When communicating a main idea, one must validate their main idea with supporting information. This supporting information must be presented in a manner in which one will feel he is knowledgeable of the topic that was just presented to him. When I was approached with the task of researching a topic in business for my BUS 101C class, I realized that I would be taking on the task of presenting my main idea and then validating it with supporting information. Although I was not required to write the research paper, I had to turn in a completed outline that could be transformed into a research paper by just adding transition sentences. For my topic, I chose executive compensation reforms and how they affect the public investors, employees and executives, consumers, and the surrounding communities of a business.
I began this project by determining the supporting information that would validate my idea that executive compensation reforms affect various stakeholders that should be considered when running a business based on stakeholder theory. I was able to use EBSCOhost through Miami University’s online library system to find peer-reviewed sources that were accurate and reliable. Because I knew that the information I found was peer-reviewed, I was able to logically organize my ideas and know that my supporting ideas would be supported by previous research. Through the researching of my topic on EBSCOhost, I was able to develop a set of subtopics that helped me to support my idea.
I decided to support my main idea by first describing the causes of excessive executive compensation and why executive compensation was such a concern in today’s business world. By describing the causes of excessive executive compensation, I was able to show the reasons why reforms were needed in the area of executive compensation. I then researched several different forms of excessive executive compensation and the ways in which businesses incorporate them into their business practices. This provided me with “real-life” examples of why the United States government should reform laws regarding executive compensation.
Since I had proven that executive compensation needed to be reformed, my next step was to determine the various ways in which people were proposing reforms to executive compensation. By researching solutions, I was able to find positive and negative effects of each reform idea on the various stakeholders of the company, which was my ultimate goal. I feel that by providing the positive and negative effects of the reforms on the various stakeholders of the company further supported my main idea. I feel this way because I provided both sides of the issue to the reader, which offers them the opportunity to form their own opinion of the executive compensation issue. Because I was not required to type a finished paper, I was not required to supply a conclusion. However, I did come to the conclusion that only incorporating one method of executive compensation reform into a business will not bring about wealth for all of the company’s stakeholders.
By completing this project, I feel that I have come to learn how to successfully progress through the process of communicating a main idea and validating it with supporting details on a college level. Even though I did not have to write the paper, I still feel that I was able to clearly communicate my ideas to someone reading the outline and provide supporting details to allow them to feel that they have an understanding of the topic.
In the future, I am hoping to be able to incorporate these skills into other classwork. For example, I am currently enrolled in COM 135H. The abilities I have developed will help me to effectively vocally communicate a main idea to an audience. I will also be able to use the skills that I have learned to communicate my ideas within a discussion-based classroom setting. My ability to clearly communicate a main idea and validate it with supporting details will also help me in my future career. The abilities I have developed will help me with my ability to give presentations in the workplace when proposing new ideas. My abilities will also help me to effectively communicate ideas on a day-to-day basis in the workplace.
Through my completion of this project, I feel that I have developed the necessary skills to communicate a main idea through the development of supporting details. I also believe that I have found ways to incorporate these skills into my future. By completing this project, I have grown to understand how I can effectively communicate a main idea in the classroom and how I can continue to use the skills to succeed in the future.
I began this project by determining the supporting information that would validate my idea that executive compensation reforms affect various stakeholders that should be considered when running a business based on stakeholder theory. I was able to use EBSCOhost through Miami University’s online library system to find peer-reviewed sources that were accurate and reliable. Because I knew that the information I found was peer-reviewed, I was able to logically organize my ideas and know that my supporting ideas would be supported by previous research. Through the researching of my topic on EBSCOhost, I was able to develop a set of subtopics that helped me to support my idea.
I decided to support my main idea by first describing the causes of excessive executive compensation and why executive compensation was such a concern in today’s business world. By describing the causes of excessive executive compensation, I was able to show the reasons why reforms were needed in the area of executive compensation. I then researched several different forms of excessive executive compensation and the ways in which businesses incorporate them into their business practices. This provided me with “real-life” examples of why the United States government should reform laws regarding executive compensation.
Since I had proven that executive compensation needed to be reformed, my next step was to determine the various ways in which people were proposing reforms to executive compensation. By researching solutions, I was able to find positive and negative effects of each reform idea on the various stakeholders of the company, which was my ultimate goal. I feel that by providing the positive and negative effects of the reforms on the various stakeholders of the company further supported my main idea. I feel this way because I provided both sides of the issue to the reader, which offers them the opportunity to form their own opinion of the executive compensation issue. Because I was not required to type a finished paper, I was not required to supply a conclusion. However, I did come to the conclusion that only incorporating one method of executive compensation reform into a business will not bring about wealth for all of the company’s stakeholders.
By completing this project, I feel that I have come to learn how to successfully progress through the process of communicating a main idea and validating it with supporting details on a college level. Even though I did not have to write the paper, I still feel that I was able to clearly communicate my ideas to someone reading the outline and provide supporting details to allow them to feel that they have an understanding of the topic.
