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This document discusses connectives, which are words or phrases that connect ideas in a speech and indicate their relationship. There are four main types of connectives: transitions, which indicate moving to a new idea; internal previews, which preview the next point; internal summaries, which summarize a preceding point; and signposts, which indicate the speaker's current place in the speech or focus on key ideas. The document emphasizes that using connectives effectively makes speeches more unified and coherent.
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Fact and Opinion
This document distinguishes between facts and opinions. It provides examples of facts such as "My dog Max has four legs" and "Maple, oak, and pine are types of trees", which can be proven. Examples of opinions include "French fries taste better with ketchup" and "I think I look terrible in orange", which are personal beliefs. The document then prompts the reader to identify statements as facts or opinions, providing feedback when correct or incorrect answers are given to help the reader understand the difference between objective facts versus subjective opinions.
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This document provides guidance on writing an effective letter of complaint. It explains that a letter of complaint should state the reason for writing to complain, provide reasons for complaining supported by evidence, and request what should be done to resolve the issue. Persuasive language techniques are also recommended to use such as describing strong negative feelings, asking questions, using flattery, warnings, or promises of future business. The letter should follow an appropriate format with introduction, body, and conclusion to summarize the feelings and request a resolution.
English Language - Exposition: Facts and Opinions
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bit.ly/gohbangrui
These slides introduce the concept of Facts and Opinions to the students. This concept is important to understand the basic foundations of Exposition or Expository Writing under English Language.
Can you identify facts from opinions?
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my YouTube channel if you like what you are watching.
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This document discusses recognizing positive and negative messages from various information sources like books, magazines, online platforms and people. It states that this information can influence us in different ways depending on how we interpret and act on the messages. The objectives are to determine the gist or message of texts, identify positive and negative messages, and create ideas based on given texts. It provides examples of emotive words that denote positive or negative messages and defines tone and persuasion. Learning tasks involve identifying positive or negative messages in statements and finding the gist of a text.
Using transitional words and phrases
This document discusses transitional words and phrases. It begins by defining transitional words as phrases or words that are used to connect one idea to the next. It then provides examples of different types of transitional words and what purpose they serve, such as showing cause and effect, contrasting ideas, similarities, concessions, building on ideas, emphasis, restating ideas, indicating time or place relationships. The document concludes with examples of using transitional words correctly in sentences and a question and answer practice section.
Lesson plan on opinion signal words
The document outlines a lesson plan to teach students the difference between facts and opinions. The lesson involves students playing a game to identify facts and opinions in sentences. They then discuss statements as a group to determine if they are facts or opinions. Students are asked questions to help distinguish between the two. As an activity, students list facts and opinions about their favorite movie or artist. The lesson aims to help students compose definitions of facts and opinions and identify language that indicates whether a statement is a fact or an opinion.
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This document outlines a lesson plan to teach students how to distinguish between positive and negative messages in different media. The lesson will have students watch a video, analyze pictures in groups, and participate in activities using positive and negative language. Examples of positive language include words of gratitude, praise, and greetings. Negative language examples include words of refusal, disappointment, and negation. Students will then assess sentences for positivity and negativity, and write a reflective essay using what they learned.
FACT AND OPINION Powerpoint.ppt
This document discusses the differences between facts and opinions. Facts are statements that can be proven true or false, often with evidence, numbers or dates. Opinions are statements of personal beliefs that cannot be proven, and typically include words like "think", "feel", or "believe". To identify facts, one can check if a statement can be proven true; to identify opinions, one looks for words indicating personal perspective. Facts are used to support opinions, but opinions themselves are not provable statements.
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English Language - Exposition: Facts and Opinions
Subscribe to my channel for more upcoming education videos.
bit.ly/gohbangrui
These slides introduce the concept of Facts and Opinions to the students. This concept is important to understand the basic foundations of Exposition or Expository Writing under English Language.
Can you identify facts from opinions?
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my YouTube channel if you like what you are watching.
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The document outlines a lesson plan to teach students the difference between facts and opinions. The lesson involves students playing a game to identify facts and opinions in sentences. They then discuss statements as a group to determine if they are facts or opinions. Students are asked questions to help distinguish between the two. As an activity, students list facts and opinions about their favorite movie or artist. The lesson aims to help students compose definitions of facts and opinions and identify language that indicates whether a statement is a fact or an opinion.
