PURPOSSIVE COMMUNICATION FINAL REVIEWER | Study notes Educational Psychology

PURPOSIVE COMMUNICATION

Final Reviewer

CHAPTER 5 – COMMUNICATION AIDS AND

STRATEGIES USING TOOLVAND TECHNOLOGY

Creation and Production of Multimodal Texts

MULTIMODAL TEXTS – are not synonymous with digital.

The medium for creating multimodal texts can be any of

the following:

PAPER (books, comics, posters)

DIGITAL (slide presentations, e-books, blogs, e-

posters, web pages, social media, animation film,

and video games)

LIVE – performance or an event.

TRANSMEDIA – story is narrated by means of

combination of media platforms (books, comics,

magazine, film, web series, and video games)

TRANSMEDIA – means a merging of media forms such

as digital or narrative but with multiple platforms as part of

narrative.

GLEE – is an example of a transmedia narrative in which

the audience follows the characters and situations across

media.

Creating an educational multimodal material starts with

gathering material through copying or cutting and pasting.

To suit your purpose, you need patchworking.

PATCHWORKING – is the process of exploiting certain

threads in the materials you have gathered from various

sources and stitch these together.

PLAGIARISM – is the act of stealing and passing off as

your own the ideas, words, or any other intellectual

property produced by another person.

Preparing multimodal texts in a classroom provides for

new practices of reading, producing, and disseminating

texts. This means you need to apply literacy practices

such as using computers and other technical devices.

A quality multimodal composition requires new literacy

design skills and knowledge.

For example, producing animation entails complex-

meaning design process. It requires combination of

“modes” such as image, movement, sound, spatial

design, gesture, and language.

Hence, the process is said to be cross-disciplinary.

THE ART OF MAKING POWERPOINT

PRESENTATIONS

1. Determine your goal. Know what opinion of feeling of

the audience you want to change.

2. Convert you goal into a big idea. This is now about

your audience and you’re planting an idea into their

heads. Make them embrace the idea so that they can act

by moving toward your desired goal.

3. Consolidate your idea into just 3 concepts. Go

straight to the first, second, and third points to the point

where you want them to go and embrace it.

PRINCIPLES OF DESIGNING A POWERPOINT

1. Outline first to control the number of slides and to

provide balance. Allot 2-3 minutes per slide. Decide on

only one story to tell or one underlying issue to address.

Divide it into logical, hierarchical questions and sub-

questions, and make your talk a series of answers to

these questions.

2. Have only one message per slide to allow audience

to understand it more.

3. Pay attention to size. The most important point of your

powerpoint should be the biggest, so reduce the size of

the title, and make the size of the content bigger.

4. Apply the principle of contrast. Contrast controls

your focus, so use a built-in functionality on the

powerpoint that dims or darkens the rest of the items.

5. Limit the number of objects/items per slide. You can

have less than six but not more. The number of slides for

one powerpoint presentation is never the problem.

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PURPOSIVE COMMUNICATION

Final Reviewer CHAPTER 5 – COMMUNICATION AIDS AND STRATEGIES USING TOOLVAND TECHNOLOGY Creation and Production of Multimodal Texts MULTIMODAL TEXTS – are not synonymous with digital. The medium for creating multimodal texts can be any of the following: PAPER (books, comics, posters) DIGITAL (slide presentations, e-books, blogs, e- posters, web pages, social media, animation film, and video games) LIVE – performance or an event. TRANSMEDIA – story is narrated by means of combination of media platforms (books, comics, magazine, film, web series, and video games) TRANSMEDIA – means a merging of media forms such as digital or narrative but with multiple platforms as part of narrative. GLEE – is an example of a transmedia narrative in which the audience follows the characters and situations across media. Creating an educational multimodal material starts with gathering material through copying or cutting and pasting. To suit your purpose, you need patchworking. PATCHWORKING – is the process of exploiting certain threads in the materials you have gathered from various sources and stitch these together. PLAGIARISM – is the act of stealing and passing off as your own the ideas, words, or any other intellectual property produced by another person. Preparing multimodal texts in a classroom provides for new practices of reading, producing, and disseminating texts. This means you need to apply literacy practices such as using computers and other technical devices. A quality multimodal composition requires new literacy design skills and knowledge. For example, producing animation entails complex- meaning design process. It requires combination of “ modes ” such as image, movement, sound, spatial design, gesture, and language. Hence, the process is said to be cross-disciplinary. THE ART OF MAKING POWERPOINT PRESENTATIONS

