Theory Top Five
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The document provides instructions for an assignment where students will present on communication theories. Each student is assigned a different theory and will create an electronic presentation summarizing the theory's five most important facts: how it is defined, areas of communication studies where it is used, its main point, criticisms of the theory, and the presenter's choice of another important fact. Students will upload their presentations to Slideshare and post the URL to the class discussion board by the Monday when that theory is discussed in class. The goal is for students to teach their classmates about different theories in a clear, visual format without overusing effects or animations.
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Topic top five 1
This document provides instructions for an assignment in a communication studies class where students will create and present a five-point summary of a communication theory or topic of their choice. Students are told to define the topic, discuss who uses it and why it's important, note any criticisms of it, and add one other point of their choosing. Presentations should be created electronically and uploaded without certain design elements like bullets, clip art or animations. Students are given deadlines based on their last name for when their presentation must be posted online and shared with the class. The purpose is for students to teach their peers about various communication concepts in a clear, visual format.
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Topic top five 1
This document provides instructions for an assignment in a communication studies class where students will create and present a five-point summary of a communication theory or topic of their choice. Students are told to define the topic, discuss who uses it and why it's important, note any criticisms of it, and add one other point of their choosing. Presentations should be created electronically and uploaded without certain design elements like bullets, clip art or animations. Students are given deadlines based on their last name for when their presentation must be posted online and shared with the class. The purpose is for students to teach their peers about various communication concepts in a clear, visual format.
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This document discusses using mysteries to teach content through inquiry. It provides roles for teachers in an explore phase, such as asking probing questions, providing time and acting as a consultant. It also discusses cognitive overload and includes a diagram outlining the steps of making a hypothesis, including suggesting a hypothesis, making a prediction, concluding if the hypothesis is correct, and observing what happens. The diagram provides sentence starters for students to follow at each step.
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This document contains the notes from a science lesson. It outlines the topics to be reviewed for an upcoming exam, including lessons 1 and 2 on scientific inquiry, the branches of science, and the scientific method. It provides guidance on classroom expectations for the review session, such as maintaining voice level 0, raising hands for questions, and focusing on individual work. Example review questions are provided covering these lessons as well as measurement and the international system of units. The document concludes with reminders about homework expectations and policies for quizzes.
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Assignment 1 INSTRUCTIONS This assignment consists of a sho.docx
Assignment 1
INSTRUCTIONS: This assignment consists of a short essay question, and some short logic questions.
The main intent of these questions is to ensure that you have a sound grasp of the fundamentals of the
material presented in this unit. The logic questions are intended to draw on some important logical
concepts that will be relevant throughout the course. Although an understanding of basic logic
terminology and argumentation is important in this course, logic for its own sake is not the focus of this
course. As such, the short essay question should attract most of your attention with this assignment.
There is a 3 to 4 page (1000 words) limit for the short essay question. I’m not so concerned with whether
you agree with a particular author or not. The quality of your answer is based on your exposition of the
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As with all the assignments in this course, the short essay question is not designed to be a “research”
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develop your critical response. You can do this by working with the course material and developing your
own ideas about the issue. The essay is simply your opportunity to set that out in paper.
So, the material you need to successfully complete this assignment can be found in the online course
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Quiz Tip Sheet. A few people have emailed about the last quiz. .docx
Quiz Tip Sheet.
A few people have emailed about the last quiz. Here are a few tips.
First, some good news. I will start including a bonus question on future exams.
Tips:
1. Quiz questions are reading comprehension questions: The discussion boards are designed to give you a chance to try out your own arguments and to evaluation the arguments in the readings. The quizzes are designed to test reading comprehension. This does not mean the quiz questions will be rote (i.e., what does Herrick say on page 24, paragraph 1). They will require active reading and comprehension of what is written. Key Point: The answers will come from the text.
