Research And Powerless Speech: How Powerless Speakers Are Se ✓ Solved

Research And Powerless Speech Powerless Speakers Are Seen As Less Tru

Research and Powerless Speech  Powerless speakers are seen as less trustworthy, dynamic, attractive, and persuasive.  Job applicants who used fewer powerless languages were rated as more competent and employable by professionals in interviews. (Green, 1987; Patron et al., 2002) Powerless Language Ying Cheng, Ph.D. Agenda  Ten Types of Powerless Languages – Hesitations – Side particles – Hedges – Tag questions – Accounts/excuses – Other words to avoid – Minimizing your role – Soft pedaling your suggestion – Uptalking – Apologies Hesitations  Fillers – Uh – Ah – Well – Um – You know  Use silence to pause and collect your thoughts. Side Particles  More Fillers – Like – Simply Hedges  Water Down Convictions – I think I can handle this project. – I think I might be able to help you. – I think I’m a good accountant. – I need more information. – Not: I think I need more information. Hedges Professional  May  Seem to  Likely Colloquial  Sort of  Kind of  Somewhat Effects of Hedges  Research suggested hedges can undermine persuasive attempts. – Hedges placed on data statements led to negative perceptions of the policy, source, and argument. – Colloquial hedges placed on interpretation statements led to more negative evaluations relative to no hedges. (Durik, Britt, Reynolds, and Storey, 2008) Using Hedges Judiciously  Depending on the statement, a hedge may be used: – For politeness • I am sort of disappointed. – When counterexamples are accessible • If A holds true, your tax liability will be X. However, if B holds true, your tax liability will be Z. Tag Questions  Extra Questions after a Statement – Isn’t it? – Wouldn’t it? Accounts  Excuses  Justifications Other Words to Avoid  Can’t  But  Should have  Might  Try Minimizing Your Role or Contributions  “I’m just an accountant.† “Hi, it’s just me.†Soft-Pedaling Your Suggestions  “This is probably a stupid idea, but…† “I don’t know if this is worth mentioning, but…‼  “I have a feeling this won’t work, but…† Uptalking  Making statements sound like a question  Conveys tentativeness  “The meeting is at 5pm?†Overcoming Uptalking  Are you a chronic uptalker?  Make your sentences short when speaking to better control your tone. Apologizing  “Sorry!† “Oops, sorry.† “Sorry, my bad!† “I’m sorry.

I didn’t catch that.† Replace with: “Would you please repeat that?†Gender Differences or Similarities  No differences between women and men in their use of powerless languages Cultural Differences  Collective cultures (e.g., Japan) interpret powerless languages differently. (Wetzel, 1988) References Durik, A. M., Britt, M. A., Reynolds, R., and Storey, J. (2008). The effects of hedges in persuasive arguments. Journal of Language and Social Psychology, 27(3): . Green, K. D. (1987). The Effects of 'Powerful' and 'Powerless' Speech Styles on Speech Effectiveness in a Non-Courtroom Setting. The North Dakota Journal of Speech & Theatre. Retrieved November 11, 2015 from Grob, L.

M., Meyers, R. A., & Schuh, R. (1997). Powerful/powerless language use in group interactions: Sex differences or similarities? Communication Quarterly, 45, . Marston, R. (1995).

Using powerful language. Retrieved on December 8, 2015 from Parton, S. R., Siltanen, S. A., Hosman, L. A., & Langenderfer, J. (2002).

Employment interview outcomes and speech style effects. Journal of Language and Social Psychology, 21(2), . Wetzel, P. J. (1988). Are “powerless†communication strategies the Japanese norm?

Language in Society, 17, . Chapter 7 – Quiz 7 Instructions: There are four (4) topic areas listed below that are designed to measure your knowledge level specific to learning outcome (LO 7) shown in your course syllabus. You must respond to #3 and select any other two of these topic areas providing appropriate responses in essay form. In most cases, the topic area has several components. Each must be addressed to properly satisfy requirements.

Pay attention to what you are being asked to do (see Grading Rubric below). For example, to describe does not mean to list , but to tell about or illustrate in more than two or three sentences, providing appropriate arguments for your responses using theories discussed in our text . Be sure to address all parts of the topic question as most have multiple parts. A verifiable current event (less than 4 years old) relevant to at least one of the topics you respond to is a fundamental component of your quiz as well. You cannot use information from the text book or any book/article by the author of the text book as a current event.

Make sure that your reference has a date of publication. For each chapter quiz and final quiz you are required to find and include at least one reference and reference citation to a current event less than 4 years old (a reference with no date (n.d.) is not acceptable) in answer to at least one question. This requires a reference citation in the text of your answer and a reference at the end of the question to which the reference applies. You must include some information obtained from the reference in your answer. The references must be found on the internet and you must include a URL in your reference so that the reference can be verified.

You may type your responses directly under the appropriate question. Be sure to include the question you are responding to and your name on the quiz. Only the first three (3) questions with answers will be graded. Include your name in the document filename. Your completed quiz must be placed in the appropriate Dropbox, no later than 11:59pm on the due date.

Do well.