AA

lecture recording on 04 September 2025 at 13.43.41 PM

Attendance, Overview, and Week 1 Focus

  • Sign-in activity at the start: print your first and last name legibly for attendance.
  • Projector session will be used to share the day’s overview.
  • Week 1 focus: Chapter 1 and preparation for Quiz 1 (open to September) to set expectations.
  • Quiz 1 context: Chapter 1 and Chapter 6 will be covered; review materials and recordings to prep.
  • Submissions and participation:
    • If you didn’t complete tweaks yet, aim to finish to maximize credit; late submissions earn fewer points.
    • There is a discussion post requirement today; posting before 12:30 PM is ideal.
  • Tuesday, September 9: bring a complete draft of the introductory letter for a rough-draft workshop to earn an easy 100 if complete.
  • Discussion and questions: pause for questions, then revisit the introduction letter later in the session for reminders.

Practical Deadlines and Calendar Notes

  • Academic Integrity Success Module (Canvas):
    • Complete the module and post-test, then submit a credential or screenshot with your name via email or Canvas.
    • Due date: Friday night, 11:59 PM (midnight).
    • Early exposure helps prevent honor code violations; sooner is better.
  • Textbook and reading logistics:
    • Textbooks should be ready by Monday; if you don’t own them, plan to obtain content access (e.g., reserve in library, peer sharing).
    • For Chapter 6 tweets (Sept 16): you must have access or a plan to read the material
    • Chapter 1 has a PDF version available; it’s the only PDF of a textbook provided by the instructor.
    • If you’re not purchasing the textbook, have a plan to read the content on reserve or via peers.
  • Textbook preparation and class logistics:
    • Some students may be attending Business Horizons today for career-related insights; there’s a link with more information about career fair access.
  • Week 3 milestone: materials must be ready for all courses by Week 3.

Intro Letter: Goals, Format, and Drafting Strategy

  • Page reference: Intro letter goals on Page 28 of the Course Guide (spiral-bound text).
  • Primary goal: introduce yourself to the instructor using a business-letter format; the Say It Well textbook provides a model.
  • Structure guidance:
    • Content could follow a past/present/future arc, or describe one or more communication characteristics and relevant roles.
    • Avoid asking ChatGPT to write your letter; use it for inspiration only; draft in your own voice.
    • Complete letter expected for Tuesday, September 9, not a rough, partial draft.
  • Practical drafting steps:
    • Create a copy of the provided example letter (File -> Make a Copy) and replace content with your own.
    • The template shows the layout: where to place addresses, date, greeting, thesis, body paragraphs, closing, signature.
    • On September 9, instructors will highlight the thesis in the first paragraph; you should have a thesis clearly indicated (e.g., highlighted in yellow).
    • You’ll be reviewed on: letter addresses, date, greeting, thesis alignment, paragraph length relative to thesis, and signature.
    • Expect about 20 minutes of one-on-one walk-around feedback, spending ~1 minute per person.
  • What to bring on Sept 9:
    • A completed letter draft (complete, not a partial draft).
    • Helpful items for the workshop: a laptop or phone with your draft ready.
  • Grading and expectations:
    • A complete draft grants a full participation score (100) on the day; unfinished drafts yield partial credit.
    • The class uses a 10-item letter checklist to guide formatting and content; the rubric aligns with the Say It Well model.
  • Letter formatting specifics and best practices:
    • Font consistency (e.g., Times New Roman, Calibri, or similar non-cursive fonts) across the body; a clearly handwritten-feeling signature is acceptable.
    • Greeting punctuation: use a colon after the greeting (e.g., Dear [Name]:) to signal a business letter.
    • Recipient’s name accuracy: verify spelling using email, the instructor’s page, or the course docs.
    • Thesis highlighting: be prepared to identify and explain your thesis after your letter is drafted.
    • Paragraph cohesion: aim for one main idea per paragraph; transitions are key to flow.
    • Transitional language and the river metaphor: use linking phrases (e.g., Additionally, In the following years, After that, I) to show how ideas connect.
    • Reader engagement: consider “taking the reader by the hand” to guide them through your ideas.
    • Mindful of phrasing: avoid phrases like "in this letter, I will" or "in conclusion" to sound more confident and polished.
  • Key resources and checks:
    • The course rubric page shows points for each criterion; you’ll see a left-column criteria and a right-column points breakdown; scoring scale runs from 1 to 10 (missing to excellence).
    • A separate note: an upcoming discussion on grade inflation will occur next week; university grading standards may differ from high school expectations.
  • Working with the rubric and timeline:
    • The intro letter final draft is due Sept 16 (rubric linked via the course site).
    • If you haven’t started, begin today to avoid weekend scrambling and Monday/Tuesday panic.

