Are men a victim of domestic violence as well?

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Are men a victim of domestic violence as well?

You will pitch topics for three of five types of informative speaking. This means 3 total topic pitches from 3 different genre of informative speaking.

3) For each pitch the flowing items are required:

a) Identify the type & topic:

b) Find the background /audience relevance: (Gather a piece of current research – within the past 3 years- supporting the topic that explains why it is significant right now. Copy and past the part of the article (only a few lines are necessary) that provides the relevant information you believe is pertinent to the speech being presented.)

c) Write a thesis for the potential topic:
A simplistic but often helpful Informative Thesis usually follows a basic formula to keep you from leaning into persuasive territory. This is only a suggestion and not a required
format. General Example: Today we will examine X (the topic) to better understand Y (thesignificance on society).  Specific Example: Today we will examine the new HIV tampon to better understand the latest development in rape prevention.

d) Provide the URL of the source for your pitch.
*Follow the format below when preparing your pitches-type into the document provided.

Identify characteristics. Examine the artifact in relation to its context. Decide on a suitable method and evaluate the artifact via the method’s procedures.

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Context Research Section

 

Using the artifact(s) you will work with all second half of the semester, you are asked to choose any method we have discussed this year that is appropriate for your artifact. In this part of the assignment, write a proposal in which you: one, describe or provide a summary of and rationale for your artifact(s); two, explain the reasoning behind the method approach(es*) you are considering; three, consider any difficulties you may have securing information on your artifact; and four, explain the types of research questions you are interested in exploring (along with any anticipated thesis/main argument you have at this point). (* = A method offers a framework and units of analysis that centers your analysis. If you mix a few methods, you should thoroughly outline your approach and explain why a mixed methods approach is helpful and not simply stretching analysis.)

In the course slides file for August 30, after discussing Modern Times, it lists four parts of rhetorical criticism:

1) Identify characteristics (i.e., a close reading of the details of your artifact’s communication strategies);

2) Examine the artifact in relation to its context(s);

3) Decide on a suitable method; and

4) Evaluate the artifact via the method’s procedures. Write-Ups One and Two were designed to help you decide on Step 3, and Paper One asked you to move from Step 1 to Step 4. Write-Ups 3–5 continue this process for your Final Paper. This portion of the assignment has you focus on Step 2: Researching what is important and influential about your artifact(s)’s contexts.

Rhetoric studies public communication. In other words, all rhetorical artifacts we study in this course circulate in society and engage audiences in some way. What elements of the artifact’s larger context are important, why, and how? Identify such elements as target (or conflicting) audiences, political and economic factors, and underlying issues or values at stake. In all, ask:

  • What circumstances inform the artifact(s)’s construction, reception, circulation, and so on?

For example, did the artifact influence subsequent public messages? Do perceptions of the author influence how different audiences assign meaning to the message? What’s the purpose of the artifact? Is the timing of the message important? Has an artifact’s significance, or meaning, shifted over time? Does the artifact seem to synthesize an underlying mood around an issue, or does it inspire a new way to consider an issue? Did it change the conversation related to a particular issue? Is it best understood in relation to numerous other artifacts it relates to or responds against? And so forth. Make and support an argument for how your artifact(s) is/are situated socially.

Sources: As you research such questions, this paper requires you to draw upon at least four sources that offer relevant information about these aspects. When you give contextual background to an artifact, you will cite sources as to where you are receiving information. For instance, if you are analyzing Star Wars: The Force Awakens (2015), a newspaper article on how the film surpassed Avatar (2009) as the top-grossing domestic film of all time will help you make a claim of its significance as a sustained cultural phenomenon. Also, you may consult sites like Wikipedia when beginning your search (procuring general information), but do not stop there: at minimum, seek out the sources from which that information came, and verify the information

 

Explain the term “Audience centered” and cite a source from the textbook for example, “All great speakers were once bad speakers”.

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Discussion

The first question is, Public speaking is described as being audience-centered. Explain the term “Audience centered” and cite a source from the textbook for example, “All great speakers were once bad speakers” (Ralph Waldo Emerson, p. 200). This should be 170 words

Second question is, the demographic analysis focuses on demographic factors such as religion, racial, age, ethnic, and cultural background, gender and sexual orientation, group membership, and the like. Also watch the speech below. The speech appeals to which audience and why? This question should at least be 170 words

https://www.ted.com/talks/graham_hill_less_stuff_m…

 

Describe the relationship between credibility and persuasion. Explain the AIM planning process for persuasive messages and the basic components of most persuasive messages. Explain how the tone and style of persuasive messages impact their influence.

