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Communication404
| No two people can see the world in exactly the same way because of differences in their fields of experience. Do you agree/disagree? | |||
| Instruction: |
Topic IMPORTANT: Please read the following before starting your essay. Note: These readings should be a starting point for your research. Chapter 5 & 6, Kossen, Kiernan & Lawrence GENERAL TIPS FOR YOUR ESSAY PLAN & ESSAY: Complete Part A of assessment. Please view example in attachment Complete Part B of assessment. Please view example in attachment Please view Essay Tips and follow this for the assignment. Please follow database search examples in attachment and use PEER REVIEWED JOURNALS. At the End, view essay checklist and make sure you have completed each item. |
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Topic
No two people can see the world in exactly the same way because of differences in their fields of experience. Do you agree/disagree?
IMPORTANT: Please read the following before starting your essay. Note: These readings should be a starting point for your research.
Chapter 5 & 6, Kossen, Kiernan & Lawrence
Module 4 – Perception & audience analysis (included attachment)
For this planning assignment you will need to think about the topic. You will need to decide what your viewpoint on this topic is. In other words, do you agree, disagree, or perhaps think there are two sides to the question. What you think about the topic will be your thesis statement.
No two people can see the world in exactly the same way because of differences in their fields of experience. Do you agree/disagree?
NOTE: Information from the modules should not be used as a source in the essay (you will need 5 or more resources in total), although you can use the textbook. This is because the modules are designed to be more instructional than academic.
GENERAL TIPS FOR YOUR ESSAY PLAN & ESSAY:
For this planning assignment you will need to think about the topic. You will need to decide what your viewpoint on this topic is. In other words, do you agree, disagree, or perhaps think there are two sides to the question. What you think about the topic, will be your thesis statement.
Use the modules to become familiar with the topic, but avoid using them in the essay.
- Use 5 (minimum) or more different sources.
- You can use APA referencing styles.
- Avoid using web pages.
- Use academically credible sources.
- Try EBSCOhost for journal articles.
Complete Part A of assessment (250 words). Please view example in attachment
Complete Part B of assessment (1500 words). Please view example in attachment
Please view Essay Tips and follow this for the assignment.
Please follow database search examples in attachment and use PEER REVIEWED JOURNALS.
At the End, view essay checklist and make sure you have completed each item.
NOTE TO STUDENTS: While there are five rectangles on the diagram, you can use only four if you wish; that would be enough for a 1500 word essay. Six would be too many though. &XOWXUHGHWHUPLQHVWKHZDPDOHV DQGIHPDOHVSHUFHLYHDQGLQWHUSUHW QRQYHUEDOFRPPXQLFDWLRQEHFDXVHRI GLIIHUHQWUROHVDQGH[SHFWDWLRQV 1RQYHUEDOFRPPXQLFDWLRQFDQ FUHDWHEDUULHUVEHWZHHQSHRSOHRI GLIIHUHQWLDOVWDWXVEHFDXVHRIGLIIHUHQW H[SHFWDWLRQV 1RQYHUEDOFRPPXQLFDWLRQZLWKLQ RUJDQLVDWLRQVZLWKDVWURQJKLHUDUFK FDQEHLQIOXHQFHGEVWDWXVEHFDXVHRI GLIIHUHQFHVLQSRZHU 7KHVLV1RQYHUEDO FRPPXQLFDWLRQFDQEHDIIHFWHG EVWDWXVDQGJHQGHUDVWKHFDQ FUHDWHGLIIHUHQWLQWHUSUHWDWLRQV DQGUHVSRQVHV vSVFKRORJLFDOLPSDFW vVWHUHRWSLQJ vLQJURXSVDQGRXWJURXSV vSHVVLPLVWLFRXWORRNV v KLHUDUFKLHV v SRZHU v VWHUHRWSLQJ v FRQWH[W v HHFRQWDFW v IDFLDOH[SUHVVLRQV v JHVWXUHV v SRVWXUH v UROHV v GLIIHUHQFHV v FRQIRUPLWDQGREHGLHQFH v FROOHFWLYLVWLQGLYLGXDOLVWFXOWXUHV $SHUVRQ¶VJHQGHUFDQDIIHFW FRPPXQLFDWLRQSDUWLFXODUOLQWHUPVRI NLQHVLFVERGODQJXDJHEHFDXVHRI GLIIHUHQWVRFLDOFXHV 3$57$3ODQ 723,&1RQYHUEDOFRPPXQLFDWLRQFDQEHDIIHFWHGE VWDWXVDQGJHQGHU’RRXDJUHHGLVDJUHH”
70 CMS1000 – Communication and scholarship © University of Southern Queensland This assignment is now a little dated although it is still useful. If you receive a really high mark for your essay this semester and you’re willing for us to use it in the materials, could you email me at <eleanor.kiernan@usq.edu.au>. Thank you. Source Credibility is Vital to Successful Advertising. As seen by the number of advertisements on television, radio, in newspapers and the like, marketing communication represents a considerable method of persuading consumers. As most people are bombarded by advertisements everyday, advertisers need to capture the attention of the public. One way marketers deal with this is by using a source (or persuader) who will attract the attention of the audience. GOOD BACKGROUND DETAIL For an advertising campaign to be effective, this source must be perceived by the consumer as being credible.CLEAR THESIS – WELL DONE This essay will define source credibility in relation to expertise and trustworthiness and outline the persuasive impact of these dimensions on consumer behaviour. Next, it will identify another important characteristic of source, attractiveness, and the benefits of using corporate