reformatted/page errors removed - 10/2/17
PAGE TO BE UPDATED FOR S'20
- last updated 10/8/19 [added term][added e-page numbers for advance question 2] |/\ additional updates possible through 10//5/19
STUDY PREVIEW SHEET FOR -TEST #1 [Midterm]- -THIS IS A RANDOM (& incomplete) LIST OF ITEMS YOU SHOULD KNOW |
(Test day = sections AA & BB = 10/9/19) [ ]
See below for TWO(2) required advance test questions &
ONE(1) extra credit question [ no extra credit items this semester]
NOTE ---
As you
have seen, this course examines various factors involved in achieving
effective "One-to-Many" communication contexts. For studying purposes,
it will helpto think about the various units in the course content as
being interrelated and conceptual. This means that knowing specific
terms and their definitions
is just the beginning. True comprehension means that
you know what that item "looks like" in
action and how it is used to effectively present material to a target
audience. This course & this test are structured to assess your ability to synthesize various concepts and apply them. Such expectations may require more critical thinking skills & attention to detail than you have used for other types of classes. IN OTHER WORDS, -EVEN THOUGH YOU MAY HAVE BEEN ATTENTIVE DURING THE IN-CLASS ACTIVITIES/DISCUSSIONS, YOU MAY NOT BE AS KNOWLEDGEABLE ABOUT THE DETAILS OF THE COURSE MATERIAL AS YOU THINK YOU ARE. -THERE WERE MANY CONCEPTS THAT WERE ASSIGNED AS READINGS, BUT WE DID NOT HAVE TIME TO FULLY ADDRESS IN CLASS. STUDY & RE-READ CAREFULLY (including the online slide shows in the folder in Blackboard) |
CHAPTERS & AREAS OF FOCUS FOR TEST |
Emphasis will be on Chapters 1- through -16 + , 20-through-22 (O'Hair, et al., 6e/7e) & notes from the class activities [ Sp.Oc. / slide show design/ ]. This IS a lot of material so be sure to refer to the "additional tips for preparing" listed below. Also remember that many of our discussions acknowledged the "cultural sensitivity" of virtually everything discussed in the listed chapters. In other words, most of what we have studied actually overlaps since human communication actually operates in multi-channeled ways. In answering any given, question you may find you need to incorporate material from more than one "chapter" As mentioned above, in order to give you a "headstart" to the in-class test, there are some questions to be completed in advance & handed in in hard copy format on test day (10/9/19). This semester threre are two(2) such required, complete-in-advance questions *[see details below*] YOU DO NOT NEED TO BRING A "BLUE EXAM BOOK"
|
REQUIRED ADVANCE QUESTIONS |
**[These
questions are to be completed at home & handed in
along with your in-class test]
[Both = typed /
double-spaced / Stapled]
[Together, they will be worth:14-18 pts of
your test score.
<tbd>]
1. = Peter has been invited to be the guest speaker at the 2019 Induction Ceremony for the Seton Hall chapter of the National Honor Society. In a clearly written essay, discuss the following: Considering the type & category of speech, what are three (3) specific recommendations that you would give to Peter in terms of preparing his presentation? Be sure to cite specific items from the textbook to support each of your recommendations. In addition be sure to explicitly apply the needs of the specified communication context. Answers without concrete tie-ins to the textbook material will receive fewer points. Extra points will be given for addressing any relevant "Cultural Perspectives." ------------------------------------------------------------------------------------------------------------------- 2. On Youtube, view David Grady's TED Talk on bad meetings in the workplace. [via Ted.com/talks] Apply EITHER one(1) of these two(2) checklists from your textbook to this speaker's presentation: { at the top of your answer, specify which checklist you are applying}
|
TYPES OF QUESTIONS |
Questions used probably will include some mixture of Fill-in, Terminology Definitions, Short Answer, & Brief Essay types. It is possible that some multiple choice questions from the online quizzes will be recycled as well. Be prepared to explain, to analyze, to use comparison/contrast.
HOW TO STUDY |
I will NOT use the same exact wording as in the readings & I expect you to use your-own- words in your answers. We have covered a great deal of material and it will be difficult to "cram" effectively. I'd recommend starting now to review & outline the chapters.
LENGTH OF TEST |
It is expected that most people will be able to complete the test in 50-60 minutes, but you will have the entire class period to work.
MORE TIPS FOR PREPARING |
Use strategy. Review the handouts/online assignment pages/slide shows that have been used for class activities. They also help you focus in on the important concepts/terms from the course being emphasized by your professor. As you review your readings, make use of any preview information as well as the post-chapter summaries & questions . Also, be familiar with such terms/concepts as these listed below: (please note that this list is random, incomplete & off the top-of-my-head, but it will get you started.)