2. Reading Philosophy may require skills that you haven’t yet mastered. I have two points, here. First, reading comprehension, in any discipline, improves with knowledge of the subject matter. If you have never taken a philosophy course before (or read philosophical essays) then you can expect to find the material more challenging at first than at the end, after you have developed a feel for philosophical writing & reading. Second, reading philosophy may be more challenging that reading other kinds of writing. Philosophy majors consistently outperform other majors on graduate level entrance exams (for law, business, general grad school, and even the MCAT, for medicine). Most likely, this is because of the kinds of skills required to read, write, and understand philosophical writing. Key Point: Give yourself room to grow in your skills. Just because you’ve gotten a 4.0 in your other classes, doesn’t mean that you will get a 4.0 on every quiz in this class. The types of things that are important to notice in a philosophical essay may be different from the types of things you are used to looking for. And the types of logical inferences required in philosophical reading may be different from your typical patterns of inference.
3. What to notice -- Understand Logic: Mastering the material at the end of the first reading will help your reading comprehension (of philosophy) immensely. Here is a brief outline of the different types of arguments/reasoning. Make sure you can define and identify each type. As you encounter new arguments, or argument types, put them on your map. Key Point: As you read, pay close attention to how arguments are characterized. Different types of arguments require different standards of evaluation.
1. Deductive arguments (reasoning): At best, if the premises are true, the conclusion MUST be true.
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a. Analogy Arguments: (Like Paley)
b. Best Explanation Arguments (like fine-tuning)
c. Generalizations: most universes are not fine-tuned, thus, probably, none are.
4. What to notice – Your Assumptions:* We read with selective perception. Our brain ...
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Assignment 1 INSTRUCTIONS This assignment consists of a sho.docx
Assignment 1
INSTRUCTIONS: This assignment consists of a short essay question, and some short logic questions.
The main intent of these questions is to ensure that you have a sound grasp of the fundamentals of the
material presented in this unit. The logic questions are intended to draw on some important logical
concepts that will be relevant throughout the course. Although an understanding of basic logic
terminology and argumentation is important in this course, logic for its own sake is not the focus of this
course. As such, the short essay question should attract most of your attention with this assignment.
There is a 3 to 4 page (1000 words) limit for the short essay question. I’m not so concerned with whether
you agree with a particular author or not. The quality of your answer is based on your exposition of the
competing positions, your comparative analysis of those positions and, lastly, your argument in support of
the position you defend.
As with all the assignments in this course, the short essay question is not designed to be a “research”
question. There is no requirement to get material from external sources such as websites like Wikipedia.
In fact, doing so can count against you. The point of your essay is to formulate the course material and
develop your critical response. You can do this by working with the course material and developing your
own ideas about the issue. The essay is simply your opportunity to set that out in paper.
So, the material you need to successfully complete this assignment can be found in the online course
materials available through the course website. There may also be some reading material that is part of
the hard copy course readings package. You can find this information on the course materials section of
the course website.
Questions: (The total possible mark for this assignment is 100 marks.)
Short Essay Question – The Nature of Philosophy:
In Apology, Socrates refers to himself as a gadfly. Explain how this metaphor is considered to be
characteristic of the discipline of philosophy and its relationship with other academic and intellectual
pursuits. Explain Socrates’ argument for his assertion that “the unexamined life is not worth living.” Do
you agree with Socrates’ conclusion? Explain why or why not. (70 marks.)
Logic questions – You should try to limit yourself to two or three paragraphs per answer for each of
these questions.
1. Explain the difference between an invalid deductive argument and a strong inductive argument. Why is
it correct to consider one to be a “good” argument and the other one a “bad” argument? (10 marks.)
2. The following argument is deductively invalid. Indicate the form, or structure, of the argument, and
provide your own counterexample (i.e., an example with all true premises and a false conclusion) that
clearly shows the invalidity. (10 marks.)
All cynical people are disgruntled. Some meticulous people are cynical. Therefore, ...