leaders and celebrities as spokespersons. Finally, it will outline practical implications for marketers and advertisers and discuss why the limitations of source credibility do not outweigh the benefits for a successful advertising campaign. CLEAR OUTLINE OF POINTS, WELL LINKED TO THE THESIS. There are various ways of viewing source, though most would agree that the source is the communicator (or persuader) involved in the communication of a marketing message. The term “source credibility” was made popular by Hovland and his associates (1953) to describe the extent to which the receiver of a message believes the person creating the message. Belch and Belch (1996, p. 226) refer to source credibility as the ‘extent to which the source is perceived as having knowledge, skill or experience relevant to the communication topic and can be trusted to give an unbiased opinion or present objective information on the issue’. As suggested by Belch and Belch (1996), there are two essential dimensions to credibility – expertise and trustworthiness. According to Tyler, Kossen and Ryan (2002, p. 147) expertise is the ‘perceived level of knowledge or qualifications possessed by the persuader’. Trustworthiness refers to the degree of confidence in the source’s intentions and ability to make valid assertions (Hovland, Janis & Kelley 1953). For a source to be perceived as credible, it must be both trustworthy and knowledgeable. For example, a salesperson might Page 1 CMS1000 – Communication and scholarship 71 © University of Southern Queensland be perceived as very knowledgeable but their credibility will suffer if consumers doubt his or her trustworthiness. Equally, friends may be trustworthy, but they may lack the expertise needed for them to operate as a credible source. EXTRA SPACE NEEDED BETWEEN PARAGRAPHS. The perceived expertise and trustworthiness of a source is fundamental to a successful advertising campaign. According to Belch and Belch (1996, p. 226), one of the most reliable effects found in communications research is that ‘expert and/or trustworthy sources are more persuasive than sources who have less expertise or trustworthiness’. YOU COULD BUILD ON YOUR MAIN POINT/TOPIC SENTENCE BEFORE INCLUDING A QUOTE. PUT QUOTES LOWER IN THE PARAGRAPH SO THAT YOU CAN USE THEM TO SUPPORT YOUR LINE OF ARGUMENT. In a recent study undertaken by Pornpitakpan (2004), the main findings suggest that a high-credibility source is more persuasive than a low-credibility source in both changing attitudes and behaviours of consumers. When the expertise and trustworthiness of a source are perceived to be low, consumers tend to disregard the claims made in the message. Conversely, when expertise and trustworthiness are perceived to be high, consumers tend to argue less with the claims and are therefore more easily influenced by the message (Zhang & Buda 1999). For example, in a study conducted on the purchase behaviour of shoppers, the number agreeing to purchase a product depended on the perceived expertise and trustworthiness of the salesperson. When the salesperson acted knowledgeably, two-thirds of consumers bought the product. However, when the salesperson admitted to being unfamiliar with the product, only one-third purchased the product (Engel, Blackwell & Miniard 1996). Not surprisingly, this trend to purchase products or services based on the credibility of others provides an effective means for marketers to induce attitude change in their consumers through clever advertising. PERSUASIVE ARGUMENT HERE, CLEARLY SUPPORTING THESIS. Another characteristic of source credibility valuable for successful advertising is that of attractiveness. Though expertise and trustworthiness have consistently been included in the concept of source credibility, the dimension of attractiveness is a relatively new inclusion. Recently, Ohanian’s (cited in Goldsmith, Lafferty & Newell 2001) source credibility scale Page 2 72 CMS1000 – Communication and scholarship © University of Southern Queensland incorporated not only expertise and trustworthiness, but also included attractiveness. This decision to include attractiveness was prompted by research suggesting that physically attractive sources are often liked more and have a positive impact on consumer opinion and behaviour. When a receiver considers a source attractive, persuasion can occur through a process known as identification. Identification occurs when the consumer sees some type of connection with the source and therefore assumes a similar position in terms of beliefs, opinions, preferences and behaviour (Belch & Belch 1996). Advertisers recognise that consumers are more likely to identify with sources they find likable or similar to themselves. To further increase the persuasive appeal of advertising, marketers have extensively used the credibility associated with well-known individuals to enhance the distinctiveness and memorability of their messages. AGAIN, THE MAIN POINT YOU’VE INCLUDED TO ‘DRIVE’ THE PARAGRAPH IS SHARPLY FOCUSSED ON THE TOPIC AND CLEARLY SUPPORTS YOUR THESIS. WELL DONE. The advertiser’s intention in using corporate leaders and celebrities is to