Seminar Overview

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Seminar Overview

• Grammar overview Comma splices, run-ons, and
  sentence fragments
• Unit assignments
• Preview of unit 4
• Primary and secondary research
• Brief library overview
• Interviewing skills
• Creating questions for interview

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Week Three

• Hello and Welcome to Week Three Seminar
• Week Four Starts Tomorrow.
• First, lets review punctuation

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Comma splices, run-ons, and sentence fragments

• Grammar overview

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CM 220 Unit 3 Seminar

• General Education, Composition
• Kaplan University

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Run-ons and Comma Splices

• Run-ons and comma splices are terms describing
  two independent clauses that are joined together
  with no connecting word or punctuation to
  separate the clauses.Incorrect (run-on) They
  weren't dangerous criminals they were detectives
  in disguise.Correct They weren't dangerous
  criminals they were detectives in
  disguise.Incorrect (comma splice) I didn't
  know which job I wanted I was too confused to
  decide.Correct I didn't know which job I
  wanted, so I was too confused to decide.

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To correct. . .

• 1. Join the two with one of the coordinating
  conjunctions (and, but, for, or, nor, so, yet),
  and use a comma before the connecting
  word._________________________, and
  _________________________.(He enjoys walking
  through the country, and he often goes
  backpacking on his vacations.)2. When you do
  not have a connecting word (or when you use a
  connecting word other than and, but, for, or nor,
  so, or yet between the two independent clauses)
  use a semicolon ().____________________________
  ___________________________.(He often watched TV
  when there were only reruns she preferred to
  read instead.)or __________________________
  however,____________________.(He often watched
  TV when there were only reruns however, she
  preferred to read instead.)3. Put a period
  between the two independent clauses and make them
  separate sentences.
• 4. You can turn one of the independent clauses
  into a dependent clause as well
• While she preferred to read, he often watched TV
  when there were only reruns.

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Fragments

• A fragment is a dependent clause or phrase
  punctuated as if it were a complete sentence
• Which help screen his yard from the
  street.Having driven across the desert.
• To correct, simply join to another sentence
• He enjoys flowers and shrubs, which help screen
  his yard from the street.
• Having driven across the desert, we enjoyed the
  cool weather.

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Unit 3 assignments

• Unit 3 seminar

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Unit 3 Reading

• Introduction to unit on communication, writing
  and speaking, and listening skills
• Schamberger, M. (1997). Elements of quality in a
  qualitative research interview. S. A. Archives
  Journal, 3925. Retrieved from Academic Search
  Premier database.
• Cloud, J. (2010, November 29). Strike a pose.
  Time, 176(22), 61. Retrieved from Academic Search
  Premier database
• Interview Tips and Research Resources (in one PDF
  document, Interview, Research, and Quotations,
  posted in Doc Sharing)

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Other Assignments

•  Seminar Interview techniques and listening
  skills
• Tech lab (ideas for unit 7 IL presentation which
  is then revised for the final) Creating websites
  (Kaplan optimal resume website builder, Google
  sites, Weebly, GoDaddy)
• No project due in unit 3

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Purpose of Unit 3 Assignments

• Discuss what constitutes effective communication
• Review effective listening skills
• Prepare for the unit 4 project, which includes an
  interview worksheet and discussion of 3 secondary
  sources
• Note You do not have to conduct the interview,
  or, if conducted, use it as a source in your
  project, but this is a great chance to get
  interviewing experience!

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Evaluating Communication

• What is the setting?
• What is the appearance of speaker?
• Is the speaker reading the speech from notes?
• Does the speaker have appropriate pauses and make
  eye contact with audience? Use gestures?
• Does the speaker gear the speech to the intended
  audience? How does the speaker attempt to connect
  with the audience?
• How does the speaker emphasize specific points?
• Does the speaker have any annoying habits that
  detract from the speech?

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Understanding Context

• Everything is written (or spoken) to someone for
  some purpose. The email you send to your sister
  should be written differently than a proposal you
  send to a business client, and a speech delivered
  to a group of second graders would differ from
  the President speaking to Congress.
• Knowing the audience, purpose, and the context is
  vitally important to good writing and speaking.
  Ask yourself
• Why am I writing or saying this?
• Who is my audience?
• What am I trying to say?

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Writing vs. Speaking

• Writing only uses words
• Message must be clearly and correctly written to
  convey ideas
• Demonstrate competence by using Standard American
  English

• Speaking uses words, tone, gestures, facial
  expressions, posture, eye contact
• May be accompanied by visual aids (Power Point,
  etc.)
• Appearance is important!

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Primary and Secondary research

• Unit 3 seminar

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Primary Sources

• A primary source is a document or physical
  object which was written or created during the
  time under study. These sources were present
  during an experience or time period and offer an
  inside view of a particular event. Some types of
  primary sources include ORIGINAL DOCUMENTS
  (excerpts or translations acceptable) Diaries,
  speeches, manuscripts, letters, interviews, news
  film footage, autobiographies, official records 
• CREATIVE WORKS Poetry, drama, novels, music,
  art 
• RELICS OR ARTIFACTS Pottery, furniture,
  clothing, buildings (What is a Primary
  Source, 2009).

