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bonjour!

1Saturday, 19 March 2011

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read me!

please!


4review of week 1hanging out - ‘reintroduction’talking about week 2essay chat / brainstorm


learning issues - week 1

Topic 1Stories: The Building Blocks of Communication

Reading 1Language



1. The Nature of LanguageLanguage is Symbolic - words have no meaning in themselvesLanguage is Rule-governed - phonological, syntactic, semantic

Language is Subjective - Ogden and Richard’s Triangle of MeaningLanguage and Worldview - worldview/culture is shaped by the language we speak



2. The Nature of LanguageNaming and Identity - names can have connotations

Credibility and Status - how we use language can influenceAffiliation, Attraction & Interest - speech can build and demonstrate solidarity

Power - language patterns can add or detract a speaker’s powerSexism & Racism - linguistic terms can stereotype



3. Uses (And Abuses) of LanguagePrecision & Vagueness - ambiguous, relative, and euphemisms.

sometimes we want to be less than clear

The Language of Responsibility - “I, You, and We.” It, and Buts.

Disruptive Language - It is not always about misunderstandings. It can be ‘engineered.’

4. Gender and LanguageExtent of Gender Differences

Accounting for Gender Differences



and please remember - download the ALC101 Lecture Podcasts


can anyone recallanything interesting

this week from reading/lecture


in thirty seconds,

three wordsyou would use to describe

yourself


in thirty seconds,

three wordsyou would use to describe

your partner


swap


in relation to today’s readings,what does this tell you?

perception

how accurate are yourperceptions of others, and yourself?what goes through our minds when

we ‘percieve’?15Saturday, 19 March 2011

this week.


turn, move, changecoincidentally...


week.2

Topic 1Stories: The Building Blocks of Communication

Reading 2The Self, Perception, and Communication


nothing is more fundamental to understanding how we

communicatethan _________the self


self concepta set of relatively stable perceptionsthat each of us holds about ourself

theoretical construct21Saturday, 19 March 2011

who are you?

are you your name?

what have you seen?

what have you heard?

what is your age?

religion?

occupation?

man or woman?

how do you feel?

individual or collective society?


Communication and the Self

- Self-Concept (sum of socialisation - physical, mental, social, artistic, intellectual, values, etc.)

- Communication and Development of Self (significant others have huge impact)

- Culture and Self-Concept

- Self-Concept and Communication with Others

- Self-fulfilling Prophecy


self esteem/worth? = key in self concept.


mental mirrormental mirrorlooking-glass


perceived self - reflection of self-concept

presenting self - public image, the way

we want to appear to others


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?28Saturday, 19 March 2011



Perceiving OthersSTAGE 1 Selection

- we are exposed to more input than we can manage- stimuli that are intense get our attention more- hence why we’re more likely to remember taller, bigger, shortest more easily

STAGE 2 Organization

- we need to arrange information from the environment in a meaningful way- perceptual schema (cognitive framework)

1- physical constructs - classify to appearance2- role constructs - social position3- interaction constructs - social behaviour4- psychological constructs - internal states of mind

STAGE 3 Interpretation

- after selecting and organizing our perceptions, we interpret them to make some sort of sense

1 - degree of involvement2 - relational satisfaction3 - personal experience4 - assumptions about human behaviour5 - expectations6 - knowledge of others


Snap Judgements - stereotypesJudging ourselves more charitably than others - Self-serving BiasPay more attenton to Negative Impressions than Positive OnesInfluenced by what is most obviousTendency to assume others are similar to us

Perceptual tendencies


The messages we send can shape others’ self-concepts and thus influence communication.

The image we present to the world varies from one situation to another

Two or more people often perceive the world in radically different ways, which presents major

challenges for successful communication

The beliefs each of us hold about ourselves - our self concept have a powerful effect on our own

communication behaviour


perception of one’s self can be

AS subjectiveas one’s

perception of others


how to

for the essays34Saturday, 19 March 2011

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is it doing your head in?




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11 days to go...




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Monday 28th March 2011




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8

easysteps to academicwritinghappiness :)

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An academic essay aims to persuade readers of an idea based on evidence, not just inform.

An academic essay should answer a question or task. It should have an angle/argument. It should try to present or discuss something: develop a ‘thesis’ or a set of closely related points - by reasoning and evidence.

An academic essay should include relevant examples, supporting evidence and information from academic texts or credible sources.

Read the marking criteria, please.

Submit on time - minus 5% every day your essay is late

Ask questions - go onto DSO, email me or come arrange to meet me for a discussion, and Wednesdays (11.00am to 1.00pm)

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8






Reflective Exercise25% due on Monday 28th March 2011 - 5pm

[email protected]

Assignment 2/3


mailto:[email protected]


Reflective Exercise1000 words

25%

due Monday 28th March, 2011

Select one of the following options and write a 1,000 word essay that engages closely with the concepts, terms, and theoretical and analytic categories given in the relevant sections in the textbook and further scholarly reading.

Even though this is a ‘reflective’ exercise, you are expected to present your work in the form of a scholarly essay.


Option 1

Compare and contrast the communication devices used in

two different television programs:

This question requires you to view (and record, so you can view a number of times) two different TV programs and evaluate the way each uses communication devices to ‘make meaning’ and promote a particular message.

