quiz 2 (its actually a midterm) Flashcards
(110 cards)
1
Q
Why Use PowerPoint?
A
- used alot in bussiness/acadmia
- expectations of your audience
- focuese attention on important info
- easy to give copies to interested audience members
2
Q
whos your audience?
A
Power
- Subordinates, peers, supervisors?
Age
- Vision hearing, crystallized vs fluid intelligence?
needs/values
- Money, environs, politics, culture, info?
Expertise
- high , moderate, low, mixed?
OR
Capability
- What is the capability of your audience?
Attention
- How will you gain and hold their attention
Motivation
- Why should they listen to you ?
Perception
- Does the audience perceive your goals?
3
Q
external vs internal lighting
A
- room with external lighting= dark background with light fonts
4
Q
large vs medium vs and small rooms
A
- medium rooms= screen size + lack of aurido viual equipment
- large room= needs more movements and voice skills
5
Q
how to be prepared for tech issues
A
- Have two copies of your slides- in case computer/document head breaks
- Arrange for equipment well in advance
- Arrive early enough so u can get ur equipment sync appropriately
6
Q
not for powerpoints
A
Page reductions, complex diagrams, math derivations, long intrsuctins, anything detailed
-Alternative would be to make paper copies to pass to everyone
7
Q
team prestnations
A
- plan as team
- share contents+visuals (for consistency)- one person should take care of design so slides look put together and consistent
8
Q
Key expectations of presentation
A
- clear stateemtn of what project is + why ur doing it
- problem ur trying to solve
- social, economic need ur meeting /why shud we care
- statements of what still needs to be done
9
Q
animation and sounds
A
dont use animations
10
Q
Organization of ur presentation
A
- title slide (name, postions, affiliation, date, title)
- organizer slides (shows whats gonna be covered, like a ToC)
- background of project
- body of presentation
- conclusion/summary
- acknowledgements / reference
- show number of pages remaining on sides (x of 45)
- questions slide
11
Q
questions slide
A
- ask if anyone has any questions- wait 10 sec
- thank them for asking question
-restate question to make sure u understood it correctly - answer question consisley
- ask questioner if there questions been answered
12
Q
proper length of resume for co-op
A
1-2 pages
13
Q
How lon does the hiring manager review your resume?
A
20 sec, Average recruiter spends 6-7 seconds reading a resume
14
Q
What doesn’t belong on a resume?
A
personal/confidential info
Images
typos/grammatical mistakes
Untruths
15
Q
Resume principles
A
- -Don’t use a template
-within 20 seconds your employer should be able to tell whether u have relevant skills + experience
- Resume layout+formatting=should represent your personality +skills in most effective way
- Resume is a work in progress= constantly evolving
16
Q
Resume (most to least important sections)
A
Header (brand) – Github/Linked In/Personal Website
Skills – Technical/Transferable
Industry Experience (technical)
Relevant Academic Projects
Independent Learning or Personal Projects
Other Work Experience (non-technical)
Community Engagement (volunteer)
Extra-Curricular Activities (clubs, sports)
Education
Interests
17
Q
Resume accomplishment statements
A
- Action verb (highlight the skills) + detail (who, what, how many, how often) + outcome (results, purpose, benefit)
Ex.: developed iphones app + swift + to help students organize schedules = Developed an iPhone application using Swift to help students organize school schedules
18
Q
cover letter princples
A
- Grab attention of reader
- Don’t write a boring introduction:
- “I am writing to apply for the position of Software Engineer at
Avigilon.” - Show company knowledge in introduction by researching them and tell why you are interested
- Don’t plagiarize the company website profile – it’s the quickest
way to land your application in the shredder - Discuss skills listed in the job description
19
Q
traditional grammar
A
very poor
20
Q
ESL speakers
A
usually better at knowing grammer than native speakers
21
Q
proper grammer does mean good style. t or f
A
false. it doesnt mean good style
22
Q
nouns
A
person, place or thing, including abstractions (a concept/idea. eg: freedom, justice, happiness)
23
Q
adverbs
A
- modify verbs, adjectives, and other adverbs
- more tricky than adjectives
- eg. gently, quietly, then, there, careful, however
24
Q
prepositions
A
- link words together + show relationships
- eg. through, into, over, under, by, around, on, to, of
25
conjunctions
- connect words, phrases, clauses
- types of conjunctions: coordinating, correlative, subcordinating
26
examples of coordinating, correlative, subcordinating
-coordinating= and, but, for, nor
- correlative=either...or, not..but, both...and
- subcordinating= after, although, because, rather than, whereas
27
verbs
- decribe action, state, or an occurrence, "action words"
- core part of speech
28
adjectives
- modify nouns
- diff types= articles, demonstraitve, interrogative, relative, possesive, indefinite, numerical , descriptive
29
whats so special about the word "up"
it can act as a verb, adverb, adjective, preposition, or part of a
compound noun.
