Professional Communication Skills- Test 1

Communication

o Communication= the process whereby one individual stimulates meaning in the mind of another through verbal and/or nonverbal means
o 1. Communication is a process- it is ongoing, irreversible, and systematic
o 2. Communication is the stimulation of meaning (not the transfer of meaning)- our communication stimulates the other person to create meaning
o 3. Communication is both verbal and nonverbal- are inherently intertwined

Eight propositions about interpersonal communication

o 1. Communication has both verbal and nonverbal components
-People typically depend more on what someone does than on what the person says
-Kids depend more on verbal and adults on nonverbal
o 2. You cannot not communicate
-In the presence of others you cannot not communicate
-Nonverbal aspect of communication is ubiquitous and powerful, and may be unintentional
o 3. Communication expresses both content and relationship
-Without small talk, relationships begin to fray; small talk is the glue that binds relationships together
o 4. Meanings are in people
-Need to be aware that sometimes need to carefully craft their language and behavior to make sure that their meanings are clearly conveyed
-Safest assumption is that the people listening to your words or observing your behaviors will take away meanings that are different than those you intend
-Punctuation- how people block off, or identify, the point when a sequence of words or behaviors starts and stops
-Labeling- certain specific words have intensely felt meanings (the meanings are in you, not the words)
o 5. Communication is irreversible
-Once you say something, there is no way you can ever take it back
o 6. Communication is a neutral tool
-Communication is neither good nor bad (creates problems just as easily as it solves them)
-Quantity and quality are important factors; equally as important
o 7. Communication is a learned skill
-Not a natural ability (child at birth at first only makes noises because they don't know how to communicate yet)
-Humans do have a predisposition towards some language through which we communicate
o 8. Communication takes place in physical and psychological contexts
-Whenever we communicate we do so within a physical environment that can shape both what we say and how we say it
-Certain environments seem to enhance some kinds of conversations and reduce our willingness to engage in others

Verbal and nonverbal components of communication

o Verbal components consist of the words people speak when communicating with others
o Nonverbal components are everything other than words people use when communicating (gestures, eye contact, facial expressions, body positions, tone of voice, and environmental variables that surround people when we talk)

Nonverbal behaviors

? Repeating= using nonverbal gestures to "second" or "repeat" your words
? Accenting= nonverbal gestures to highlight or "accent" a portion of your verbal message
? Substituting= nonverbal behavior that uses gestures to replace the words you normally use
? Complementing= adds depth or detail to the meaning of their verbal messages- to modify or expand what they say to make it more vivid and interesting
? Regulating- the pace and flow of the verbal messages in a conversation
? Contradicting- disagrees with the verbal behavior it modifies (sarcasm and irony)

How communication expresses content and relationships

o Content- substantive information a message conveys to the listener
o Relationship- aspect of message conveys affective, emotional information, information that leads listeners to think that the speaker likes or dislikes them and that the speaker is interested or uninterested in them or their relationship
o Content aspect of a message is closely associated with its verbal component, while the nonverbal component provides mostly relationship information

Different components of interpersonal communication model

o 1. Source- a person who has an idea to communicate to another person
-encodes the idea into a form suitable for communication
o 2. Encoding- thoroughly thinking out (before you start talking) both what you want to say, and how you want what you say to be understood by the other person
-considering what your listeners bring with them to the conversation
o 3. Message- the result of an act of encoding (can be both verbal and nonverbal)
-consists of both what you say and the way you say it (the tone of your voice, the line of your posture, the expression on your face, ect.)
o 4. Channel- what the message passes through when the source sends an encoded message
-Ex: when you send a text email, the single channel is the written word electronically transferred
-Face-to-face encounters always involve at least two major channels (1. is sensory channel- expressions and behaviors as someone communicates a message to you, and 2. is the air through which the sound waves travel to reach you)
-More channels= richer texture
o 5. Receivers- after the encoded message travels through one or more channels, it reaches the receivers who decode the words and nonverbal behaviors sent by the source of the message
-consider age, maturity, capability, and level of interest
o 6. Decoding- interpreting and analyzing what someone has communicated to you
o 7. Feedback- interplay between encoding and decoding messages
-you modify your communication accordingly after observing responses from other people
o 8. Noise- surrounds the entire model and is any condition that affects the fidelity of the message being sent
-Two types of noise:
� External- any distracting condition outside of yourself (could be from other person, the channel, environment, or in the message); reduces fidelity of a message
� Internal- all the barriers to communication that come from within yourself (own physiological and psychological distractions)