Using four examples, demonstrate and explain how (and very briefly, why) each program uses ‘communication devices’ to convince and inform the audience (these ‘devices’ are described in the first three chapters; eg. credibility, status, affiliation, attraction, naming, identity, euphemisms and any others you believe to be appropriate).

tips on DSO and ALC101 blog


Option 2

Write a short vignette (story) in which you describe a situation that reveals different types of communication. This might be a recent experience you had at university, at work, at home, or in your social life. Analyse your story by relating it to at least four communication concepts from your textbook or other scholarly sources, ensuring that you define key terms and explain their significance.

This exercise should link the theories and concepts in your sources with your own personal recollections. One challenge with this exercise is to keep within the word limit. Your vignette should be written concisely and be no longer than 150 words. While you may make some (limited) use of the first person (‘I’, ‘my’, etc.) in constructing your vignette and your analysis of it, you must adopt a clear and scholarly form of writing.

tips on DSO and ALC101 blog


the nitty gritty

TAKE NOTE

Key terms & Relevant Concepts

Application of Concepts

Do not simply reproduce Sound

explanation, NOT simple

summation

Word Limit & Referencing Style Evidence of

investigating other sources

Applicable to one’s everyday

experiences

Cultural Contexts

Bonus marks - exceed

expectations

ExceedingWord Limit

-10%

-5%per day late

Harvard referencing

system1000 words

Readings1-5

Books, E-Books,

Journals


communication devices + concepts in communication

are simply in BOLD in the textbook

*HINT*


1.5 spacing,please

Fill in Tutorial Group

Fill in Tutor Name

Hand up on time - 5%

a day

Print on One-Side

only


referencinghttp://www.deakin.edu.au/current-students/study-support/study-skills/handouts/authordate-

harvard.php


http://www.deakin.edu.au/current-students/study-support/study-skills/handouts/authordate-harvard.php




References

Burdess, N 2007, Good study, Pearson Education, Sydney.

The Cancer Council Australia 2007, National cancer prevention policy 2007–09, The Cancer Council Australia, retrieved 26 August 2010, ‹http://www.cancer.org.au/File/PolicyPublications/NCPP_Full_document.pdf›.

Cotterall, S & Cohen, R 2003, 'Scaffolding for second language writers: producing an academic essay', ELT Journal, vol. 57, no. 2, pp. 158–66.

Hindsight 2006, radio program, ABC National Radio, Victoria, 31 August.

HREOC - see Human Rights and Equal Opportunity Commission

Human Rights and Equal Opportunity Commission 1997, Bringing them home: report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families, HREOC, Sydney.

Priest, A 2007, ‘Expression of the interesting’, The Australian, 10 October, p. 34, retrieved 29 April 2008, Newsbank database.

Richardson, JS 2004, ‘Content area literacy lessons go high tech’, Reading Online, vol. 8, no. 1, retrieved 1 August 2004, ‹http://www.readingonline.org/articles/art_index.asp?HREF=/articles/Richardson›.

Roberts, GE 2004, ‘Municipal government benefits, practices and personnel outcomes: results from a national survey’, Public Personnel Management, vol. 33, no. 1, pp. 1–22, retrieved 18 July 2004, Business Source Premier database.

Watts, M 2006, 'Team term papers and presentations', in WE Becker, M Watts & SR Becker (eds), Teaching economics: more alternatives to chalk and talk, Edward Elgar, Cheltenham, UK, pp. 151–70.

The Macquarie dictionary, 4th edn (2005, p. 1104) defines political correctness as

According to Hopkins (2004, p. 16) little attention has been given to the way a manager might identify and … Furthermore, Hopkins argues that in some business environments

Hay, Bochner and Dungey (1997, p. 110) explain that reading is the best way to improve vocabulary.

In-text Citations


All students have to make a peer-reviewed class presentation and will form groups

of 3 to debate a topic

EACH TEAM HAS 15 MINUTES (4-5min per speaker)

*5-10 minutes at the end for the debate for rebuttals and audience participation

Sign up in weeks 2 & 3. The mark is awarded when the presentation is made (and

not awarded if the presentation is not made!)

Students hand to tutor a single page that records - name, student number, tutorial time. It also needs to have dot points of the central ideas/arguement. Finally, it should have an annotated bibliography of the references used.

This is a provisional grade. Your final grade will be awarded at the end of trimester

Choose one of the following: PLEASE MAKE SURE YOU MAKE AN

APPOINTMENT TO SEE ME AS A TEAM TO DISCUSS PRIOR TO YOUR DEBATE.

debate


When we want to ‘self-improve’, we only have to focus on the ‘self’, our relationships with others are of little importance.

Week 5

In order to have a healthy communication climate in the family, it is best to have strict one-way power relations.

Week 6

It is better to use disconfirming messages than confirming messages in a situation of conflict.

Week 7

Images/symbols/signs create meaning by simply reflecting the world to us (i.e. they simply ‘stand in’ for the world. Week 8

The ways in which audiences make sense of media texts are determined by what media producers decide; it is difficult for audiences to create their own meaning.

Week 11


Take the time to come home to yourself every day.

Robin Casarjean

parting words.

week 2 reflection question:what are your thoughts on the quote above?

this is not compulsory, but it helps me help you think deeper into our unit. :)

send me an email - [email protected], 19 March 2011



thank you for your timesee you all next week!

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