Learning Outcome 1: Explain the fundamental processes that significantly influence communication.

1. Explain the differences between the three models of communication.

• Linear Model: Communication is a one-way process where the sender transmits a message to a receiver, without feedback. Example: TV broadcasting.

• Interactive Model: Adds feedback and considers communication as a two-way process where both participants alternate as sender and receiver.

• Transactional Model: Views communication as simultaneous and dynamic, emphasizing the mutual influence of communicators and the context of the interaction.

2. Define the basic communication elements contained in the communication models.

• Sender: The source of the message.

• Receiver: The recipient of the message.

• Message: The information being communicated.

• Channel: The medium through which the message is sent.

• Feedback: The receiver’s response to the message (present in interactive and transactional models).

• Noise: Any interference that distorts the message (physical, psychological, or semantic).

3. Explain the two dimensions of every message.

• Content Dimension: The actual information conveyed by the message.

• Relational Dimension: How the message defines or affects the relationship between communicators.

4. Define communication competence.

• The ability to communicate effectively and appropriately in various contexts while achieving communication goals.

5. List the characteristics of an ethical communicator.

• Truthfulness, transparency, respect for others, fairness, responsibility, and avoiding manipulation or harm.

6. Explain the perceptual process.

• A three-stage process: Selection (choosing what to focus on), Organization (arranging sensory information into patterns), and Interpretation (assigning meaning to the information).

7. Identify a perceptual schema.

• Frameworks used to organize and interpret information, such as prototypes (ideal examples), stereotypes, and scripts (expected sequences of events).

8. Describe some of the influences on perception.

• Culture, past experiences, physiological state, emotions, and cognitive biases.

9. Explain how our perceptions of others can influence our communication with them.

• Perceptions affect attitudes, behaviors, and expectations in interactions. Misjudgments or biases can lead to misunderstandings or stereotypes.

10. Define what culture is.

• A shared system of values, beliefs, norms, customs, and behaviors that shape communication and identity.

11. Explain how culture influences communication.

• Culture determines communication styles (e.g., direct vs. indirect), nonverbal behavior, norms, and interpretations of messages.

12. Define ethnocentrism and describe how to combat it.

• Ethnocentrism: Belief in the superiority of one’s own culture.

Combating it: Cultivate cultural sensitivity, empathy, and understanding through exposure and education.

Learning Outcome 2: Construct messages consistent with communication purposes, audiences, contexts, and ethics.

1. Describe the elements common to all languages.

• Structure: The rules (grammar) governing a language.

• Productivity: The ability to create new and unique sentences.

• Displacement: The capacity to discuss things not present.

• Self-Reflexivity: The ability to use language to talk about language.

2. Explain the abstracting process.

• The process of simplifying complex realities through language, involving:

• Sense experience: Gaining raw sensory data.

• Description: Providing verbal reports.

• Inference: Drawing conclusions from descriptions.

• Judgment: Evaluating based on inferences.

3. Explain how connotative meaning differs from denotative meaning.

• Denotative: The literal, dictionary definition of a word.

• Connotative: The emotional, cultural, or personal associations with a word.

4. Explain how the use of slang, jargon, and euphemisms influences the understanding of a communication message.

• Slang: Can create in-group identity but confuse outsiders.

• Jargon: Useful within a field but can exclude those unfamiliar with it.

• Euphemisms: Softens harsh realities but may obscure meaning.

5. Explain the components of conducting an audience analysis.

• Consider demographics, psychographics (beliefs, values), context, and audience knowledge or attitudes.

6. Define the general purpose, specific purpose, and thesis in public speaking.

• General Purpose: The broad goal (inform, persuade, entertain).

• Specific Purpose: A focused statement of the speaker’s objective.

• Thesis: A concise summary of the speech’s main idea.

7. Identify the components of a competent presentation body.

• Clear main points, logical organization, effective transitions, and supporting evidence.

8. Identify the organizational pattern used in speeches.

• Common patterns: chronological, spatial, causal, problem-solution, and topical.

9. What are the critical elements of a competent speech introduction?

• Attention-getter, topic introduction, credibility statement, relevance, and thesis statement.

10. Identify the critical elements of a competent speech conclusion.

• Restate the thesis, summarize main points, and provide a memorable closing.

11. Distinguish informative speaking from persuasive speaking.

• Informative: Seeks to educate or explain.

• Persuasive: Seeks to influence attitudes, beliefs, or actions.

12. Define persuasion.

• The process of influencing others’ attitudes, beliefs, or actions through communication.

13. Identify the primary dimensions of credibility.

• Competence, trustworthiness, and dynamism.

14. Identify the three Aristotelian modes of proof used in persuasive speeches.

• Ethos: Credibility of the speaker.

• Pathos: Emotional appeal.

• Logos: Logical reasoning.

Learning Outcome 3: Listen to messages in manners appropriate for communication purposes, audiences, contexts, and ethics.

1. Explain how nonverbal channels of communication differ from verbal channels.

• Nonverbal communication includes body language, facial expressions, and tone, while verbal communication relies on words.

2. Explain how nonverbal communication functions in relationship with verbal communication.

• It can complement, substitute, contradict, regulate, or accent verbal messages.

3. Explain the major types of nonverbal communication.

• Kinesics (body movements), proxemics (use of space), haptics (touch), vocalics (tone), and chronemics (time).

4. Define listening by its basic elements.

• Receiving, understanding, evaluating, and responding to messages.

5. Define the three types of listening.

• Informational, critical, and empathic.

6. Explain the problems that can interfere with competent informational listening.

• Information overload, noise, and listener fatigue.

7. Explain the problems that can interfere with competent critical listening.

• Confirmation bias, distractions, and close-mindedness.

8. Describe the listening response styles associated with empathic listening and non-empathic listening.

• Empathic: Supporting, probing, or paraphrasing.

• Non-empathic: Evaluating, advising, or dismissing.

Learning Outcome 4: Utilize digital literacy skills expected of ethical communicators.

1. When choosing a topic for a speech, describe what should be considered.

• Relevance, interest, appropriateness for the audience, and feasibility.

2. Describe the criteria for evaluating supporting material.

• Currency: Is the information up to date?

• Reliability: Is it from a credible source?

• Authority: Is the author qualified?

• Purpose: Is there a clear intent?

• Point of View: Is there bias?

3. Describe the characteristics of an appropriate or effective oral citation.

• Include the author, source, publication date, and relevance to the point.

4. Explain the guidelines for the competent usage of visual aids.

• Ensure clarity, relevance, simplicity, professionalism, and accessibility.