AA

Communications Chapter 3

Advising Component

  • Importance of Meeting with Adviser

    • Advisers are crucial for your academic journey.

    • Students should meet their advisers early in their education for effective guidance.

  • Withdrawal Policy

    • Students have three opportunities to formally withdraw from classes.

    • Importance of conservatively using withdrawals; only three available until graduation.

    • Definition of Withdrawal:

    • Removing oneself from a class after the drop date has passed (for example, after October 8) results in receiving a grade of ‘W’.

    • Requires a formal process through the registrar's office.

    • Academic calendar availability:

    • Students are encouraged to track important dates related to their courses and school schedule.

    • Use of digital calendars or personal planners suggested to keep track of deadlines (e.g., withdrawal dates, breaks).

Next Class Overview

  • Class Structure

    • Quiz two will take a significant portion of the upcoming class.

    • Review reminders about this week’s peer review activity on Thursday.

    • Overview of the quiz:

    • Duration: Approximately one hour and ten minutes.

    • Includes 10 multiple-choice questions covering content from chapters two, three, and material on comma splice errors.

    • Encourage students to bring notes to aid in answering quiz questions.

    • Device usage policy: No electronic devices will be allowed during the quiz, to maintain academic integrity.

Sensory Paragraphs and Peer Review Assignment

  • Overview of Sensory Paragraph Assignment

    • Each student has to prepare a paragraph for peer review that includes sensory details.

    • Emphasis on engagement with a classmate’s work for grading.

  • Sensory Details

    • Significance of using sensory details in writing to enhance engagement and proper contextualization of experiences.

    • Vocabulary importance: Using descriptive phrases to create an immersive reading experience.

Introduction to Chapter 3

  • Focus and Goals of Chapter 3

    • Discussion on perception: how we perceive ourselves and others, including automatic processes involved.

    • Introduction of vocabulary that will be crucial for understanding chapter content.

  • Key Concepts and Observations from Students’ Tweets

    • The accuracy of rapid evaluations made about others (example: speed dating).

    • Understanding the brain’s efficiency in making quick judgments about first impressions.

Perception Process

  • The Process Outline

    • Three main steps in perception:

    1. Selection of stimuli worthy of attention.

    2. Organization of information collected.

    3. Interpretation of what has been observed.

    • Note on accuracy of judgments made quickly and factors influencing perceptions (e.g. mood, life experiences).

  • Schemata in Judgments

    • Four primary schemata used in assessing impressions:

    1. Physical Schema: Judgments based on physical traits (e.g. clothing, appearance).

    2. Role Construct: Perceptions based on the roles or occupations of individuals (i.e., teacher face).

    3. Interaction Constructs: Assessment of others' behaviors and communication styles.

    4. Psychological Constructs: Evaluations or interpretations of feelings or emotions based on observable behaviors.

First Impressions and Stereotyping

  • Discussion on First Impressions

    • The significance of the primacy effect: first impressions are lasting impressions.

    • Recency effect relevance in shaping interactions with others over time.

  • Stereotyping Discussion

    • Stereotypes as shortcuts for the brain to categorize and assess individuals based on previous experiences.

    • Awareness of stereotypes and their social implications; potential pitfalls of incorrect assumptions.

Identity and Face Management

  • Identity Constructs

    • Overview of self-concept: multifaceted identities individuals carry, possibly numbering around 15 to 20.

    • Discussion on how identities overlap (mother, daughter, etc.) and the complexity of self-perception in social contexts.

  • Face Management Concept

    • Definition: The metaphorical mask we present to others indicating how we want to be perceived.

    • Importance of managing facial expressions and body language in aligning with social roles (e.g. student, teacher).

    • Cultural differences surrounding face management and its significance (individualism vs collectivism).

Attribution Errors

  • Definitions and Examples

    • Self-Serving Bias: Tendency to attribute positive outcomes to oneself and negative outcomes to external factors.

    • Example: Taking credit for successes while blaming outside influences for failures.

    • Fundamental Attribution Error: Assuming others’ missteps reflect their character instead of situational factors.

    • Example: Getting angry with a driver who cuts you off instead of considering their potential circumstances (emergency, distraction).

Composition Goals

  • Writing Assignments Structure

    • Importance of organizing writing into a five-paragraph format, consisting of:

    1. Point: Main idea.

    2. Illustration: Details supporting the point.

    3. Contextualization: Explanation of why the point is relevant or important.

    • Students to prepare for a peer review where they practice sensory writing and the five-paragraph structure in their essays or letters.*

  • Sensory Imagery in Writing

    • Encouragement to utilize sensory words describing characters, scenarios, emotions to engage readers deeply.

    • Exercise examples:

    • Transforming flat verbs into dynamic actions to enhance descriptions (e.g., “the girl was excited” vs. “the girl jumped, galloped, and squealed”).