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
Mmm. . .
“I wonder”
Justifications
1. Filling a gap
2. Extending
3. Practical Needs
Literature
Review
Your RQ or
H
Organizational Patterns
1. Known to Unknown
2. Deductive
3. Problem-Solution
4. Chronological
5. Inductive
6. Topical
How do I then, after I
organize my literature and
justify my RQ or H, do I
present my findings to the
public?
Defined
your terms
How do I
organize my
literature
review in a
way that
justifies my
RQ or H?
1. Introduction
2. Literature Review
3. Method section
4. Results
5. Discussion
6. 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 – 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?
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
CMC attitudes
& Preferences
Gender
Differences
in Teaching
Gender
Differences in
Use &
Perception of
CMC in
Classroom
Mapping Known to Unknown
Gender
Differences in
CMC Attitudes
& Preferences
Gender
Differences
in Use &
Perception
of CMC in
Classroom
Gender
Differences
in Teaching
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). . . .
Examples
• PSC article
• PSC religious
Mapping Topical - PSC
block
associations
congregations
neighborhoods
community
houses
university
dorms
College
campuses
high schools
cities
workplace
Outcomes
PSC
What predicts PSC?
STEP 1:
CONCEPTUALIZATION
Narrow focus
Identify topic
Research Question
Hypotheses
Define Key Concepts
Review of Literature
STEP 2: PLANNING
& DESIGNING
STEP 3: SELECTING A
METHODOLOGY
Report / Write
Measurement
Techniques
Operationalizaton
Which Method?
STEP 4: ANALYZE
& INTERPRET DATA
STEP 5:
RECONCEPTUALIZATION
A WORKING MODEL OF COMMUNICATION RESEARCH
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
As a result of your readings and our class discussion this week
you 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 rhetoricaltextual 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?)
Types of Qualitative Analyses
Textual Analysis/Criticism (chpt. 6)
• rhetorical criticism (qualitative CA)
• content analysis (quantitative CA)
• unobtrusive measures (quantitative CA)
TEXTS
Transcripts
Outputs
Spoken
Written
Electronic
Historical-critical (type of textual analysis) Visual
• Case studies, Oral histories, Movements Documents
Participant Observation (Ethnography)
Focus 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 . . .
Does Reagan’s
Space
Rhetorical (Textual) Criticism
(How
to.Shuttle
. .)
Challenger Eulogy measure up
Defined:
to basic criteria giving such
What social
and historical
*using standards of excellence to interpret
&a evaluate
speech?
messages;
factors
influenced
the language
(Genre
Criticism)
*description, analysis, interpretation,
evaluation
of persuasive
uses of
by Martin Luther King, Jr.,
human communication; reason forused
impact
How doesinsocial
identification
his famous,
“I have a Dream”
When do we usetheory
it? explain the strategies used by Hitler
What is the relationship
speech?
*to see if a message measures
up to standards
of excellence
in his speeches
against
between popular television
Lord ofthe
theJews
Rings?
to gain German
support to the
*to
understandand
thepolitical
characteristics
that contributed
commercials
themessage
of WWII?
effectiveness
of a in
particular
speaker’s method)
campaign
ads used
the at
2008
1beginning
- Take (e.g.,
a text...
2- Apply
existing
criteria/standards...
*toPresidential
understand election?
how the message
relates
to the historical
context
3- Discuss how text satisfies criteria...
*toHow
understand
how certain
theories apply to persuasive discourse
did Abraham
Lincoln
*touse
shed
light onimagery
currentin
persuasive
tactics
religious
the
Gettysburgh address to identify
with the audience?
Rhetorical Analysis
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?
What is the worldview? Is this movie proChristian, 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
compare to the early
(middle age) cathedrals?
2) How does it reflect
Schuller’s theology?
3) What message about
Christianity does it send to
the masses?
4) Is this an “effective”
witness 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
Questions of
Interest?
Vs. Spiderman (?)
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 Research
Goal
Subject Matter
Method
Major Concern
Function
How Knowledge
is Produced
How Truth
Claims are Judged
Behaviorism
Phenomenology/
Interpretive school
Critical School
Explanation,
Prediction, Control
Interpretation &
Understanding
Criticism &
Social Change
Behavior
(Facts)
Meanings
(context)
Values
(historical)
Operationalism
Interpretation
Historical-critical
& textual criticism
Method
Subject Matter
Social Change
Put under a
covering law
Place in an
intelligible frame
Enlighten &
Emancipate
By Objectifying
(mirroring)
By edifying
(conversing)
By Reflecting
(criticizing)
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.