Communication 246 Midterm Exam Study Guide
Weights of Readings, Essay, Short-Answer/Definition Options
CMUN 246, MIDTERM STUDY GUIDE
(SPRING 1999)
JIM L. QUERY, JR., PH.D.
This document is designed to provide you with some key test-taking strategies [go to jimsclasses.html] as well as a reminder of the course content with which you should be very familiar. As always, self-review questions are not the same as test questions and depth of coverage is not totally addressed. ("Geez Jim, that statement sounds like the Mission Impossible disclaimer." **BG**)
If you have been working through the lecture handouts, this guide will contain only a small amount of new information. As promised, my handouts have pay-offs.
I. General Information and Test-Taking Strategies
(A) The exam will consist of 40 Multiple Choice (MC) items worth 1.5 pts. each and a written section worth 40 points. The structure of the written section will be determined by the class.
(B)The material covered includes Lindlof (LF) Chs 1-2, LF CH3 (pp. 61-76), the Nonverbal CH distributed in class), the scientific method [go to web site, statsoneB.html]which spans Chs 1-2, Adelman & Frey CH1, related current event articles, and the Berliner video which spans Chs 1-2. Addressing the expected question per reading ratio, you should anticipate the following breakdown: LF CH1= 6 MCQs; LF CH2= 16 MCQs; LF CH3 = 8 MCQs; Adelman & Frey= 6 MCQs; and Nonverbal CH = 4 MCQs. The objective part of the exam is thus worth 60 points. The written section is worth 40 points. The total points possible are 100.
(C)Having discussed the structure of the exam, let's look at some preparation tips [go to examprep.html].
II. Key Topics
(A). LF CH1, Sci-Method, Berliner video (6 MCQs)
Please review lecture handouts 1/21/99 and 2/2/99; then go to [246selfrevs.html] for scientific method.
(B). LF CH2, Sci-Method, Berliner video (16 MCQS)
Please review lecture handouts 2/4/99 2/9/99, 2/23; then go to [statsoneB.html] for the scientific method and to [246selfrevs.html].
(C). LF CH3 (8 MCQs)
Please review lecture handout 2/25/99 as well as [246selfrevs.html].
(D). Adelman & Frey (6 MCQs)
Please review lecture handout, 1/21/99.
(E). Nonverbal CH (4 MCQs)
Please review lecture handout 2/25/99 and [246selfrevs.html].
*****************POSSIBLE ESSAY EXAM**************************
III.
ESSAY QUESTION STRUCTURE
Assuming Option A is selected by the class, the essay question structure will be broad and the writer justifies his/her analysis throughout. A sample follows. For any essay option, you must "pull-in" two of the current event articles.
*Sample*
Lindlof argues that most humans infuse their behavior with meanings. Explicate what this argument encompasses. What are its implications for theorizing and research, if any? Drawing from the Berliner film, demonstrate how quantitative deductive research would be limited and how inductive naturalistic research would be advantageous. Close the analysis be linking the responses from the father to probable, underlying psychological states. What do these linkages suggest in terms of literature review directions? You must justify your analysis. That is, the "burden of proof" rests on your shoulders, and a rationale should be advanced to support the subtopic areas you address.
Assuming Option B is selected by the class, the essay question structure will be specific and detailed. Justification of analysis remains important; however, subtopic area support ceases to become a criterion. A sample follows.
*Sample*
Create a communication-based study that demonstrates the utility of the naturalistic paradigm. This example must illustrate and explain at least four key tenets of naturalistic research. Contrast this approach with the scientific method and that link your analysis to the goals of each type of research. Close the analysis by distinguishing between contextual and global theories.
IV. ESSAY PART---OPTION C
Assuming Option C is selected by the class, the essay question will not be announced prior to the exam and the writing standards guide will not be applicable. It will be drawn from the covered readings.
V. ESSAY PART---OPTION D
Assuming Option D is selected by the class, all essay responses will be evaluated according to a "loose" interpretation of the writing standards guide. That is, grammatical and mechanical rules will be less emphasized. Violations which reduce clarity, however,will be penalized. Conceptual development, that is, your ability to identify, explain, and support your position will remain a high priority. Regarding length, you should be able to write your response so that it fills at least two sides of the furnished paper. Note that an outline IS NOT AN ACCEPTABLE RESPONSE. FINALLY, YOU SHOULD USE A LEGIBLE SCRIPT. IF I AM UNABLE TO READ YOUR RESPONSE, NO CREDIT WILL BE GIVEN. Having addressed the grading criteria, the pool of essay questions follow. Only one will appear on the exam, and it will not be announced prior to the exam.
