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Multiperspectivity (sometimes polyperspectivity) is a characteristic of narration or representation, where more than one perspective is represented to the audience. [1]Most frequently the term is applied to fiction which employs multiple narrators, often in opposition to each-other or to illuminate different elements of a plot, [1] creating what is sometimes called a multiple narrative, [2] [3 ...
[4] [5] Scholarly communication theorists focus primarily on refining the theoretical understanding of communication, examining statistics in order to help substantiate claims. The range of social scientific methods to study communication has been expanding. Communication researchers draw upon a variety of qualitative and quantitative techniques
[5]: 244, 5 Lasswell himself also proposed additional questions, usually for the application of the model to specific fields. In the field of political communication, for example, he includes questions about what value outcomes are sought and whether the effect is in tune with the speaker's goals. [2]
The communication skills required for successful communication are different for source and receiver. For the source, this includes the ability to express oneself or to encode the message in an accessible way. [8] Communication starts with a specific purpose and encoding skills are necessary to express this purpose in the form of a message.
Communication theories vary substantially in their epistemology, and articulating this philosophical commitment is part of the theorizing process. [1] Although the various epistemic positions used in communication theories can vary, one categorization scheme distinguishes among interpretive empirical, metric empirical or post-positivist, rhetorical, and critical epistemologies. [13]
[9] [24] By focusing only on the sender, they leave out the audience's perspective. For example, listening usually does not just happen, but is an active process involving listening skills and interpretation. [25] However, some forms of communication can be accurately described by them, such as many types of computer-mediated communication.
This grammatically closed but cognitively open style of questioning, Worley argues, "gives [educators] the best of both worlds: the focus and specificity of a closed question (this, after all, is why teachers use them) and the inviting, elaborating character of an open question". [7]
The influence of context parameters on language use or discourse is usually studied in terms of language variation, style or register (see Stylistics). The basic assumption here is that language users adapt the properties of their language use (such as intonation, lexical choice, syntax, and other aspects of formulation ) to the current ...