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ENSC 105 > quiz 2 (its actually a midterm) > Flashcards

quiz 2 (its actually a midterm) Flashcards

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
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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?

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3
Q

external vs internal lighting

A
  • room with external lighting= dark background with light fonts
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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
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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
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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

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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
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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
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9
Q

animation and sounds

A

dont use animations

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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
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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
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12
Q

proper length of resume for co-op

A

1-2 pages

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13
Q

How lon does the hiring manager review your resume?

A

20 sec, Average recruiter spends 6-7 seconds reading a resume

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14
Q

What doesn’t belong on a resume?

A

personal/confidential info
Images
typos/grammatical mistakes
Untruths

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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
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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

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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

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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
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19
Q

traditional grammar

A

very poor

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20
Q

ESL speakers

A

usually better at knowing grammer than native speakers

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21
Q

proper grammer does mean good style. t or f

A

false. it doesnt mean good style

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22
Q

nouns

A

person, place or thing, including abstractions (a concept/idea. eg: freedom, justice, happiness)

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23
Q

adverbs

A
  • modify verbs, adjectives, and other adverbs
    • more tricky than adjectives
    • eg. gently, quietly, then, there, careful, however
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24
Q

prepositions

A
  • link words together + show relationships
    • eg. through, into, over, under, by, around, on, to, of
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25
Q

conjunctions

A
  • connect words, phrases, clauses
    • types of conjunctions: coordinating, correlative, subcordinating
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26
Q

examples of coordinating, correlative, subcordinating

A

-coordinating= and, but, for, nor

  • correlative=either…or, not..but, both…and
  • subcordinating= after, although, because, rather than, whereas
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27
Q

verbs

A
  • decribe action, state, or an occurrence, “action words”
  • core part of speech
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28
Q

adjectives

A
  • modify nouns
  • diff types= articles, demonstraitve, interrogative, relative, possesive, indefinite, numerical , descriptive
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29
Q

whats so special about the word “up”

A

it can act as a verb, adverb, adjective, preposition, or part of a
compound noun.

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30
Q

rules of thumb for puncuation

A
  • 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).

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31
Q

eg. ane ie.

A
  • only used inside parathesis (eg. …)
  • use the full term in the beginning of sentences
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32
Q

et al. (and others)

A
  • mulitple authors in references
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33
Q

hypens vs dashes

A
  • Use – (double hyphens) or − (n-dash) or ─ (m-dash), but not - (single hyphen)
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34
Q

single space after the period

A

true

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35
Q

it’s vs its

A
  • it’s= contraction (it is)
  • its = possessive pronouns (like his/hers)
  • don’t use contractions in formal prose
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36
Q

equations in writing

A
  • italicisze variables
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37
Q

types of tenses

A

simple, coninutous, perfect, perfect conintuous

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38
Q

why should u revise

A
  • ethos= credibility
  • logos=logic
  • pathos=emotion
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39
Q

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

A

editing, revising

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40
Q

revising strategies

A
  • 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
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41
Q

how to revise on all levels (from most –>least important)

A

1a. Content/Argument quality
1b. Paragraph organization
2a. Format conventions
2b. Persuasive/Informative emphasis
3. Sentence structure and style
4. Grammar, punctuation, and spelling

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42
Q

things to edit (while revising)

A

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)

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43
Q

Avoid strings of short, unclearly related sentences – especially in introductory paragraphs.

A

true

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44
Q

how to combine senteces

A

use the words: “and” or “that”

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45
Q

occasinal short sentecnce can be powerful form of amphasis

A

true (esepcially in persusasive papers)

46
Q

average sentence length in academic journals

A

21-23 words

47
Q

sentence length for magazines, instrucions

A

15-18 words

48
Q

general laguage

A
  • certain words/phrases= situation, nature, type, thing to a certain extent, etc–> general in language
  • avoid general language whenever possible
49
Q

diff between jargon and specialised language

A

depends soley on expertise of audience

50
Q

acronyms

A
  • 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
Q

noun strings

A
  • 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
Q
  • Avoid phrasal verbs that contain prepositions
A

true

53
Q

Change noun forms to verb forms (e.g., analysis
of = analysing).

A

true

54
Q

2 ofs in a row is awkward; 3 or more is nearly
impossible to understand.

A

true

55
Q

commas

A
  • 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
Q

examples of : perseuvie, informative, intructional, regularoty, heuristic, imaginative, entertainment pieces of writing

A
  • 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
Q

audiences for informative paper

A

primary=peers
secondary=ur TA’s

58
Q

audience of persuaive paper

A

primary=(P.O.W.E.R.)
secondary = TA’s, profs, peers

59
Q

generes

A

Varies – Letter? Magazine/newspaper article? Play? Debate?
Editorial? Journal article? Briefing paper? Other?

