To Do, 10.22• POR Verification sheet, up front

• Turn in chapter 6 quiz, folder up front

• Chapter 5 assessment “in class” PPT “drill”

• In-class: a couple final examples from chapter 5 (20’ish minutes)

• In-class: Discuss 6, Rhetorical Analysis

• Pull out Hussein article and Hearst article from POR (we’ll use them to illustrate key concepts this week) (Two questions: What “texts” or “artifacts” were studied? What rhetorical theory/framework?)

• Blackboard Discussion – check folders

• Mid-term review, see checklist posted in Blackboard and sent via email on Friday. Exam passed out after class on Wed, returned on Friday.

• Mid-term grades submitted Tuesday. Note: for upperclassmen, a mid-term is submitted only if you are below a C. Thus, if you see no grade for COM 300, then you are earning a C or higher. If you want to know how much higher, look in the gradebook and/or see me. My mid-term calculation does not include your Blackboard participation grade. That will be send separately as the checklist indicates.

• Refer to our week 7 checklist in Blackboard for additional items.

• Note: all PPTs posted on my website, chapters 1-5 (for mid-term)

Chapter 5 – Writing Research

Your RQ or H

Mmm. . .

“I wonder”

Literature Review

Defined your terms

How do I organizeorganize my

literature review in a

way that justifiesjustifies my RQ or H?

Organizational Patterns1. Known to Unknown2. Deductive3. Problem-Solution4. Chronological5. Inductive6. Topical

Justifications

1. Filling a gap2. Extending 3. Practical Needs

How do I then, after I organize my literature and justify my RQ or H, do I present my findings to the public?

1. Introduction2. Literature Review3. Method section4. Results5. Discussion6. References

Assessment

Question: If you want to find out who the subjects were in a study and how they were “sampled”, in which section of the article should you look?

Answer: Method section

Assessment

Question: If you want to know which tool from the research toolbelt was used to answer the research question or hypothesis, where would you look?

Answer: Method section

Assessment

Question: This section includes important details that will help me to find articles the researcher used to make her argument in support of the RQ or H?

Answer: Reference section

Assessment

Question: If you want to get a quick idea about the author’s justification, in which section would you look?

Answer: Introduction (possibly lit review)

Assessment

Question: I want to understand better the significance of the researcher’s findings in relation to the field at large. In which section would you tell me to look?

Answer: Discussion section

Assessment

Question: If you want to find out how the dependent variables were operationalized, in which section might you look?

Answer: Method section

Assessment

Question: It is not uncommon to see these two sections combined into a single section?

Answer: 1) Introduction and Literature Review; 2) Results and Discussion

Assessment

Question: I want to know the step-by-step procedures the researchers used to investigate their RQ or H. Where do I look?

Answer: Method section

Assessment

Question: If you want to find a formal statement of the RQ or Hs, in which section(s) might you look?

Answer: Maybe Introduction, most likely Literature Review (or a separate section titled Problem Statement)

Assessment

Question: If you want an interpretation of the author’s findings, in which section might you look?

Answer: Discussion section

Assessment

Question: You need to know what specific data analysis was conducted on data collected. Where do you look?

Answer: end of method section, and/or results

Assessment

Question: You need an idea for future research. Where do you look?

Answer: Discussion section

Assessment

Question: You want to find a summary report of the author’s observations as they relate to a particular H or RQ. . . Where do you look?

Answer: Results section

Assessment

Question: I want to replicate a study – which section will I spend most of my time on after I figure out the H or RQ?

Answer: Method section

Assessment

Question: I want to know how the key variables in the RQ or H were conceptually defined… where would you tell me to look?

Answer: Introduction and literature review

Assessment

Question: If I don’t find a formal statement of the research question by the time I reach this section, I should go back to the beginning and try again.

Answer: Method section

p. 175

Deductive The contingency theory of leadership indicates that the context in which a leader operates is a significant factor that influences what is considered “effective leadership” (Vroom & Yetton, 1973; Fielder; Brilhart; Hicks, 1990; Stogdill, 1974; Bass, 1981). The educational setting is a popular context investigated by researchers (Smith, 1978, Jones, 1983). Generally, however, early research into the educational context identified specific traits that were necessary for effective leadership typical of traditional male (Smelnof, 1969; Holmes, 1971). It was not until the 1970s, after the passage of equal opportunity legislation, that women leaders were seen as their own unique subset of the leadership literature, i.e., gender differences began to be recognized (Moore, 1999). Several recent doctoral dissertations suggest that women lead differently and define leadership differently depending on the specific position held. One area that may highlight feminine leadership traits is student services and life (Meister, 1991; Davis, 1996; Sperling, 1994). . .

Mapping Deductive – LeadershipLeadership effectiveness

Men & Leadership Effectiveness

Women & effective leadership in student affairs

Characteristics of effective student affairs leaders who are women?