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This is a presentation created for my students on using the cognitive strategy of making connections to improve reading comprehension.
Credits:
Adapted from original by Beth Suderman - bsuderman@elkhart.k12.in.us
Retrieved at http://www.readinglady.com/mosaic/tools/tools.htm
Additional material from: Comprehension Shouldn’t be Silent by Michelle J. Kelley and Nicki Clusen-Grace
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The document contains rubrics for evaluating writing, speaking, and blog presentations.
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The speaking rubric evaluates objectives, preparation, structure, comprehension, verbal techniques, fluency, and presentation.
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Conditional proposition: A proposition of the form "If p, then q" which is symbolized as p → q. It is only false when p is true and q is false. It is true in all other cases.
Biconditional proposition: A proposition that links two statements such that the truth or falsity of one depends on the truth or falsity of the other. It is symbolized as p ↔ q and reads as "p if and only if q". It is true when p and q are either both true or both false, and false otherwise.
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This document discusses connectives, which are words or phrases that connect ideas in a speech. There are four main types of connectives: 1) Transitions indicate when a speaker is moving to a new thought, 2) Internal previews let the audience know what will be discussed next, 3) Internal summaries recap the preceding point(s), and 4) Signposts indicate where in the speech the speaker is or focus on key ideas. Connectives help make speeches more unified and coherent by tying the ideas together.
Liberty university coms 101 quiz 4 complete solutions correct answers key
Liberty University COMS 101 quiz 4 complete solutions correct answers key
4 different versions
https://www.coursemerit.com/solution-details/26203/COMS-101-quiz-4-complete-solutions-correct-answers-key
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The document discusses stereotypes, providing definitions and examples. It notes that stereotypes are oversimplified ideas or images about groups that are widely accepted. Examples given include stereotypes about different ethnicities, social classes, religions, and sexes. The document suggests stereotypes arise from a lack of exposure to other groups and from media portrayals. Specific stereotypes listed about Americans, Chinese, and Chinese and American stereotypes of each other are provided to illustrate. Partners are prompted to discuss how stereotypes affect relationships between countries and the importance of looking past stereotypes.
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This document outlines a detailed English lesson plan. The objectives are for students to understand the sequence of story, define argumentation, and dramatize part of the story using argumentation. The lesson proper includes motivating activities, reading the story "My Father Goes to Court", discussing argumentation, having student groups dramatize a part of the story, and evaluating student understanding through questions and comparisons.
COHESIVE DEVICES plus Idea Development.pptx
Here are some appropriate grammatical signals that can be used for the cause and effect pattern of idea development:
- Because, since, as, for, so that, thereby, consequently, thus, therefore, as a result
- Leading to, contributing to, resulting in, causing, bringing about
- If...then, the...the more/less...
- First/initially/originally...then/next/afterwards/subsequently...
- One cause/reason...another cause/reason...the effect/outcome is...
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-
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This document discusses denotation and connotation in word choice and meaning. It begins by defining denotation as the literal or dictionary meaning of a word, while connotation refers to the implied meanings and associations that add attitude or tone. Words can have positive, negative, or neutral connotations. Examples are given of words with different denotative and connotative meanings. Readers are encouraged to consider both denotation and connotation when analyzing words and how writers use specific word choice to convey attitude. A chart is provided for readers to identify the denotative and connotative meanings of sample words.
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This document outlines a lesson plan for teaching students about different types of nouns. The lesson includes: (1) dividing students into groups to classify nouns, (2) analyzing the activity to distinguish proper and common nouns, (3) presenting examples of different noun types, and (4) having students create sentences using various nouns. The purpose is to help students understand noun types and their proper usage.
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This is a presentation created for my students on using the cognitive strategy of making connections to improve reading comprehension.
Credits:
Adapted from original by Beth Suderman - bsuderman@elkhart.k12.in.us
Retrieved at http://www.readinglady.com/mosaic/tools/tools.htm
Additional material from: Comprehension Shouldn’t be Silent by Michelle J. Kelley and Nicki Clusen-Grace
RUBRICS - ALL GRADES
The document contains rubrics for evaluating writing, speaking, and blog presentations.