(EQ1)
Lindlof argues that most humans infuse their behavior with meanings. Explicate what this argument encompasses. What are its implications for theorizing and research, if any? Drawing from the Berliner film, demonstrate how quantitative deductive research would be limited and how inductive naturalistic research would be advantageous. Close the analysis be linking the responses from the father to probable, underlying psychological states. What do these linkages suggest in terms of literature review directions? You must justify your analysis. That is, the "burden of proof" rests on your shoulders, and a rationale should be advanced to support the subtopic areas you address.
(EQ2)
Create a communication-based study that demonstrates the utility of the naturalistic paradigm. This example must illustrate and explain at least four key tenets of naturalistic research. Contrast this approach with the scientific method and that link your analysis to the goals of each type of research. Close the analysis by distinguishing between contextual and global theories.
(EQ3)
Husserl has been credited with developing and advancing the paradigm of phenomenology. Explicate the major thrust of this approach. Examine its key features and implications for theorizing and research. In what ways would this approach be best suited to your group's research project? In what ways would it be poorly suited?
(EQ4)
It has been suggested that Symbolic Interactionism research is superior to investigations guided by the scientific method. Support or reject this argument. You must justify your analysis. That is, the "burden of proof" rests on your shoulders, and a rationale should be advanced to support the subtopic areas you address.
VI. ESSAY PART---OPTION E
Assuming Option E is selected by the class, all essay responses will be evaluated according to the following dimensions: (1) clarity; (2) conceptual development, that is, your ability to identify, explain, and support your position; and (3) length and mechanics. Regarding length, you should be able to write your response so that it fills at least 2.0 sides of the furnished paper. Addressing mechanics, you are encouraged to provide an intro, body, and conclusion with effective transitions, as well as satisfactory punctuation. Please refer to the writing standards guide [go to jimsclasses.html]. Note that an outline is NOT AN ACCEPTABLE RESPONSE. FINALLY, YOU SHOULD USE A LEGIBLE SCRIPT. IF I AM UNABLE TO READ YOUR RESPONSE, NO CREDIT WILL BE GIVEN. Having addressed the grading criteria, the essay question follows.
(EQ)
Depending on the class vote, either EQ1 or EQ2 will be employed.
VII. OPTION F SHORT ANSWER
If this option is selected, the written section will consist of two short-answer questions (each requiring at least two well-developed paragraphs in response) and three definitions.
*Sample*
SA---Describe and evaluate the utility of Symbolic Interactionism.
Defn---"we relations" are...
VIII. Closing Comment
(A). Remember that this is a higher order exam. Strive for recognition, understanding, and application of the key concepts. Good luck (and NO that is NOT verbal irony *S*).
(SPRING 1999)
JIM L. QUERY, JR., PH.D.
This document is designed to provide you with some key test-taking strategies [go to jimsclasses.html] as well as a reminder of the course content with which you should be very familiar. As always, self-review questions are not the same as test questions and depth of coverage is not totally addressed. ("Geez Jim, that statement sounds like the Mission Impossible disclaimer." **BG**)
If you have been working through the lecture handouts, this guide will contain only a small amount of new information. As promised, my handouts have pay-offs.
I. General Information and Test-Taking Strategies
(A) The exam will consist of 40 Multiple Choice (MC) items worth 1.5 pts. each and a written section worth 40 points. The structure of the written section will be determined by the class.
(B)The material covered includes Lindlof (LF) Chs 1-2, LF CH3 (pp. 61-76), the Nonverbal CH distributed in class), the scientific method [go to web site, statsoneB.html]which spans Chs 1-2, Adelman & Frey CH1, related current event articles, and the Berliner video which spans Chs 1-2. Addressing the expected question per reading ratio, you should anticipate the following breakdown: LF CH1= 6 MCQs; LF CH2= 16 MCQs; LF CH3 = 8 MCQs; Adelman & Frey= 6 MCQs; and Nonverbal CH = 4 MCQs. The objective part of the exam is thus worth 60 points. The written section is worth 40 points. The total points possible are 100.
(C)Having discussed the structure of the exam, let's look at some preparation tips [go to examprep.html].
II. Key Topics
(A). LF CH1, Sci-Method, Berliner video (6 MCQs)
Please review lecture handouts 1/21/99 and 2/2/99; then go to [246selfrevs.html] for scientific method.
(B). LF CH2, Sci-Method, Berliner video (16 MCQS)
Please review lecture handouts 2/4/99 2/9/99, 2/23; then go to [statsoneB.html] for the scientific method and to [246selfrevs.html].
(C). LF CH3 (8 MCQs)
Please review lecture handout 2/25/99 as well as [246selfrevs.html].
(D). Adelman & Frey (6 MCQs)
Please review lecture handout, 1/21/99.
(E). Nonverbal CH (4 MCQs)
Please review lecture handout 2/25/99 and [246selfrevs.html].
*****************POSSIBLE ESSAY EXAM**************************
III.