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Types of messages

Describe the relationship between credibility and persuasion.

Explain the AIM planning process for persuasive messages and the basic components of most persuasive messages.

Explain how the tone and style of persuasive messages impact their influence.

Create compelling internal persuasive messages

Explain how to influence professionals with various decision-making styles.

Compose influential external persuasive messages.

Construct effective mass sales messages.

Evaluate persuasive messages for effectiveness and fairness.

 

What does the text have to do with media studies/communications and what kind of concepts/ideas does it contribute to the field? How might it engage with other concepts we’ve talked about in the class?

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Reading responses

You will be required to write two 2-page (double spaced, 12-point font, Times New Roman) reading responses throughout the course of the semester on one of the primary sources we read during the semester. Use a Works Cited format.
-Separate into two 2-page reading responses.

For the content of your responses:

1) A brief one-paragraph summary of the author’s argument in the reading you are responding to. What is their line of reasoning? Re-construct their position in your own words.

2) Your critical reaction to the reading, i.e. your thought process and engagement with the reading itself. It should demonstrate that you’ve engaged carefully with the reading and developed connections between the reading and concepts we’ve talked about in class. This should comprise the bulk of your response paper. Some questions you can consider here include (but are not limited to):

  • a. What does the text have to do with media studies/communications and what kind of concepts/ideas does it contribute to the field? How might it engage with other concepts we’ve talked about in the class?
  • b. How did you feel about what you read, and why do you think the text provoked this response in you?
  • c. Did the reading reflect or challenge your own values and assumptions, and how so?

3) Interwoven throughout your response, an example of how the text’s argument might or might not apply to a contemporary example of media/communication taken from your own environment. E.g. Does Anderson’s argument about nationalism hold up with regard to modern Internet culture? Why or why not?

Why is it useful to understand the nonverbal language of a culture? What are some potential obstacles to accurately reading the nonverbal messages of other people? What is meant by the following: “Most nonverbal communication is learned on the subconscious level”?

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Nonverbal communication

Why is it useful to understand the nonverbal language of a culture?

What are some potential obstacles to accurately reading the nonverbal messages of other people?

What is meant by the following: “Most nonverbal communication is learned on the subconscious level”?

Give your culture’s interpretation of the following nonverbal actions:

  • Two people are speaking loudly, waving their arms, and using many gestures.
  • A customer in a restaurant waves his hand over his head and snaps his fingers loudly.
  • An elderly woman dresses entirely in black.
  • A young man dresses entirely in black.
  • An adult pats a child’s head.
  • Two men kiss in public.

How can studying the intercultural aspects of nonverbal behavior assist you in discovering your own ethnocentrism? Give personal examples.

How late can you be for the following:

  • (a) a class,
  • (b) work,
  • (c) a job interview,
  • (d) a dinner party, or
  • (e) a date with a friend?

Ask this same question of members of two or three cultures other than your own.

What is meant by “Nonverbal communication is rule governed”?

Do you believe that in the United States a person who knows how to effectively employ nonverbal communication has an advantage over other people? How would the use of these same skills be received in Japan, China, Mexico, and India?

 

Explain from your perspective this phenomenon and why it is critical that sales managers understand it. From your personal perspective, what is important for your sales manager to know so that you do not reach “plateauing”?

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The Nagging Problem of a Plateaued Sales Person

Part 1: Review the instructions attached for Crisis Reflection

Part 2: Discussion- Salesperson performance

1- Read: The article attached: “The Nagging Problem of a Plateaued Sales Person” and https://www.strety.com/blog/team-plateaus

2- Answer the following questions (minimum 200 words each)

Regarding the notion of plateauing (Nagging Problem of a Plateaued Sales Person)

  • Explain from your perspective this phenomenon and why it is critical that sales managers understand it.
  • From your personal perspective, what is important for your sales manager to know so that you do not reach “plateauing”?
  • Provide and explain three recommendations to avoid plateauing. Prioritize them from your perspective.

 

Which specific student (or any combination you desire) do you support? Why? In expressing your response, develop a substantial argument defending your particular position.

