Test 3 help (chapter 8)

As you start to study very carefully for the exam later this week, you might want to spend a little time on the following components of chapter 8, regarding cultural communication.

• Diaspora
• Border dwellers
• Cultural values
• Dichotomous thinking
• Dialectical approach to cultural communication

Please note that in this situation, as with all tests in my course, you cannot simply know the term and definition to be able to answer all questions. Frequently, you will need to know the components of a concept, how it applies to everyday encounters, and how concepts relate to one another from both other parts of the chapter and the greater course.

Test-taking strategies: Any type of test

Here are some great quick thoughts to help you be more effective at taking tests…

Beat Exam Anxiety

We’ve pretty much always felt that nervousness before a test, but here are some great tips to help you prepare more effectively for your midterms. Apply these concepts to help you out and (hopefully) see your test scores improve.

Scientific Proof: Study Habits

As you dive deeply into this midterm season of the semester, PLEASE take a few minutes to help yourself be better for the upcoming midterm exam!

Midterm Guide

Once again, while I do not provide my students with a topic-by-topic study guide, I am happy to help you narrow down your focus. Please remember that if it is in the book or covered in lecture, the content is technically fair game for me to ask on any test or exam. That said, I am providing the following list that may help you understand where the bulk of your information will be coming from for the midterm exam.

An asterisk (*) indicates that a large number of exam questions are likely to derive from this section of material; therefore, you should prioritize this section of material

Chapter 1

1.1       The Importance of Studying Human Communication
1.2       Components of Human Communication*
1.3       A Model of Human Communication*
1.4       Communication Ethics
1.5       Putting It All Together: Communicating Competently

Chapter 2

Introduction to the chapter
2.1       Contemporary Approaches to Studying Human Communication*
In-class lecture over this material will also play a role in your exam*

Chapter 3

3.1       The Importance of Identity
3.2       What is Identity?
3.3       Individual and Identity*
3.4       Individual, Identity, and Society
3.5       Ethics and Identity

Chapter 4

4.1       Importance of Perception
4.2       What is Perception?*
4.4       The Individual, Perception, and Society

Chapter 5

5.2       What is Verbal Communication? Functions and Components of Language*
5.3       Individual and Verbal Communication: Influences
5.4       Individual, Verbal Communication, and Society: Language, Perception, & Power
Box Did You Know? On page 99, regarding Prescriptive & Descriptive Approaches

Chapter 6

6.3       Nonverbal Communication and the Individual*
6.4       The Individual, Nonverbal Communication, and Society
6.6       Improving Your Nonverbal Communication Skills
Box Did You Know? On page 124, regarding contribution of nonverbal to meaning
Box Did You Know? On page 30, regarding Expectancy Violations*

Chapter 7

7.3       Listening and the Individual: Influences and Barriers*
7.6       Improving your Listening Skills

Assignment Packet

Review the course big questions

Test 1 (face to face classes)

With your first test next week, covering chapters 1-4 of your book, you may want to review key areas of the textbook. That said, I will remind you of the following ideas as you begin to study:

1. Use the chapter objectives to help you better focus your study efforts
2. Take notes as you read and review; not only does this help you retain information, but also it will help you when you review to sharpen your focus on important ideas
3. Review a little each day (about 30 minutes) between now and then

The following information is not a study guide, but a key focus area, which will help you better gain insight as to where questions will derive. Keep in mind that anything in the chapter (unless otherwise stated–*ahem* chapter 2) is considered fair game.

Chapter 1

• Introduction to chapter
• Co-rumination
• Importance of studying human communication
• Components of human communication
• Synergetic model
• Influences of communication
• Communication ethics

Chapter 2

• Introduction to chapter
• Contemporary approaches to studying human communication

Chapter 3

• The importance of identity
• What is identity?
• Individual and identity
• Individual, identity, and society
• Ethics and identity

Chapter 4

• Importance of Perception
• What is perception?
• Cognitive complexity
• Individual, perception, and society
• Improving your perception skills

You will also want to review the assignment packet for basic information (focus on pages 1 & 2).

Textbook Reading Hacks: Know Your Learning Style

Okay, this is actually something I started using a few years ago, and it REALLY helped me, so I’m going to provide a couple of different versions of this type of post to help you along. This post focuses on visual learning.

To find out what type of learner you are, I recommend the VARK learning test, which helps you determine if you are primarily (not exclusively) a Visual, Auditory (aural), Read-write, or Kinesthetic leaner. I’ve hyperlinked above to the quick assessment.

Why is it important to know your learning style before you dive too deeply into a text? In the briefest explanation, knowing our learning style helps us to determine how to approach a learning experience. For example, if I’m primarily a visual learner, I probably get a lot out of pictures, charts, graphs, and colors used in a book, but may get nothing out of listening to a discussion on the same topic. Knowing that, I may be better suited to look at how my book lays out information, rather than participating in discussions.