In the future, I am hoping to be able to incorporate these skills into other classwork. For example, I am currently enrolled in COM 135H. The abilities I have developed will help me to effectively vocally communicate a main idea to an audience. I will also be able to use the skills that I have learned to communicate my ideas within a discussion-based classroom setting. My ability to clearly communicate a main idea and validate it with supporting details will also help me in my future career. The abilities I have developed will help me with my ability to give presentations in the workplace when proposing new ideas. My abilities will also help me to effectively communicate ideas on a day-to-day basis in the workplace.
Through my completion of this project, I feel that I have developed the necessary skills to communicate a main idea through the development of supporting details. I also believe that I have found ways to incorporate these skills into my future. By completing this project, I have grown to understand how I can effectively communicate a main idea in the classroom and how I can continue to use the skills to succeed in the future.
TIER 2: Communicate effectively in at least two academic modes/genres.
Two academic genres I have become better at communicating in this past year are the scientific mode of communication and the artistic mode of communication. Both modes are effective in different ways and have different requirements to reach an acceptable level of effectiveness within the discipline of either science or art.
Scientific communication incorporates several different types of information and presents it in an organized way. The most common form of scientific communicating I have practiced is the common lab report. In order to communicate the purpose and findings of the lab, the lab report must be organized, follow a specific layout, and be detailed but concise. When determining the purpose of the lab report, I review the objectives of the lab and think about what I discovered while performing the experiment and/or calculations. Was there a surprising statistical pattern in the data or an unexpected reaction between two substances? The lab report is the place to investigate and attempt to answer these questions. The purpose of the lab report is to summarize the events and findings of your experimental work and discuss possible reasons for patterns in the data. The tone of scientific communication, specifically scientific writing, is generally impersonal and professional. As a rule no personal pronouns are used and information is presented in an intelligent, considered way. The organizational structure of the lab report follows this professional tone. Each lab report is organized in a specific way according to rules laid out by the course, teacher, or scientific community. The standard organization of a scientific lab report includes the introduction, methods, results, and discussion sections in that order. A consistent layout is important when communicating scientifically so patterns in data and important aspects of the experiment can be easily highlighted. If every lab report were written in a different writing style, had varying levels of formality, had different names for headings and subheadings, and did or did not include certain sections (such as the methods section), it would be confusing and difficult for scientists to communicate with each other and share information. The difficulty of sharing the information would hinder the spread and discussion of ideas. The type and amount of evidence included in lab reports varies from experiment to experiment. An in-depth experiment involving multiple variables might include measured data or other empirical evidence and then the presentation of this data in graphs or tables. The translation of raw data into figures such as graphs or tables allows the scientist and the reader of the report to distinguish patterns and discern relationships between variables. These variables could be compared to each other on the X and Y-axes of a graph or presented in side-by-side columns in a spreadsheet-style table. Comparisons of data in the report usually lead to discussion and ideas for future experiments, so presentation of evidence as figures is important. A smaller experiment might include less data, discussion, and graphical evidence but would still follow the same format. The lab report is an example of communication in a scientific mode.
Another mode of communication that is different from the scientific genre of communication is artistic communication. I communicate artistically on an everyday basis when I paint and draw. It’s important for a piece to be able to communicate an emotive expression (such as a mood) or a specific visual idea (such as an image of a person sitting on a chair), depending on the purpose of the piece. Communicating the purpose or intention of a piece of artwork is referred to as voice. If a piece has distinct voice, the artist’s intent is readily seen or felt by the viewer. The voice of the piece allows the painting to communicate visually just like the voice of a person allows them to communicate vocally. The “message,” deep or simple, can be communicated in art, just as messages can be conveyed in other communication modes, if specific measures are taken. Firstly it’s important to understand as the artist what the purpose of the piece is. If it’s an evocative piece, maybe the goal is to inspire a certain feeling in the viewer or express a feeling the artist might own. If it’s an informative piece, the purpose might be to depict an exact location, person, or story in realistic detail. Emotional and informative communication in art can be achieved in many different ways and many different styles. For example, a simple exploration of brushwork might communicate a feeling of confinement while a detailed painting of a war prisoner surrounded by falling shrapnel could convey the same feeling. Though the artistic style or method of communication is different, the purpose of the piece (or message) is the same. The tone of the artwork can be important in communicating artistically. When I am drawing from the figure, if the model seems reflective I try to depict their heavy mental state with dark values and thick, deliberate lines. Though my personal style of drawing does not change, what I choose to emphasize and what tone I express the image in varies with the subject matter. Communicating artistically involves organization just as scientific communication does. When working on a series of pieces that go together, it’s important to make sure the purpose and tone of each piece meshes with the others and seem united. Organization and unity of pieces in a series occurs by making sure certain elements, called common modifiers, are shared among the works in the series. A common modifier can be a repeated color or shape, a style of mark making, or the subject matter. The artist’s awareness of these parameters helps ensure the success of a series. How much visual information included by the artist is also important to the artistic mode of communication. For example, if very few details are shared in the background, it might force the viewer to focus on the foreground and the message being conveyed there. The artist can manipulate the image to communicate a specific idea. Communicating artistically is as involved and deliberate as scientific and other modes of communication, just in different ways.