convey this perceived expertise and trustworthiness and to create an image for the brand through the source rather than the product itself (Engel, Blackwell & Miniard 1993). Recently, endorsements by actors, sports personalities, company executives and political candidates have regularly appeared in advertisements promoting a variety of products and services. A popular approach to enhancing source credibility is the use of the company president or chief executive officer as a spokesperson. Many advertisers believe the use of a leader is the ultimate expression of the company’s commitment to quality, service, and meeting the needs of the consumer (Belch & Belch 1996). Another approach to increasing source credibility is the use of spokespersons that are well-known and admired. Advertisers view a celebrity spokesperson as a way of drawing attention to their message. Celebrities are also used with the expectation that the respect, popularity and admiration the celebrity enjoys will favourably influence consumers’ purchase behaviour. Recent research undertaken on the impact of corporate and celebrity credibility demonstrate that both influence consumer attitude and purchase intent toward the brand (Goldsmith, Lafferty & Newell 2001). The use of corporate and celebrity spokespersons in advertising is a standard and proven marketing technique aimed at improving the source credibility of a product or service. INTERESTING Page 3 CMS1000 – Communication and scholarship 73 © University of Southern Queensland POINT HERE. I WONDER IF THERE’S ANY RESEARCH THAT DISAGREES. IS THERE A PUBLIC THAT IS BECOMING ‘SAVVY’ ABOUT ADVERTISING AND IS MORE AWARE OF THE MANIPULATION BY ADVERTISERS? There are many practical implications for marketers and advertisers in the area of source credibility. It is desirable for marketers to use sources high in credibility. Across the globe, millions of dollars are spent to train salespersons to make them knowledgeable of the product and therefore increase their level of expertise in the eyes of the customer. Marketers of highly technical products recruit sales representatives with specialised technical backgrounds to ensure their expertise (Belch & Belch 1996). Techniques used by advertisers to increase trustworthiness include hidden-cameras used to show that the source is not a paid spokesperson and is making an objective evaluation of the product. Advertisers also use disguised comparisons in which their brand is compared with another by a consumer who is unaware of the brand identities. It has also been suggested that a multidimensional approach to advertising (using expertise, trustworthiness and attractiveness) increases the likelihood of changing consumer behaviour (Tyler, Kossen & Ryan 2002). By assessing the roles these sources of credibility play in the advertising process, marketers can gain a more complete understanding of the impact these sources have on consumers. Consequently, they may be able to develop more effective communication strategies to increase the desirability of their product. The few limitations of using a high-credibility source do not outweigh the benefits for a successful advertising campaign. Several studies have shown that a high-credibility source are not always an asset, nor is a low-credibility source always a liability. In fact, high- and lowcredibility sources have been found to be about equal in effectiveness when the source is arguing for a position opposing his or her own self-interest (Goldsmith, Lafferty & Newell 2000). However, a high-credibility source is still more effective when consumers are not in favour of the position advocated in the message. GOOD POINT (AND THIS ADDRESSES THE PREVIOUS COMMENTS) Advertisers still believe a more reliable strategy is to use repeated exposure to a communication attributed to a credible source (Belch & Belch 1996). Page 4 74 CMS1000 – Communication and scholarship © University of Southern Queensland A common concern when using celebrities as sources or spokespersons is that consumers will focus their attention on the source rather than the product or service being promoted. Consumers, also recognising that celebrities are being paid to endorse a product, may become sceptical of the advertisement. Although these factors must be considered in the decision to use a celebrity as an endorser, marketers are still willing to pay vast amounts of money to have celebrities appear in their advertisements. Many advertisers believe the ability of a celebrity spokesperson to enhance the consumer’s perception of the product in terms of image and performance is worth the risks involved (Belch & Belch 1996). For example, when a well-known athlete endorses a product, he or she can not only attract attention to the advertisement but may also help convince potential buyers that the product helps their own performance. TRY NOT TO END PARAGRAPH WITH AN EXAMPLE. SEE THE PARAGRAPH STRUCTURE NOTE IN THE ASSIGNMENT GUIDELINES SECTION OF THE INTRODUCTORY MATERIALS. In conclusion, to increase the persuasive appeal of advertising, marketers have come to rely heavily on the perceived credibility of their source. As