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This document outlines an assignment for students to research and present on communication theories. It instructs students to get into groups and be assigned one of four theories: Symbolic Convergence Theory, Social Penetration Theory, Cognitive Dissonance, or Spiral of Silence. Students are directed to research their theory, create a PowerPoint presentation, and present their findings to the class. The document provides guidance on the research, creation, and evaluation processes and aims to teach students about important communication theories.
Quiz Tip Sheet. A few people have emailed about the last quiz. .docx
Quiz Tip Sheet.
A few people have emailed about the last quiz. Here are a few tips.
First, some good news. I will start including a bonus question on future exams.
Tips:
1. Quiz questions are reading comprehension questions: The discussion boards are designed to give you a chance to try out your own arguments and to evaluation the arguments in the readings. The quizzes are designed to test reading comprehension. This does not mean the quiz questions will be rote (i.e., what does Herrick say on page 24, paragraph 1). They will require active reading and comprehension of what is written. Key Point: The answers will come from the text.
2. Reading Philosophy may require skills that you haven’t yet mastered. I have two points, here. First, reading comprehension, in any discipline, improves with knowledge of the subject matter. If you have never taken a philosophy course before (or read philosophical essays) then you can expect to find the material more challenging at first than at the end, after you have developed a feel for philosophical writing & reading. Second, reading philosophy may be more challenging that reading other kinds of writing. Philosophy majors consistently outperform other majors on graduate level entrance exams (for law, business, general grad school, and even the MCAT, for medicine). Most likely, this is because of the kinds of skills required to read, write, and understand philosophical writing. Key Point: Give yourself room to grow in your skills. Just because you’ve gotten a 4.0 in your other classes, doesn’t mean that you will get a 4.0 on every quiz in this class. The types of things that are important to notice in a philosophical essay may be different from the types of things you are used to looking for. And the types of logical inferences required in philosophical reading may be different from your typical patterns of inference.
3. What to notice -- Understand Logic: Mastering the material at the end of the first reading will help your reading comprehension (of philosophy) immensely. Here is a brief outline of the different types of arguments/reasoning. Make sure you can define and identify each type. As you encounter new arguments, or argument types, put them on your map. Key Point: As you read, pay close attention to how arguments are characterized. Different types of arguments require different standards of evaluation.
1. Deductive arguments (reasoning): At best, if the premises are true, the conclusion MUST be true.
a. Category Based Arguments: All whales are mammals; all mammals are animals; thus all whales are animals.
2. Inductive Arguments (reasoning): At best if the premises are true, the conclusion is likely to be true.
a. Analogy Arguments: (Like Paley)
b. Best Explanation Arguments (like fine-tuning)
c. Generalizations: most universes are not fine-tuned, thus, probably, none are.
4. What to notice – Your Assumptions:* We read with selective perception. Our brain ...
step by step to begin the comunications ya
This document provides step-by-step instructions for teaching classroom debating. It begins by outlining the benefits of debating, such as developing critical thinking and public speaking skills. It then defines a debate as a formal discussion where participants argue opposing sides of an issue. The document explains how to structure classroom debates, including topics, roles, and techniques like rebuttals. It emphasizes organizing speeches clearly around matter (arguments and evidence), method (structure and logic), and manner (delivery). The goal is to encourage civil discussion and increase students' confidence in speaking English.
AIESEC Presentation Workshop
This document provides lessons on improving presentation skills. It discusses three main lessons: 1) Direct audience focus on the presenter rather than the PowerPoint slides by using fewer words and more photos/simpler slides. 2) Clearly define the main purpose of the presentation and choose a style that fits the scenario, such as to inform, entertain, persuade or inspire. 3) Include elements of surprise and managing audience expectations to make the presentation more like a show. Resources for further learning include websites like SlideShare and TED talks, as well as books on presentation skills.
Argument Analysis.
This document provides an introduction to analyzing arguments. It defines key terms like premise, conclusion, and reasoning. It explains that an argument involves reasons (premises), a claim (conclusion), and the relationship between them. Examples are used to illustrate identifying the premises and conclusions of arguments. The document emphasizes the importance of being able to break down and understand the structure and components of arguments.