30
rules of thumb for puncuation
- Large Thumb: Punctuating where you pause when reading the sentence aloud (60-70% accurate).
- Small Thumb: Punctuating according to the grammatical rules (almost 100% accurate).
-Medium Thumb: Punctuating according to structural relationships C (about 95% accurate).
31
eg. ane ie.
- only used inside parathesis (eg. ...)
- use the full term in the beginning of sentences
32
et al. (and others)
- mulitple authors in references
33
hypens vs dashes
* Use -- (double hyphens) or − (n-dash) or ─ (m-dash), but not - (single hyphen)
34
single space after the period
true
35
it's vs its
- it's= contraction (it is)
- its = possessive pronouns (like his/hers)
- don't use contractions in formal prose
36
equations in writing
- italicisze variables
37
types of tenses
simple, coninutous, perfect, perfect conintuous
38
why should u revise
- ethos= credibility
- logos=logic
- pathos=emotion
39
Novices tend to focus on _____ the low-level details of correctness and (some) style, but fail to focus on ______ for the high-level issues of substance and persuasion
editing, revising
40
revising strategies
- Examine sample documents, templates, and rubrics
- Leave sufficient time for editing and revising
- Allow 20-40% for this part of the process.
- Take time out to gain perspective
- read document critically
- revise in several sweeps
- make a paper copy
- read document out loud
- check outline of document
-find a reviewer
-review someone else's work
41
how to revise on all levels (from most -->least important)
1a. Content/Argument quality
1b. Paragraph organization
2a. Format conventions
2b. Persuasive/Informative emphasis
3. Sentence structure and style
4. Grammar, punctuation, and spelling
42
things to edit (while revising)
1) Comma Splices
2) Unnecessary Passives
3) Empty Openers
4) Vague “This” Subjects
5) General Words
6) Talkie Verbs
7) Too many qualifiers
8) “Indeed” & “Really” (Stop Overusing)
43
Avoid strings of short, unclearly related sentences – especially in introductory paragraphs.
true
44
how to combine senteces
use the words: "and" or "that"
45
occasinal short sentecnce can be powerful form of amphasis
true (esepcially in persusasive papers)
46
average sentence length in academic journals
21-23 words
47
sentence length for magazines, instrucions
15-18 words
48
general laguage
- certain words/phrases= situation, nature, type, thing to a certain extent, etc--> general in language
- avoid general language whenever possible
49
diff between jargon and specialised language
depends soley on expertise of audience
50
acronyms
- introduce acronyms--> provide the words they represent the first time you use them
- don't define commons acronyms
- limits use of acronyms to 2-3 max per sentences
- repeat words the acronyms replace here and there
- if report has many acroynms= provide glossary
51
noun strings
- break up noun strings with prepositions
- turn noun into verbs
- use hypens to show closely related words
- 4 nouns/adjectives in a string = hard to understand
- 5 or more nouns/adjectives =excessive
52
* Avoid phrasal verbs that contain prepositions
true
53
Change noun forms to verb forms (e.g., analysis
of = analysing).
true
54
2 ofs in a row is awkward; 3 or more is nearly
impossible to understand.
true
55
commas
- ALWAYS place comma after introductory prepostional phrases
- ALWAYS place comma between two complete sentences joined by coordinating conjunction (ie. and, but, or, yet, so)
56
examples of : perseuvie, informative, intructional, regularoty, heuristic, imaginative, entertainment pieces of writing
* Persuasive (reports, proposals, resumes, everything?)
* Informative (reports, design specs, scientific articles)
* Instructional (user’s and technical manuals, procedures)
* Regulatory (standards, regulations, codes)
* Heuristic (functional specs, brainstorming, free-writing)
* Imaginative (newsletters, promotional literature)
* Entertainment (blogs, micro-blogging, novels)
* Persuasive à Focus on feelings and values (Audience)
* Informative à Focus on perceptions and cognitions (Reader)
57
audiences for informative paper
primary=peers
secondary=ur TA's
58
audience of persuaive paper
primary=(P.O.W.E.R.)
secondary = TA's, profs, peers
59
generes
Varies -- Letter? Magazine/newspaper article? Play? Debate?
