WHAT ARE SWOT AND PESTEL?
Topic 5 DQ 1
Sep, 2023
After reading Chapter 5 in the University Success Guide: Finding Your Purpose, answer the following questions:
· What is scholarly research?
· What has been your previous experience using scholarly research?
· Why is it important to use in an academic setting?
Topic 5 DQ 2
The General Education Competencies are derived from the GCU Mission, and are designed to be a guide of general education skills students should gain while attending GCU.
Review Chapter 2 of University Success Guide: Finding Your Purpose and the General Education Competency list located in Topic 5 Resources. Choose which competencies you think relate best to the GCU Mission. How will these competencies lead to your success as a student and beyond?
INTRODUCTION Chapter 5
Effective communication is one of the most important skills you can develop as a college student for a successful academic journey and in preparation for your professional career. This chapter reviews the various forms of communication beginning with a review of communication types and why effective communication is so important. The basics of verbal, nonverbal, and written communication are reviewed as well as how to use these communication styles effectively as a college student. The remainder of the chapter covers academic writing techniques in great depth, as writing is an integral part of academic success. Reviewing and practicing the concepts covered in this chapter will prepare you to be a successful academic writer and an effective communicator.
WHAT DEFINES EFFECTIVE COMMUNICATION?
An image divided into four quadrants of the torso of a man wearing a suit and tie. His hands are shown in four different ways that convey different nonverbal communication. Top-left shows one flat hand over the other flat hand. Top-right shows hands touching at the fingertips with straight, splayed fingers. Bottom-left shows hands clasped with fingers intertwined. Bottom-right shows arms crossed with hands tucked under the arms.
Effective communication actively conveys information. Communication is presented in many different ways. These include:
· Written communication – any interaction that uses the written word to convey a message;
· Verbal communication – any interaction that uses the spoken word to convey a message; and
· Nonverbal communication – also known as body language, is expressed without words or writing but through observation.
Communication tends to be goal-based, meaning that we actively choose our communication efforts, or tactics, based on the intended audience or goal related to our message. Throughout your college coursework, you may learn about many different models of communication. However, our tendency as a high-context culture suggests that we are most inclined to communication that is directional or goal-oriented.
illustration of the GCU mascot Thunder wearing glasses and typing on a laptop.
Did You Know?
Effective communication accomplishes a goal wherein each individual feels that he or she was treated fairly.
WHY EFFECTIVE COMMUNICATION IS IMPORTANT
Effective communication is communication that is clearly and successfully delivered, meaning that your message has been both received and understood. There are many life-long benefits of learning effective communication skills. These skills can help you:
· Resolve differences while building trust and respect in your temporary and long-term relationships;
· Become a better listener because you are aware of the need to remain mindful and engaged in conversation;
· Recognize and become observant of body language and nonverbal communication so that you recognize when a conversation has become emotional or stressful;
· Deepen your sense of empathy while taking the time to listen, understand, and make the conversation remain safe and inclusive;
· Walk a path toward more authentic Christian values, fostering stewardship and kindness, while gaining a more holistic worldview;
· Develop your emotional intelligence, which has a universal application in our communication and general well-being; and
· Create pathways for problem-solving and collaboration when conflict arises so that you can work toward a resolution.
HOW TO COMMUNICATE EFFECTIVELY
Effective communication is applicable to all facets of life. Intentional awareness of engagement and attentiveness helps us to continually strengthen this asset. Effectively communicating can be a challenge and, honestly, it is not always easy; however, we can all embrace the opportunity to change, learn, and grow as individuals (Florescu & Pop-Pacurar, 2016; Lim et al., 2019). As we’ve discussed, communication can be complex, but our efforts toward communicating effectively don’t have to be. Simplicity can be achieved by planning and organizing our thoughts so that we can clarify what we want to communicate.
One of the best ways to start is by writing down a few key points. These tactics will work for a number of different situations such as:
· Communicating with a classmate about a group project;
· Reaching out to your professor about a question related to lessons or challenges in your classes;
· Mapping out what you want to write about for an assignment, developing an outline that the writing prompts, and then adding in research;
· Talking to your boss at work about a schedule change or a promotion you are hoping to achieve; and
· Working out plans or conflicts in your personal relationships with family, friends, or even roommates.