Basic Communication: process / functions [Spr-Msg-Rcr-Fdbk & remaining 3 basic elements] | The five(5) canons of rhetoric [especially epideictic / incl. modern day descriptors ] |
? Primary source material vs. Secondary source material [_____] | Oral Language style vs Written Language Style |
Patterns of organizational arrangement []including all six(6) mentioned in your book] |
tent: The Influences of Culture, High-Low
context [ including Organization;
Language] n.a. this semester |
Basic "formulas" for structuring INTRODUCTIONS & CONCLUSIONS [ incl.____ | Visual Theory & Presentational Aids . <be prepared to answer at least one question pertaining to the specific findings from the Slide Show activity> |
Basic "formula" for structuring SPEECHES [ incl._I/B/C_] | Thesis Statement technique incl._one sentence / Central Idea_] |
Transitions & Signposts (all about Connectives [esp. internal summaries] |
Citing Sources/ "Oral Footnotes" |
Primacy & Recency [incl._impact on Org Strategies] | etc. , etc. |
Dialogic Communication | |
Material on the online quiz(zes) is always helpful for review purposes & it MIGHT still be accessible after the quiz closing date. See procedure linked in left column of Professor's webpage. However, the Blackboard application is periodically updated so this procedure may or may not work. |
some SAMPLE QUESTIONS FROM THE PAST |
Below are various samples of in-class test questions I have asked in the past in this & similar, academic-type communication courses. Some do[*] but many do not pertain to this class &/or your current textbook &/or this portion of the semester; therefore they are not provided as specific review material. I simply cut & pasted items from miscellaneous previous tests-- to give you an idea of how complex and multifaceted my questions tend to be.
Some Sample Objective-type Questions -----
*[F.I.] 1.When developing a speech, the speaker should create two outlines: a working outline and a(n) ______ outline.
* [F.I.] 2. Listeners have a better recall of the main points made at the beginning of a speech than of those made in the middle of a speech, a phenomenon termed the ________.
*[M.C.]
3. To inform, to persuade, and to mark a special occasion are the
three types of
[M.C.] 4. We use our past experiences & frames of reference in order to help us make assessments about current people and situations. When we use such past information to DEFINE a behavior via a particular person's demonstration of it, we are: a) prototyping b) personally constructing c) stereotyping d) scripting
* [M.C.]
5.
Most of the following statements regarding the rules for acknowledging
source material you have used in your speech are correct EXCEPT for these two(2)
{i.e. select the 2 choices that are incorrect}
[T/F] 6. According to your instructor & the textbook authors, beginning researchers, such as yourself, need to remember that research investigations is cumulative and self correcting and incremental. In other words, this means that every research project should be structured definitively from the start, A good researcher never changes anything once the study gets started.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
Some Sample Short Answer/Essay-type Questions -----
*[SA]
7. Review this excerpt from the Body of an Informative speech. Note
that it contains several organizational
*[ES]
8. You are now in a
"second-level" Communication course, so you are well aware of the role of
Audience Analysis & Adaptation as part of
the preparation process. What were 2 SPECIFIC Audience-Centered
techniques that you incorporated into your recent "Selective" Presentation?
Your answer needs to cite actual Aud-Adapt concepts mentioned in the
textbook. Name names & be specific about the demographics in this class. Avoid
generalities.
[SA] 10. Take one of the competencies you listed in question ___. Explain the item by briefly describing the last time you exhibited such competency during an interpersonal encounter.
[ES] 11. Explain the basic ways that nonverbal communication channels are used in relation to the words being said and what is the terms that your author use to differentiate the 2 types of connections?
*[SA]
12. Describe the functions
of supporting materials. Then, explain why speakers should use a
variety of supporting materials.
[F.I.] 13. Define "Attribution Process" in reference to the study of human communication. Support your answer by applying it to a specific current event.
*[SA] 15. Whenever possible, Val always elects to be the last speaker in a sequence. This strategy aims to take advantage of the perception concept known as ______.
Explain how this works.
*[ES] 16. E.T. Hall asserted such concepts as Communication is Culture & Culture is Communication, Space Speaks & Time Talks. How do these three all impact on each other? ,
(Hall, 1959)
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these three(3) below definitely are not from this class but indicate the ability to APPLY material that I expect.
[SA] . If Chris BELIEVES that racism exists in the workplace, Chris is more likely to PERCEIVE co-worker Jaime's loud voice & aggressive behavior as being racially motivated. Explain this phenomenon by applying the Believing-is-Seeing concept .
[ES] . Two students (who have an acquaintanceship) pass each other on a campus pathway and say: "Hi! What's up?"-"Nothing much" and then continue on their way. This interaction can be discussed in a variety of ways (e.g. as pragmatic language act / as phatic communication / as situational vs. developmental relationship / as interpersonal communication, etc.). From at least 3 of these perspectives, explain what could have been going on in this brief dyadic encounter.
[ES] 14. Would you use an ethnographic approach, a content analysis approach or an Interpretive Rhetorical Criticism approach to investigate the following Research Question: "What Influence do US/Western cultural norms have on the evolution of the Superbowl broadcast from a sports broadcast to a Social Event?" Support your choice.