Final Submission for Genre Shift
Communication can be categorized into three different types; verbal communication, written communication, and non-verbal communication (Vogel et al., pg.157). Verbal communication involves listening to a person to understand what they mean and it is done orally. Written communication involves reading the meaning of printed passages. These may include proposals, memos, letters, posters, and proposals. Written communication might be printed on paper, handwritten, or appear on the screen. This kind of communication does not take place in real-time and can be constructed over a longer period and it’s usually asynchronous. Written communication is one-to-many communication meaning the sender can write a message and can be read by many people. Nonverbal communication you observe something and infer the meaning. The intentions of this type of communication are based on cues such as facial expressions, body stance, and tone of your voice. The comprehension of the message by the recipient is based on the actual words by the sender. Through facial expressions, the muscles on our face express our emotions, sending a silent message without saying a word. The three types of communication are used based on the intended audience and the message that someone wants to pass through (Hall et al., pg. 280). In this case, putting research into action, I chose to use written communication in the form of a poster and nonverbal communication in the form of video as my main genres of communication.
In my first text, I intend to use a video to educate on how effects and strategies can be used to stop bullying of high school students. A video is a nonverbal communication strategy intended to pass a message to the viewer beyond verbal and nonverbal communication by incorporating visual aids such as images and footage, which further strengthens the mood (Beheshti, et al. pg. 68). The simple visibility of the speaker in the video makes it more accurate and effective. I plan to create an informative video showing instances of bullying. I will try and include the actual body language and verbal tones of someone going through bullying to convey my message. My word choice, punctuation, and visual features such as emotions will help me in creating the right tone. The body language, verbal tone, and other visual cues will help me in passing the exact intended message. The reason why I chose a video as my genre for the first text is that it will engage my audience. Incorporating visuals and sounds in my video will ensure that my audience will listen since my content will be valuable and concise. A video will help pass my message since I will incorporate limitless images, infographics, and text.
My second text will use the genre of the poster to pass a message on the importance of recycling to the community. A poster is a written type of communication which provides a concise overview of a topic, ensuring that the presenter will be able to convey the necessary information (Vogel et al., pg.157). The poster will promote active learning, as the terse amount of data on posters inspires the audience to participate and ask questions. I chose a poster for my second text because it will help me to make my topic familiar and increase the impact of the intended education. The poster will also attract a wide range of audiences. I chose to use posters in conveying this message because it is easily visible and I can disperse them around the community to increase the spread of my intended message. Through this genre of communication, I will be able to provide a pictorial representation of my message and encourage an active response.
Work Cited
Beheshti, Mobina, et al. “Characteristics of Instructional Videos.” World Journal on Educational Technology: Current Issues 10.1 (2018): 61-69.
Hall, Judith A., Terrence G. Horgan, and Nora A. Murphy. “Nonverbal communication.” Annual Review of Psychology 70 (2019): 271-294.
Vogel, Daniela, Marco Meyer, and Sigrid Harendza. “Verbal and non-verbal communication skills including empathy during history taking of undergraduate medical students.” BMC medical education 18.1 (2018): 157.