To Do, 10.22

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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
  (20ish minutes)
• In-class Discuss 6, Rhetorical Analysis
• Pull out Hussein article and Hearst article from
  POR (well 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)

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Chapter 5 Writing Research
Mmm. . . I wonder
Your RQ or H
Literature Review
Defined your terms
How do I organize my literature review in a way
that justifies my RQ or H?
Organizational Patterns
Justifications
1. Known to Unknown2. Deductive3.
Problem-Solution4. Chronological5. Inductive6.
Topical
1. Filling a gap2. Extending 3. Practical Needs
1. Introduction2. Literature Review3. Method
section4. Results5. Discussion6. References
How do I then, after I organize my literature and
justify my RQ or H, do I present my findings to
the public?
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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
4
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
5
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
6
Assessment
Question If you want to get a quick idea about
the authors justification, in which section
would you look?
Answer Introduction (possibly lit review)
7
Assessment
Question I want to understand better the
significance of the researchers findings in
relation to the field at large. In which section
would you tell me to look?
Answer Discussion section
8
Assessment
Question If you want to find out how the
dependent variables were operationalized, in
which section might you look?
Answer Method section
9
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
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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
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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)
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Assessment
Question If you want an interpretation of the
authors findings, in which section might you
look?
Answer Discussion section
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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
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Assessment
Question You need an idea for future research.
Where do you look?
Answer Discussion section
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Assessment
Question You want to find a summary report of
the authors observations as they relate to a
particular H or RQ. . . Where do you look?
Answer Results section
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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
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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
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Assessment
Question If I dont 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
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p. 175
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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). . .

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Mapping Deductive Leadership
Leadership effectiveness
Higher Education
Men Leadership Effectiveness
Women Leadership Effectiveness
Women effective leadership in student affairs
Characteristics of effective student affairs
leaders who are women?
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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.

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Mapping Known to Unknown
Gender Differences in Teaching
Gender Differences in CMC attitudes Preferences
Gender Differences in Use Perception of CMC in
Classroom
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Mapping Known to Unknown
Gender Differences in Teaching
Gender Differences in CMC Attitudes Preferences
Gender Differences in Use Perception of CMC in
Classroom
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Topical Vs. Inductive

• (topical) 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).
• (inductive) 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). . . .

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Examples

• PSC article
• PSC religious

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Mapping Topical - PSC
blockassociations
congregations
neighborhoods
community houses
universitydorms
College campuses
high schools
cities
Outcomes
workplace
PSC
What predicts PSC?
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Research Question Hypotheses
Narrow focus Identify topic
STEP 1
CONCEPTUALIZATION
Define Key Concepts
Review of Literature
STEP 2 PLANNING DESIGNING
Measurement Techniques
Operationalizaton

STEP 4 ANALYZE INTERPRET DATA
STEP 3 SELECTING A METHODOLOGY
Which Method?
STEP 5 RECONCEPTUALIZATION
Report / Write
A WORKING MODEL OF COMMUNICATION RESEARCH
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The Research Toolbelt
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The Research Toolbelt

• BIG QUESTIONS
• 1) What tools are in the toolbelt?
• 2) Which tool do you select?

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Big Ideas Chapter 6
As a result of your readings and our class
discussion this weekyou should be able to

• 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?)

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Types of Qualitative Analyses
TEXTS Transcripts Outputs Spoken Written Electron
ic Visual Documents
Textual Analysis/Criticism (chpt. 6)

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

Historical-critical (type of textual analysis)

• Case studies, Oral histories, Movements

Participant Observation (Ethnography)
Focus Groups (Group Interviews)
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To Do, 10.24

• Dr. Patton, in class, 300 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 (youll read his Star Trek
  article hell be here on Wed. There will be a
  podcast that you are required to listen to before
  he arrives on Wed.)

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Dr. Paul Patton
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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 . . .

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Rhetorical (Textual) Criticism (How to. . .)
Does Reagans Space Shuttle Challenger Eulogy
measure up to basic criteria giving such a
speech? (Genre Criticism)
Defined using standards of excellence to
interpret evaluate messages
What social and historical factors influenced the
language used by Martin Luther King, Jr., in his
famous, I have a Dream speech? Lord of the
Rings?
description, analysis, interpretation,
evaluation of persuasive uses of human
communication reason for impact
How does social identification theory explain
the strategies used by Hitler in his speeches
against the Jews to gain German support at the
beginning of WWII?
What is the relationship between popular
television commercials and political campaign ads
used in the 2008 Presidential election?
When do we use it?
1 - Take a text... 2- Apply existing
criteria/standards... 3- Discuss how text
satisfies criteria...
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., speakers method)
to understand how the message relates to the
historical context
How did Abraham Lincoln use religious imagery in
the Gettysburgh address to identify with the
audience?
to understand how certain theories apply to
persuasive discourse
to shed light on current persuasive tactics
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The Matrix
Rhetorical Analysis
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?
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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

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Robert Schullers Crystal Cathedral
1) How does this building compare to the early
(middle age) cathedrals? 2) How does it reflect
Schullers theology? 3) What message about
Christianity does it send to the masses? 4) Is
this an effective witness of the Christian
faith?
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Ronald Reagan The Great Communicator
How did Ronald Reagan use stories to effectively
communicate with his audience? What is the
relationship between Reagans use of stories and
the level of identification he built with his
audience?
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Batman
Questions of Interest?
Vs. Spiderman (?)
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POR READINGS

• Hussein
• Patricia Hearst
• Questions?
• What were the texts?
• What rhetorical theory was used?

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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. Srs earlier message
  to the nation regarding the first Gulf War?

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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 Rights Movement?

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THE END
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(No Transcript)
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Approaches to Human Communication Research
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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. Im
  leaving at 501 on Friday.
• Pull out Dr. Pattons paper pull out Hussein
  article and Hearst article from POR (well 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-dos or fixes
• Extra credit option if you approached me about
  the EC, you are on my list. Ill send you an
  email with specific instructions (I expect this
  email to go out this week). Youll 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 dont 1) select 3
  different articles, and 2) dont 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.