summarised by Belch and Belch (1996, p. 226) ‘information from a credible source and influence beliefs, opinions, attitudes and behaviour’. QUOTES SHOULD NOT BE USED IN THE CONCLUSION. SUMMARISE KEY POINTS (NOT A DIFFICULT TASK WITH SUCH GOOD TOPIC SENTENCES) AND DRAW CONCLUSIONS FROM THOSE SUMMARISED POINTS. THIS SHOULD LEAD TO OR FROM A RESTATEMENT OF YOUR THESIS STATEMENT Research has proven communications are more effective if they are attributed to a source that is perceived as expert and trustworthy. Advertisers also recognise that consumers are more likely to attend to and identify with sources they find attractive, popular or admirable. For this purpose, corporate and celebrity endorsers are used extensively to portray an image of success. As consumers frequently purchase products based on the opinions of others, marketers endeavour to produce advertisements as credible as possible in order to induce a favourable attitude change toward their product. Source credibility is a powerful tool which can persuade an audience and transmit information to the marketplace. Without credibility, a source will not have the same persuasive appeal; nor will advertising be as successful. Page 5 CMS1000 – Communication and scholarship 75 © University of Southern Queensland BIBLIOGRAPHY Belch, G & Belch, M 1993, Introduction to Advertising and Promotion: An Integrated Marketing Communications Perspective, Irwin, Illinois. Engel, J, Blackwell, R & Miniard, P 1993, Consumer Behavior, Dryden Press, Florida. Goldsmith, E, Lafferty, B & Newell, S 2001, ‘The impact of corporate credibility and celebrity credibility on consumer reaction to advertisements and brands’, Journal of Advertising, vol. 29, no. 3, pp. 43-54. Hovland, C, Janis, I & Kelley, H 1953, Communication and Persuasion, Yale University Press, New Haven. Kertz, C & Ohanian, R 1992, ‘Source credibility, legal liability, and the law of endorsements’, Journal of Public Policy and Marketing, vol. 11, no. 1, pp. 12-23. Pornpitakpan, C 2004, ‘The persuasiveness of source credibility: A critical review of five decades’ evidence’, Journal of Applied Social Psychology, vol. 34, no. 2, pp. 243-281. Tyler, S, Kossen, C & Ryan, C 2002, Communication: A Foundation Course, Prentice Hall, Sydney. Zhang, Y & Buda R 1999, ‘Moderating effects of need for cognition on responses to positively versus negatively framed advertising messages’, Journal of Advertising, vol. 28, no. 2, pp. 1- 15. GOOD RANGE OF SOURCES.
Module 4 – Perception & Audience analysis
Learning outcomes
On successful completion of this module, you should be able to:
- explain the role of perception in communication
- develop an understanding of audience analysis for each communication task, and be able to tailor your communication for the particular audience
Introduction
4.1 The role of perception in communication: sender and receiver
In any communication, those involved are participants who can be either sender or receiver. ‘As senders, participants form messages and attempt to communicate them to others through verbal symbols and nonverbal behaviour. As receivers, they process the messages and behaviours that they receive and react to them.’ ( Verderber, Verderber & Sellnow, 2010, p. 3) (In the transactional model we can be both sender and receiver at the same time during the one communicative event.)
As individuals we are unique. This uniqueness comes from our genetic make-up and our experiences. These experiences give rise to feelings, mood and memories which are altered or changed due to our age, level of education, living environment, and cultural beliefs; such as customs or religion and political beliefs. All these factors can be classified as part of our field of experience. People send and receive messages, interpret information and events, and form a view of the world, according to the factors which comprise their field of experience. This concept helps to explain how it is possible that two people can be in exactly the same place, at the same time, observing the same event, and yet can develop a different interpretation of what occurred.
An example of different perceptions: Students’ responses to assignment marks is very interesting. If a student receives a mark of 75/100, the lecturer and many fellow students would perceive it as a very strong mark, as it is an ‘A’ (Distinction). If the student is a perfectionist, though, the mark may be disappointing. This different perception is created by many layers of life experience via their field of experience.
Note |
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| Please view the Perception presentation.STUDENTS PLEASE NOTE: The Adler and Rodman reading referred to in this presentation, is no longer relevant. Please ignore. |
When analysing communication, the concept ‘perception’ is used to describe the ‘process by which we encounter and make sense of the world. Because we are continually being confronted by new experiences, we use knowledge and understanding from our past experiences as a way of getting through life without having to make sense of every incoming experience anew’ (Baker, Barrett & Roberts 2002, p. 44).
