Assignment: Symptoms of Nervous- ness

Assignment: Symptoms of Nervous- ness

Assignment: Symptoms of Nervous- ness

Assignment: Symptoms of Nervous- ness

Assignment: Symptoms of Nervous- ness

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Understanding why you and many others may experience apprehension can give you insights in how to better address your anxiety.25

Your Biology Affects Your Psychology Increasingly, researchers are conclud- ing that communication apprehension may have a genetic or biological basis: Some people may inherit a tendency to feel anxious about speaking in public.26 You may wonder, “So if I have a biological tendency to feel nervous, is there anything I can do to help manage my fear?” The answer is yes. Even if you are predisposed to feel nerv- ous because of your genetic makeup, there are strategies you can use to help manage your apprehension.27 A better understanding of why you feel apprehensive is a good starting point on the journey to speaking with greater confidence.28

Physical symptoms of nervous- ness are signs that your body is trying to help you meet the challenge of public speaking. Labeling your body’s arousal as excitement can help build your confidence as you speak, as can the other tips described in this chapter. [Photo: Cultura Limited/SuperStock Royalty Free]

Improving Your Confidence as a Speaker 11

Although you may have not asked your brain for help, believe it or not, your brain becomes aware of your stress when you are speaking, and it signals your body to help you with this difficult task. Sometimes, however, because your brain offers more “help” than you need, this assistance is not useful. Your biology is affecting your psychology—what you think and feel about giving a speech.

What factors trigger a specific biological brain response? Your view of the speak- ing assignment, your perception of your speaking skill, and your self-esteem interact to create anxiety.29 You want to do well, but you’re not sure that you can or will. Pre- sented with this conflict, your body responds by increasing your breathing rate, pumping more adrenaline, and causing more blood to rush through your veins.30 In short, your body summons more energy to deal with the conflict you are facing. Your brain switches to its default fight-or-flight mode: You can either fight to respond to the challenge or flee to avoid the cause of the anxiety. To put it more technically, you are experiencing physiological changes because of your psychological state, which ex- plains why you may have a more rapid heartbeat, shaking knees and hands, a quiver- ing voice, and increased perspiration.31 You may also experience butterflies in your stomach because of changes in your digestive system. As a result of your physical dis- comfort, you may make less eye contact with your audience, use more vocalized pauses (“Um,” “Ah,’’ “You know”), and speak too rapidly. Although you see your physical responses as hindrances, your body is simply trying to help you with the task at hand.

Your Apprehension Follows a Predictable Pattern When are you most likely to feel nervous about giving a speech in your communication class? Research suggests there are typical times when people feel nervous. As shown in Figure 1.4, many people feel most nervous right before they give their speech. That’s when the uncertainty of what will happen next is very high.32 If you’re typical, you’ll feel the second-highest level of anxiety when your instructor explains the speech assignment. You’ll probably feel the least anxiety when you’re preparing your speech.

One practical application of this research is that now you can understand when you’ll need the most help managing your anxiety—right before you speak. It will also help to remember that as you begin speaking, anxiety begins to de- crease—often dramatically. Another application of the research is to help you re- alize that you’ll feel less anxious about your speech when you’re doing something positive to prepare for it. Don’t put off working on your speech; if you start preparing well in advance, you’ll not only have a better speech, you’ll also feel less anxious about presenting it.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

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Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

  • The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASS

    Discussion Questions (DQ)

    • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
    • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
    • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
    • I encourage you to incorporate the readings from the week (as applicable) into your responses.

    Weekly Participation

    • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
    • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
    • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
    • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

    APA Format and Writing Quality

    • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
    • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
    • I highly recommend using the APA Publication Manual, 6th edition.

    Use of Direct Quotes

    • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
    • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
    • It is best to paraphrase content and cite your source.

     

    LopesWrite Policy

    • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
    • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
    • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
    • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

    Late Policy

    • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
    • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
    • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
    • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
    • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

    Communication

    • Communication is so very important. There are multiple ways to communicate with me: 
      • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
      • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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