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PCOMM > Evaluating Messages and/or Images > Flashcards

Evaluating Messages and/or Images Flashcards

1
Q

CRITICAL THINKING

A

Is the ability to create an opinion with
factual supporting evidence that is
rational.

It involves visualizing, analyzing the
message and logically assessing the
meaning of the message

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2
Q

MESSAGE

A

Is the final concept of the idea
formulated by the sender.

It may come in various forms like spoken words, written words, nonverbal, pictures, films, advertisement, memes, visual and
performing arts, etc.

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3
Q

Is the final concept of the idea
formulated by the sender.

A

MESSAGE

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4
Q

Is the ability to create an opinion with
factual supporting evidence that is
rational.

A

CRITICAL THINKING

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4
Q

It may come in various forms like spoken
words, written words, nonverbal, pictures,
films, advertisement, memes, visual and
performing arts, etc

A

MESSAGE

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5
Q

Purposes of a message:

A

● To inform or educate
● To entertain
● To persuade

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6
Q

It involves visualizing, analyzing the message and logically assessing the meaning of the message

A

CRITICAL THINKING

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7
Q

TO INFORM OR EDUCATE
Your message should be ______

A

neutral and unbiased.

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8
Q

The following are usual platforms for?

music,
movies,
telecoms,
sports broadcasts, social networks, entertainment media

A

TO ENTERTAIN

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8
Q

The following are usual platforms for?

newspaper articles
magazine features
news blogs
travel blogs
radio broadcasts
television newscast
documentaries
online video tutorials
seminars or conventions
classroom lectures

A

TO INFORM OR EDUCATE

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9
Q

TRUE OR FALSE
You should be vigilant in identifying or filtering fake news on social media by using critical thinking.

A

TRUE

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10
Q

The following are usual platforms for?

advertisements, political speeches, political blogs, and social media posts.

A

TO PERSUADE

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11
Q

Knowing the purpose of your communication is the ___ to a successful communication process.

A

KEY

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11
Q

Give your audience an enjoyable and relaxing feeling

A

TO ENTERTAIN

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11
Q

Direct your audience towards your point.

A

TO PERSUADE

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12
Q

message should be light and short.

A

TO ENTERTAIN

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12
Q

The way you communicate with them depends on your purpose.

A

HOW TO CONVEY THE MESSAGE

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13
Q

This may be the most challenging purpose for some because you have to change the mindset of your audience and make them believe the idea you are offering.

A

TO PERSUADE

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14
Q

ensure there was no irrelevant information, no unfamiliar jargon, and no ambiguous terminologies.

A

Be Clear

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14
Q

Basic components to consider for you to communicate with purpose

A
  • HAVE AN OBJECTIVE
  • CONSIDER YOUR AUDIENCE
  • BE CLEAR
  • CHECK FOR UNDERSTANDING
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15
Q

identify why you will communicate with the person. Is it to inform, entertain, or persuade? What are your expectations from the person/ audience?

A

Have an Objective

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16
Q

Listened to their reactions and answer their clarifications. Provided them with support documents as references if they need clarifications.

A

Check for Understanding

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17
Q

TRUE OR FLASE
Knowing the purpose of your communication is the key to a successful communication process.

A

TRUE

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18
Q

identify your limits on vocabulary, understanding important ideas presented, connecting ideas to form a logical conclusion,

A

MONITOR COMPREHENSION

18
Q

To understand the audience, you should know the?? (3)

A

DEMOGRAPHICS
PSYCHOGRAPHICS
SITUATIONAL INFORMATION

18
Q

After identifying the purpose, think of a best way to communicate the message.

A

Consider your audience

19
Q

Critical reading

A

Is a more active way of unveiling information and ideas presented by the text.

20
Q

Besides knowing your limitations, you should also recognize how you process thinking.

Identify where the difficulty occurs

Identify what the
difficulty is

Restate the difficult sentence in your own words.

Look back through the text.

Look forward to the text for information that might help you resolve the difficulty.

A

METACOGNITION

21
Q

Make it easy for you to understand the text. Maps, graphs, frames, clusters, webs, storyboards, and Venn diagrams are some examples of graphic organizers.

A

GRAPHIC ORGANIZER

22
Q

Four types of questions you may use.

Questions found in the text.

Questions based on the recall of facts
directly in the text.

Questions where you can use what you already know against what you have learned from the text.

Questions based on your experience

A

ANSWERING QUESTIONS

23
Q

You can use this strategy when you are reading fiction.

A

RECOGNIZING STORY STRUCTURE

24
Q

You can use this strategy when you are reading fiction. You can draft the story structure by identifying the characters, setting, significant events, conflict, climax, denouement, and resolution, and combine this strategy with ______

A

graphic organizers

25
Q

You can use this strategy when writing research.

A

SUMMARIZING

26
Q

You determine what is ______ or what the ______ is in the text and write it using your own words.

A

important, main idea

27
Q

After identifying the main ideas, you can ________. Do not forget to __________

A

start connecting them to complete your study. Do not forget to eliminate unnecessary information to avoid confusion.

28
Q

Critical Listening

A

Be attentive

Avoid interrupting the speaker and imposing your ideas

Wait for the speaker to pause before you ask clarifying questions

Keep an open mind and be empathic

Listen try to visualize what the speaker is saying

Pay attention to non-verbal cues and look beyond the spoken message

Give the speaker regular feedback

29
Q

Infer social context concerning total views or social shares.

A

AFTER VIEWING

30
Q

Recall your thinking or emotions during the video (metacognition)

A

AFTER VIEWING

31
Q

Create an anticipation guide for viewers who have not seen the film or video.

A

EXTENDED

32
Q

Re-watch the film or video a with a new purpose or perspective.

A

DURING VIEWING

33
Q

Compare the film or video with similar video or film content

A

EXTENDED

34
Q

Identify the “big idea” of the film or video

A

EXTENDED

35
Q

Pause the video to monitor comprehension or rewind to clarify

A

DURING VIEWING

36
Q

Determine the history of the film topic

A

EXTENDED

37
Q

Create self-produced guiding questions

A

BEFORE VIEWING

38
Q

Concept map the video topic in a self-selected content

A

BEFORE VIEWING

39
Q

Make meaningful inferences

A

DURING VIEWING

40
Q

Identify explicit and implicit ideas

A

AFTER VIEWING

41
Q

Reflect on your purpose and evaluation of the film

A

EXTENDED

42
Q

Know your purpose before viewing the film. Are you watching to be informed or to be entertained?

A

BEFORE VIEWING

43
Q

Predict the sequence of events

A

BEFORE VIEWING

44
Q

Connect the film with other media like books, blogs etc that describe a similar idea

A

BEFORE VIEWING

45
Q

Re-watch the film or video a with a new purpose or perspective.

A

DURING VIEWING

46
Q

Form relevant questions based on viewing.

A

DURING VIEWING

47
Q

Summarize the main idea

A

AFTER VIEWING

48
Q

Pause the video to monitor comprehension or rewind to clarify comprehension

A

DURING VIEWING

49
Q

Retell what happened

A

AFTER VIEWING

50
Q
A

PCOMM (7 decks)

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