These new experiences are a result of reaction to innumerable stimuli.
Example 4.1 |
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| When sitting at your desk studying for your examination, you may have been working for an hour when you find yourself disturbed by someone playing loud music (environmental), your stomach grumbling (physical) and your head feeling as though it might burst with the words running around inside it (mental). These are just three obvious stimuli to which your response would be to pack up your books and go out for something to eat and a short walk, looking at the trees and sky. Your perception of the situation was a result of a combination of selected stimuli that resulted in your subsequent action. |
Your interpretation of any given communicative event can be explained partly by perception. The way perception works is a result of subconscious or conscious
- selection of stimuli
- organisation or interpretation of these according to prior experiences.
Consider selection of stimuli. How do we receive stimuli? There are five channels through which we can receive information: the five senses of sight, sound, touch, taste and smell. Sometimes we use a combination of senses – in a cinema we see and hear; if there is a building on fire we smell and see the smoke and hear the crackling of burning materials. Rarely do we use only one sense to perceive or interpret something. Everything we know about the world comes to us via these channels, our senses. They are an intrinsic part of the communication process. Without some sort of perceptual filter, the sensory information we receive would be overwhelming and we would not be able to function or make sense of the world.
These channels are not as reliable as we may wish. It is a mistake to assume that what we see or hear is an accurate representation of ‘reality’. Our senses are capable of distorting ‘reality’. Because of our unique character which has been shaped by demographic and psychographic factors (See chapter 6, Kossen, Kiernan & Lawrence 2013) we can sometimes see things in a different way.
Learning activity 4.1 |
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| Imagine a bank robbery where several people are witnesses. Their descriptions of the robbers and the scene are quite different. Write a list of factors which would explain these differences.Possible factors
· personal involvement · ability to communicate – language, age, communication skills · cognitive skills – memory, observational skills · traumatic effect – emotional response – fear, bravery, anger · gender. You may have thought of other factors. |
Interactive activity 4.1 |
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You have probably observed optical illusions. But consider these, noting particularly the influence of your perception.
Optical illusions
You know, for example, that the answer to the question ‘Are the checkers parallel?’ is ‘yes’ (measure them if you do not believe it) but they do not look parallel. Your eyes have deceived you. Perception is at the heart of the transactional model and is a major aspect of the dynamic nature of communication. So, now that you have explored the transactional model in more depth, do you think it is a perfect reflection of the communication process? If not, what can be improved? Does it adequately reflect written communication? So far, we’ve been considering theory in a fairly simple way. There are many communication theories, as outlined by Griffin (2009) including: · social information processing theory · social judgment theory · media ecology · cultural studies · cognitive dissonance theory · agenda-setting theory These are just few of dozens of communication theories; not to mention theories from other disciplines. The point is that scholars are continually trying to understand the world by applying a theory to make sense of particular phenomena. These theories are then challenged and adapted to make a ‘better fit’. |
Reading activity 4.1 |
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| Prescribed text: Kossen, Kiernan & Lawrence 2013, chapter 6, ‘Perception, audience analysis and task analysis’. |
4.2 Audience analysis
To gain a better understanding of those with whom you are communicating, you can perform an informal audience analysis. Audience analysis relies on acquiring information about the overall make-up of your potential audience. Such demographic and psychographic factors as the approximate age; the gender composition likely; any attitudinal bias or prejudices relating to cultural or religious beliefs; their level of education; their motivation for listening to you; and their prior knowledge on your topic of communication will all influence the way you compose your communication.
An audience analysis can affect the following:
- subject matter
- structure
- perspective and approach, (entertaining, professional, political)
- examples and scenarios (to put ideas into familiar contexts)
- language style and level, (informal, formal)
- format (audiovisual aids, interactive workshop, lecture, games, speech, lecture, demonstration etc.).
In addition, audience analysis challenges you to consider the relationship you have with your audience, and the reasons you are writing for or speaking to them. This highlights the importance of tailoring your message to meet the specific needs and interests of the audience members. Further, a good understanding of the audience helps senders to be highly effective communicators. Of course, if the audience is large, it is unlikely that you will be able to gain information about the demographic and psychographic attributes of individual audience members. Nonetheless, you can gain an impression or general idea which can help to avoid some familiar failures.
For example, if an American astronaut had been invited to talk to a group of primary school children in China, he would not discuss astrophysics in English and come dressed in a business suit. The children would be puzzled and bored. However, if the astronaut came with an American flag, dressed in his space suit and mimed weightlessness and eating and drinking while floating about, with lots of pictures and gestures and objects like the cup, fork and food they eat, he would have them enthralled. If he managed to greet them in Mandarin or Cantonese and give them some key words in their language too, he would be an even greater success.