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Examples of Primary Sources

• Diary of Anne Frank - Experiences of a Jewish
  family during WWII 
• The Constitution of Canada - Canadian History 
• A journal article reporting NEW research or
  findings 
• Weavings and pottery - Native American history 
• Plato's Republic - Women in Ancient Greece 
• Interview with author about his novels
• (What is a Primary Source, 2009)

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Secondary Sources

• A secondary source interprets and analyzes
  primary sources. These sources are one or more
  steps removed from the event. Secondary sources
  may have pictures, quotes or graphics of primary
  sources in them. Some types of secondary sources
  include PUBLICATIONS Textbooks, magazine
  articles, histories, criticisms, commentaries,
  encyclopedias  (What is a primary source,
  2009)

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Examples of Secondary Sources

• A journal/magazine article which interprets or
  reviews previous findings 
• A history textbook 
• A book about the effects of World War I 
• (What is a Primary Source, 2009).

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Finding Secondary Sources

• Kaplan Library (see library presentation in Doc
  Sharing, as well as video on library home page)
• Google Scholar
• Other databases with peer-reviewed works
• Newspapers and appropriate magazines
• Sites like NPR and PBS

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Interviews

• Is this a PRIMARY or SECONDARY source?
• What are the benefits of conducting an interview?
• Is all interview information useful and reliable?
• How do you determine what information is useful
  and reliable?
• How would you choose an interview subject?

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How to Conduct an Interview

1. Select interview subject
2. Prepare for interview
3. Conduct interview
4. Follow up

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Select Interview Subject

• Who would be a good source of information for
  your subject?
• How well known is this person? Is this person an
  expert on the subject?
• How do you locate this person?
• How do you request and schedule an interview?

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Preparing for an Interview

• Research your interviewee
• Establish a goal or purpose for the interview
• Prepare questions in advance
• Prioritize the questions

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Determining Questions

• Ask yourself What do I need to know?
• Write a list of things you want to find out
• Write a list of research questions that will help
  your interviewee discuss this information
• Avoid biased questions Dont you think we could
  improve campus parking by building another
  parking garage?
• Check the questions carefully to see if the
  wording could be offensive to your interviewee
  (How to Conduct an Interview, 2008).

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Open and Closed-ended Questions

• Yes/no questions can be answered with a simple
  yes or no. They may not be very productive or
  elicit much information. These are closed-ended
  questions.
• Ask open-ended questions when possible, which
  allow the interviewee to explain, clarify and
  defend an idea.
• Yes/no Will you support the new tax increase?
• Open Ended How will increased taxes benefit or
  hurt local businesses?

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During the Interview

• Be gracious and thank the person for his or her
  time.
• Respect this persons time by being on time and
  prepared.
• Pay attention to what the person is saying and
  use the opportunity to ask follow up questions
• Take notes or record the interview (with
  permission)
• Stick to the subject but be flexible.

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Listening Skills

• When you interview or are the subject of an
  interview, listening is a very important skill.
• Look at your interviewee. We learn a lot from a
  persons facial expressions, tone, posture, eye
  contact.
• How can YOU show you are listening and paying
  attention?

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Follow-up

• A follow up thank you note would be appropriate.
• Transcribe your notes as quickly as possible
  after the interview.
• Give the interviewee an opportunity to review the
  notes to be sure they are accurate.

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Developing questions for an Interview subject

• Unit 3 seminar

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Unit 4 Project (see Docsharing)

• Describe the interviewee and reflect on why this
  person would be helpful for your research
• Discuss any research you have done on the topic
• Come up with three open-ended and three
  closed-ended questions and discuss your reasons
  for asking them
• Anticipate answers to questions
• Come up with additional questions

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Selecting a Subject

• Topic Banning smoking in public places
• Possible interviewee Michael Siegel, a professor
  at Boston Universitys School of Public Health
  and an anti-smoking advocate
• How to find out information? Faculty profile on
  BU website, internet search, other interviews,
  search in KU Library for articles written by
  subject

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His primary research interest is in the area of
tobacco control, focusing on secondhand smoke
health effects, exposure, and policies, cigarette
advertising and marketing practices and their
effects on youths, and evaluation of tobacco
control policies and their impact on youth and
adult smoking behavior. His primary teaching is
in the areas of mass communication, marketing,
and public health advocacy. He is co-author of a
book, entitled Marketing Public Health
Strategies to Promote Social Change, that grew
out of his teaching experience at the School. He
has been active in promoting smoke-free bar and
restaurant policies throughout the country and
has served as an expert witness in several major
tobacco litigation cases (Boston University
School of Public Health, 2010).
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What questions might you have for Siegel?

• While Siegel is an anti-tobacco advocate, he
  worries that researchers exaggerate the impact of
  tobacco on non-smokers health. An article
  published on Kansas Watchdog.org quotes Siegel
  regarding the relationship between second-hand
  smoke and heart attacks and third-hand smoke. He
  feels that the claims are hysterical and pose a
  threat to reducing the number of smokers (Soutar,
  2010, para. 32).

• Closed-ended (yes/no) example
• Do you believe smoking bans reduce the number of
  smokers?
• Open-ended example
• How have your public criticisms of claims about
  dangers of second and third-hand smoke affected
  your own efforts to reduce smoking?

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Your Turn

• Whom would you like to interview and why?
• What questions would you like to ask?
• What kind of information would you like to get
  from the interview?
• How will you arrange the interview?

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Get Started ASAP!

• Start Thinking of Your Interview Questions now.
• Youll be surprised at what you come up with.
• Any questions?
• See you in Week 4!
• Catherine Cousar