60
Q

purpose of persuvie writing

A

To persuade an individual or group of people who may hold
different views about your perspective

61
Q

venue

A

Varies – IEEE Spectrum? Wall Street Journal? Time Magazine?
National Post? Vancouver Sun? Province? Conventions: APA (American
Psychological Association)

62
Q

connotation

A
  • 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
Q

LOGOS VS PATHOS VS ETHOS

A

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
Q

principles of logos

A
  • 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
Q

visuals are a powerful appeal to ______

A

pathos

66
Q

princples of ethos

A
  • 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
Q

Why use inclusive language?

A

practical
ethical
persuasive
cognitive

68
Q

examples of inclusive language

A
  • He or she, S/he, They
  • Entrepreneur/Proprieter
  • Chair
  • Supervisor
  • Spouse
  • Sewer Access Cover/MHC
69
Q

examples Generic Language

A
  • He
  • Businessman
  • Chairman
  • Foreman
  • Husband, Wife
  • Manhole Cover
70
Q

GUIDELINES FOR INCLUSIVE LANGUAGE

A
  • avoid nouns that imply gender (chairman–> chair)
  • avoid gendered nouns with negative connatations (feminist)

-avoid gender sterotyping

  • use neutral or dual pronouns
71
Q

principles of persuasion

A
  • 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
Q

ensuring grpahical intgerity

A
  • # 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
Q

when using graphs

A
  • enforce viaual comparision
  • select correct type of graph
  • avoid lie factors
  • maximize data denisty
    maximize data to ink ratio
74
Q

cognitive domain

A
  • application
  • analysis
  • synthesis
  • evaluation
75
Q

key goal in ENSC 105w

A
  • 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
Q

the affective domain

A

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
Q

the Psychomotor domain

A

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
Q

mental models

A

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
Q

pitfalls in persuasive papers

A
  • 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
Q

D.W.C.Q.R.B (uses of an argument)

A

d-data
w- warrant
c-claim
q- modol qualifier
r- condition of exception
b-backing

81
Q

fallacy of common belief

A

writer assumes a belief that is not true

82
Q

AD HOMINEM ATTACKS

A

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
Q

appeal to emotion

A
  • 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
Q

APPEAL TO IGNORANCE

A
  • using no evidence to support a claim
  • eg. ive never met an alien, so they dont exsit
85
Q

begging the question

A
  • circular arugment ( it involves assuming the conclusion is true without providing any real evidence or reasoning)
86
Q

fallacy of loaded persupposition

A
  • aka loaded question
  • statement has a questionable value
    presupposed a condtion, for example
    whats the meaning of life???
87
Q

HASTY GENERALIZATION

A
  • jumping to a conclusion
    • eg. all albertans are bad drivers
88
Q

POST HOC FALLACY

A
  • false causation
    • eg. after she visited town all the cops died
89
Q

FALSE DICHOTOMY

A
  • simplifying an issue into only 2 sides (black and white thinking)
  • eg. do u want to white computer or the black one?
90
Q

ARGUMENTUM AD BACULUM

A

eg. Agree with me or I will beat you up (or insult you on fakebook, twitter, etc.

91
Q

when + where are poster presentations

A
  • 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
Q

does mike want a powerpoint persentation

A

NOOOOOOO, he wants a single slide o a arge screen

93
Q

when shud everyone be ready by?

A

by 9am so start setting up around 830am

94
Q

typical poster sections

A

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
Q

avoid using colors from the opposite spectrum

A

true

96
Q

gardners multiple intelligences

A
  • linguistic, logical, spatial…. learning styles
  • theres many learning styles
97
Q

empty openers

A

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
Q

empty sentece openers can appear in the ______________ of sentecnes as well as beginnings

A

middle

99
Q

embedded phrases

A
  • 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
Q

passive voice

A
  • 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
Q

nominalizations

A

turning a verb into a noun

102
Q

transfrom nouns to verbs whenever possible

A

true

103
Q

Avoid combining a noun-based style, heavy use
of prepositions, and the passive voice. This
combination is extremely difficult for readers!

A

true

104
Q

________ starting strings of sentences with phrases such
as “I think” or “I believe.” We assume you think it if
you wrote it.

A

“avoid”

105
Q

Use the _____ verb form when linking ideas together
using a coordinating conjunction.

A

same

106
Q

Repeat _______ in lengthy prepositional
phrases.

A

prepositions

107
Q

Ensure lists are _________ by starting all items with
nouns or verbs.

A

parrallel

108
Q

this

A
  • avoid strings of vauge “this” subjects
  • place a word/phrase immediately after the word “this” when it stars a sentence
109
Q

transitions

A
  • use transitions to clarify relationship between ideas
  • fewer trantions needed for audiences with high expertise
110
Q

Recognize that a style heavily dependent upon
__________________ and vague “this” subjects is often lacking in transitions (often resulting is too many short unrelated sentences)

A

empty sentence openers

ENSC 105 (1 decks)

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