See how audience analysis is vital in the public relations context.
Video snippet 4 – Barbara Ryan
While audience analysis can be useful when creating a structured communication event such as a speech or demonstration, there may be times when it’s necessary to consider that the content of the message will be more important than appealing to the audience. For example, if a fire warden is giving a demonstration to the workers on a building site on how to react in an emergency, the procedure is more important than entertaining the crew. This is a matter of survival so the content must be correct and incontrovertible. The audience is expected be motivated enough to listen. In other situations, not to compromise one’s ethical or moral values may be more important so your message should be formulated accordingly.
There is a fine balance needed between ethical considerations and successfully conveying a message. That is, if there’s a clash between ethics and telling people what they want to hear, the situation may call for a strong individual to fight for a value of principle. An interesting example is found in Henrik Ibsen’s play An enemy of the people. A doctor discovers that the water supply to the town’s very famous baths is contaminated and making tourists ill. In his effort to clean up the water supply, the doctor encounters opposition from various people because of their vested interest in this very lucrative tourist attraction. Ibsen’s theme is that ‘the majority is always wrong’ and the doctor’s uncompromising position leads the townspeople to virtually drive him (and his family out of town). The attempt to convince people to act in an ethical way, but at the expense of their livelihoods, failed. Their reasons were obvious if short-sighted. The doctor could have thought more carefully about the way he worded his warnings. In other words he should have analysed his audience. As it was, his ethics prevented him from understanding the way his fellow town’s folk thought and acted. A better understanding of the psychographics of the people may have helped him take a more subtle and ultimately more effective approach.
The following Video Snippets reflect the importance of context in communication. Unlike Barbara Ryan’s assessment of audience analysis, Dr Kyle Jenkins, an artist, has a contrary viewpoint. Dr Laurie Johnson looks at both sides of the question, particularly in terms of audience analysis and a novelist.
Video snippet 2 – Dr Kyle Jenkins
Video snippet 3 – Dr Laurie Johnson
Interactive activity 4.2 |
| Try this interactive self-assessment quiz when you have completed module 4.Module 4 – Perception Quiz – (Revision only) |
CMS1000 ESSAY TIPS PART A – Essay plan The aim of the essay plan is to give you structure for the body of the essay. It should contain your thesis statement and then four topic sentences (and supporting points) for your body paragraphs. Do not include any content for your introduction or conclusion on the essay plan itself. Please download the essay plan template from the StudyDesk. You will also find an example essay plan in the instructions that demonstrates how this should be filled out. Please submit both the essay plan and the full essay at the same time, via the submission button at the top of the Assignment 2 instructions. PART B – 1500-word essay Please choose just ONE of the three topics provided in the assessment instructions. You should also read Module 2 and chapters 3 & 4 of your course textbook, along with the tips provided below. INTRODUCTION: Two to three sentences of background information – o These should not be definitions, but your own ideas about the topic. o The background sentences should be closely aligned with the topic. For example, if the topic is about non-verbal communication then the background sentences shouldn’t just be about “communication” generally. Thesis statement – o This should be closely aligned with the topic, using the same main concepts and terms. For example, if “devil’s advocate” and “groupthink” are both mentioned in the topic, then the thesis must include both of these terms. o It should state a clear stance – for or against. It could take a middle-ground approach as long as the topic sentences support this, i.e. two topic sentences in favour, and two against. o The thesis must be in one sentence only, with no other explanatory sentences afterwards. It should not be overly long or convoluted, but instead be concise and state a clear argument. It’s fine if the thesis is identical to the topic, as long as it includes a stance. o Whatever focus or terms are included in the thesis, must then be reflected in all body paragraphs. Therefore, the thesis should avoid stating reasons for the stance. For example, if a thesis said “Oculesics is not a good gauge of detecting truthfulness in non-verbal communication because it can be manipulated”, then the assumption would be that all four body paragraphs would be focusing on manipulation. However, usually the student intends on discussing manipulation in only one body paragraph but hasn’t realised that adding that term to the thesis has now altered the entire focus of it. Essay outline – o This should include four clear arguments to support the thesis, and it’s recommended that you use the same sentences from the essay plan (Part A). Avoid having definitions or statements of fact; instead they need to be framed as clear arguments. o Each argument should have a communications’ focus, i.e. you need to link communications concepts with the thesis, and not focus on theory from other disciplines such as IT, business, education, etc. While some topics allow you to link your thesis with a specific profession, the arguments still need to be from a communications perspective. o The topic sentences should appear in the same order as the body paragraphs to follow, i.e. the first topic sentence in the outline refers to the topic sentence that appears in the first