Working the Angle/Rules for Speech Days ....................................... 67
Presentation #2 Instructor’s Critique Sheet.................................69
Informative Speech 2 Example Outline .......................................... 70
MLA Works Cited Example ....................................................... 75
APA Works Cited Example ....................................................... 77
Citing Sources ................................................................ 79
Online College/University Level Writing Style Guides .......................... 80
2
JOURNAL ASSIGNMENT #1 – 100 points
1.
Journal Assignment #1 is designed to help you integrate course concepts and
the language of communication studies with your personal experiences. Choose
five concepts from Chapters 1-4 that best illustrates a particular incident or event
in your life (e.g., argument with parents, significant other, misunderstanding due
to cultural perceptions, language usage, faulty listening behaviors, etc.). Below
are the four fundamental content components and requirements for this
assignment:
First, list your concept(s):
Concept(s) named:
Second, define your concept(s): Concept(s) defined:
Third (Part I), tell me a brief story about an interaction that contains
this/these concept(s):
Part I: My Story
Fourth (Part II), explain, analyze, and synthesize this interaction with the
language & terminology from our text, lectures, class discussions, and
group activities:
Part II:
My Explanation...
All Journals Are to Be Typed.
Handwritten assignments will be returned ungraded.
with a zero without the opportunity for a make-up.
Concept(s) Named:
Vocabulary term/concept form Chs. 1-4
Concept(s) Defined:
Textbook, lecture, or research definition(s)
Part I: Your Story
This is fairly straightforward: Tell me a story. This story should comprise
no more than 20 – 25% of your total writing.
Part II:
Your Explanation and Analysis of Your Story (using terms/language
from text & lecture) – 600 words minimum
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Two general approaches seem to work best for
Part II.
First, in your explanation and analysis, give me a highly detailed, thorough
discussion that emphasizes or illustrates several dimensions of one particular
concept. Show how this concept impacted the communication event in several
different ways. For example, was there a misunderstanding? Were feelings hurt?
Did cultural or gender differences or perceptions contribute to any
misunderstandings? Did either party listen well? How did either or both party’s
communication style contribute to the outcome of the event? What degree of
communication competence was exhibited? What degree of satisfaction did the
parties have with the outcome of this particular communication event? Give me
lots of specific examples to help illustrate your chosen concepts.
The second general way to do Part II is to give me a detailed discussion of your
main concept by supporting it with several other textbook concepts. Show me
how these other concepts fit into your story, how and why they illustrate how your
main concept influenced communication outcomes from Part I (your story). For
example, discuss how the different facets of impression management (perceived
self, presenting self, face, facework) and reflected appraisal influence your
identity. Please define and explain all textbook terms used! Don’t just drop a
bunch of terms and expect me to be impressed. Demonstrate your knowledge of
these words by giving me at least a short definition and how these terms explain
or shed light on the dynamics of your Story (Part I).
2.
Please follow the formats shown on the next page (Item #6) and in the examples
on the following pages. Please make sure your work is structured like these
examples. Be sure to double space in the appropriate places.
3.
Journal Assignment #1 is due at the beginning of class. No late journals will be
accepted. No exceptions, no excuses.
4.
Journal Assignments are a one-time only, one-shot deal. No revisions* will be
accepted.
4
5.
“Rule of 13": Grades for Journals with 13 errors of any kind – grammar,
punctuation, syntax, format, etc. – will be reduced by 20%. Please proofread and
make necessary revisions before turning in your work. If you need help with your
composition, get over to English 128 or Lassen Hall 2205 ASAP & get hooked up
with a tutor. No whining. Get busy.
6.
Formatting Your Journals
Please format your journals as shown below. Structuring your work as presented
in the example that follows (below and on the next page) allows me to read,
assess and evaluate your assignments more much quickly and easily. Making
my life easier is far more conducive to better grades for you than otherwise.
There’s nothing to it. First, name your term/concept. Second, define your term or
concept. Third, tell me a story; describe the scenario/situation in Part I. Fourth,
name and define the terms/concepts from our text & class activities, and explain
and analyze the communication dynamics in Part II using these terms .
Part II – Your Analysis–must be 600 words minimum. Be aware that the
words in the title bar “Part II: My explanation of the communication experience
using the concept defined above” do not count toward this 600 words minimum.
Also, I need you to include a word count either at the beginning or end of your
essay. No word count, no grade. Your paper will be handed back to you, and if
you choose to include an accurate word count and resubmit your work, there will
be a 10% penalty when you hand it back in.