The writing rubric assesses ideas/content, organization, voice, word choice, sentence fluency, conventions, and publishing/finished look.
The speaking rubric evaluates objectives, preparation, structure, comprehension, verbal techniques, fluency, and presentation.
The blog presentation rubric examines publishing/finished look criteria like visual presentation, formatting, and personality.
comparison and contrast
This document provides information about writing a compare and contrast essay. It defines a compare and contrast essay as a multi-paragraph composition that explains the similarities and differences between two or more subjects. To compare means to describe similarities, while to contrast means to describe differences. The document lists words used to compare and contrast, provides examples, and gives tips for structuring a compare and contrast essay such as using a Venn diagram and choosing subjects with enough similarities and differences to analyze.
Logic (LESSON) - Truth Table, Negation, Conjunction, Dis junction,
Here are the definitions of conditional and biconditional propositions:
Conditional proposition: A proposition of the form "If p, then q" which is symbolized as p → q. It is only false when p is true and q is false. It is true in all other cases.
Biconditional proposition: A proposition that links two statements such that the truth or falsity of one depends on the truth or falsity of the other. It is symbolized as p ↔ q and reads as "p if and only if q". It is true when p and q are either both true or both false, and false otherwise.
edu 311 fact and opinion Lesson Plan
The lesson plan aims to teach 3rd grade students the difference between facts and opinions. It includes defining facts and opinions, identifying keywords that indicate opinions, and classifying sentences from a book as facts or opinions. Students will complete an activity where they move from desk to desk to categorize 20 sentences. The teacher will assess understanding through class discussions, student worksheets, and a review of answers.
The Wonder Tree (lesson)
The story is set in the desert of Arabia, where Ali Ben's tribe is preparing for a visit from the Sheik Ben Nedi. Zuleika is sad because her baby camel died and she has nothing to offer the visitor. A fairy appears to Zuleika by the well and gives her a tree that grows from where her tears fell. When the Sheik arrives, he says Zuleika's gift of the tree is the best because it will provide food, fiber, and shade for the people.
Rhetorical devices
This document provides tutorials on common rhetorical devices used in speech and writing. It defines devices such as analogy, antithesis, hyperbole, metaphor, parallelism, repetition, rhetorical questions, and simile through examples. The document concludes with a practice test to assess understanding of how to identify these rhetorical devices.
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This document outlines the rules and guidelines for a debate using the Oxford-Oregon format between two teams arguing whether a parliamentary form of government should be adopted. It specifies there will be three speakers on each side, the issues being debated, time limits, criteria for judging, and tips for the constructive speeches, interrogation periods, and rebuttals. The roles of the moderator and timer are also defined.
Opinion Marking Signals_Continuation.pptx
Maria is a teacher who is preparing her students for their upcoming standardized tests. She is ensuring that her students understand the material by giving them practice tests and reviewing important concepts. Maria wants her students to do their best on the tests so that they can progress to the next grade level.
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This document defines and provides examples of bias and prejudice. It defines bias as a tendency to favor or disfavor something, and lists common types of biases like confirmation bias and halo effect. Prejudice is defined as an unjustified negative attitude towards an individual based on their group membership. Common types of prejudice mentioned include racism, sexism, classism, ageism, and religious prejudice. The document aims to explain the concepts and differences between bias and prejudice.
Basic assertive communication
This document discusses effective communication techniques, including speaking assertively. It covers using respectful, fact-based language and focusing on nonverbal cues like eye contact, voice tone, posture, and facial expressions. Assertiveness is about respect, not aggression. Effective listening and negotiation techniques are also presented, along with how to say "no" assertively. The goal is clear, empathetic communication to foster understanding and connection.
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This document discusses connectives, which are words or phrases that connect ideas in a speech. There are four main types of connectives: 1) Transitions indicate when a speaker is moving to a new thought, 2) Internal previews let the audience know what will be discussed next, 3) Internal summaries recap the preceding point(s), and 4) Signposts indicate where in the speech the speaker is or focus on key ideas. Connectives help make speeches more unified and coherent by tying the ideas together.