Learners and Learning: Section Six. Talking about theory
In this module we have explored how people learn and then drawn some lessons from this understanding about how we can teach to maximize learning. We have deliberately not taken you through a series of famous educational theorists. Instead we have tried to use their ideas in action. In this section we will look more closely at how both famous theorists and teachers make sense of their ideas about learning. In other words, we will be examining how they theorize their practices. How can teachers use different theories of learning to understand and promote learning?
HOW IS AN ESSAY STRUCTURED
Today we are going to talk about a type of writing that is currently considered a literary genre like poetry, drama or fiction.
Like any genre, there is a structure or format that must be followed when writing an essay. In turn, this scheme must have certain parts to be considered as such.
For More: https://myassignmenthelp.com
Presentation Of Research Work
This document provides tips for making an effective presentation of research work in 3 sentences or less:
The document outlines best practices for creating clear and readable presentation slides, including using point form, limiting text per slide, using large and contrasting fonts, simple backgrounds, and properly formatted graphs and tables. Common mistakes to avoid are discussed, such as small fonts, excessive use of colors and animation, and distracting backgrounds. The presentation should be proofread for spelling and grammar errors, and conclude with a summary of key points and an invitation for questions.
How to write a philosophy essay
This document provides guidance on how to write a philosophy essay. It discusses establishing a position or thesis in relation to the essay question, developing an argument to support that thesis over the body of the essay using evidence from philosophers, and restating the main argument in the conclusion. Key tips include carefully selecting supporting arguments, using signposts to guide the reader, and evaluating arguments based on their clarity, consistency, coherence and comprehensiveness. The document also provides an example introduction and recommends committing introductory statements to memory.
Standard Form ArgumentsDiscussion TitleThe central tool of.docx
Standard Form Arguments
Discussion Title
The central tool of logic is the argument. Accordingly, constructing good arguments is the central element of this course. Each writing assignment in this course will give you an opportunity to construct and improve upon an argument that you will develop as the course progresses. This discussion post allows you to begin the process of developing your argument by presenting good reasoning on both sides of an issue.
The requirement for this discussion is a minimum of four posts on four separate days, including at least two substantive responses to peers. The total combined word count for all of your posts for this discussion, counted together, should be at least 400 words. Answer all the questions in the prompt, and read any resources that are required to complete the discussion properly. In order to satisfy the posting requirements for the week, complete your initial post by Day 3 (Thursday) and your other posts by Day 7 (Monday). We recommend that you get into the discussion early and spread out your posts over the course of the week. Reply to your classmates and instructor. Attempt to take the conversation further by responding substantively to the replies that others make to you as well. Keep the discussion on target, and analyze things in as much detail as you can.
Prepare: To prepare for this discussion, make sure to read the assigned chapters of the primary text and to review the required resources, including the videos about arguments (in the “Lectures” link on the left). Before responding to the prompt, make sure as well to participate in the interactive scenario at the top of this page titledThe Raise to gain more appreciation of the importance of constructing good arguments in life.
Reflect: Choose a topic from thePHI103 Final Paper Options list. It should be a topic that you find interesting, but also for which you will be able defend a position with careful logical reasoning. Construct the strongest argument that you can on each side of the issue. Strengthen your arguments by contemplating possible objections to each argument, and revise your arguments in light of the objections. Continue this process until you feel that your arguments for each side are as convincing as you can possibly make them.
Write: Present your two arguments (one on each side of the issue) in standard form (with each premise and conclusion on a separate line) on the topic you selected from thePHI103 Final Paper Options list. The two arguments should defend different positions on the topic. For example, if your topic was the existence of Santa Claus, then you would present one argument for the claim that Santa Claus does exist and another argument that Santa Claus does not exist. The premises of each argument will present reasons for thinking that the conclusion is true.
