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| last of the great classic theorist "Good men speaking Good" |
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| foolish to take its stand unarmed against falsehood |
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| arbitiarily created by humans |
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| James golden's modern age |
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Before 1660-sin
after 1660-more secular |
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| Douglas Ehniger 4 diretions of rhetorical study |
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| Classical approach, physcholgoical, belletristic, elocutionary |
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| recover insights of classical rhetorics and adapt them into modern age |
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| phychological/ epistemogical |
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| trying to understand a scienctific way how ppl could influence one another through speech |
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| writing/speeching through art |
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| intrusction to improve speaking verbal and nonverbal presentation |
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| careles thinkers because of emotion |
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Cave-indy prejudices we bring with us because of our backround/personailties
market-social in nature and center on imprecise use of lanuage
theatre- accept fashionable ideas uncritically |
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| Rene Decartes and John locke's veiw |
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| truth can be contained by discourse grounded in a understanding of human rationality. |
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accurately records & describes something that already exists
most mundane objects can have many definations |
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| not how it is intended how it is interpated |
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| #, words, graphic designs, facial expresions, body movements, physical appearance |
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| family concepts Board vs Narrow |
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broad-good when emphasizing between nonhuman/human
narrow- good for focusing on a particular kind of comm |
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| spoken symbolic interaction |
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| way symbols are used to create a common meaning and to share that meaning with one another. |
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abstract representation of a process, description of a structure
helps how a process works
orgaize our thinkings, generates research ?'s, make predictions |
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form and function of the process
stimulate creativity by building models & what we may have overlooked |
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| dividing a process into consituent parts |
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misleading/oversimplifying of a process
make many assumptions
many ways to modle a single process |
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| inside the heads of comm as they trasmit and receive messages |
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| comm as process, tools prived by culture |
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| system of interlocking, interdepent, moves pattern over time |
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| rules of thumb that allow us to avoid carefully information process |
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? oriented
methology
replicable
self crital
cummulative/self connecting |
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| state of affairs that needs explaing |
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| systematic order with built in guaratees that the findings will be acucate as possible |
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| make effort to disprove own theories |
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| cummulative/self connecting |
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| learn all old studies and built off of them |
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| common tasks in comm inquiry |
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1. Formulate a research ?
choose a research methology
design a samplling stragety
gather and analyze data
interpet the data and share results |
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| explains the meaning of the term in a general abstract way |
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| explains how the term will be measured in a study |
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| seeks to explain rhetocial act |
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| any act of comm that infulences the believe or behavor of an audience refiment of the very day critcal impluse. It is a systematic way of descoding, analyzing, evaluating a given comm act |
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| watching/observing/ others (rules that guide ppl's actions) |
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covert role- undercover role
over rule- they know the scienctist is there
field notes-very lengthy
informant-have one of the people take you around
presupposition less- put side own norms/values |
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| ask ?s how to ask and to what people, then draws conclusions to the data |
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| the entire group the researcher wants |
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| fraction of the group the research wants |
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| symetic method for choosing respondents |
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| assues 2 general kinds of sampling plans. Non probablity and probabilty |
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| each memberof the population has a= chance of being a sample |
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| some members may have no choice of being included |
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| usues most conventent people as possible |
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| indicate and preform respose |
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| interested in cause and effect |
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| dependent variable-explain |
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| independent variable-suspected cause |
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| Selecting, Playing, Testing, Choosing, Repeating, Presenting |
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| Model of Communication Chapter 2 |
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| Helps us visualize communication |
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| accurately records and describes something that already exits |
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| understanding the world and expressing that understanding in a definition |
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| We each have different needs and experiences, our individual understanding will often vary |
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| how broad or narrow we want communication to be. Communication can be intentional or unintentional |
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| Sender Based Communication |
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| Communication has a central interest, situations in which a source transmits a message with conscious intent |
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| Communication is the transmission of information, a human process through which we make sense out of the world and share the sense with others. |
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| Family Concepts of human communication |
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| Spoken symbolic interaction, Nonverbal interaction, interpersonal communication, small group communication, public communication, intercultural communication, organizational communication |
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| Spoken symbolic Communication |
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| Way people use symbols to create a common meaning to share that meaning with one another. |
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| Unspoken, often unintentional behavior that accompanies verbal communication and helps fully interpret its meaning |
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| Small Group Communication |
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| How small collections of people can work together to discuss and solve problems |
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| How public speakers sway audiences |
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| Intercultural Communication |
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| How people from different cultures with different values and understandings, can come to understand and accept one another |
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| Organizational Communication |
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| How communication plays out in business and industrial settings |
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| an abstract representation of a process, a description of its structure or function |
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| Explanatory Model Function |
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| dividing a process into parts and showing us how the parts are connected |
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| Allow us to answer if then questions |
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| Guide our behavior and show us what exactly went wrong in a process |
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| Misleading, many ways to a single process, models make assumptions about the process |
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| Indy is a sender/reciever who endcodes and decodes meanings |
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| person's beliefs, values, attuide, and feelings |
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| any that intrupts a message from a sender to a receiver |
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| cause and effect laws that connect commication variables |
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| Social Constructionist Model |
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| Communication is a process whereby people in groups, using the tools provided by their culture, create collective representations of reality. |
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| Rules research believe that human behavior is not so much caused as chosen: to accomplish their goals, people choose certain lines of action and follow certain rules laid down by their cultures. |
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| Role taken on. The covert Rule. Arizona study of student life |
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| Systematic and organized, can be repeated, self connecting. Phones in mass media class |
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| System of interlocking interdependent behaviors that become patterned over time. John and Jane flirting and drinking |
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| Describing interdependent patterns of behavior rather than individual behavior. Looks at the structure, function, and evolution of a communication system. |
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| makes someone else's behavior more likely. John and Jane example |
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| Power is exercised in communication. |
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| Sexism in the work place. The way people are because of how they were raised |
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| Ethnography of Communication |
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| approach to similar to classical |
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| Should be studied sciencetificly. Francis Bacon leading rhetorician |
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| I think therefore, I am. Mind and body dualism. |
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| physcological persepective of the study of communication. How it is observed an measured. |
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| 5000 years ago and was a business transaction |
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| What walks survives, what doesn't doesn't |
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| allowed people to congated, grow together in commerce, communitication, and agruiculuter |
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| Against writting, believed in Face to face communciation. |
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| As long as their has been human there has been human communication. |
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