole language approach advocates for immersion in authentic reading experiences, where students learn to read by engaging with real texts in meaningful contexts. This approach emphasizes comprehension and meaning-making over decoding skills. Advocates argue that whole language fosters a love of reading and develops students' natural language acquisition abilities. However, critics argue that it may neglect explicit instruction in phonics and leave struggling readers behind.
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Presentation 1: Media Content
- 1. INTR
- 2. WHAT IS SEMIOLOGY Semiologyis The study of signs andsymbols and their useorinterpretation.
- 3. SIGNIFICATION Signifier Signified • The word, image, sound, • The concept or meaning that etc. is being represented • The means of • Dependent on the perceiver representation
- 4. LEVELS OF MEANING Denotation Connotation • Most immediate level of • Second-order or meaning ‘associative’ meanings • interpretation at the most • Broader concepts further basic level of understanding. from immediate representation • Culturally specific •Open for more possible meanings
- 5. RELATIONAL ANALYSIS Paradigmatic Syntagmatic • Compares each signifier in • Signifiers operate together a text to alternative signifiers. to create meaning. • Breaks up the text into its • Signs occur in sequence or components. parallel to each other. • Analyses each sign in a text • Analyses the way each sign independently from other interacts with one another signs. within a specific context.
- 6. MYTHOLOGY • A more in-depth level of analysis • Uses cultural assumptions or beliefs • A widely held, false belief or idea about an individual or a group of people
- 9. NARRATIVE, GENRE, & DISCOURSE ANALYSIS
- 10. NARRATIVE ANALYSIS • Treats media texts as composed of different forms of story telling. • Narratives involve standard character types. •.Eg. villain, hero, donor, etc.
- 11. GENRE ANALYSIS •Concerned with the establishment and operation of distinct conventions in each genre. •E.g. romance, drama, science fiction, comedy, news, etc.
- 12. DISCOURSE ANALYSIS •Concerned with the ways in which broader beliefs, worldviews, and social structures are implemented and reinforced in verbal or written communication.
- 13. CONTENT ANALYSIS QUALITATIVE QUANTITATIVE • In-depth analysis of media • Accurate and systematic texts and the implications of analysis. its content. • Uses statistical and • Biased, based on one’s empirically proved data in individualistic opinion and analyzing content. intentions. CHECK. Aladdin – Prince Ali IT.
- 14. VIRTUAL CONSUMERISM “We are creating a world that all may enter without privilege or prejudice accorded by race, economic power, military force, or station of birth.” - Lehdonvita
Editor's Notes
- http://www.youtube.com/watch?v=E5FZRa7h99A
- http://www.youtube.com/watch?v=aEryAoLfnAA