Higher Education

Women & Leadership Effectiveness

Known to Unknown• In short, while a substantial body of literature has investigated possible gender

differences in computer use (Spotts, 2000; Brown, 2001), and attitudes toward computers (Bowman, 2003, Mertz, 2003), only a few have addressed potential gender differences related to attitudes toward instructional technology in higher education (Spotts, 2001; Lyman, 2002). Several studies have explored teaching style differences between men and women, including communication patterns within the classroom. For instance, men use the lecture method ("sage on the stage") more often than women, whereas women feel more committed to the participatory or collaborative method ("guide on the side") (Endres & Schierhorn, 1992; McDowell, 1993; Lacey, Saleh, & Gorman, 1998). In light of these and other such differences, it has been suggested that women may be more open to various constructivist teaching styles that dominate online delivery approaches where facilitation, collaboration, egalitarianism and high interactivity are emphasized (Kearsley, Lynch, & Wizer, 1994; Stanley-Spaeth, 2000). Pedagogical differences identified in the traditional setting may further translate into different uses of and attitudes toward technology-mediated instructional enhancement (Robin & Harris, 1998; Ausburn, 2004). The present study isolates gender differences in faculty use and perceptions of Blackboard as a supplement within the traditional classroom environment.

Mapping Known to Unknown

Gender Differences

in Teaching

Gender Differences in CMC attitudes & Preferences

Gender Differences in

Use & Perception of

CMC in Classroom

Mapping Known to Unknown

Gender Differences

in Teaching

Gender Differences in CMC Attitudes & Preferences

Gender Differences

in Use & Perception of CMC in Classroom

Topical Vs. Inductive

• (topicaltopical) Some scholars who study online community focus on several areas. Some study the effects of community on affective learning (Jones, 1999; Smith, 2001) whereas other focus on cognitive learning (McKeane, 2002: Overton; 2002; Baines, 2003). Still others have examined “best practices” for constructing a classroom community so that cognitive and affective learning outcomes might be achieved (Smythe & Barney, 1999, Ebersole, 2000).

• (inductiveinductive) Compare that to this: Fostering community will increase students' affective and cognitive learning. Research demonstrates that immediacy or pro-social behaviors positively correlate with affective learning (McDowell, McDowell & Hyerdahl, 1980; Anderson, Norton, & Nussbaum, 1981; Plax, Kearney, McCroskey, & Richmond, 1986). Others have found that students who report higher levels of community in the classroom report greater levels of cognitive learning (Richmond, Gorham, & McCroskey, 1987; Gorham, 1988). . . .

Examples

• PSC article

• PSC religious

Mapping Topical - PSC

neighborhoods

cities

blockassociations

community houses

workplace

high schools

universitydorms

congregations

College campuses

What predicts PSC?

Outcomes

PSC

Research QuestionHypotheses

A WORKING MODEL OF COMMUNICATION RESEARCH

Narrow focus

Identify topic

STEP 1:CONCEPTUALIZATION

Review of Literature

STEP 2: PLANNING & DESIGNING

Which Method?

STEP 4: ANALYZE& INTERPRET DATA

Report / Write STEP 5:RECONCEPTUALIZATION

STEP 3: SELECTING AMETHODOLOGY

OperationalizatonMeasurementTechniques

Define Key Concepts

The Research Toolbelt

The Research Toolbelt

• BIG QUESTIONS

• 1) What tools are in the toolbelt?

• 2) Which tool do you select?

“Big Ideas” – Chapter 6

• Define and identify “texts” and “rhetorical artifacts”• Understand and explain “rhetorical grids,” or “lenses,” or

“frameworks” for analyzing texts, and how to identify them in research articles

• Distinguish “working hypotheses” from other kinds of hypotheses in quantitative research

• Distinguish rhetorical-textual analysis from quantitative content analysis

• Understand and explain the basic steps involved in rhetorical-textual analysis

• Identify when to pull the rhetorical-textual research tool out of your research toolbelt (that is, know which type of questions should be addressed with this method?)

As a result of your readings and our class discussion this weekyou should be able to:

Types of Qualitative Analyses

TEXTSTranscriptsTranscriptsOutputsOutputs

SpokenWrittenElectronicVisualDocuments

Historical-criticalHistorical-critical (type of textual analysis) (type of textual analysis)

Participant ObservationParticipant Observation (Ethnography)

Textual Analysis/CriticismTextual Analysis/Criticism (chpt. 6) (chpt. 6)

• rhetorical criticism (qualitative CA) • content analysis (quantitative CA)• unobtrusive measures (quantitative CA)

• Case studies, Oral histories, Movements

Focus GroupsFocus Groups (Group Interviews)

To Do, 10.24• Dr. Patton, in class, 3:00 – take out his paper on Ent

Tonight (What were his texts? His rhetorical method?)• Before he gets here, brief mid-term overview (passed out

at end of class)– Exam due Friday, on or before 5 pm. No late exams

accepted.– Return chapter 6 quizzes & any other items left over

• After he leaves: finish up rhetorical critical analysis (pull out Hussein & Hearst articles)

• Bb discussion grades sent out next week (mid-term evaluation.)

• RQ/H assignment due next week – check syllabus• Dr. Jindra next week (you’ll read his Star Trek article &

he’ll be here on Wed. There will be a podcast that you are required to listen to before he arrives on Wed.)