Determine your goal. Know what opinion of feeling of the audience you want to change.
Convert you goal into a big idea. This is now about your audience and you’re planting an idea into their heads. Make them embrace the idea so that they can act by moving toward your desired goal.
1. Consolidate your idea into just 3 concepts. Go straight to the first, second, and third points to the point where you want them to go and embrace it. PRINCIPLES OF DESIGNING A POWERPOINT
2. Outline first to control the number of slides and to provide balance. Allot 2 - 3 minutes per slide. Decide on only one story to tell or one underlying issue to address. Divide it into logical, hierarchical questions and sub- questions, and make your talk a series of answers to these questions.
3. Have only one message per slide to allow audience to understand it more.
4. Pay attention to size. The most important point of your powerpoint should be the biggest, so reduce the size of the title, and make the size of the content bigger.
5. Apply the principle of contrast. Contrast controls your focus, so use a built-in functionality on the powerpoint that dims or darkens the rest of the items.
6. Limit the number of objects/items per slide. You can have less than six but not more. The number of slides for one powerpoint presentation is never the problem.

CHAPTER 6 – COMMUNICATION FOR VARIOUS

PURPOSES.

FUNCTION – refers to the particular purpose for which something exists or becomes useful, or how a person is fitted to meet his won or somebody else’s needs and desires. We communicate because we have a definite purpose. It may be intentional, perceptive or recognizable, and functional. In some instances, our good intention creates an unintentional, dysfunctional result. To avoid the unintended negative effect, we need to use clear, correct language and be sensitive to cultural differences. 3 BASIC FUNCTIONS OF COMMUNICATION ✓ To provide information ✓ To persuade or argue ✓ To entertain, honor or praise. NATURE OF INFORMATIVE COMMUNICATION Providing information deals with: Objects Processes Events Concepts

OBJECTS – may include anything that is visible, tangible, and stable in form. It includes living, or nonliving, such as places, structures, animals, and even people.
PROCESSES – may comprise any systematic series of actions that lead to a specific result or product. Communication about processes explains how something is made, how something is done, or how something works. Ex. how flashfloods develop, flow of communication in business
EVENTS – can be anything that happens or is regarded as happening. Ex. fight against drugs election flower festival
CONCEPTS – may consists of beliefs, theories, ideas principles, and the like. They are more abstract than objects, processes, or events. FORMAL SITUATIONS REQUIRING INFORMATIVE COMMUNICATION
THE PUBLIC LECTURE. Person’s with special interest or expertise may be invited to give a public lecture.
THE STATUS REPORT. Every business or social group must be kept-up-to-date on its various projects.
THE BRIEFING. This is a very common informative speech used to tell members of a group about changes in policy or procedure.
1. THE FIRESIDE CHATS. This usually features a group leader addressing the concerns, worries, and issues at the moment.
2. THE CHALK WALK. The speaker giving a chalk talk relies on a visual aid (such as a chalkboard). ORGANIZATIONAL PATTERNS FOR INFORMATIVE SPEECHES
3. THE CHRONOLOGICAL PATTERN – explains how someone or something has developed over a period of time.
4. THE SPATIAL PATTERN – this describes the physical or directional relationship between objects or places. The pattern works well with informative speeches about objects, places, people or any other living creatures.
5. THE TOPICAL PATTERN – in this pattern, you divide your topic into subtopics that address the components, elements, or aspects of the topic. If you want your audience to understand a process, use the topical patterns to describe the main features of the process.
6. THE NARRATIVE PATTERN – used to retell a story or a series of short stories. It provides a stronger emphasis on the dramatic unfolding of event. GUIDELINES FOR INFORMATIVE SPEAKING a. Do an obstacle analysis of the audience. ▪ Identify the parts of the message that audience might find hard to understand and work on specific ways to make these sections clear. ▪ Identify internal barriers that could prevent them from learning your materials. ▪ Plan ways to deal with each obstacle. b. Organize the material carefully. ▪ State your major points clearly and build on sign posts, such as “next” and “in addition” that can help them identify the flow of ideas. c. Personalize your material to your audience. ▪ Help the listeners see the connection between your topic and their experiences, goals, beliefs, and actions. ▪ If they find the information relevant, they will be more likely to listen and learn effectively. d. Compare the known to the unknown. ▪ Start with what is familiar to your audience, and build on this foundation showing similarities and differences between your topic and what your listeners already know. e. Choose your vocabulary carefully. ▪ Avoid bewildering your listeners with technical information and incomprehensible jargon by defining your terms and explaining them in everyday, concrete images. ▪ Avoid words that could trigger connotations which might set off negative reactions in the audience.