However, if I am primarily an aural (auditory) learner, I can review a few key things from a chapter, get some base ideas and terms into my brain. That’s a start, but I may learn a LOT more from talking about the chapter with my classmates or my teacher. I might even retain more by using the online audio version of the textbook than by reading alone. Knowing that means that I can find different ways to remember material.

In the next few days, I’ll share some ideas on how to better learn from your textbook using your learning style!

Study “sprints,” not “marathons”

Part of my job is to provide students an idea of how they will be earn a grade. At the same time, I can’t tell students precisely what will be on the exam for three reasons. First, evidence gathered over several semesters suggests that students who prepare without a study guide perform significantly better (average of 1 letter grade higher) on tests. In addition, giving students a list of topics won’t explain how questions are phrased, nor the connections to be made. Finally, in a workplace environment, you have to know things that may not be explicitly stated to you.

What I CAN do (i.e., what I’m doing in this post) is provide you with study tips.

1. Read the textbook. Simple as it sounds, using the SQ3R method we discussed in class, as well as reviewing your notes will drastically improve your memory of materials.
2. Make connections to life. Try to find a way to connect the topics from class and the textbook to your daily existence. You will likely find that you are able to better understand materials if you do.
3. Use textbook “extras.” Since the textbook offers both objectives at the beginning of each chapter and review questions at the end, they offer some key components for you. You might use the objectives as a checklist (“I know that!”) and the questions as a review session.
4. Study together. Students in my class work with other people; talk about the material. If you can talk intelligently about a concept, you probably understand it.
5. Review online resources. Check out the links, handouts, and information provided to you on eLearning and this blog. These are frequently even better explanations than I can offer in our limited class time… that said:
6. Ask questions. If something stumps you, ask me! That’s why we have class sessions.

If you struggle with a concept, please don’t hesitate to come talk to me. We can review the materials together. As a reminder, I have scheduled review time (and speech rehearsal time) on Mondays, Tuesdays, and Wednesdays in the classroom. Come visit me, and we can go over materials individually or in small groups.

Happy studying!

Course FAQs, part 1

Some of the most common questions I get asked begin on the first day of class. Here are some of the more regularly-asked questions with my responses.

Do I need a textbook for this course?

Yes. Absolutely. Without doubt. Your textbook is a vital resource and the basis for most of your tests and exams. Without a textbook, a student is at a real disadvantage in knowing the information that will be asked on the upcoming exams.

Do I HAVE to have the electronic version?

While the electronic version is incredibly beneficial to my students, it is not essential. If you feel most comfortable with print only, then please feel free to study and review it.

That said, my students who have used the electronic book have found it exceptionally helpful, as I can share information in a different way. In addition to the built-in resources from the publisher, including quizzes, review questions, self-surveys, videos, and more, I can highlight information and share it with you (look for blue highlights).

You can also highlight in up to 3 colors, marking different components of the text for yourself. You can also annotate the text (make notes with each highlight) to make things easier for yourself. Some students highlight passages in the electronic book and make notes during class when I discuss a passage or idea.

Is reading ahead REALLY necessary?

Again, yes, without a doubt, absolutely. If you do not read ahead, you will struggle to stay up with my ideas. A lot of students believe their college instructors cover material too quickly; the reality is that we (generally) cover at a pace that allows students who have read in advance to maintain their attention and still get notes down.

 

I’ll continue these ideas in future posts. Keep reading for more information!

What is active learning?

As I sat in my classes during college, I noticed that some students were just faster learners than me, and I struggled to understand why I couldn’t “get it” as well as they could.

In other classes, I was the fast learner and I struggled to understand why my classmates weren’t keeping up.

Certainly, a natural ability to learn is a fundamental component; some people are just better at understanding math or science or language or whatever. But there’s another key that is really important; even in the classes I most struggled to grasp the concepts (science, especially), I found I could excel in the course if I did a couple of things:

1. Read ahead: if the instructor provided me the chapter we were covering, that meant I should have read it before I came to class (I also better understood their language!)
2. Look at assignments in advance: If the instructor provided an assignment description or instructions, I wanted to go over it before the instructor covered it
3. Take notes when reading: Mark up the book as much as you need; it’s a resource for you to enhance your learning, not a showpiece
4. Create a note-sharing system: Talk to other classmates who take good notes and create a note-sharing agreement (see study group)
5. Set up a study group: Meet with classmates about once a week to share notes, discuss concepts, review ideas, or practice materials from the class

Learning, as I said in my last post, is an ongoing and dynamic process. Those who get the most from class are the ones who actively engage in the material.