Dr. Paul Patton

Questions

• 1) What is your text?• 2) Which rhetorical

method/strategy/framework/grid did you use to do a “close reading” or interpretation of the text?

• 3) How was it applied and was your “working hypothesis” supported?

• 4) Other questions from students . . .

Rhetorical (Textual) Criticism (How to. . .)

Defined: *using standards of excellence to interpret & evaluate messages;

*description, analysis, interpretation, evaluation of persuasive uses of human communication; reason for impact

When do we use it?*to see if a message measures up to standards of excellence

*to understand the characteristics that contributed to theeffectiveness of a particular message (e.g., speaker’s method)

*to understand how the message relates to the historical context

*to understand how certain theories apply to persuasive discourse

*to shed light on current persuasive tactics

1 - Take a text...2- Apply existing criteria/standards...3- Discuss how text satisfies criteria...

Does Reagan’s Space ShuttleChallenger Eulogy measure up

to basic criteria giving sucha speech?

(Genre Criticism)

How did Abraham Lincolnuse religious imagery in the

Gettysburgh address to identifywith the audience?

What social and historicalfactors influenced the languageused by Martin Luther King, Jr.,in his famous, “I have a Dream”

speech?Lord of the Rings?

How does social identification theory explain the strategies used by Hitler

in his speeches against the Jewsto gain German support

at the beginning of WWII?

What is the relationshipbetween popular televisioncommercials and political

campaign ads used in the 2008Presidential election?

The Matrix…

* 1) How are religious beliefs presented in major motion pictures?

* 2) What religious messages (themes) are present in the Matrix? Does this movie support a particular religion, predominantly, with its message/theme?

Rhetorical Analysis

What is the worldview? Is this movie pro-Christian, anti-Christian?

• The fourth movie from Kevin Smith and View Askew Productions, the people who brought you Clerks, Mallrats and Chasing Amy

Robert Schuller’s Crystal Cathedral

1) How does this building comparecompare to the early (middle age) cathedrals?

2) How does it reflectreflect Schuller’s theology?

3) What message about Christianity does it send to the masses?

4) Is this an “effective” “effective” witnesswitness of the Christian faith?

Ronald Reagan… “The Great Communicator”

How did Ronald Reagan use stories to effectively communicate with his audience?

What is the relationship between Reagan’s use of stories and the level of identification he built with his audience?

Batman

Vs. Spiderman (?)

Questions of Interest?

POR READINGS

• Hussein

• Patricia Hearst

• Questions?– What were the texts?– What rhetorical theory was used?

George W. Bush & War on Iraq

• What persuasive strategies did G.W.B. use to make his case for War with Iraq?

• Was his approach effective?

• How did it compare to G.W.B. Sr’s earlier message to the nation regarding the first Gulf War?

Jesus Movement…

• 1) What rhetorical/communication strategies did those in the Jesus Movement use to communicate the Gospel message to their generation?

• 2) What communication/persuasive strategies did Scott Ross (first ever radio show to promote Jesus Music) use to proclaim the Gospel?

• How did these strategies compare to those used by the Civil Right’s Movement?

THE END

Approaches to Human Communication ResearchBehaviorism Phenomenology/

Interpretive schoolCritical School

Goal Explanation,Prediction, Control

Interpretation &Understanding

Criticism &Social Change

Subject Matter Behavior(Facts)

Meanings(context)

Values(historical)

Method Operationalism Interpretation Historical-critical& textual criticism

Major Concern Method Subject Matter Social Change

Function Put under acovering law

Place in anintelligible frame

Enlighten &Emancipate

How Knowledge is Produced

By Objectifying(mirroring)

By edifying(conversing)

By Reflecting(criticizing)

How TruthClaims are Judged Falsification

Juridicial Validation(Ricoeur)

Free Consensus(Habermass)

To Do, 10.25• Dr. Patton is on his way, in the meantime . . .

• Note: Mid-term handed out at end of class – DUE – Friday, see syllabus for time and location of submission. No late exams will be accepted. I’m leaving at 5:01 on Friday.

• Pull out Dr. Patton’s paper; pull out Hussein article and Hearst article from POR (we’ll use them to illustrate key concepts this week).

• COM CON ON FRIDAY – see syllabus for details

• Pick up chapter 6 quiz after class, plus abstract re-do’s or fixes

• Extra credit option: if you approached me about the EC, you are on my list. I’ll send you an email with specific instructions (I expect this email to go out this week). You’ll have about 1 week to complete the EC. The EC involves conducting 20 survey interviews with SAU students.

• Reminder: 1 Qualitative Abstract for chapter 6, 2 Bib cards due Friday? No, Monday. Three separate articles, total, each dealing with the method in chapter 6

– NOTE: students lose points on this next abstract assignment because they don’t: 1) select 3 different articles, and 2) don’t select the methodology described in chapter 6 (rhetorical/textual analysis). If you need to go outside your group topic area to find an article that clearly uses this methodology, please do so.