In your analysis, when you integrate your concepts into your explanation, please
do the following: 1) name the terms/concepts; 2) define them:
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Concepts Named: Communication Concept #1
Communication Concept #2
Communication Concept #3
Communication Concept #4
Communication Concept #5
Concepts Defined: Definition of Concept #1
Definition of Concept #2
Definition of Concept #3
Definition of Concept #4
Definition of Concept #5
Part I: My observations of the concept functioning in a communication context
that I’ve experienced:
Describe a communication situation that's a personal experience or something
you've seen in a film or on TV that illustrates one of the sub-concepts in the assigned
chapter. THE CHAPTER TITLES THEMSELVES ARE MUCH TOO BROAD for this
assignment. Choose subheadings or subtopics (in bold print) and develop them
thoroughly.
Part II:
My explanation of the communication experience using the concept I
defined above (600 Words Minimum):
You need to explain the observations of your communication behaviors in Part I
using the technical language, concepts, terminology, examples and/or quotes from your
text and lectures. First, name and define the terms/concepts from our text & class
activities, then explain and analyze the communication dynamics in Part II using these
terms. You need to compare, contrast and/or explain and expand upon ideas about how
your communication behaviors in Part I demonstrate your chosen concept. You must
explain how your communication impacted the situation you've described in Part I and
how your future communication behaviors can be modified to increase the probability of
a more desirable relational outcome. Again, use your text, lecture notes, and/or group
activities to support your examples, claims and/or assertions.
6
7.
Grades have roughly two parts: 1) 20% composition – grammar, usage, syntax,
punctuation, mechanics, etc.; 2) 10% format; and 3) 70% substance, content and
development/analysis. Please write clearly and coherently, and be sure to double
space “Part I” and “Part II.”
ASSIGNMENTS
NOT FULFILLING
THE MINIMUM REQUIRED
WORD COUNT WILL BE
RETURNED WITH A ZERO.
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Journal #1
Communication Studies 5
Kimberly Wallace
Journal #1
Concepts Named:
1)
2)
3)
4)
5)
Presenting Self
Perception and Culture
Face
Facework
Impression Management
Concepts Defined:
1) The public image we present to others in order to fill some
type of social need such as acceptance.
2) Culture provides a filter that influences the way we interpret
even the simplest events.
3) Erving Goffman’s terms for describing the presenting self;
the socially approved identity that a communicator tries to
present.
4) Facework describes the verbal and nonverbal ways we act
to maintain our own presenting image and the images of
others.
5) Verbal and nonverbal strategies communicators use to
influence the way others view them.
Part I: My observations of the concept functioning in a communication context
that I’ve experienced:
During one of my trips to Europe, I was invited to a friend’s house for dinner. My
friend’s mother prepared a wonderful meal for me and several other guests. During the
course of dinner, I committed a cultural faux pas. Asked if I would like something more
to eat, I naturally replied “yes” since I was still a little hungry. I also did not want my
hosts to think I was not enjoying dinner. Other dinner guests gave me a funny look and
muttered to themselves. At the time, I thought nothing of my response since this was
considered acceptable behavior in the United States. Only later did I find out what an
awful breach of etiquette I’d committed.
8
Part II:
My explanation of the communication experience using the concept I
defined above:
Our text defines the presenting self as “a public image – the way we want to
appear to others” (p. 52). In any social interaction, I like to look good, to appear suave,
debonaire and somewhat sophisticated. When I can’t look good, in the very least I don’t
want to look bad. At my European friend’s home, I accomplished neither.
From the beginning of this experience, I was acutely aware of my being from
another culture where different standards of behavior are considered acceptable.
However, I was unaware of these specific standards in effect at my friend’s family
dinner table in Europe. Without thinking, I automatically accepted seconds on the first
offer, which many Europeans consider to be gluttonous as well as impolite to the
host/ess. Regarding perception and culture, Adler and Rodman assert that it’s
challenging enough for people from the same culture to see things similarly, but those
difficulties multiply when individuals come from different cultures, “the potential for
misunderstandings” becoming much greater (p. 36). For example, it was perceived to
be bad form to consent to another plateful even after a second or third offer, entirely
contrary to everything I’d ever experienced at my family gatherings. For instance, under
normal dining circumstances with friends or family, I’d take the extra helpings even if I
didn’t want them, because in my experience, it’s considered a discourtesy not to ask for
seconds, let alone refuse the host’s overt invitation to them. Even though I was making
a concerted effort “to put my best foot forward,” I ended up “stepping in it” instead. Our
textbook states, “...the majority of our communication is strategic, aimed at persuading
others to view us as we want to be seen” (p. 58). All I was trying to do was create a
socially approved image for myself by playing the role of the gracious guest; hopefully,
then, I would be accepted by my friend’s family. But this public image of a gracious,
9
well-mannered guest I was trying to create turned out to be just the opposite of the type
of Goffman’s face for which I was striving; instead, I was viewed by my friend’s family
as a clueless, low-rent dinner guest of epic proportions. My behaviors were viewed as
something they would only do when they were with their families in private, and I’d put
money on them having been less offended if I’d passed gas loudly at the table instead.