Planning out what you want to say—particularly when what you say could bring about consequences or when there is a lot at stake, such as a major change, conflict, or even your grade in a class—is the best practice toward achieving the desired result (Cicco, 2019). When we seek to fully consider our intended message, we develop effective communication skills. This helps us communicate professionally and as developing scholars. Planning also allows you to communicate considering the overall impact of everyone involved. It also provides time to remain focused without becoming overly emotional or forgetting what it is that you want to communicate. Give yourself time to think through exactly what you want to communicate. This helps you stay on topic. Write a draft of an important note and wait a few hours before you send it so that you can edit it. Sometimes, even reading what we’ve written out loud is one of the most effective editing tactics because we tend to catch mistakes when we take the time to read what we have written. By giving yourself time to plan what it is that you want to say, you can ensure that you have created a clear, effective message.
MORE ON VERBAL COMMUNICATION
An in-person discussion with your instructor can be difficult or uncomfortable; however, it is important to remain proactive in communication so that you can succeed in class. A helpful formula to use in structuring conversations with your instructor include the following points: using “I” statements, be honest, use good timing, practice good listening, accept the answer.
Use “I” Statements
Table 5.1
“I” Statement Examples
Do Say
Don’t Say
I take responsibility for ….
I think it’s your fault because…
I have taken steps to complete …
I need you to tell me what to do…
I want to do well in our class…
I don’t understand what you expect…
I see your office hours are …
I need to talk to you now…
I’ve read the assignment …
I don’t get what we’re supposed to …
Be Honest
Do say:
“I feel I did poorly on the last paper. I didn’t take the time to truly understand the material. I’ve read your comments and believe I understand the rubric better. I really want to do well in this course. Would it be possible for me to resubmit my paper for a better grade?”
Don’t say:
“My grandmother’s cat died over the weekend and it was too tragic for me to think about doing anything for school. I didn’t even understand what was expected for us to write about anyway. Can I redo the paper?”
Use Good Timing
Personal and timely communication shows that you take the class seriously. Know the depth of what you are asking. A quick question about something classroom-related, such as confirming something in your notes, may be easy to handle quickly at the beginning of class; however, a question that requires a lengthier discussion should be held until after class or during the instructor’s office hours. Be polite and make sure that your instructor has the time to answer your question. This gives your instructor the perfect opportunity to help you at that moment or perhaps suggest you ask during class so that other students may benefit from your question. If your conversation is about a grade, missing class discussions, or something that occurred during class, avoid posing the question during class.
Do say:
“Good afternoon, Professor Bisbee. I have a quick question about something in my notes from last class. Is now a good time for me to ask?”
Don’t say:
“Hey, Professor Bisbee. I don’t get why the tests are so hard in this class. I’m failing every one of them.”
“Hey, Holly. How come you gave me a ‘D’ on my last paper?”
Not only is proper conversational etiquette absent in the last two examples, the student has publicly taken a defensive stance with the instructor. This is both disrespectful to the instructor as well as the student’s fellow classmates. Timing is everything. Do not try to squeeze important conversations that actually require more than a quick yes or no response into class time.
Don’t Hesitate to Communicate
There’s never a “best time” to share concerns. Ask questions about assignments and exams sooner than later. Don’t wait until the end of the semester to talk to your instructor. Don’t wait, Communicate!
Practice Good Listening
Practicing good listening means taking good notes, asking for clarification, and remaining engaged in the conversation. Be prepared prior to every lecture or meeting with your instructor and take good notes so that you can avoid any confusion. If you do need clarification or assistance, ask questions such as:
· “If I understand you correctly, what you mean is ….”
· “Here are my thoughts on next steps for my action plan …”
· “Could you explain _____ in another way?”
· “What is the difference between ______ and _____?”
Avoid saying things such as:
· “Is this okay? I don’t get it.”
· “Sorry, I wasn’t paying attention. What did you just say?”
· “What’s wrong with what I said/did?”