Differences between teams and groups

o Teams are differentiated from groups by having clarity about goals, rules, and interpersonal coordination (the best teams are especially clear about these variables)
o Groups might be a good way to split up tasks, but engaging in teamwork produces results that are more satisfying and innovative

Advantages for working in teams

o Having more information
o Stimulating creativity
o A system of checks
o Engaging in a better decision-making process
o Division of labor
o Motivation

Types of leadership styles

o Motivation of followers
-Transformational leaders- motivate through connecting their workers to a greater ideal, such as a social cause or a company's values
� Usually charismatic and doesn't rely on punishment or reward to motivate
-Transactional leaders- offer their followers concrete exchanges (money, grades, or power- or withhold them- to get workers to participate)
o How leadership status was appointed
-Assigned leadership- externally appointed
-Emergent leadership- arises over time as the team members begin to view one person as the leader
o Types of decision-making leadership styles
-Authoritarian leadership- head of the group has the ultimate say (little to no consideration of what the group wants)
� Good for timely projects
-Laissez-faire leadership- allows workers high freedom in determining what they will do
� Can lead to loss of direction
-Democratic leadership- leaders incorporate input from the group before making a decision

Team roles

? Task leader- have strong analytical skills, and can effectively synthesize the ideas of other group members, facilitating decision-making and task completion
? Socio-emotional leader- in tune with other's emotions, paying attention to nonverbal signals that may indicate when a person is hurt by another group member's words or seems uncomfortable participating in discussion
? Tension releaser- person who lightens the mood among the group during a tense discussion or during an interpersonal conflict
? Information provider- has previous experience with the topic and/or simply enjoys doing research to dig up interesting information
? Central negative- plays "devil's advocate"
? Silent observer- may not speak much, but members should take special care to solicit his or her thoughts and knowledge

Types of conflict

? Procedural conflict- team members agree on a common goal but disagree on the process for achieving that goal
� Ex: one team member thinking they should continue to research while other member thinks it's time to move on
? Role conflict- conflict over who is, or should be, leading the team, or when there's a misunderstanding about who is responsible for a certain task
? Interpersonal conflict- based on clashing communication, work, or personality styles among teammates
� Ex: "That idea will never work; we don't have time!"
? Ideational conflict- teammates have different ideas for what topics to include or what topics should be given priority

Conflict management styles

? Competing- prioritizes assertiveness over cooperation in conflict
� Loser and a winner
� Using verbal skills and/or position of power to argue point until they "win"
? Accommodating- letting the other party have its way
� Sacrifices by not voicing opinion own needs or by giving in to the other person's demands
? Avoiding- avoid conflict all together
� Generally uncomfortable with conflict and will avoid addressing issue at hand
? Compromising- moderate in assertiveness and cooperativeness, as it involves finding a "middle ground" solution that partially satisfies both parties, while requiring that each person give up something
? Collaborating- willing to fully engage with the other person to create a new solution that makes the situation better for everyone
� Most desirable conflict resolution strategy

Consensus

o a process that pursues agreement among most team members while thoughtfully resolving and/or alleviating objections along the way
-Members engage in discussion that is meaningful, open, and analytical to come to a general agreement about a decision
-key components: openness and provisionalism (willing to change your mind)

Groupthink

o coming to a conclusion without critical thinking or evaluation of enough alternatives
-Ways to avoid:
� Promote divergent thinking
� Consider alternatives
� Vote anonymously
� Reduce stress

Dispositional anxiety

o feeling anxiety about most communication situations
-Anxiety permeates most parts of their lives- what they do, how they experience their relationships, and how others perceive them
-The predisposition for shyness and reticence
-"Trait-like" communication apprehension

Situational anxiety

o feeling anxiety over communication that arises only in certain situations
-Ex: giving a speech
-One common form is "stage fright

Reasons for dispositional anxiety

o Inadequate positive reinforcement for communication (rewarded for not talking)
o Learned helplessness (through experience, you perceive yourself as helpless when it comes to communication)
o Poor skill development (either acquired fewer communication skills when younger or gained those skills later than their peers)
o Lack of good models of communication (learn behaviors by watching others and imitating them)

Reasons for stage fright

o Fear of evaluation
o Being unprepared
o Feeling conspicuous (thinking about being the focus of attention)
o Holding yourself to rigid rules (there are no "must" rules of speaking)
o Negative self-talk (think audience members see them as far more nervous and less competent than the audience members actually report)