body paragraph, and so on. OTHER TIPS: ! There can be NO citations or quotes in any part of the introduction. ! The introduction must be contained within one paragraph only. ! The introduction should be a maximum of eight sentences. BODY PARAGRAPHS: Topic sentence – o This should be the first sentence of each body paragraph, stating a clear argument. This should be in one sentence only. Use the same topic sentence you had in Part A. o A topic sentence should support the thesis by including a specific argument that helps to prove your stance in the thesis. o It should not contain any direct quotes and/or citations. Definitions – o After the topic sentence you could include a definition for one of the concepts or terms used in that topic sentence. It should contain a citation and be based on an academic source, i.e. not a dictionary definition. o Definitions may not be required here; it depends on the content in the topic sentence prior and whether any terms need further elaboration. Research – o From this point onwards, you should be including specific academic research from relevant communications materials. This should be primarily from academic textbooks and journal articles. o There must be a minimum of two different academic sources in each body paragraph. o You should do more than just state the research, but instead interpret and analyse it in terms of your topic sentence and its relevant to your argument. o Any information that is not considered common knowledge should have a citation. o Avoid including lots of long direct quotes, and instead paraphrase where possible. Examples – o Include a brief example in each body paragraph to demonstrate an applied understanding of how the main concept in that body paragraph would relate to a real-life situation or scenario. o The example should be the student’s own idea so ideally it shouldn’t be cited from another source. o This example should be a maximum of one or two sentences. This is where you would link your main argument to a chosen profession – if relevant to your topic. Concluding sentence – o The final sentence in each body paragraph should be a summary of the main argument presented in that paragraph. o This sentence should not contain any direct quotes and/or citations. o Avoid using this sentence to try to link to the next body paragraph; instead it should focus on the primary outcomes from the current body paragraph. o This shouldn’t just be a reiteration of the topic sentence. OTHER TIPS: ! Each body paragraph should be similar in length. Aim to have four body paragraphs. ! The first body paragraph should not read like an extended introduction; it must get straight into the first argument. ! All information relating to one body paragraph is contained within just ONE paragraph. ! Don’t include any contrary information or research. A common problem is to have the final body paragraph take a contrary angle however all sections must support the stance taken in the thesis. CONCLUSION: ! This should not just be a repeat of the introduction! ! The outcomes of the four main arguments presented in the four body paragraphs should be clearly stated in the conclusion. This should be done across four separate sentences, rather than just a brief list of outcomes in one sentence. ! The thesis statement should be repeated in the conclusion. ! There should not be any direct quotes and/or citations in the conclusion because all the wording should be your own, and no new material can be introduced in this paragraph. ! Contain all of the information for the conclusion in just one paragraph only. GENERAL WRITING TIPS: ! All content must be written in third person only (do not use I, me, you, your, our, we, us). ! Use Australian spelling, but don’t alter direct quotes. ! No abbreviations allowed, or contractions. ! Avoid overly long and convoluted/disjointed sentences. ! Don’t put additional explanations or terms into brackets. Use brackets for your in-text citations only. ! Don’t include your own opinion in the essay. Your content should be based on research, not personal viewpoints or perspectives. ! Don’t ask questions in the essay – your job is to answer them! ! Avoid sweeping generalisations and non-specific descriptions such as “Evidence suggests…” or “It has been argued…” ! Don’t give advice or state the overly obvious, i.e. “It’s very important to become good communicators”. FORMATTING TIPS: ! Use 1.5 or double-line spacing throughout ! Use either Times New Roman or Arial, 12pt, black font ! Used ragged right, not justified paragraph alignment ! Make it clear where each new paragraph starts by: ! Indenting the first line only of each paragraph, OR ! Having two paragraph spaces between paragraphs ! Don’t use subheadings or bullet points ! Don’t use bold or italics to emphasise a word or phrase ! You don’t need a header or footer but you can include one if you wish (it won’t be marked) ! Submit a Word document, not a PDF REFERENCING TIPS: ! There must be a minimum of five references throughout. ! Check that all the sources in the reference list or bibliography are academic. Pay particular attention to any websites as these are usually not considered academic. Also, no dictionaries should be used as a source in the essay. ! Primarily, there should be only academic textbooks, selected readings (from the course) and journal articles in the reference list. ! Please double-check the formatting and referencing style to identify errors. Refer to the USQ Library referencing guide to learn the correct method – www.usq.edu.au/library/referencing ! You can use either Harvard or APA referencing – it’s totally up to you. ! Put the reference list in the same document as your essay, but begin it on a new page. ! Do not number or bullet-point the entries in your reference list. ! Order your entries by the first surname for each source. ! Be careful using EndNote as it doesn’t always format your references/citations correctly.
