I'll send you a link to my ebook and you write about it by answering the questions from the file. If you already have knowledge of what to write about, you still need to find and use evidence from the ebook. Please look at the 3 files that includes: the instructions, grading rubric of how I will be graded on, and an example. This is based on 1-7 chapters reading from my ebook(the communication experience) course. You will need to go to the reading and check the exact details for evidence. Please don't touch or look at my assignments, exams or coursework. Choose words carefully and straight to the point to fit into 1 page. Maybe 50 words average per category. If need page 2 is really needed, please let me know. |
Journal entry assignments tend to be more flexible than other types of writing assignments in college, and as a result they can be tailored to your own experiences as long as they answer the primary questions asked in the assignment. Directions Develop a journal entry that describes a communication phenomena, identifies and defines a communication concept from The Communication Experience textbook as it relates to the described communication phenomena, and provides a practical application of the concept to the identified communication phenomena. Focusing on a chapter from Unit One: Public Speaking (Chapters 1-7), address the following in your journal: Describe a personal or observed communication event Identify and define a communication concept from the textbook that relates to your journal topic. Make sure you provide the specific chapter and the heading section where you found the concept. You must also describe the concept in your own words to show your understanding. Apply the concept to the event you described, addressing the following questions: Where can you identify the concept in the event? How did it affect the event; positively, negatively, both? What are your thoughts on how the concept applies to this and other events that you have had or anticipate? Explain how a communication guideline, rule or idea could (or did) improve the interaction observed. How can you use your new knowledge of this communication concept and the guidelines identified to improve your communication in the future? Format Your assignment should be typed, double-spaced, with 1-inch margins, 12pt Times New Roman Font, with section headings that are bold (Communication Phenomena, Communication Concept, Application of Concept, Future Communication). Formal Theory Speech Outline Template Name Month Day, Year Class Prof APG-C Last Name 4 Speech Outline: Creative Title Here Topic: Your Topic General purpose: to inform Specific purpose: the focused statement that identifies what you want to accomplish with this informative speech Organizational Pattern: the pattern you utilized to organize your speech. Organizational patterns can include (topical, chronological, spatial, causal) Introduction I. Attention-Gaining Device: This statement serves two functions: to catch the audience’s attention and prompts them to your topic. In one simple effective sentence list your attention-gaining device. II. Listener Relevance: Now that you have the attention of your audience, it is time to tell them why they should listen to this particular speech; how does this material affect them; why should they care? III. Speaker Credibility: Here is where you tell the audience that you are credible enough to talk about your topic…because you did research. IV. Thesis: In a clear, coherent and declarative, ONE SENTENCE statement, your thesis statement summarizes the main ideas, assumptions or arguments you want to discuss. The whole point of your speech rests on your thesis. Your thesis should be a combination of your general and specific purpose. V. Preview: In a single statement you are prompting your listeners of the main points of your speech so they can easily follow the organizational pattern. Body I. Main Point is where you identify one of the main points of your speech to support your thesis statement. A. Here is where you discuss your sub point – which is a single sentence that supports your main point. 1. This is where you include your demonstration [sub-sub point] – which is a single sentence that further supports your subpoint. 2. Demonstrations often consist of examples, narratives, anecdotes, etc. (Author Last Name, Year). 3. Basically your demonstration is where you offer additional evidence, including citing your source if necessary (Author Last Name, Year). B. Here is where you discuss your sub point – which is a single sentence that supports your main point. 1. Demonstrations often consist of examples, statistics, narratives, anecdotes, etc. (Author Last Name, Year). 2. Basically your demonstration is where you offer supporting evidence, including citing your source if necessary (Author Last Name, Year). C. Here is where you discuss your sub point – which is a single sentence that supports your main point. II. Main Point is where you identify one of the main points of your speech to support your thesis statement. A. Here is where you discuss your sub point – which is a single sentence that supports your main point. 1. This is where you include your demonstration [sub-sub point] – which is a single sentence that further supports your subpoint. 2. Demonstrations often consist of examples, narratives, anecdotes, etc. (Author Last Name, Year). 3. Basically your demonstration is where you offer additional evidence, including citing your source if necessary (Author Last Name, Year). B. Here is where you discuss your sub point – which is a single sentence that supports your main point. 