Archive for January, 2016

A communicator expresses his or her emotions through non-verbal communication. Non-verbal communication occurs separately to the spoken word (COMM11003 Wk8 lesson). According to Patel (2014) facial expressions are a form of non-verbal communication and communicate the speakers attitude via the face, which is the primary source of emotions. Facial expressions are ever changing during oral communication allowing the receiver to interpret what is being communicated not only verbally but also through non-verbal communication (Patel 2014, p. 91).

This form of non-verbal communication allows communicators to communicate a variety of emotions that are identified universally. Emotions shown through facial expressions such happiness, sadness, anger, surprise, fear, contempt and disgust are the same across all cultures, making facial expressions one of the easiest forms of non-verbal communication to interpret through out the world (Segal et al. 2015).

From as young as 5 years old, we can understand and communicate with non-verbal communication (COMM11003 Wk8 video). Studies have found that blind children also can communicate to others through their facial expressions proving that this behaviour is not something that is visually taught, but is in fact innate (Dobrin 2013).

Facial expressions are so instinctive that they are difficult to manipulate and are therefore studied in great depth and utilised as a tool for Police Officers. Police Officers are trained to evaluate the truthfulness of a suspect whilst detecting deception and behaviours through the facial expressions that a suspect may be unknowingly communicating through non-verbal communication. Police Officers build on these skills of reading non-verbal communication over years and eventually develop instinctive skills, which can save their lives and others (Matsumoto et al. 2011).




COMM11003 Week 2 lesson (2015), CQUniversity, Australia

Dobrin, A 2013, Facial expressions: Universal vs cultural, viewed 23 January 2016,

Edwards V 2013, How to read a face, viewed on 23 January 2016,

Matsumoto D, Hwang H, Skinner L, Frank M 2011, Evaluating truthfulness and detecting deception, viewed on 23 January 2016,

Patel, D 2014, ‘Body Language: An Effective Communication Tool’, IUP Journal of English Studies, vol. 9, no. 2, pp. 90-95.

Segal J, Smith M, Boose G, & Jaffe J, 2015, viewed on 22 January 2016,



Posted: January 14, 2016 in Uncategorized

It is a key factor in communicating effectively to know and identify who your audience are (COMM11003 Wk4 video). An audience can vary in many different ways but for communication to exist there needs to be more than one person involved. To communicate effectively it is important to understand context in relation to the audience. Context in relation to the audience identifies how the audience will receive the message in different ways. This requires knowledge of circumstances relating to the audience that may alter or influence the way in which the communicator will converse. Factors such as culture, age, time and group size are just some of the many things that need to be taken in to consideration when communicating effectively with an audience. There will always be context in any communication (COMM11003 Wk2 lesson). The communicator must research whom they will be communicating with prior to any meeting or event. They should learn as much about the audience as they can through any means available. Examples of this can be done by researching an organisations web page to learn more about a business or talk to people who know the audience (Ricci, T 2012). This will allow the communicator to target the message accordingly to achieve a positive outcome.

Figure 1 – Identify audience                                   Source –

The size of an audience will adjust the way we communicate. When communicating with a small audience of one person it is known as narrowcasting and when there is two or more people it is considered broadcasting (Barasch et al 2014, p. 286). According to Berger 2013 cited in Barasch & Berger (2014, p. 287), when broadcasting, communicators are more likely to present themselves in a more positive light to promote self presentation and avoid the audience to see them in an unfavourable light.



Barasch A, & Berger, J 2014, ‘Broadcasting and Narrowcasting: How audience size affects what people share’, Journal of Marketing Research, vol. 51, no. 3, pp. 286-299

COMM11003 T3 week 2 video (2015) CQUniversity, Australia

COMM11003 Week 2 lesson (2015), CQUniversity, Australia

Identify audience, digital image, viewed 14 January 2016,

Ricci, T 2012, Public speaking: Know your audience, viewed on 8 January 2016,

Logical planning is conducted through organisation of information and is an important part of any process that is intending on sending a clear message to an intended audience. The information must flow coherently and rationally (Eunson 2012). If planning is disorganised it can lead to misunderstanding the issue and promote confusion and failure either with the planner or the intended audience (COMM11003 Wk4 lesson). Organising your work should be logical allowing you to anticipate any problems that may arise (COMM11003 Wk4 video). Aune (2000, p. 687) suggests through logical planning it is possible to establish clear and realistic objectives whilst promoting logical thinking. Having a logical plan will assist the planner in understanding an intended relationship between goals, activities, outputs and intended outcomes (Silverman et al 2009, p. 5).

A plan can utilise a logical model but must ensure the model addresses the necessary criteria to determine the outcomes. Logic models are a graphical way to determine and organise information so that it can be easily understood and create brainstorming around the issue. They provide a visual format to view planned actions and outcomes. A logic model also provides an easy way for the project to become visually interactive and gather further information through other sources (sage publications n.d., p.3). Using logic models that start at the input and work through to the desired outcome can often lead the planner to limit his or her thinking to ideas that already exist and maintain a status quo rather than thinking outside the box on new concepts (Miller et al 2001, cited in McCawley n.d., p 2). Considering current ideas throughout the planning process can enable the planner to build on this and create new and exciting ideas. Logical planning will provide the message to be received intended audience with understanding and ease.


Figure 1: Flawed Plans                         Source:




Aune, JB 2000, ‘Logical Framework Approach and PRA: Mutually Exclusive or Complementary Tools for Project Planning?’, Development in Practice, no. 5, p. 687.

COMM11003 T3 Week 4 Video (2015) CQUniversity, Australia

COMM11003 Week 4 Lesson (2015), CQUniversity, Australia

Eunson, B 2015, Communicating in the 21st century, 3rd edition, e-book, Wiley, Australia.

McCawley, P n.d., The logic Model for Program Planning and Evaluation, Information paper number CIS 1097, University of Idaho Extension, viewed 7 January 2016,

Sage Publications n.d., Introducing Logical Models, viewed on 7 January 2016,

Silverman, B Mai, C Boulet, S O’Leary, L 2009, State birth defects surveillance resource guide logic models for planning and evaluation, viewed 7 January 2016,

Turner M, Flawed plans, digital image, viewed 7 January 2016,