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The Sixties Papers

Which specific student (or any combination you desire) do you support? Why? In expressing your response, you need to develop a substantial argument defending your particular position. The essays by Martin Luther King and Malcolm X in The Sixties Papers are relevant sources for this prompt. If you use sources or examples from outside these materials, be sure to describe them adequately. State a specific thesis at the outset of your answer.

  1. : never use violence
  2. : regrettable but sometimes you should do it
  3. : never ok

 

 

How did your letter change when you reoriented your audience and purpose? What were you able to preserve and what to change in the revision? Describe your thoughts and observations.

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Draft Letter assignment

1) CHANGING PURPOSE AND AUDIENCE

In your Draft Letter assignment you wrote a letter to a person who had a strong impact over your life (mentor, teacher, parent, friend, etc.). In the Revised Letter you are still going to address the same person and preserve the content of your letter. However, your audience and purpose will change.

Imagine that your letter to the same person is going to draw the attention of the public. For example, you may intend to publish your letter to a teacher in the school newsletter, or you may read your letter to a relative at a family reunion or anniversary celebration. The details of the recreated scene in the draft letter should become even more vivid so that the larger audience is able to visualize and understand them.

In the Draft Letter, you used an informal tone and language to address the person who influenced your life. Now the purpose of the Revised Letter will be to use a more formal tone in expanding the summary of your experience and show its relevance and significance to the wider audience (your community).

2) MAKE THE FORMAT APPEALING

Work on the format of your letter:

— Give your Revised Letter a title that indicates where you intend to publish or read your letter, for example: “A Letter to a Mentor (for Beverly High Newsletter)”, or “A Letter to My Beloved Father for his 65th Birthday”

— use full-block or simplified format (left justification, no indentation);

— skip some of the headings (the sender’s name and full address, and the recipient’s address) and use those that will be appropriate for a public reading (current date);

— keep the salutation/greeting and the complimentary close of your draft letter (and improve them if they needed improvement)

3) EDITING AND EXPANDING CONTENT

Make sure you edit and proofread your Revised Letter by correcting any grammatical errors, weak sentence structures, and spelling/typing mistakes.

Expand your letter: if you had forgotten to include the names of your friends or siblings, schools, parks, cities, season, month, etc. in the Draft Letter, do that now; provide specific details about what, where, when, and how things happened. In addition, expand your analysis by providing further examples of the impact of your mentor/friend/relative.

4) PERSUASIVE APPEAL

Revise your Draft Letter by adding some or all 3 of the persuasive appeals (ethos, pathos, logos) to support your views.

5) REFLECTION ON THE REVISION PROCESS

In a separate section included in the Revised Letter assignment titled “Reflection on the Revision Process”, reflect on the writing process that helped you produce the final, revised version of your letter.

In a paragraph or two, write a reflection on the following questions:

  1. How did your letter change when you reoriented your audience and purpose? What were you able to preserve and what to change in the revision? Describe your thoughts and observations.
  2. What did you learn about your own writing from the feedback on your Draft Letter? In your estimation, what are the biggest strengths and weaknesses in your writing?
  3. Which one of the persuasive appeals did you use in your letter? What kind of strategies do you intend to use in your next assignments in order to improve your writing skills and to enrich your vocabulary?

 

At this point we have read about several different eras of rhetoric. What similarities do these Renaissance rhetoricians have in common with their Grecian, Roman, and Christian counterparts?

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Renaissance rhetoricians

Response Papers: These are short essay-style papers responding to a set of questions related to the reading for the particular class session. All papers should be typed and should be two-three (2-3) pages. Make sure you use 12 point font, Times New Roman, and standard margins. Papers will be evaluated on:

  1. ) demonstration that reading has been completed,
  2. ) application of concepts and ideas,
  3. ) clarity of writing.

Reading Response 3 The Renaissance

1) At this point we have read about several different eras of rhetoric. What similarities do these Renaissance rhetoricians have in common with their Grecian, Roman, and Christian counterparts? (This may not be limited just to their concepts on rhetoric think about the social norms that are presented in each of these eras)

2) Agricola and his discipline Ramus focus much of their attention on the construction of arguments and limit how much eloquence of a speaker may matter. As a rhetorical student yourself do you feel that they were right in believing that eloquence does not matter and in fact can be a problem? Why or why not?

3) The humanists gave us a lot of different ideas that are classified as different subjects today. What are those subjects and what connection to rhetoric do they have