Techniques for managing stage fright

o "THINK!"- think before you make a presentation so you can control or avoid whatever makes you nervous
o Label feeling as excitement rather than fear

Techniques for managing severe communication apprehension

o Systematic desensitization
-Stage fright arises when you mentally associate speaking with nervousness, so instead you associate public speaking with a sense of relaxation
-Deep breathing, peaceful mediation, and stretches when you tense up
o Cognitive therapy
-Reconstructs beliefs of what clients think will happen (get more realistic about what will happen when you give a speech)
-Visualization- thinking good outcomes of speech such as how many smiles you'll receive as you start to talk

Ethics

the general and systematic study of what ought to be the grounds and principles for right and wrong human behavior

Aspects of ethical communication

o Why to cite:
-Citation gives credit where credit is due
-Citation holds you accountable to standards of reason and truth (research your research)
-Citation creates the potential for replication of your research (creates a "trail" for people to follow from the endpoint)
o Tell the truth
o Take all of your audience into consideration (diverse backgrounds, attitudes, beliefs, and values)
-Referred to as rhetorical sensitivity

Types of ethics

o Virtue ethics-intentions of the actor
-Judges the ethical quality of an act by the intentions and/or character of the actor
-"The thought that counts"
o Consequentialism-evaluating consequences of the action
-Judges the ethical nature of an act by the outcomes and consequences
-"An ethical act is one with a good outcome"
-Good intentions don't excuse negligence
-Utilitarianism- ethical course of action is the one that does the most good for the most people
-Ex: superhero must choose between saving a loved one and saving a larger group of people
o Deontological ethics- act itself ? duty
-Assessment of ethics focuses on the act
-"A duty"
-Enables us to have shared social and cultural norms of ethics
-Emphasizes consistency/rules
-Categorical imperative- something is justified if it would be okay for everyone to do it in any situation
o Postmodern ethics- relationship between the action of others and one's own choice of action
-Multiple considerations
-Relationship and context
-Our actions affect and are affected others; interrelated
-Response-ability ? we are responsible for our influence on others
Ex: telling a white lie to a friend such as telling someone their hair looks cute even though you don't actually think so

Conflict of interests

a situation in which a person or organization has multiple interests at stake in a decision, and motivations from one of those interests may corrupt or interfere with decisions made about another

How to manage conflicts of interest

? Removal- remove or avoid the conflict (best but not easiest option)
? Disclosure- inform others about the existence of the conflict of interest (person is legally required to disclose the existence of any conflicts of interest)
? Management- proceeding even though the conflict of interest exists, but taking precautions to minimize the effects of the conflict of interest); less than ideal and should only be relied on when necessary

Types of plagiarism

o Global plagiarism
-Taking work in full and representing it as your own
o Incremental plagiarism
-Failing to cite source correctly or at all
o Patchwork plagiarism
-Copy/pasting from multiple sources to create your own work
o General rule of thumb: no more than 4 consecutive words can be the same from the original source

Hearing

the physical sensation of sound waves bouncing off an eardrum

Listening

to pay attention to sound or to hear something with thoughtful attention
-Active and involves a series of five steps: receiving, understanding, remembering, evaluating, and responding

Five-step process of listening

o . Receiving
-you recognize not only what is said, but also what is not said
-to be a critical listener;
� look at the speaker
� focus your attention on the speaker's verbal and nonverbal messages
� avoid attending to distractions in the environment
� focus your attention on what the speaker is saying
-Rushing to judgement
� listener misses salient points of the presentation because he or she is only pursuing their thoughts, which negate what the speaker is saying
� the listener is interpreting the speaker's comments without necessarily hearing them or the gist of what is being said
o 2. Understanding
-grasping not only the thoughts that are expressed, but also the emotional tone that accompanies these thoughts
-to enhance:
� relate the new information
� see the speaker's messages from the speaker's point of view
� rephrase (paraphrase) the speaker's ideas into your own words as you listen
-levels of interpretation
-Discriminating
� Listeners choose to listen carefully and discriminate between information and propaganda, between facts and personal experience, between official business and small talk, and between research that keeps them abreast and information on which they must take action
o 3. Remembering
-what you think (or remember) was said
-reconstructive
-if trying to remember:
� identify the thesis
� summarize the message in a more easily retained form
� repeat names and key concepts
� identify the organizational pattern
o 4. Evaluating
-judging the message and the speaker's credibility, truthfulness, or usefulness in some way
-own biases and prejudices become especially influential
-when evaluating:
� resist evaluation until you feel you understand the speaker's point of view
� distinguish facts from references, opinions, and personal interpretations that you're making
� identify any biases, self-interests, or prejudices that may lead the speaker to slant unfairly what he or she is presenting
� identify any biases that may lead you to remember what supports your attitudes and beliefs and forget what contradicts them
-detachment requires distancing oneself from "whatever threatens to distort the understanding of what is there"
-subjective, empathetic listeners identify with the speaker, try to see the situation from that person's point of view, and seek to understand how it makes the person feel
o 5. Responding
-occurs in 2 phases:
� nonverbal (and occasionally verbal) responses you make while the speaker is talking
o backchanneling cues or gestures that let the speaker show that you are listening
� responses you make after the speaker has stopped talking
-potential responses:
� use a variety of backchanneling cues to support the speaker
� support the speaker in your final responses by saying something positive and encouraging
� own your own responses