1. Demonstrations often consist of examples, statistics, narratives, anecdotes, etc. (Author Last Name, Year). 2. Basically your demonstration is where you offer supporting evidence, including citing your source if necessary (Author Last Name, Year). C. Here is where you discuss your sub point – which is a single sentence that supports your main point. III. Main Point is where you identify one of the main points of your speech to support your thesis statement. A. Here is where you discuss your sub point – which is a single sentence that supports your main point. 1. This is where you include your demonstration [sub-sub point] – which is a single sentence that further supports your subpoint. 2. Demonstrations often consist of examples, narratives, anecdotes, etc. (Author Last Name, Year). 3. Basically your demonstration is where you offer additional evidence, including citing your source if necessary (Author Last Name, Year). B. Here is where you discuss your sub point – which is a single sentence that supports your main point. 1. Demonstrations often consist of examples, statistics, narratives, anecdotes, etc. (Author Last Name, Year). 2. Basically your demonstration is where you offer supporting evidence, including citing your source if necessary (Author Last Name, Year). C. Here is where you discuss your sub point – which is a single sentence that supports your main point. IV. Main Point is where you identify one of the main points of your speech to support your thesis statement. A. Here is where you discuss your sub point – which is a single sentence that supports your main point. 1. This is where you include your demonstration [sub-sub point] – which is a single sentence that further supports your subpoint. 2. Demonstrations often consist of examples, narratives, anecdotes, etc. (Author Last Name, Year). B. Here is where you discuss your sub point – which is a single sentence that supports your main point. 1. Demonstrations often consist of examples, statistics, narratives, anecdotes, etc. (Author Last Name, Year). 2. Basically your demonstration is where you offer supporting evidence, including citing your source if necessary (Author Last Name, Year). C. Here is where you discuss your sub point – which is a single sentence that supports your main point. Conclusion I. Summary Statement: Summarize the main points you addressed in your speech. II. Thesis Restatement Restate or rephrase your thesis statement to remind your audience about the whole point of your speech. III. Clincher: Forceful ending that provides closure that leaves listeners with a positive lasting impression; often ties back to the attention catcher to help in content retention. Thank you is NOT a clincher. References Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Journal, volume number (issue number), pages. http://www.someaddress.com/full/url Explain what the author(s)’s central idea and what they concluded. Explain how this source is relevant to your topic. Explain why this source is credible and can be trusted. Author, A. A., Author, B. B., & Author, C. C. (Year). Title of book. Location: Publisher. Explain what the author(s)’s central idea and what they concluded. Explain how this source is relevant to your topic. Explain why this source is credible and can be trusted. Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Newspaper. Retrieved from http://www.someaddress.com/full/url Explain what the author(s)’s central idea and what they concluded. Explain how this source is relevant to your topic. Explain why this source is credible and can be trusted. Author, A. A., Author, B. B., & Author, C. C. (Year). Title of web page. Retrieved from http://www.someaddress.com/full/url Explain what the author(s)’s central idea and what they concluded. Explain how this source is relevant to your topic. Explain why this source is credible and can be trusted. Perceiving and Understanding Journal Excellent Student COMS 5, Section# Journal # Communication Phenomena My grandfather was born and raised in Kentucky and he used to tell me stories of growing up on a farm with cows, chicken and lots of vegetables. When I heard these stories I automatically pictured my grandfather as a young boy in overalls, running around barefoot in the mud, milking the cow and feeding chickens. This was my perception of everyone who lived in Kentucky. Communication Concept Stereotypes “are predictive generalization about people and situations” (Chapter Two, Ten Techniques of Introductions). Stereotypes are predetermined ideas about how people are and how they act, based on where they are from or how they look. Application of Concept My stereotype for people who live in Kentucky stems from what I understood as the life style for them. I thought that people who live there are middle to lower working class. They spend lots of time working in their fields and with their animals. I thought of them as simpler folks who enjoy things such as sitting on the porch watching their kids and playing the banjo. My stereotype also comes from what I have seen on TV, the shows that show everyone running around with overalls, straw hats and bare feet. Those stereotypes take individual people and turn them into one large group, all with the same personalities and features. Stereotypes take away individualism and make everyone look the same, sometimes for the positive, but more often in a negative way. Future Communication Two of the four perception guidelines described in Chapter Twelve apply in this case. First of all, and probably most importantly, I should separate facts from my judgment. Although my stereotype of the people in Kentucky is