Two academic genres I have become better at communicating in this past year are the scientific mode of communication and the artistic mode of communication. Both modes are effective in different ways and have different requirements to reach an acceptable level of effectiveness within the discipline of either science or art.
Scientific communication incorporates several different types of information and presents it in an organized way. The most common form of scientific communicating I have practiced is the common lab report. In order to communicate the purpose and findings of the lab, the lab report must be organized, follow a specific layout, and be detailed but concise. When determining the purpose of the lab report, I review the objectives of the lab and think about what I discovered while performing the experiment and/or calculations. Was there a surprising statistical pattern in the data or an unexpected reaction between two substances? The lab report is the place to investigate and attempt to answer these questions. The purpose of the lab report is to summarize the events and findings of your experimental work and discuss possible reasons for patterns in the data. The tone of scientific communication, specifically scientific writing, is generally impersonal and professional. As a rule no personal pronouns are used and information is presented in an intelligent, considered way. The organizational structure of the lab report follows this professional tone. Each lab report is organized in a specific way according to rules laid out by the course, teacher, or scientific community. The standard organization of a scientific lab report includes the introduction, methods, results, and discussion sections in that order. A consistent layout is important when communicating scientifically so patterns in data and important aspects of the experiment can be easily highlighted. If every lab report were written in a different writing style, had varying levels of formality, had different names for headings and subheadings, and did or did not include certain sections (such as the methods section), it would be confusing and difficult for scientists to communicate with each other and share information. The difficulty of sharing the information would hinder the spread and discussion of ideas. The type and amount of evidence included in lab reports varies from experiment to experiment. An in-depth experiment involving multiple variables might include measured data or other empirical evidence and then the presentation of this data in graphs or tables. The translation of raw data into figures such as graphs or tables allows the scientist and the reader of the report to distinguish patterns and discern relationships between variables. These variables could be compared to each other on the X and Y-axes of a graph or presented in side-by-side columns in a spreadsheet-style table. Comparisons of data in the report usually lead to discussion and ideas for future experiments, so presentation of evidence as figures is important. A smaller experiment might include less data, discussion, and graphical evidence but would still follow the same format. The lab report is an example of communication in a scientific mode.
Another mode of communication that is different from the scientific genre of communication is artistic communication. I communicate artistically on an everyday basis when I paint and draw. It’s important for a piece to be able to communicate an emotive expression (such as a mood) or a specific visual idea (such as an image of a person sitting on a chair), depending on the purpose of the piece. Communicating the purpose or intention of a piece of artwork is referred to as voice. If a piece has distinct voice, the artist’s intent is readily seen or felt by the viewer. The voice of the piece allows the painting to communicate visually just like the voice of a person allows them to communicate vocally. The “message,” deep or simple, can be communicated in art, just as messages can be conveyed in other communication modes, if specific measures are taken. Firstly it’s important to understand as the artist what the purpose of the piece is. If it’s an evocative piece, maybe the goal is to inspire a certain feeling in the viewer or express a feeling the artist might own. If it’s an informative piece, the purpose might be to depict an exact location, person, or story in realistic detail. Emotional and informative communication in art can be achieved in many different ways and many different styles. For example, a simple exploration of brushwork might communicate a feeling of confinement while a detailed painting of a war prisoner surrounded by falling shrapnel could convey the same feeling. Though the artistic style or method of communication is different, the purpose of the piece (or message) is the same. The tone of the artwork can be important in communicating artistically. When I am drawing from the figure, if the model seems reflective I try to depict their heavy mental state with dark values and thick, deliberate lines. Though my personal style of drawing does not change, what I choose to emphasize and what tone I express the image in varies with the subject matter. Communicating artistically involves organization just as scientific communication does. When working on a series of pieces that go together, it’s important to make sure the purpose and tone of each piece meshes with the others and seem united. Organization and unity of pieces in a series occurs by making sure certain elements, called common modifiers, are shared among the works in the series. A common modifier can be a repeated color or shape, a style of mark making, or the subject matter. The artist’s awareness of these parameters helps ensure the success of a series. How much visual information included by the artist is also important to the artistic mode of communication. For example, if very few details are shared in the background, it might force the viewer to focus on the foreground and the message being conveyed there. The artist can manipulate the image to communicate a specific idea. Communicating artistically is as involved and deliberate as scientific and other modes of communication, just in different ways.
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