Contextual barriers to listening

o Location
-Interference in environment weakens listening capabilities
-Location helps frame communication
o Cultural differences
-Cultural presumptions shade meanings, especially in regard to how directly a message is stated, the appropriateness of interactions, and whether groups or individuals are more highly valued
o Gender styles
-Women are more likely to use listening to build relationships, and men are more likely to listen to get information
-Men value listening because they get information that helps them solve problems

Types of feedback

o Feedback is information that listeners return to you about the clarity and acceptability of your ideas
o Direct feedback- immediate; audience asking questions
o Indirect feedback- such as when speakers look for frowns, smiles, and other nonverbal cues to audience reaction
o Delayed feedback- takes the form of oral, auditory, or visual signs received after the message has been transmitted

Strategies to become a better listener

o First, identify what type of listener you are
o Second, focus on the areas where you need to improve
o Adapt to the speaker's delivery
o Listen with your eyes as well as your ears
-Nonverbal cues play a major role in communicating a message
o Monitor your emotional reaction to a message
-Heightened emotions can affect your ability to understand a message
-Recognize when your emotional state is affecting your rational thoughts
-Use the skill of self-talk to calm yourself down
o Avoid jumping to conclusions
o Be selfish listener
o Listen for major ideas
-Good listeners listen for major ideas, concepts, and principles, rather just the facts
o Identify your listening goals
-4 different listening goals:
� for pleasure, to emphasize, to evaluate, and to gain information
-listening to emphasize requires:
� 1. Stop what you're doing and give complete attention to speaker
� 2. Look and make eye contact
� 3. Listen
� 4. Imagine how you would feel if you have experienced what the speaker had
� 5. Check your understanding of the message by asking questions to clarify
o practice listening
o taking notes
o become an active listener
-remain alert and mentally re-sort, rephrase, and repeat key information when listening to a speech
-use your listening time to re-sort disorganized or disjointed ideas
-you can rephrase or summarize what the speaker is saying
-do more than just rephrase information as you listen to it
-an additional active listening strategy is to look for "information handlers" provided by the speaker

Benefits of audience analysis

o Presenter benefits:
-An increased chance of reaching your presentation goals
-A reduced chance of poor presentation performance
-The increased likelihood of audience connection and responsiveness
-A reduced chance of embarrassment because you do not understand your audience
-Increased sensitivity to and recognition of diversity within audiences
-An increased confidence level and self-assuredness on the part of the presenter
-Reduced chance of out of body experiences on the presenter's part due to nervousness or acute anxiety
-Increased chance of repeat requests for similar presentations
-Reduced chance of being rejected
o Audience benefits:
-Greater understanding of the topic
-Increased interest in the topic
-Ability to act based on an informed opinion

Concerns when analyzing audience

o 1. The needs of your audience
-Understand that no one individual can be all things to all people
-Presenters should make every attempt to appeal to wide variety of needs in an effort to motivate the entire audience: presenters should focus on audience adaptation
-Level 1: physiological needs
-Level 2: safety needs
-Level 3: social needs
-Level 4: self-esteem needs
-Level 5: self-actualization needs
o 2. The types of people who compromise your audience
o 3. The logistics and details of your presentation, specifically as they relate to your audience
o Demographic profile- way of enhancing your understanding of your audience by developing statistical data relative to your audience member's backgrounds
o Psychographic profile- way of better understanding your audience by compiling attitudinal information relative to values, beliefs, and ideology of your audience

Cultural considerations when presenting

o Culture= learned system of meaning; consists of patterns, traditions, beliefs, values, norms, and symbols that are passed on from one generation to the next and are shared varying degrees by interacting members of a community
o Assess if there are any cultural differences among your audience members
o Be aware of how cultural differences influence how we interpret gestures
o Be aware of how cultural differences influence when and how much you self-disclose
o Cultures vary in the degree to which a speaker needs to appear formal when presenting
o Be aware of how cultural differences influence how much and when you should engage another in eye contact