Textbooks, PDFs, and Access Strategies for Chapter 1 & 6 Tweets

  • Chapter 1 PDF availability:
    • Only Chapter 1 has a PDF provided by the instructor; other chapters require access via textbook or library reserves.
  • Chapter 6 tweets (Sept 16):
    • Students must plan how to access or read Chapter 6 content to craft a tweet by the deadline.
  • Chapter 1 content emphasis (intro letter context):
    • The letters and assignments tie into broader course goals and the threaded discussion about communication foundations.
  • Tweets overview and scoring:
    • Each tweet is worth 25 points.
    • Tweets must be brief (character limit explained below) and clearly refer to the indicated chapter.
    • Tweets should demonstrate understanding of the concept and spark discussion, and should be accessible for others to engage with.
    • Open to revision after posting; instructor can view all versions and credit the earliest version that meets criteria.
    • If a tweet is discussed by the instructor, it’s because it aligns with quiz-one content; not all tweets will be discussed, but they all count toward the grade.
  • Character limit and structure:
    • Tweets should be 140 characters or shorter; a unit is a character (letter, space, #, etc.).
    • They should clearly refer to the indicated chapter, demonstrate understanding, and invite discussion.
  • Social-media ethics and context:
    • The instructor discusses the permanence and reach of social media (digital footprint; mass communication).
    • Examples include misinterpretations of jokes (e.g., Bella’s CPS-related post) due to lack of context and tone.
    • Students are encouraged to consider how audiences interpret statements online and the potential consequences.
  • Practical note on edits and versions:
    • Edits are allowed after posting; the system tracks versions to award credit to the most appropriate version.
    • When discussing pronoun accuracy and name pronunciation, the instructor is mindful of students’ identities and welcomes correct usage.

Models of Communication and Key Concepts

  • Basic models:
    • Linear (Action) model: a single sender → single receiver with a message; basic, but limited.
    • Interaction model: introduces feedback; message sends from source to receiver with a response loop.
    • Transactional model: complex, multi-directional flow where source, receiver, feedback, and context operate simultaneously; two contexts and multiple channels; includes noise and bias.
  • Why the models matter:
    • The transactional model helps explain miscommunication due to noise, bias, channel differences, and context.
    • Noise complicates message reception; bias colors interpretation of messages; context shapes perception.
  • Channels and noise (embedded in the transactional model):
    • Channel: the medium through which a message travels (spoken, written, digital, etc.).
    • Noise: any disruption to message reception; three forms discussed below.
  • Noise forms explained:
    • Physical noise: actual sounds or sensory disturbances (e.g., construction sounds, someone making noise in class).
    • Psychological noise: internal cognitive processes—what’s happening in your mind (e.g., internal dialogue, worries, biases) that disrupt listening.
    • Physiological noise: physical states that interfere with listening (e.g., illness, hunger, pain, fatigue).
  • Practical takeaway:
    • Recognize that everyone’s takeaway differs due to their perceptions and noise in the moment; strive for clear transitions and framing to minimize misinterpretation.

Needs Theory: Physical, Relational, Instrumental, Identity, and Spiritual Needs

  • Core idea: human communication intersects with fundamental needs that drive behavior and interaction.
  • Physical needs:
    • Basic survival needs; historical data used to show the necessity of physical contact for development.
    • Frederick II’s unethical early study: infants left to cry without physical contact died; demonstrates physical touch and care as essential to survival.
    • Consequences: neglect can correlate with higher heart disease risk and other health issues later in life.
  • Relational needs:
    • Social engagement, eye contact, smiling, and interaction satisfy relational needs; essential to social development and well-being.
  • Instrumental needs:
    • Requests for others to perform tasks (e.g., pass the salt) that foster connection and practical support; bid for connection.
  • Identity needs:
    • Self-concept and identity are shaped by early interactions and relationships; influence how you behave today.
  • Spiritual needs:
    • Values, beliefs, and meaning-making systems (organized religion or personal ethics) guide behavior and provide a framework for interpretation.
  • Interconnectedness:
    • Each of these needs is interrelated; fulfilling one supports others, and neglect of relationships can affect physical and mental health.
  • Practical implication for study:
    • Recognize how communication strategies and classroom activities can support these needs (e.g., group work to satisfy relational needs; writing tasks to articulate identity and values).