Here is an example of what an argument in standard form looks like:
Premise 1: If Santa Claus exists, then he lives at the North Pole.
Prem.
Presentation Skills Up! Seminar - Harada Ushiku Lab (English)
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Presentations good & bad
The document provides guidance on making effective presentations. It discusses several key aspects:
1) Preparation is essential, including understanding your audience, organizing your topic, determining length, and choosing visual aids.
2) Effective openings are important to gain attention and interest. Techniques include posing problems, sharing facts or stories, and using humor.
3) Presentations should have a clear structure with an introduction, body, conclusion, and Q&A. The introduction establishes purpose and agenda.
4) Language should be simple, active, and easy to understand unlike written texts. Signposting helps guide the audience through the structure.
Presentations good & bad - arise roby
These tips will ensure you to reach the zenith and place unique record in making your presentation - roby
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The document provides guidance on making effective presentations. It discusses several key aspects:
1) Preparation is essential, including understanding your audience, organizing your topic, determining length, and choosing visual aids.
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Presenting: structure story and support
Conference presentations are the moment to share your results, and to connect with researchers about future directions. However, presentations are often created as an afterthought and as a result they are often not as exciting as they could be.
In this slidedeck Felienne Hermans shares hands-on techniques to engage an audience.
The talk covers the entire spectrum of presenting: we start with advice on how to structure a talk and how to incorporate a core message into it. Once we have addressed the right structure for a talk, we will work on adding stories and arcs of tension to your presentation. Finally, to really perform as a presenter, we will talk about how slide design and body language can support your presentation.
Chapter 4 Revised
The document discusses identifying implied main ideas in texts. It explains that an implied main idea is suggested rather than clearly stated, and must be inferred by the reader based on supporting details. To find an implied main idea, the reader should ask themselves what overall point the author is trying to make about the topic. Once an implied main idea is inferred, the reader should check that most or all details in the text support that main idea.
How to prepare_for_your_viva
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Theory Top Five
- 1. Suffering from Communication Studies Overload?
- 2. Do you feel all alone in a world of innumerable theories and methods?
- 3. Add encouraging cliché here. (i.e. hope, new day dawning, ray of light, etc.)
- 5. Theory Wah?
- 6. Everyone in the class has researched a theory… Theory …now its time for show and tell.
- 7. I sense mild skepticism Theory
- 8. Allow me to explain. You will present to the class a list of the most important facts Theory every comm. student should know about your theory. Stop looking at me like that.
- 9. Guess how many facts you will present… Theory Hint. Hint.
- 10. Fivethings comm. Students should know about ________. How it is defined Who uses it? (areas of Comm. studies) So what... (what’s the point) Criticism (of the theory) Presenter’s choice (that’s you) Theory
- 11. and… You will present your Theory Top Five in an electronic presentation. Theory Note: You must follow the guidelines of presentations you learned about.
- 12. so… No using default themes
- 13. …and no bullet points… …of any kind.
- 14. Be Visual.
- 15. Don’t overdo it.
- 16. Don’t do clip art, low resolution images, animation, transition, or anything else that doesn’t help make your point.
- 17. Simplify
- 18. To submit your Theory Top Five… Theory
- 19. 1. Join Slideshare. Theory
- 20. Upload your presentation (publically). Theory
- 21. 3. Post the URL for your presentation to the discussion board (topic = presentations). Theory
- 22. Theory You don’t seem as happy as I thought you would be.
- 23. Would it help to know that your presentation won’t be due until at least July 11th?
- 24. Would it help to know that your presentation won’t be due until at leastJuly 11th?
- 25. Your presentation must be posted on the Monday of the week your theory is covered in the course. You can figure out your due date by cross-referencing your theory with the textbook.
- 26. This is a good thing, really. Instead of having to learn all this stuff on your own, you get to learn it in short, clear presentations from your classmates.
- 27. OK, now you’re patronizing me.
- 28. The End