ESSAY QUESTION STRUCTURE
Assuming Option A is selected by the class, the essay question structure will be broad and the writer justifies his/her analysis throughout. A sample follows. For any essay option, you must "pull-in" two of the current event articles.
*Sample*
Lindlof argues that most humans infuse their behavior with meanings. Explicate what this argument encompasses. What are its implications for theorizing and research, if any? Drawing from the Berliner film, demonstrate how quantitative deductive research would be limited and how inductive naturalistic research would be advantageous. Close the analysis be linking the responses from the father to probable, underlying psychological states. What do these linkages suggest in terms of literature review directions? You must justify your analysis. That is, the "burden of proof" rests on your shoulders, and a rationale should be advanced to support the subtopic areas you address.
Assuming Option B is selected by the class, the essay question structure will be specific and detailed. Justification of analysis remains important; however, subtopic area support ceases to become a criterion. A sample follows.
*Sample*
Create a communication-based study that demonstrates the utility of the naturalistic paradigm. This example must illustrate and explain at least four key tenets of naturalistic research. Contrast this approach with the scientific method and that link your analysis to the goals of each type of research. Close the analysis by distinguishing between contextual and global theories.
IV. ESSAY PART---OPTION C
Assuming Option C is selected by the class, the essay question will not be announced prior to the exam and the writing standards guide will not be applicable. It will be drawn from the covered readings.
V. ESSAY PART---OPTION D
Assuming Option D is selected by the class, all essay responses will be evaluated according to a "loose" interpretation of the writing standards guide. That is, grammatical and mechanical rules will be less emphasized. Violations which reduce clarity, however,will be penalized. Conceptual development, that is, your ability to identify, explain, and support your position will remain a high priority. Regarding length, you should be able to write your response so that it fills at least two sides of the furnished paper. Note that an outline IS NOT AN ACCEPTABLE RESPONSE. FINALLY, YOU SHOULD USE A LEGIBLE SCRIPT. IF I AM UNABLE TO READ YOUR RESPONSE, NO CREDIT WILL BE GIVEN. Having addressed the grading criteria, the pool of essay questions follow. Only one will appear on the exam, and it will not be announced prior to the exam.
(EQ1)
Lindlof argues that most humans infuse their behavior with meanings. Explicate what this argument encompasses. What are its implications for theorizing and research, if any? Drawing from the Berliner film, demonstrate how quantitative deductive research would be limited and how inductive naturalistic research would be advantageous. Close the analysis be linking the responses from the father to probable, underlying psychological states. What do these linkages suggest in terms of literature review directions? You must justify your analysis. That is, the "burden of proof" rests on your shoulders, and a rationale should be advanced to support the subtopic areas you address.
(EQ2)
Create a communication-based study that demonstrates the utility of the naturalistic paradigm. This example must illustrate and explain at least four key tenets of naturalistic research. Contrast this approach with the scientific method and that link your analysis to the goals of each type of research. Close the analysis by distinguishing between contextual and global theories.
(EQ3)
Husserl has been credited with developing and advancing the paradigm of phenomenology. Explicate the major thrust of this approach. Examine its key features and implications for theorizing and research. In what ways would this approach be best suited to your group's research project? In what ways would it be poorly suited?
(EQ4)
It has been suggested that Symbolic Interactionism research is superior to investigations guided by the scientific method. Support or reject this argument. You must justify your analysis. That is, the "burden of proof" rests on your shoulders, and a rationale should be advanced to support the subtopic areas you address.
VI. ESSAY PART---OPTION E
Assuming Option E is selected by the class, all essay responses will be evaluated according to the following dimensions: (1) clarity; (2) conceptual development, that is, your ability to identify, explain, and support your position; and (3) length and mechanics. Regarding length, you should be able to write your response so that it fills at least 2.0 sides of the furnished paper. Addressing mechanics, you are encouraged to provide an intro, body, and conclusion with effective transitions, as well as satisfactory punctuation. Please refer to the writing standards guide [go to jimsclasses.html]. Note that an outline is NOT AN ACCEPTABLE RESPONSE. FINALLY, YOU SHOULD USE A LEGIBLE SCRIPT. IF I AM UNABLE TO READ YOUR RESPONSE, NO CREDIT WILL BE GIVEN. Having addressed the grading criteria, the essay question follows.
(EQ)
Depending on the class vote, either EQ1 or EQ2 will be employed.
VII. OPTION F SHORT ANSWER
If this option is selected, the written section will consist of two short-answer questions (each requiring at least two well-developed paragraphs in response) and three definitions.
*Sample*
SA---Describe and evaluate the utility of Symbolic Interactionism.
Defn---"we relations" are...
VIII. Closing Comment
(A). Remember that this is a higher order exam. Strive for recognition, understanding, and application of the key concepts. Good luck (and NO that is NOT verbal irony *S*).