Public speaking guidelines for any audience

o Speak slowly and clearly
o Use multiple modes of presentation (pictures, graphs, gestures, written summaries)
o Elevate your level of formality
o Avoid humor
o Understand local politics

Personality types

o Intuitors (conceptual)
-"big picture" people
-future-oriented
-conceptually creative
-tips: paint a picture of where you are headed with your presentation, tell stories, use analogies, and use photographs and images to tell you story
o Thinkers (analytical)
-Statistical people
-Analytical people
-Logically-driven, think in linear fashion
-Consistent, stable
-Tips: prepare and distribute background handouts, walk thinkers through the processes you used to obtain your information, and present statistics and quantifiable data
o Feelers (relational)
-Emotional thinkers
-Appreciate testimonials
-Likes "touchy-feely" information, warmth, and human interest stories
-Tips: tell stories about people by name, personalize your data, create visuals involving people and real-life situations, and tell the "before" and "after" of peoples' stories
o Sensors (practical)
-Bottom-line oriented
-Most everything is urgent
-Move fast
-Appreciate brevity
-Tips: give them your bottom-line message first and then work backwards quickly, offer a one-page "bottom-line" sheet with hard and fast evidence, issue a call-to-action page, provide information on where to go if you need help and then people alone, and reduce amount of handouts and discussion about processes

How to maintain a professional profile

o Technology can help craft a personal brand and make you seem more credible to those you work with
o Things to look for when screening your profile:
-Photos
-Personal information
-Activities
-Interests
o Maintain dual profiles
o Professionalizing your profile:
-1. Maintain control over images of you that other people post
-2. Control others' access to comment on your profile
-3. If your profile contains a link to your personal webpage, make sure you keep your webpage updated and current
-4. Remember that Facebook and other social networking sites are constantly changing their security settings

Pros and Cons about permanence of records

o Positives- able to rely on our files being backed up
o Negatives- things can be saved and reproduced forever that you don't want the public to see
-Hyperpersonal communication- over sharing online

Low cues environment

o Low cue environment= interaction that lacks much of the information that we might have in a face-to-face conversation; we cannot hear a person's tone of voice or see their facial expressions
o Striking distinction of mediated communication is that it is often lacking the rich amount of nonverbal information that our daily interactions have
o Places more importance on the work of the new employee
o To make a good impression, in emails write well and meet the situational expectations of formality

Format of professional email

? Introduction
� Check subject line- does it contain a brief, useful description of the purpose of the email
� Make sure you begin with salutation such as "dear"
� Use titles (Dr., Professor, Ms.)
? Body
� Avoid slang
� Non-standard abbreviations are not permissible, or is talking in all or partial caps
o Use exclamation points sparingly
� Be very careful with sarcasm, joking, and ambiguity in your messages
� Be concise and to the point without being curt- put main point(s) in opening sentence and try to keep the total length of message between two and three short paragraphs
? Conclusion
� Finish email with a standard conclusion (Thank You, Best)
� If you have an attached file, make sure you mention the file in the email
� Look back over your email

How to send professional emails

? CC- stands for carbon copy
� Lets someone know that you sharing information with them, but that their direct action is not needed
? Use the CC field if many people need to know the information in the email, but don't have to act on it
? Use BCC (blind carbon copy) to conceal the list of recipients when you want to maintain their privacy
� Recipients can only see the name of the sender
? Forwarding chain messages and jokes is generally not appreciated
? Think carefully before ever hitting "reply all" on an email
? Use professional email address (avoid pseudonyms aka false names)
? Note the domain- service provider for some aspect of an online connection, such as gmail.com

Asynchronous communication

receiver does not need to be simultaneously using the same technology as the sender (not instant back and forth)
-Ex: emailing

Synchronous communication

o takes place in "real time"; messages between interactants are immediately sent and received
-Ex: face-to-face interactions

5 stages within group project development

-1. Initiating the project
� best to meet face-to-face
-2. Planning and design
� group is assigning roles and developing schedules
� there needs to be participation from all members
� synchronous interaction is preferred
-3. & 4. Executing the project and measuring and evaluating the project as it is ongoing
� email and other asynchronous communication media shine in the executing and monitoring/controlling phases
-5. Wrapping up the project
� face-to-face meeting is useful to recap and close the project