Each culture has its own set of unwritten social rules. Due to the differences
between cultures in Europe and the U.S., and due to my clumsy facework I was
perceived as acting in an unacceptable manner. Knowing this now, I understand the
verbal and nonverbal reactions from the other dinner guests. They probably thought I
was acting like a self-centered child who, unaware of social do’s and don’t’s, asks the
mother why that person is so fat, of a different color, has such a big nose, etc. My
actions were comparable to someone in the United States not covering his/her mouth
when coughing, or, almost as bad, belching loudly at the end of a meal – ill-mannered,
boorish table-side behaviors. The European guests’ perception of me was definitely
affected by their cultural background which caused them to view me as rude. Just like
the study about “domination of vision in one eye over the other” where researches used
a binocular-like device that projected a different image to each eye (p. 36), this group
evaluated my behavior by the only set of cultural rules they had ever known, by the only
set of cultural rules they could see: the unspoken guideline that it’s not OK to take hosts
up on their offer for more food when dining with guests who aren’t family. Briefly, had I
been more aware of some of these different cultural rules of etiquette, I would have
approached my impression management – the communication strategies we use to
influence how others view us (p. 51) – more conscientiously by not accepting seconds
on the first or even second offer, even though I was still hungry. I also feel my hosts
10
were unaware of some of my cultural idiosyncracies, accepting seconds in particular.
Again, they behaved as though their way was the only way things were done, but
nobody bothered to tell me. Regardless, the next time I was invited to dinner, I made
sure I acted in a manner consistent with standards considered acceptable by my
European hosts: refusing seconds regardless of the number of offers for more food.
Raymonde Carroll states in the sidebar (p. 40, 8th ed.; p. 43, 9th ed.), “When I
meet someone from another culture, I behave in the way that is natural to me, while the
other behaves in the way that is natural to him or her. The only problem is that our
‘natural’ ways do not coincide.” Based on my European dining experiences, he’ll get no
argument from me. Finally, if you’d like to avoid these types of awkward, uncomfortable
moments in impression management next time you travel outside the U.S., take it from
me about proper behavior in other cultures: do your homework – know before you go.
Part II Word Count:
845
11
Chris Turner
Communication Studies 4
October 2, 2016
Informative Speech I
Topic:
How to Fight a Speeding Ticket
General Purpose:
To inform
Specific Purpose:
At the end of my speech, I want my audience to be able to
identify and describe the three simple steps for fighting a
speeding ticket successfully: 1) obtaining a speed survey; 2)
collecting all pertinent data regarding your speeding ticket;
and 3) preparing for your court appearance.
Central Idea:
You can beat City Hall.
I.
Introduction
A.
So there you are again, minding your own business, driving down
that all-too-familiar street on your way to picking up your girl- or
boyfriend at the old high school. You’ve driven or ridden this route
every day for four long years, to and from school. About the only
thing that’s changed is everyone’s underwear (you hope). Since
you now commute 300 miles a week between your job & school,
you figure you’re a pretty good driver and that you're immune to
getting a speeding ticket, right? Wrong. Even good drivers have
their bad days.
B.
You hear the siren's single "whooooop," and the inevitable light
show immediately follows. You check your rearview mirror just to
be sure because, of course, it can't be you that's being pulled over,
can it? No way, right? Wrong again. Today it's your lucky day; it's
your turn in the barrel, your turn to fulfill Officer Rent-A-Cop's
mandatory ticket quota so s/he can fill the necessary coffers at City
Hall that got stiffed on last year's municipal budget. Since speeding
tickets help supplement the city's budget, you're hosed, right?
Wrong yet one more time. Bottom line? You can beat City Hall.
C.
Today, I'm here to help you get a fair shake when you're issued a
speeding ticket. Follow my three simple steps, and that ticket will
disappear faster than a college party crowd when the last keg runs
dry. First, I'll explain what a "speed survey" is & how you can get
one; second, I'll show you how to obtain other necessary data
relevant to your speeding ticket; and third, we'll look at my strategy
for preparing you for your court appearance.
Transition: First, let's explore the "speed survey."