State the persons name early in the presentation.
Explain the award’s significance.
Explain how the person is selected for the award.
Highlight what makes this person unique.
Hand the award to the recipient. c) Speech of Acceptance – this speech is delivered by individuals who have been recognized, honored, or awarded. Guidelines for the Awardee:
Be thankful and humble.
Be succinct. Keep his remarks brief.
Contextualize the award. Describe what he did that led to the award. CEREMONIAL SPEECHES
Commencement Address – this is also known as graduation speech. A speaker both acknowledge the importance of the ceremony and honors the graduates.
Commemorative Speech - this is a speech of praise or celebration. Ex. tributes, dedication, and eulogies. The speech aims to pay tribute to a person, a group of people, and an institution.
Contest Speeches ❖ Original Oratory - in this speech, the speakers are allowed to choose his topic and write his own speech about it. ❖ Extemporaneous Speaking – participants are required to choose from given topics and prepare a five-to-seven-minute speech on the topic. ❖ Dramatic and Humorous Interpretation – participants are allowed to choose the materials they want to perform. It may be done separately or combined. TYPES OF SPEECHES BASED ON DELIVERY
IMPROMPTU SPEECH – on the spot speech.
EXTEMPORANEOUS SPEECH – carefully planned and rehearsed speech.
MANUSCRIPT (OR READ) SPEECH – the speech is read in its entirety when delivered. Ex. Political speeches, Ceremonial speeches, Radio and TV speeches.
MEMORIZED SPEECH – a speech that a speaker delivers by rote.

CHAPTER 7 – COMMUNICATION FOR WORK

PURPOSES

BASICS OF WRITING

1. PURPOSE – on-the-job writings are usually done for at least one of the three reasons: ✓ To create/build a record. ✓ To request or provide information. ✓ To persuade. 2. READER/AUDIENCE Consider the following questions: a. Who am I writing to? b. What do they know about this topic? c. What are their job title and areas of responsibility. Upward Communication – the written materials are sent by subordinates to their superiors. Lateral Communication – materials are sent to people who are of equal statues. Downward Communication – this is sent by superiors to their subordinates. Outward Communication – intended for workers outside the workplace. 3. TONE – expresses your attitude toward a person or thing. It is how you regard or consider a person. MINUTES OF THE MEETING MINUTES are a summary of what happened at a meeting. They show the information shared, the discussion made and decisions reached. Basic Parts:

Day, time, and place of the meeting
Name of the group holding the meeting
Name of the presiding office or chair
Name of present and absent members
Approval or amendment of minutes of previous meeting.
For each major point, what was done is indicated. a. What was discussed, suggested, proposed. b. What was decided, and the votes. c. What was continued or table for the further study. d. What time the meeting was officially closed.
Secretary’s signature MEMORANDUM – memo , short for memorandum, is of Latin origin, which means “something to be remembered.” A memo is usually written for internal or in-house communication. It is usually short, direct to the point, clearly stating what must be done or not done. Functions of Memo:
Making announcements.
Giving instructions.
Clarifying a policy, procedure, or issue;
Changing a policy or procedure;
Alerting a staff to a problem;
Sending recommendations;
1. Providing legal records;
2. Calling a meeting; and
3. Reminding employees of corporate history, policy, and procedure. MEMO PROTOCOL 1. Be timely. Do not wait for the day of the event before the announcement. 2. Be professional. Although a memo is an in-house correspondence, it should still be well crafted, factually accurate, and free of grammar lapses and faulty writing mechanics. 3. Be tactful. Politeness and diplomacy are important qualities of any business correspondence. 4. Send memo to the right person. In business, a memo is typically for internal communication; hence, it is also considered an upward communication through which any complaints, issues, opinions, views and suggestions are sent. MEMO PARTS AND FORMATS 1. HEADER, includes 4 parts: To: Name and job title of the receiver From: Sender’s name Date: Full calendar date Subject: Indicate the purpose. 2. MESSAGE. Follows the orientation-information-action format. a. Orientation – what is the purpose or reason for writing? b. Information – what do you want to convey to the reader? c. What step or course of action do you intend to take? LETTER OF REQUEST Request Letters – are written when a person seeks help of any kind from a someone else. Guidelines: ✓ Direct/address your letter to the right person. ✓ State who you are and your work title and why you are writing. ✓ Indicate your reason for requesting the information. ✓ State your questions briefly and clearly. ✓ Indicate exactly when you need the information, but allow sufficient time. ✓ Offer to forward a copy of your report, article, or paper in gratitude for the anticipated help. ✓ Thank the reader for helping. SHORT REPORT – which must also contain a title, that defines its content, generally consist of summary of the report, a brief background, a defined purpose, and a conclusion.