Sources for presentations

o Academic journals
-Special periodicals that are printed anywhere from one to twelve times a year, and are read by other professionals in a given field
-Considered most credible due to author credentials and being peer-reviewed
o Books
-Begin as manuscripts, submitted by the writer, and then are reviewed extensively
-More interested in profit margins
-Easily accessible
-Can be long and dense
o Magazines
-Periodical source; published on a regular basis
-Created for less specialized audiences, tend to focus on current events, and are seldom peer-reviewed
-Influenced by profit margins
-Has political perspective
-May write with a subjective bias (has a particular stance on the news they report)
-Don't share original data so it's hard to double-check
o Newspapers
-Can be editorial columns, or opinion pieces (highlight if it is when citing)
-Can find day-to-day coverage of breaking events
-Can provide valuable details and personal commentary from sources or witnesses
-Less likely to get broad historical context; are often short and concise
-Known to make mistakes
o Internet
-If was first a printed article and then uploaded to the internet, not an internet source
-Excellent for keeping up on breaking news
-Great for topics and subjects that don't get a lot of news coverage in the mainstream media
-Wikipedia is only good for a starting place; don't cite
o Interviews
-Can oftentimes be one of the best ways to conduct research
-Talks about local issues, topics that involve eye witnesses, and topics that relate closely to your audience
-Can provide vivid quotes, precise details, and can add credibility to a speaker
-Involve a lot of time and effort
-Risk of biased individuals

How to judge credibility for sources

-Authority
� Check the domain (.edu and .gov are reliable; are closed domains with strict requirements and regulation)
� Ask who sponsors the site, or the individuals and groups responsible for its existence and content
-Accuracy
� Cross-reference sources to assess a site's accuracy
-Objectivity
� Whose interests are being served by the information on the website? If not all readers, the site is not objective (but can still be credible)
-Currency
� See when the page was last updated
-Diversity
� Should not contain any offensive material that targets/insults any racial, gender, ethnic, or sexual preference or disability group

Citation style

a method of organization that allows you to integrate research into your outline and reference page in a particular standardized fashion

Parenthetical citations

o have to do with incorporating research in the body of your outline
-Must include the last name of the author and provide the year that the material was published
-Ex: (Smith, 2017).
-Same formula for all types of sources
-If no stated author, put the title of the article instead
-for interviews: include person's name, write personal communication, and then the detailed date (in normal format)

Reference citations

the comprehensive referencing of your research located on a reference page

How to properly cite sources

o Books
-Include full name of author(s) (the first name and middle name, if applicable, will be abbreviated), year of publication, title of book (italicized), location of publisher, and name of publisher
-Indent five spaces after first line
-Put edition in parenthesis after title
o Academic journals
-Include author(s) of the article, the year the article was published, the title of the article, the name of the journal the article was published in (italicized), the volume and issue of the journal, and page numbers of the journal the article was published in
o Magazines
-Include the author(s), the specific date of the magazine's publication, the title of the article, the magazine's title (italicized), the magazine's issue number, and the page numbers
-Date is more detailed (includes day and month; put year first then month and day with no comma)
o Newspaper
-Include author name, the specific date of the newspaper's publication (specific like magazine), title of article, name of the newspaper (italicized), and the pages from which the article is located
o Internet website
-Include name of authors (if available), the date the internet website was made available (if information is provided; only put year), the title of the webpage or online article (italicized), and website URL (put "Retrieved from" before)
-If no author, put the organization who runs the website
o Blog
-Include authors, date, title (put "Web log post" after), and then URL
o Youtube video
-Cite as web document
-Screen name of the person who posted the video, the date the video was published, and the URL where the video was retrieved from
o Interviews
-Aren't referenced on reference page because they're not considered retrievable data

Paraphrasing

rearticulate, in your own words, what you learned from consulting an original author

Directly quoting

o using exact words the author used; original author of the text verbatim
-If decide to use direct quote, include the page number(s) that you took information from

3 rules for communicating research in your presentation

o 1. Make sure to mention all your sources in your presentation
-must be announced verbally when you give the information from the corresponding source
o 2. Anytime you introduce a new oral citation into your presentation you must provide a rationale as to why the source you have chosen is credible
-it is necessary to provide some sort of qualifier as to why the source you are using is credible
-this is a way to establish the rationale or background information for your source
o 3. After introducing a particular oral citation into your presentation, you do not need to include a rationale the next time you introduce that same oral citation
-everyone should know the names after the first time so it's not necessary and would become repetitive