Final Exam Study Guide Spring 2014

This study guide is intended as a tool to help you focus your study for the final exam. The test will include objective methods of testing: multiple choice, true/false, matching and word banks. The test will primarily focus on material covered in class, but will also include information from book chapters on culture, relational communication, groups, and media.

Be able to distinguish between hi-context culture communication and low-context culture communication

Be able to define and distinguish between all of the major terms an concepts in the chapters on GROUPS, CULTURE, MEDIA, and RELATIONSHIPS.

Understand the ways that genres can be divided & the way that genres lead to ideology.  What does it mean for a particular media text to PUSH a genre or SERVE a genre?

How does Burke's Pentad help us understand the meanings and motives of stories.

What is a media conglomerates and how do they affect media?

Understand the idea that there are multiple stories being told in any media text; and what it means to find them. Understand the relationship between the main story, the genre story, the money story, the audience story and the medium story.

Understand the idea of a "mythic" story behind the story in a media text.

Know and be able to distinguish between all the steps of the standard agenda.

Be able to identify and explain each of the dialectic tensions from the relational communication class.

Be able to identify and understand the three different meanings of "Performance" in communication.

Be able to identify each of the six aspects of performances from Aristotelian thinking about performance.

Know the difference between media and mass media.

Be able to apply the five elements of cultural performances to an example from class.

Community Involvement Advocacy

As you know, much of your grade for "Community Involvement" comes from the advocacy and support of your peers. Now is the time for you to spend a few moments advocating on their behalf.

I am sending you a Community Involvement Advocacy Form a week before your advocacy is due.  This form will be arrive in your email in the form of a link.  Once you click on the link you will arrive at the form which will look like an online survey.  This form includes the names of all the students in the class and a box below where you can advocate for them.

At the beginning of the semester, I shared a roster with you that included the names of all the members of the class along with their pictures.  If you need help remembering a name, you should check that roster.  It's available in the google doc folder full of shared items.

As you advocate for your peers, you may type in anything that you would want to about the members in the class. You do NOT have to write about everyone (please don't), but you MUST write about yourself.

Here's an example:

Sheila Peterman

Sheila always seems to have done the reading before class, because the questions she asks seem to be informed. I have also appreciated the examples she gave on the day we talked about informative speaking. I worked in two small groups with her, and she subtly kept the group "on task" the whole time.

Andrew Rudd (me)

I have been going over my notes with my roomate Sean and I listened to Tammie's speech the night before she gave it. Even though I don't say very much in front of the whole class, when we work in groups, I try to be a leader by making suggestions and connecting people's ideas to the ideas from the book.

Don't forget to think about in-class conversation groups, performance groups.  (Maybe you've even jotted down reminders in your class notes?  Like I asked you to do? Please consult those reminders if so.)

Please turn in your advocacy on time -- the due date is listed on the course calendar; If you do not complete a community involvement advocacy sheet, your own community involvement grade (assigned by me) will automatically be reduced by 20%.

Handbrake Instructions

You will use handbrake to compress the Oral History files that you collect.  The instructions below will help you learn how to use this software. Click on the blue box to read it.

Exam One Study Sheet

Exam One Study Sheet/Terms

Communication Models

- Distinguish between the models of communication from the chapter and lecture.

- Be able to apply the elements of the Coordinated Management of Meaning model to multiple different communicative contexts.

• Speech Act
• Episode
• Identity
• Relationship
• Culture

Public Communication

- Be able to distinguish between the five Roman Canons of Rhetoric (from the course blog)

- Explain the three types of proof that Aristotle said all persuaders use.

- Know the two dimensions of credibility (and the third that he didn't include)

- What was Aristotle’s three step process for evoking an emotion in an audience?

- What did Aristotle think the best kind of proof was? Why?

- Know and be able to identify and apply Monroe's Motivated Sequence. Know the particulars of each step.

Speech Delivery

Be able to define and distinguish between

Appearance
Posture
Eye Contact (sustained / distributed)
Poise
Facial Expressiveness
Rate
Pitch
Volume
Articulation

Nonverbals

Be able to identify the following nonverbal behaviors in case studies of human behavior:

kinesics, haptics, physical appearance, olfactics, artifacts, proxemics, environmental factors, chronemics, paralanguage, and silence.

Be able to identify the ways that particular nonverbal behaviors regulate interaction, establish relationship-level meanings and reflect cultural values.

Be able to link these to the examples from class.

Oral History

Know the history of oral communication that we talked about in class.

Be able to identify the ways that oral histories differ from other forms of history.

Listening

Be able to identify all the steps in the process of listening according to the chapter

Be able to identify all the barriers to listening

Be able to correctly order the empathic and critical listening process.

Speaker Order - Community Speech

Speaker Order

Monday, February 17
1. Kaitlyn
2. Jordan Schlabaugh 
3. Ally
4. Hannah
5. Erin
6. Tina
7. Kelsey


Wednesday, February 19
1. Mahogany
2. Jhonathan
3. Lucas
4. Jake
5. Nate
6. Benjamin



Friday, February 21
 
1. Leah
2. Xavier
3. Andrew 
4. Jordan Muir
5. Thomas
6. Gabrielle
7. Tara
8. Colton 

Community Needs Speech Topics

Kelsey - Insufficient Awareness about Resources for New Mothers

Erin - High Crime Rates- specifically

Mahogany - Local violent Crime

Gabby - Addictions

Kaitlyn - Obesity

Thomas - Kids Who Lack Role Models

Tina - Canton's "run down & rough area" reputation

Jordan S. - Poverty in Canton

Jhonathan - Extreme Poverty in Canton

Hannah - the need to help people restore their houses to proper living conditions when they can't afford it or are not able to do it themselves

Leah - Unwanted pregnancies 

Lucas - Homeless Need for Good Shoes 

Ally - At risk kids who are unsupervised after school - drugs & gangs & crime

Jake - At risk kids, unsupervised after school - lower grades and scores in school

Jordan M. - lack of fitness in Canton

Tara - Needs of women & children from homes with Domestic abuse

Benjamin - Animals on the edge at animal shelters.





 

Speaker Schedule SOMETHING I LEARNED SPEECH

WEDNESDAY SPEAKERS
Kaitlyn Brant
Jordan Schlabach
Ally Ramsdall
Hannah Maczko
Erin Moomaw
Leah Webb
Tina Yu
Mahogany Oldham
Jhonathan Zapata            

FRIDAY SPEAKERS
Thomas Watt
Nate Boyer
Tara Pete
Gabby Swafford
Kelsey Ciha
Jake Bohrer

MONDAY SPEAKERS
Josiah Brown
Tyler Dingus
Lucas Haupt
Ben Mariano
Jordan Mui
Andrew Rorbach
Colton Hale
Xavier Denton