· “(say nothing…)”
Accept the Answer
Your instructor wants you to succeed. There will be times when effective communication brings you to your desired result, and other times when it does not. You must recognize that there may be times when your instructor is unable to accommodate your request. Be prepared to present yourself as a mature, understanding, and Christian-focused student. We must learn to accept an answer of “yes” or “no” with the same amount of grace and humility and always understand that every situation is an opportunity for learning, no matter the outcome. Conveying your gratitude for your instructor’s consideration of a matter is always appreciated. Some ways to do this are:
“Thank you, Dr./Professor __________ for your time and consideration.”
“I respect your decision. Thank you, Dr./Professor _______ for your guidance.”
“I truly appreciate the opportunity, Dr./Professor _________ to resubmit my paper.”
SUMMARY
If you have the opportunity to communicate in person, either face-to-face or by electronic platform, focus on tone, remember to make eye contact with your listeners and even position yourself so that you are squarely situated to look at the other person. Be aware of your body language facial expressions and gestures while you’re communicating with others, as these movements can speak just as loudly as words. Take responsibility for your own actions. This is true in both positive communication as well as those involving conflict.
Now You Try It
Imagine you just attended the first class of a new course you are taking. In the class, the instructor went over the syllabus, but you were confused about the citation requirements she presented. Take a moment and think about or write out exactly how you would approach her and what you would say to get the clarity you needed.
A REMINDER ABOUT ETIQUETTE
There is nothing worse than trying to navigate the unknown. It’s undeniably uncomfortable and can have a significant impact on effective communication. Planning communication helps us to stay on task; however, for times when much is a stake, planning your communication also helps you determine the need for formality, particularly if you are communicating with a leader, such as a professor, pastor, or professional (Banwart, 2020; Codina-Espurz & Salazar-Campillo, 2019). The way you ask a question, casually chat, or even express concern with a friend is far more complex than reaching out to your professor to discuss your grade but leaves a lasting impression of character and level of professionalism.
Table 5.2
Email Etiquette
Dos and Don’ts of Emailing
Do
Don’t
· Be professional.
· Address the person by his/her title.
· Give well wishes and proper farewells.
· State the message clearly.
· Give him/her time to respond to your question.
· Use spell-check.
· State the subject clearly in the subject line.
· If emailing your professor, identify which class you are in.
· Be sure to include your full name in the email.
· Use complete and grammatically correct sentences.
· Use a professional email format.
· Do not email in all CAPS.
· Do not use profanity.
· Do not use an accusatory tone.
· Do not make commands or demands.
· Do not use text slang.
· Do not exaggerate the situation.
· Do not use your professor as your personal secretary.
· Do not demand a faster response than the standard expectation.
· Do not email professors from a personal email account.
Unacceptable
Hey – I have missed class this week because I’ve been moving and my work schedule has been crazy! 😉 Sorry! Did I miss anything? What should I be doing to get caught up? What’s up this week?
Thanks,
John
Acceptable
Hello, Dr. Prescott:
I am reaching out to let you know that I’ve reviewed the syllabus and the assignments in the Planner for the time that I missed this past week. My absence has been due to unexpected work schedule changes. I apologize for my absence and will be caught up with the material by Friday.
Thank you,
John
Unacceptable
What’s up, Holly? I got the grade for my last paper. I don’t understand why you think it was only worth a C. This really hurts my feelings. Do you hate me or something? I worked really hard on my paper. I think you were totally harsh with me and none of my other professors are as strict as you. I deserved a better grade.
John
Acceptable
Dear Professor Bisbee:
Thank you for your feedback from our last paper. I reviewed the rubric for my last paper, and while I am clear as to the criteria, I am not sure that I fully understand what was missed, particularly in the area of argument development. Is there a time when we might be able to discuss my paper? I’d really appreciate the chance to get a better understanding of your expectations and my mistakes so that I can gain a better understanding of how I can improve in the future.
I appreciate your time and look forward to hearing from you.
Thank you,
John
Unacceptable
What’s up with the tests in this class? The wording is confusing! I totally studied for this exam. I think you should give us study guides so we don’t fail if your tests are gonna be that hard.