Editorial? Journal article? Briefing paper? Other?
60
purpose of persuvie writing
To persuade an individual or group of people who may hold
different views about your perspective
61
venue
Varies -- IEEE Spectrum? Wall Street Journal? Time Magazine?
National Post? Vancouver Sun? Province? Conventions: APA (American
Psychological Association)
62
connotation
- powerful role in persuasian
- connotation of a word = the set of associations implied by the word in addition to its literal meaning
- eg. blue is a color but it can also used to describe sadness
- connotation of a word is determined by the audience (the other),
not the writer/speaker (not you)!
- Consider the word environmentalist in “The Board of Directors for our
organization will be addressed by the renowned environmentalist, . . . .”
- If the organization is Greenpeace, the connotation of the word is positive;
if the organization is the Fraser Institute, the connotation of the word is
negative.
63
LOGOS VS PATHOS VS ETHOS
logos=Logos is the appeal to logic and reason, using evidence and sound reasoning to support a claim or argument.
pathos= emotional appeal that aims to evoke feelings and connect with the audience's emotions, through storytelling, vivid language, or relatable examples (powerful in speeches)
ethos= persuasive appeal based on the credibility, trustworthiness, and moral character of the speaker or source, establishing a foundation of reliability for the audience.
64
principles of logos
- state purpose
- create logical strucutre
- state own main ideas
- assume readers against ur stance
- avoid making generalizations
- define key terms
avoid attacking authors
- reference text and reference list
65
visuals are a powerful appeal to ______
pathos
66
princples of ethos
- implied in academic/professional writing
- emphasizes credibility of writer
- quality of evidence,logical argument, speaking with respect, clairy of writing
- can be used by citation of well know people (albert)
-key point=to make identification with audience through shared metaphors, conventions, language, images, ideasm and methods
- identification =posible to achieves if auridence holds set of values differing greatly from the writer (pro-life vs pro-choice)
67
Why use inclusive language?
practical
ethical
persuasive
cognitive
68
examples of inclusive language
* He or she, S/he, They
* Entrepreneur/Proprieter
* Chair
* Supervisor
* Spouse
* Sewer Access Cover/MHC
69
examples Generic Language
* He
* Businessman
* Chairman
* Foreman
* Husband, Wife
* Manhole Cover
70
GUIDELINES FOR INCLUSIVE LANGUAGE
- avoid nouns that imply gender (chairman--> chair)
- avoid gendered nouns with negative connatations (feminist)
-avoid gender sterotyping
- use neutral or dual pronouns
71
principles of persuasion
- respect ur readers
- employ all 3 persuasive appeals (logos, pathos, ethos)
-promote identification building arguments on a foundation
- be honest
- employ inclusive language
- pay attention to connotation of words
- use models of persuaisan as guides
- appreciate diff perspectives
72
ensuring grpahical intgerity
* # of variables changing in graphic = # of variables changing in data
* use clear labels
* show change in data, not change in design variation
* show standardized units for money
* demonstrate cause and effect
* use the correct type of graphic
73
when using graphs
- enforce viaual comparision
- select correct type of graph
- avoid lie factors
- maximize data denisty
maximize data to ink ratio
74
cognitive domain
- application
- analysis
- synthesis
- evaluation
75
key goal in ENSC 105w
- to critically think about what you read and write
- critical thinking
- ask questions about your ideas/ideas of others
- asking perceptive questions are hard
76
the affective domain
Receiving Phenomena:
Learners exhibit awareness and a willingness to listen.
They display selective attention to specific stimuli.
Responding to Phenomena:
Learners actively participate by attending to and reacting to specific phenomena.
Valuing:
Learners assign worth or value to objects, phenomena, or behaviors.
The range of valuation spans from simple acceptance to a more complex commitment.
Organization:
Learners organize their values by contrasting and resolving conflicts between them.
They create a unique value system and establish priorities among different values.
Internalizing Values:
Learners develop a pervasive, consistent, predictable value system that characterizes and controls their behavior.
77
the Psychomotor domain
Perception:
Learners use sensory cues to guide motor activity, demonstrating an understanding of environmental stimuli.
Mindset:
Learners exhibit a readiness to act, employing mental, physical, and emotional states to engage in activities.
Guided Response:
At early stages of learning complex skills, learners rely on imitation and trial-and-error methods.
Mechanism:
In an intermediate stage of skill acquisition, learners perform habitual responses with confidence and proficiency.