II.
Getting your hands on a "speed survey" is your first order of business.
A.
B.
A speed survey can help you because it reveals the average speed
traveled on a particular street.
1.
Cities are bound by law to determine the actual average
speed – the statistical "mean" – of traffic on any city street.
2.
Traffic engineers survey the speed of 100 cars at a particular
time of day to determine how fast people are really driving.
3.
(Visual Aid) On this speed survey, you can see clearly that
85% of the cars were doing well over the speed limit.
Where do you get a speed survey? At the county courthouse.
1.
Since I got my ticket in Solano County, I had to go to the
county courthouse in Fairfield.
2.
Once you're at the courthouse, go to the Traffic Department
and ask to see a copy of the speed survey for the street
where you got your ticket.
3.
Next, ask the clerk to make a copy of the survey for you.
a.
You might have to pay a small fee for the copy; a few
dollars isn't unusual.
b.
If the clerk refuses to make a copy for you, you'll have
to subpoena the court to get a copy of the speed
survey you're seeking (the subpoena process is an
entire speech by itself).
Transition: Now that you're acquainted with the speed survey and how to get
one, let's move on to my next point: obtaining other necessary data
relevant to your ticket.
III.
Getting other data about your ticket can be a little trickier.
A.
B.
C.
The first thing you'll need here is pertinent information about the
arresting officer.
1.
Get the officer's name.
2.
Get the officer's badge number.
3.
Determine how long s/he's been on the force.
4.
Find out how & where you can contact the officer.
Next, you'll want to determine what kind of equipment the officer
was using.
1.
Was s/he using a radar or a radar gun?
2.
How recently the radar or radar gun was calibrated?
3.
Does the officer provide certification that proves the officer's
radar or gun is accurate.
a.
Radar guns have to be calibrated at routine intervals
to ensure accuracy
b.
Present anecdotal evidence here.
Most importantly, you'll want verification that the arresting officer's
judgment was accurate.
1.
Does the officer wear glasses?
2.
Was s/he wearing them the day your ticket was issued?
3.
Were there other cars present?
4.
Was the ticketing officer traveling in the same direction as you?
a.
If traveling in the opposite direction as you, this could affect
the radar gun’s accuracy
b.
If stationary, the radar gun could be affected by other
vehicle’s movement.
c.
4.
How far away was the officer from you (approximate
distance)?
Taking pictures of the "crime scene" is always a good idea
a.
Judges like visual evidence.
b.
Just like visual aids in a speech, your photos could be critical
or getting your ticket dismissed.
Transition: Finally, now that we have our speed survey & all the data relevant
to our case, we'll take a look at how to prepare for your court
appearance.
IV.
Being well prepared for your court date is essential.
A.
A court appearance notification should appear roughly 3-5 weeks
after you've been ticketed.
B.
Request a court date, which will usually be about 2-3 months down
the line.
C.
1.
You can request a court date via phone, internet, snail mail,
or by going straight to the courthouse.
2.
This gives you plenty of time to gather all the materials we
discussed in steps one and two.
Now comes your day in court.
1.
Dress and groom yourself appropriately for court.
a.
Save the Mohawk & piercings for some other time.
b.
You probably don't want to wear your T-shirt that
says, "F**k the Police (Powerpoint).
2.
Present your material concisely, in an orderly fashion.
3.
Never interrupt the arresting officer, the judge, or anyone
else who speaks during your hearing.
4.
Manners are huge in the courtroom: yes and no “Your
Honor" or "Sir" are always a good thing (just ask Martha
Stewart who’s spent more time in prison than most “hard
core” rappers).
Transition: In summary, it looks like you're prepared and ready to go!
V.
Conclusion
A.
Today we've briefly covered how to fight a speeding ticket by 1)
obtaining a speed survey; 2) collecting all pertinent data regarding
your speeding ticket; and 3) preparing for your court appearance.
B.
So there you are again, assaulted by the siren's "whoooooooop!!"
and Officer Rent-A-Cop's "let's intimidate the civilian" strobe-light
light show in your rear-view. As that "I'm soooooo busted" feeling
washes over you and your bowels get that greazy feeling, your
palms begin to sweat as you start to worry about fines, higher
insurance rates, and more heat from your parents.
C.
Fortunately, you suddenly remember that you now know Chris
Turner's three basic steps to speeding ticket liberation. As the
officer steps up to your window and asks for your license,
registration and proof of insurance, your self-confidence blossoms.
Then, as you sign the ticket and give the officer's pen back, you
smile and say those five simple, those five magic, those five
musical words...
D.
You can beat City Hall!
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