Liberty university coms 101 quiz 4 complete solutions correct answers key
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4 different versions
https://www.coursemerit.com/solution-details/26203/COMS-101-quiz-4-complete-solutions-correct-answers-key
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Context
1. Context refers to the words surrounding a passage or presentation that contribute to its full meaning and how it is interpreted. Tone, style, and format can all impact the context.
2. There are three main attributes to consider when establishing context - tone, style, and format. Tone is the writer's attitude, style sets the writer apart, and format influences how the audience understands the presentation.
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· 7.3 Discussion: Understanding the Within-subjects Research Design
Describe an actual or suggested study using within-subjects design and accompanying data showing one or more sources of variation. Explain the implications of removing one of those sources and why you would do so. Provide at least one peer-reviewed source, other than the textbooks for this course, to support your position. Post your observation using APA format where applicable.
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1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Discuss effective leadership strategies used by healthcare managers in the health services
setting to include adaptation and transformation, communication strategies, and conflict
resolution.
Reading Assignment
Chapter 3:
Leading Health Care Change, pp. 35-44
Unit Lesson
As you think about effective leadership strategies used by healthcare managers, what strategies come to your
mind? This unit lesson will provide practical strategies and real world examples on four such strategies:
adaptation, transformation, communication, and conflict resolution.
Adaptation
It is common that leaders with longevity in a company, who have weathered changes, to be adaptable. There
is a great saying, “You bend, or you break.” We can go with the flow and adapt, or we can be rigid and crack.
We can adapt to the ever-changing winds of health care, or we can kick the bricks.
The ability to adapt is really marked by the maturity to accept what we cannot change. Such maturity creates
solace (while being vehemently inflexible tends to create discontent and disharmony). There are times when
you need to stand up for what is right, and when that happens it is important to choose your approach wisely.
Sometimes saying nothing at all is the best course. Benjamin Franklin, a master of diplomacy (and one who
arguably helped us win the Revolutionary War by diplomatically gaining the involvement of the French) said,
“Best is the tongue that feels the rein; he that talks much, must talk in vain” (Morgan, 2007, p. 25).
Being adaptable is the wisdom to hold our tongues and thoughts on that which we cannot control, but it is also
the ability to be sagacious (to have a keen mental discernment) in reading a person or situation, then
changing our approach as needed. Some situations may call for your soft response and some may require a
more firm response.
This concept of tailoring and being flexible with your leadership style is captured well in the book Situational
Leadership and the One-Minute Manager by Blanchard, Zigarmi, and Zigarmi (1985). Blanchard is credited
with coining the term "situational l.
COMMUNICATIVE STRATEGY.pptx
This document appears to be a lesson plan for an English communication class. It includes an agenda with items like prayer, attendance, house rules, and a review. It then covers topics like types of speech acts, movies, interviews, vocabulary words, and communicative strategies. For communicative strategies, it defines and provides examples of 7 types: nomination, restriction, turn-taking, topic control, topic shifting, repair, and termination. It includes activities like role plays applying the strategies and identifying them in examples. The lesson aims to help students distinguish and use polite and meaningful communicative strategies.
Verbal+communication
Verbal+communicationCommunity living, Mothercare school, Radhakrishna Enterprise, Sterling hospital, Esskay finance
The document discusses the importance of listening skills as a key part of effective verbal communication. It notes that listening makes up 50% of communication and defines different types of listening including sympathetic listening, where one shares another's feelings, and empathetic listening, where one seeks to understand how others feel without sharing the feelings. It emphasizes that developing empathetic listening skills is important for communication.TOPIC 1 Active Listening Skill Set; Assessing your Listening Skills.docx
TOPIC 1: Active Listening Skill Set; Assessing your Listening Skills, Barriers to Active Listening, and Improving your Listening Skills
First, we will look at "What is an Active Listener"? It’s a great question. Are you someone who while another is speaking is already preparing in your head your next statement?
I have had experiences where I was talking to a person who was not listening at all. Some have even been engaged with their phones, pretending to listen. It can be very discouraging!