See ya,
John
Acceptable
Greetings, Dr. Taylor:
After a review of our last exam, I really did not do as well as I had hoped. Do you have any suggestions that might help me understand the material better? Or is there a resource that you are aware of that has helped others study for the exams in our class? I am open to your suggestions as my approach doesn’t seem effective.
I truly appreciate your guidance and direction.
Thank you,
John
Unacceptable
It’s been a crazy semester and I know I haven’t been to class or done any of the assignments but I really need to pass this class or I’m going to loose my scholarship. I can’t afford to pay for classes if that happens and I really don’t want to have to take this class again. How can I still pass your class?
Thanks,
John
Acceptable
Dear Professor McKinley:
I take full responsibility for not managing my time and personal matters more effectively. I realize that my actions this semester have caused me to fall behind greatly in my studies. I am current with all of the material that has been covered in our class to this point and have taken steps to understand the assignments that I have missed. I anticipate that I could be fully caught up in the next 2 weeks for all major assignments and quizzes.
If you are willing to move forward, please let me know so that I can honor this timeline. If there are additional steps to create an action plan with you so that I can pass our class, be assured that I am willing to do all necessary work to accomplish this goal.
Thank you,
John
INTRODUCTION TO COLLEGE WRITING: PLANNING AHEAD AND DEVELOPING CONFIDENCE AS A COLLEGE WRITER
An illustration of a frustrated person who is holding her head as she looks to be screaming or crying. The image says: Writing a college essay can be overwhelming. However, using the writing process explained in this chapter will help you decrease your stress level when faced with a writing assignment.
As you embark on your academic journey, you will gain new knowledge and skills. College writing consists of a collection of skills that will serve as the basis for your academic success.
Good writing comes from thoughtful planning, coherently constructing ideas, and understanding a topic. Even if you do not think you are a great writer, you can write effective college essays by using the writing process.
In a college essay, persuasion (the act of attempting to convince others to believe or agree with a particular perspective on a topic or issue) will be a key element. Whether you are trying to persuade the reader to believe the information you are presenting or to agree with your perspective on an issue, you will use persuasion. In this chapter, you will be introduced to the necessary information and skills to ensure your success as a college writer.
Introduction to The Writing Process
The writing process consists of steps to complete an organized piece of writing. Each step guides you through the important stages of successful writing. You may have to visit and revisit some steps more than once. “I’m not a very good writer, but I’m an excellent rewriter.” —James Michener (Goodreads, n.d.)Writing is an iterative process that takes time, patience, and practice.
· Prewriting/Invention. The prewriting process entails determining the audience, purpose, genre, and topic. To do so, you must think critically and develop your ideas about a given or chosen topic prior to writing.
· Organizing. Organizing your ideas in a clear and concise manner allows the reader to understand your ideas. You should use outlines to organize ideas according to the appropriate essay structure.
· Drafting. Drafting is the process through which you will turn the ideas in your outline into sentences and paragraphs to develop a rough draft.
· Revising. Revising the content of your essay entails focusing on clarity and organization of ideas. Peer review, instructor feedback, and reading your draft aloud can be useful in this stage.
· Editing. Editing entails eliminating as many errors as possible from an essay. It is best to read an essay out loud and look for all grammar, word choice, spelling, and punctuation errors.
· Presenting. Presenting includes using the required style and formatting. Most GCU classes will use APA style. If you are unsure of the required style and format of an essay, ask your instructor. Review your essay at least one time while focused on making sure the visual presentation is appropriate.
Figure 5.1
The Writing Process
A graphic depicting the steps of the writing process. There are five boxes in a line with arrows pointing to the box to the right of it. From left to right, the boxes are labeled: Prewriting; Organizing: Plan and Outline; Drafting: Writing the First Draft; Revising Editing; Presenting.
GCU has developed an amazing resource to help students with their writing. “ The Writing Process ” media piece is one you can use throughout your time at GCU when you need guidance or a refresher on best practices for writing a college essay.
Prewriting Strategies: Selecting a Topic and Gathering Information
This section includes:
· Interpreting prompts and topic selection,
· Determining an intended audience and purpose,
· Using prewriting strategies to think critically and develop ideas,
· Using invention strategies to develop a topic,
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