The Frederick II Case and Implications for Communication

  • Summary: An unethical historical study tested whether withholding physical contact would affect child development; the outcome showed all infants died without adequate physical interaction.
  • Implications:
    • Demonstrates that human contact is not optional but essential for survival and development; communication is foundational to meeting physical needs.
    • Highlights ethical boundaries and the importance of humane treatment in research and everyday care.
  • Link to course content:
    • Helps explain why physical, relational, and spiritual needs are core to our communication and development.

Quiz 1: Structure, Timing, and Preparation

  • Coverage:
    • Chapters: Chapter 1 and Chapter 6.
  • Format:
    • Open-note quiz with approximately 10 questions.
    • Question types: multiple choice, possibly true/false, and one short answer.
  • Timing:
    • The class period is used for the quiz; expect extended time due to open-note format: ~75 minutes total (1 hour 15 minutes).
    • Calculation note: 1 ext{ hour } 15 ext{ minutes} = 75 ext{ minutes}
  • Preparation tips:
    • Print or bring typed notes; handwritten notes are allowed for the open-note format.
    • Review lecture recordings and slides for Chapter 1 concepts (e.g., needs, perception, models of communication) and Chapter 6 tweet content.
  • Additional prep context:
    • A forthcoming discussion on grade expectations vs. high school norms is planned for next week.

Visual Intros: Purpose, Logistics, and What to Expect

  • Purpose:
    • Early visual intros help students get to know classmates; extra credit question on Quiz 1 may relate to these intros.
  • Presenting tips:
    • When presenting, display your name in the top-right corner; use alphabetical order by last name when scrolling through participants.
    • View in a new tab for easier navigation when using Google Slides.
  • What to include in a visual intro:
    • Name, background, family photos, interests, hobbies, travel experiences, and future goals.
    • Each presenter offers a snapshot of personal context that can inform class discussions and group work.
  • Example participants and content (from the session):
    • Ryan: family, dogs, travel, favorite foods, goals (graduate, start a business); personal questions follow.
    • Elijah: background, school experiences, community involvement, travel, future goals.
    • Mary: travel and softball experience; family context; hobbies like hiking; future career aspirations.
    • Tyler: Rhode Island background, environmental justice interest, family, travel, golf, future ambitions (NYC work, family planning).
  • Logistics:
    • The slide deck is downloadable; you can download the presentation and then view left-to-right slides for quick reference.
    • Students are encouraged to take notes on peers for networking benefits.
  • Extra credit:
    • An extra credit question on Quiz 1 will relate to the visual intros.

Practical Tips for Study, Reading, and Class Habits

  • Access to slides and recordings:
    • Lecture recordings and slides are available on Canvas; use the bottom-right speed control (1x) to speed up or slow down playback as needed.
  • Open-note quiz strategy:
    • Print or bring notes; handwritten notes can be used during the quiz.
  • Reading strategy for Chapter 1 and 6 tweets:
    • For Chapter 1, focus on foundational concepts: needs, perception, channels, noise, and models of communication.
    • For Chapter 6 tweets, focus on concise, reaction-based responses that reference the chapter and provoke discussion.

Summary of Key Concepts to Remember

  • Key dates and formats:
    • Quiz 1: September 18; open notes; ~10 questions; 75 minutes total; primarily MC with a possible short answer.
    • Chapter 6 tweets due September 16; plan access if you don’t own the textbook.
    • Introduction letter drafted by September 9; final draft due September 16 with rubric guidance.
  • Core concepts:
    • Models of communication: linear, interaction, transactional (complex, incorporating noise, bias, and channels).
    • Noise types: physical, psychological, physiological.
    • Needs theory: physical, relational, instrumental, identity, spiritual.
    • Perception and bias: filters that color how messages are received; awareness of personal bias improves listening.
    • Social media ethics and communication: digital footprints, permanence, and context sensitivity.
    • Intro letter format: business-letter structure, content focus, and polished writing style; ensure a complete draft for the in-class workshop.
  • Study and classroom habits:
    • Use the provided templates and rubrics to guide your own drafting.
    • Practice transitions and coherence in writing; aim for one main idea per paragraph.
    • Prepare to explain and summarize your letter’s thesis when asked during peer reviews.
    • Build a plan for textbook access to ensure timely completion of chapter-based assignments.

LaTeX-formatted quick references

  • Quiz duration and format: 75 ext{ minutes} (1 ext{ hour } 15 ext{ minutes})
  • Tweets: 140 ext{ characters} limit
  • Letter checklist: 10 items
  • Open-note quiz concept: open notes, answer types include MC, T/F, and 1 short answer
  • Conceptual links