Complex Overt
Response:
Proficient performance of motor acts involving complex movement patterns, demonstrated through quick, accurate, and highly coordinated actions with minimal energy expenditure.
78
mental models
dualistic- analyzes problem as black and white (based on universal values)
relativistic- analyzes problems as shades of grays (based on personal values)
probabilistic- analyzes problems based on balance of probabilities (logical values)
commitment- analyzes problems based on all the above (values are based from experience)
79
pitfalls in persuasive papers
- no persuasion
- lost cause(not establishing a common ground)
- bias(only presenting one side of argument)
- overstatement
- not caring = not providing a solution to the problem or making a recomendation aimed at finding a solution
-no support
- overwhelming
-no action
-bafflegab
80
D.W.C.Q.R.B (uses of an argument)
d-data
w- warrant
c-claim
q- modol qualifier
r- condition of exception
b-backing
81
fallacy of common belief
writer assumes a belief that is not true
82
AD HOMINEM ATTACKS
attacks the person not the idea
- he's a liar so his idea must be untrue
* Attack the ideas, not the person. Even when difficult to do so, you win by taking the ethical high ground
83
appeal to emotion
- persuade using emotion instead of logic
- eg. buy my product cuz ur fat
- Avoid just appealing to emotion bc smart readers will reject your claim if
you provide no evidence
84
APPEAL TO IGNORANCE
- using no evidence to support a claim
- eg. ive never met an alien, so they dont exsit
85
begging the question
- circular arugment ( it involves assuming the conclusion is true without providing any real evidence or reasoning)
86
fallacy of loaded persupposition
- aka loaded question
- statement has a questionable value
presupposed a condtion, for example
whats the meaning of life???
87
HASTY GENERALIZATION
- jumping to a conclusion
- eg. all albertans are bad drivers
88
POST HOC FALLACY
- false causation
- eg. after she visited town all the cops died
89
FALSE DICHOTOMY
- simplifying an issue into only 2 sides (black and white thinking)
- eg. do u want to white computer or the black one?
90
ARGUMENTUM AD BACULUM
eg. Agree with me or I will beat you up (or insult you on fakebook, twitter, etc.
91
when + where are poster presentations
- when: wed dec 7 @9am-5pm
- where:ASB atrium
- everyone in the group has to participate, u can take shifts but your gonna be called back at one point
92
does mike want a powerpoint persentation
NOOOOOOO, he wants a single slide o a arge screen
93
when shud everyone be ready by?
by 9am so start setting up around 830am
94
typical poster sections
heading:
- descriptive title, names of authors, name and logo, contact, affiliation, date
-objective /purpose/problem statement
- background info
- purposed solution/future work
- conclusion
- abbreviated references
95
avoid using colors from the opposite spectrum
true
96
gardners multiple intelligences
- linguistic, logical, spatial.... learning styles
- theres many learning styles
97
empty openers
These phrases may not necessarily add value to a conversation or writing and are often used as a way to begin a sentence without immediately delving into a substantive point or idea
- eg. that, which...
98
empty sentece openers can appear in the ______________ of sentecnes as well as beginnings
middle
99
embedded phrases
- occasional embedded phrase is okay
- place embedded phrase at beginning/end of sentence
- avoid placing refrences in middle of senteces and never place figures in middle of sentences
100
passive voice
- the subject of a sentence receives the action rather than performing it
- eg.
Active Voice: The chef (subject) cooked (verb) a delicious meal (object).
Passive Voice: A delicious meal (subject) was cooked (verb) by the chef (agent).
101
nominalizations
turning a verb into a noun
102
transfrom nouns to verbs whenever possible
true
103
Avoid combining a noun-based style, heavy use
of prepositions, and the passive voice. This
combination is extremely difficult for readers!
true
104
________ starting strings of sentences with phrases such
as “I think” or “I believe.” We assume you think it if
you wrote it.
"avoid"
105
Use the _____ verb form when linking ideas together
using a coordinating conjunction.
same
106
Repeat _______ in lengthy prepositional
phrases.
prepositions
107
Ensure lists are _________ by starting all items with
nouns or verbs.
parrallel
108
this
- avoid strings of vauge "this" subjects
- place a word/phrase immediately after the word "this" when it stars a sentence
109
transitions
- use transitions to clarify relationship between ideas
- fewer trantions needed for audiences with high expertise
110
Recognize that a style heavily dependent upon
__________________ and vague “this” subjects is often lacking in transitions (often resulting is too many short unrelated sentences)
empty sentence openers
