UPDATED FOR F19

    Activity Assignment Page - be sure to read in its entirety

 

 LS

 

LANGUAGE WORKSHOP-part I  (via Communicate,chapters 4, 14, [15/14ed.])

DUE FOR in CLASS PRESENTATION & DISCUSSION:   LS = Weds 9/18/19
 

► ASSIGNMENT GOAL:  To increase your  awareness & sensitivity about some of the ways (both obvious & subtle) by which the word choices we make when communicating can affect meaning &  understanding .

 

►BASIC PROCEDURE: In most cases, the same investigative task is assigned to several  people. Nevertheless, this is an  INDIVIDUAL assignment.  EACH person should bring his/her own NEWSPAPER/MAGAZINE clipping to class on the date specified above. Clippings will be compared & discussed via small groups. IF YOU FOUND YOUR EXAMPLE ON THE INTERNET,  BE SURE TO  GET  LOGGED ON TO NETWORK IN ORDER TO ACCESS IT FOR THE IN -CLASS GROUP WORK.

Whatever the format of your example, you need to be able to tell us WHERE it  was placed so that we can analyze how the language was targeted to a particular audience.

 

►ASSIGNMENT: Find your section & name below & complete the particular language investigation that pertains to you. Of course, you should FIRST read the entire applicable chapters: primarily #4Verbal Messages & #14 Language [ previous editions = Chap3-Communicating Verbally)  

 

TO:  LS--   Louis CAPPIELLO , Peter COLON ,  Robert PRINGLE , 

 

  After reading Chapters 4 & 14, each of you should find and bring in a newspaper or magazine clipping that either EXEMPLIFIES &/or  PLAYS OFF OF &/or WORKS because of the language principles: Oral Language Style & Audience Centeredness -- which were discussed on pp.292-294 [14e= pp.332-336]  { MindTap modules = Ch14.1}


You don't have to write anything down in advance, but be prepared to  show your respective examples & explain how they coordinate with the text's concepts.


 

 

 

TTO: LS--     Kyle BARDA, John LaFRANCE , Drew YOUNGBERG ,

After reading Chapter__4_ <search in index> , each of you should find and bring in a newspaper or magazine clipping that either EXEMPLIFIES &/or  PLAYS OFF OF &/or WORKS because of the language principles: Denotation/Connotation (as part of Semantics) -- which were discussed on pp. 71-74 [14ed= pp.79-80 /13 ed= pp.50-51 ]  . MindTap 4-2a/b.
You don't have to write anything down in advance, but be prepared to  show your respective examples & explain how they coordinate with the text's concepts.

 

 

 

TO: LS--    Isaiah BELVIN , Anthony PIZZONIA ,  Nicole STANGL ,

 TO: GS-- Courtney ACHILLE ,  Troy KANESHIRO , Christina PEPE , Matt LAPOLLA

 After reading Chapters 4 & 14, each of you should find and bring in a newspaper or magazine clipping that either EXEMPLIFIES &/or  PLAYS OFF OF &/or WORKS because of the language principles: Insensitive Language &/or Inappropriate Language -- which were discussed on pp. 296-297 [14ed= pp.337-339]  [13ed= 58-62 {incl. "pop comm"}] { MindTap modules= Ch4:2b & 14-2d/e }

You don't have to write anything down in advance, but be prepared to show your respective examples & explain how they coordinate with the text's concepts.

 

 

 

TO:  LS--         Nicole CALDERA ,  Tilman  PITCHER , Christian SMITH , 


  After reading Chapters 4 & 14,  each of you should find and bring in  a newspaper or magazine clipping that either EXEMPLIFIES &/or  PLAYS OFF OF &/or WORKS because of the language principles: Abstract vs. Specific|Concrete-- which were discussed on pp.298-302 [14ed=- pp. 81 & 340-342 {incl."speaking vividly"}[]  [13ed=pp. 52-54]. MindTap Ch14-3/a/b/c. Include connsideration of the Direct vs Indirect concept mentioned in Chapter 4
You don't have to write anything down in advance, but be prepared to  show your respective examples & explain how they coordinate with the text's concepts.

 

 

 ,  

 

TO: LS--    Torre AVITABILE  ,  Michael  DETINICH ,  Natalie ZOLADKIEWICZ  ,

 

After reading Chapters 4 & 14,  each of you should find and bring in a newspaper or magazine clipping that either EXEMPLIFIES &/or  PLAYS OFF OF &/or WORKS because of the language principles: Culture, Meaning & Connotation -- which were discussed as part of sociolinguistics on pp. 76-79 & Review Chapter 3- [14ed = pp. 86-89 &  Ch13] [13ed=p.51 &  pp.127-130]  . 

You don't have to write anything down in advance, but be prepared to  show your respective examples & explain how they coordinate with the text's concepts.  


 

 

THE REMAINING 2 CONCEPTS WERE NOT GIVEN SEPARATE FOCUS IN THE CURRENT EDITION OF THE TEXTBOOK, BUT THEY ARE STILL IMPORTANT FACTORS & PRIMARILY WILL BE COVERED EITHER BY YOUR PROFESSOR OR the DESIGNATED "VOLUNTEERS". 

 

 TO:  LS--     Chris CUSACK ,  Jake MILLMAN , Abby WINGO  ,   

  After reading Chapters 4 & 14, each of you should find and bring in a newspaper or magazine clipping that either EXEMPLIFIES &/or  PLAYS OFF OF &/or WORKS because of the language principles: Gender & Language (i.e. men & women encode and decode differently.) -- which were discussed In p47 & 53.  [13 ed= pp.52]  [12th ed =  59 - 61]. MindTap modules to be added.
You don't have to write anything down in advance, but be prepared to  show your respective examples & explain how they coordinate with the text's concepts.
 


 

 

TO:   LS--   available on a volunteer (extra credit)  basis

After reading Chapters 4 & 14,  each of you should find and bring in a newspaper or magazine clipping that either EXEMPLIFIES &/or  PLAYS OFF OF &/or WORKS because of the language principles: Dating &/or Indexing techniques -- which were discussed on ________ (in previous editions only)13 ed= p.54 [12th ed =  66-67].   You don't have to write anything down in advance, but be prepared to show your respective examples & explain how they coordinate with the text's concepts.

NB: People often get this language concept wrong. Be sure to read your sources carefully.

 

 

Communicate !  15e [14e ] [13e]

 

 

page last updated __9/14/19_