CHAPTER 8 – COMMUNICATION FOR ACADEMIC

PURPOSES

The Meaning of Academic Writing In broadest sense, “academic writing is any writing done to fulfill a requirement of a college or university which may be used for publication that are ready by teacher and researchers or presented at conferences”. ❖ It is any formal written work produced in an academic settling by students, professors, and researcher in every discipline to convey ideas, make arguments, and engage in scholarly conversation. Ex. literary analyses, research papers, thesis and dissertations. HOW ACADEMIC WRITING IS DONE

1. Choose a topic – look for any topic that interests you. The topic should be appropriate to the kind of text assigned and to the specified, required time of completion. 2. Consider the rhetorical elements a. Purpose for writing b. Expected audience c. Stance – whether serious, objective, critical, opinionated, curious, passionate, or indifferent. d. Tone – whether funny, ironic, reasonable, thoughtful, angry, or gentle. e. Genre - that call for either formal or informal language. f. Medium – print, spoken, or electronic. g. Design – format, typeface, illustrations, and audio-visual materials. 3. Generate ideas and text – aim to find the best information and credible sources. Self-publish media, such as websites should be evaluated, if managed by experts or group of experts. 4. Organize your ideas – the organization needed to on rhetorical elements like purpose, audience, stance, and tone, genre and medium. 5. Write out a draft – consider your genre, medium, and design when deciding on register and style of writing. 6. Revise, edit, and proofread – pay special attention to correctness of language (grammar, mechanics, style). 7. Evaluate your work a. How well did you convey the information? b. What strategies did you rely on, and did they help you achieve your purpose? c. How well did you organize your ideas? **STRUCTURES OF ACADEMIC TEXTS

AIM** – this is the general purpose of the text, and it appears after the introduction. 2. RESEARCH QUESTIONS- the questions, which are placed after the aim, limit or specify the aim, 3. INTRODUCTION – this comes before the aim and the research question. Explain the importance of the aim, mention that there is something about it that is not yet known, and specify the benefits that can be gained from the knowledge to be discovered. 4. METHODS AND MATERIALS – mention what procedure you followed to achieve your aim and answer your research questions. First, the readers should understand how you got the results, and second, after reading this section, they should be able to duplicate you research. 5. RESULTS – present the results objectively without interpreting them because the interpretation will appear in the discussion section. For text coherence, sequence the results by following the particular order of the research questions as they were given. 6. DISCUSSION – this is where you interpret your results. It is the most difficult part because you need to analyze the results and interpret them at the same time. Outline of Discussion: a. First paragraph – repeat the aim and give the importance of the study to the field. Then briefly account for the most important parts of your results, perhaps linking them to your hypothesis if you have one. b. The rest of the discussion analyzes and interprets the results. - What do your results mean? - How do they relate to previous research? - How may your method have affected your results? - What are the strengths and weaknesses of the study? 7. CONCLUSION – make a general statement about your aim and your results; focus on the implication of your results and mention the need for further research. 8. REFERENCES – indicate all cited sources of data, and use the APA style of documentation. PARTS OF RESEARCH/ SCHOLARLY REPORT I. Title Page II. Abstract III. Introduction ▪ Goals and significance of research ▪ Literature review ▪ Aim and research questions and/r hypothesis IV. Methods and materials a. Participants or sampling b. Procedure Used c. Measures used (if quantitative study) V. Results Discussion ▪ Analysis and Interpretation of Results ▪ Conclusions ▪ Recommendations for Future Research VI. References

KEY FEATURES OF ACADEMIC TEXTS

LITERACY NARRATIVE – a well-told story, vivid detail, clear significance. 2. ARTICLE/BOOK REVIEW – a summary of text, attention to context, a clear interpretation, support for your conclusion. 3. RESEARCH REORT – a tightly focused topic, well- researched information, various writing strategies, clear definitions, appropriate design. 4. POSITION PAPER – a clear and arguable position, background information, good reasons, convincing evidence, appeals to readers, a trustworthy tone, consideration of any other positions. 5. ABSTRACT – such as informative, descriptive, critical abstracts (a summary of basic information, objective description, brevity). 6. EVALUATION – a concise description of the subject, clearly defined criteria, a knowledgeable discussion, a balanced and fair assessment, well-supported reasons. 7. LABORATORY REPORT – an explicit title, abstract, purpose, methods, results, and discussion, references, appendices, appropriate format. 8. LITERARY ANALYSIS – an arguable thesis, careful attention to the language of the text, attention to patterns or themes, a clear interpretation. 9. PROPOSAL – a well-defined problem, a recommended solution, a convincing argument for your solution, possible questions, a call for action, an appropriate tone.

PURPOSSIVE COMMUNICATION FINAL REVIEWER, Study notes of Educational Psychology

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Download PURPOSSIVE COMMUNICATION FINAL REVIEWER and more Study notes Educational Psychology in PDF only on Docsity!

PURPOSIVE COMMUNICATION

CHAPTER 6 – COMMUNICATION FOR VARIOUS

PURPOSES.

CHAPTER 7 – COMMUNICATION FOR WORK

PURPOSES

BASICS OF WRITING

CHAPTER 8 – COMMUNICATION FOR ACADEMIC

PURPOSES

KEY FEATURES OF ACADEMIC TEXTS