4/20/2016 Essay Checklist https://lor.usq.edu.au/usq/file/d8193f131a3b4cce8ddbe9fd3c2ff780/4/essay_checklist_form%20%282%29.zip/essay_checklist_form/Nigel%27s%20essay_ch… 1/3 CMS1000: Communication and Scholarship CHECKLIST FOR ESSAY Please complete the following checklist when you’ve done your essay. If you find you haven’t addressed any part of the checklist, CHANGE YOUR ESSAY!! This checklist is designed to help you get better marks, so please use it carefully. To view a hint, place your cursor on the ‘hint’ button to the right of the question. INTRODUCTION Include a tick/comments Includes a brief background (your ideas/words) Includes a clear thesis (your viewpoint/stance regarding the topic). Includes an overview of key points to be addressed (to support your thesis). About 46 key points are needed. CONTENT Argument Ideas are consistently focussed on topic. Ideas are logically developed and sequenced. Ideas are supported by evidence. Several sources of information are used to support your argument. RESEARCH Information is appropriate and uptodate. Relevant theory has been used. A wide range of secondary sources has been used. SOURCING/REFERENCES 4/20/2016 Essay Checklist https://lor.usq.edu.au/usq/file/d8193f131a3b4cce8ddbe9fd3c2ff780/4/essay_checklist_form%20%282%29.zip/essay_checklist_form/Nigel%27s%20essay_ch… 2/3 All sources have been acknowledged intext (direct and indirect quotations). Quotations clearly support your argument. Quotations are appropriately set out. Intext references are appropriately set out. At least 5 sources of information have been used. Information is clearly understood. See Module 1 for Harvard System or Harvard Referencing Guide on USQ Library Site. PSYCHOLOGY students: Use your Burton text An Interactive Approach to Writing for your references. CONCLUSION Main points of argument are summarised. Conclusions are drawn from summarised points. Thesis is restated. Does NOT include new material (quotations). PARAGRAPHS Each paragraph has a topic sentence (main idea) which clearly supports your thesis statement. Each paragraph focuses on one idea. Each paragraph has 58 sentences. Paragraphs are sequenced in logical order. Each paragraph has a concluding sentence. NOTE: See essay notes for paragraph structure. MECHANICS 4/20/2016 Essay Checklist https://lor.usq.edu.au/usq/file/d8193f131a3b4cce8ddbe9fd3c2ff780/4/essay_checklist_form%20%282%29.zip/essay_checklist_form/Nigel%27s%20essay_ch… 3/3 Expression is clear and concise. No abbreviations are used (use ‘for example’ not ‘e.g.’) No colloquialisms/slang/informal language used. NO HEADINGS ARE USED. 1 st and 2 nd person are not used. Emotive language/terms are not used. Spelling is correct. Grammar is correct. Sentence structure is complete and correct. Punctuation is appropriate. Work has clearly been proofread. PRESENTATION Neatly typed. One side of page is used. Double line spacing is used. Each page has a margin 2.53. cms. Pages are numbered Reset Form Print Form
HOW TO USE A LIBRARY DATABASE There are many traps with using the Internet for research, because much of what you’ll find is not academic and therefore not suitable to use in a university essay. You should also avoid using dictionaries, Encarta, encyclopaedias and Wikipedia. Instead, the USQ Library has access to thousands of credible sources. We suggest using EBSCOhost, and the instructions to access this are below. If you’re not familiar with doing library database searches, then have a look at the online tutorials provided by the library – http://usqstudydesk.usq.edu.au/m2/course/view.php?id=4575 Here are the steps to access EBSCO host: 1. Go the Library link on the home page – http://library.usq.edu.au/ 2. Click on ‘Search a database’ (located under the search field in the centre of the page) 3. Under the EResources Index, click on the letter ‘E’ on the list of letters. 4. Then click on the EBSCOhost MegaFILE Complete (sixth one from top). 5. Then opposite the heading ‘Access Points’, click on ‘All EBSCOhost databases’ (you may need to log in again here) 6. Tick Academic Search Complete then go through the list of databases below and click on ones that might be suitable for your topic. Use the communication links and perhaps the psychology links. 7. Then press the CONTINUE button at the top 8. On the next screen, put in the word/s that could help. Use different terms if you get no response for some of the keywords from your assignment such as ‘intrapersonal’. 9. Before you press ‘Search’, tick ‘full text’ and ‘Scholarly (Peer Reviewed) Journals’. THIS LAST PART IS VERY IMPORTANT!
Part A – Essay Plan (Template)
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