Hoppe (2014) briefly stated:
Active listening is the willingness and ability to hear and understand. At its core, active listening is a state of mind that involves paying full and careful attention to others. Avoiding premature judgment, reflecting understanding, clarifying information, summarizing and sharing are the steps to great listening. By learning and committing to these skills and behaviors, leaders can become more active listeners and, over time, improve their ability to lead.
Listening with your heart.
I am still learning to do this. Yeshua listened to others with His heart. "Yeshua who was a great teacher listened without prejudice. There is an example where we can especially see His interaction with the woman at the well (Jn. 4:4-42 NIV).
Despite culture, gender, racial, and moral strikes against her, Yeshua lovingly interacted with her … both listening and talking" (
taken from Train Christian Leaders website
)
Humphries (2012) expands on this….
Emotional listening involves a range of qualities: politeness, political intelligence, an awareness of verbal and non-verbal cues, and a willingness to make the exchange enjoyable. (Humphrey, 2012, p. 55)
Learning Activities
Activity 3:1 My Listening Skills
Complete the following activities to learn about and assess your listening skills:
a) Reading: Read Hoppe, M. (2014).
Active Listening: Improve Your Ability to Listen and Lead.
b) Active Listening Assessment: Read the questions given and answer them by rating yourself on your listening behaviors towards others.
c) How to Improve Your Listening Skills After taking the self-assessment. If you gave yourself a 4 or 5 rating on any question, you will find that item on pages 16 through 20 (Note:
pages may differ with e-books
).
HOMEWORK Submit your Self Assessment to the Dropbox below due Saturday, May 13th 2021.
Activity 3:2 Levels of Listening
Leadership communication is not only about what you say, it’s about how you respond to others. Your listening skills are crucial to your ability to understand and respond to thinking that may be different from your own.
All leaders must cultivate their listening on three levels:
LISTEN PHYSICALLY
Be present. You must be “in the moment” to connect with others.
Use open body language and eye contact to create rapport.
Eliminate physical distractions such as laptops, phones, and papers.
LISTEN MENTALLY
Stay with the speaker—rather than skipping ahead in your mind.
Paraphrase and mi.
Group Discussion.pdf
An average group discussion involves 10-15 participants discussing a topic for 15 minutes. The panel observes the discussion without participating and may ask participants to summarize at the end. Group discussions are evaluated based on both individual qualities like content, analytical skills, and communication skills, as well as group skills like listening, leadership, body language, and group behavior. The goal is to assess participants' suitability for management roles.
PRINCIPLES OF SPEECH WRITING.pptx
Good morning everyone. Thank you for having me here today to talk about an incredibly important topic - the power of teamwork and collaboration. Over the next 15 minutes, I will discuss why working together as a cohesive unit is so vital to our company's success, provide some examples of how collaboration has led to positive outcomes in the past, and encourage all of you to find ways to strengthen partnerships across departments going forward.
Listening Skills.ppt
This document discusses communication skills and effective listening. It covers the skills of an effective communicator including presentation, writing, networking, body language, negotiation, debating, leadership, and cross-platform communication. It also discusses the importance of listening skills, characteristics of listening, steps to effective listening, and the process of listening including hear, clarify, interpret, and respond. The overall message is that communication and listening skills are important for being an effective communicator.
Grade 11 Notemaking new.pptx
The passage discusses effective listening skills. It notes that the human mind can process words faster than most speakers can speak, creating a gap that requires listeners to concentrate. It states that listening involves not just hearing but paying attention, observing, and interpreting. Effective listening is an interactive process that demonstrates interest in what the other person is saying. It can be cultivated by skills like prompting and persuading without interrupting. Barriers like physical hindrances or psychological biases must be removed for listening to be effective.
Quranic verses bring to counselling skills
This document discusses reconciling Quranic verses with counseling skills to develop an approach consistent with Islamic values. It reviews definitions of counseling, the importance of counseling skills, and divides skills into verbal and nonverbal categories. It also examines attitudes within Islam toward the study of psychology and potential for reconstructing Western approaches based on Quranic principles. The author proposes 48 Quranic verses that directly relate to fundamental counseling skills.
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- 1. Communications 150 Public Speaking Rhetorical Methods & Group Presentations
- 3. CONNECTIVES Connectives are words or phrases that connect the ideas of a speech and indicate the relationship between them.