Chapter . Advance the Conversation: Some Things Are Better Left Unsaid

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Advance the Conversation
Some Things Are Better Left Unsaid

1. Your Dilemma

As an active member of your campus, you serve as a representative to the college dean’s advisory council. You also volunteer as a peer mentor, helping first-year students adjust to college. Given your popularity as a peer mentor, Dr. Dawkins—the dean—asks you to present a session called “Academic Survival Skills for Your First Semester” during new-student orientation.

Though you are honored, you are also nervous. You tell your friend Jack, “I’m freaking out. How will I keep the students interested? Dr. Dawkins wants me to present for 15 to 20 minutes.”

“Just tell them what worked for you in your first semester,” Jack says.

“I can’t do that,” you reply. “My first semester was a disaster! I was accused of plagiarizing a paper in my psych class. I didn’t give proper credit for my sources... I didn’t know how to do it.”

“So, did you fail the class?” Jack asks.

“No. I got an F on the paper. But I definitely learned to ask for help. The professor took me under her wing. I ended up passing the course, and I actually changed my major to psychology.” “Wow! That’s a powerful lesson. Why don’t you tell the students that story?” Jack suggests.

You’re not sure. Dr. Dawkins will be there, and you don’t want him to know about your embarrassing mistake. You also feel responsible to teach the first-year students how to avoid that kind of academic trouble.

Question

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2. The Research

Self-disclosure occurs in speeches when you share information about yourself that listeners wouldn’t ordinarily know. Speakers often do this to bond with their listeners. In educational settings—like a new-student orientation— appropriate self-disclosure increases student motivation and liking for the instructor (Hill, Ah Yn, & Lindsey, 2008). Additionally, researchers have found that learning is promoted through the use of self-disclosure and stories to illustrate concepts (Downs, Javidi, & Nussbaum, 1988).

However, the kind of personal information you share matters. Researchers Pamela Lannutti and Elena Strauman (2006) found that students give high positive evaluations to teachers who self-disclose information that is positive and relevant to the lesson (“During my first week of college, I was so hyped that I was up and dressed by six o’clock every morning”). Such revelations help students see instructors as human. But there is a limit. Self-disclosing negative information (personal flaws, bad habits) or talking excessively about themselves causes students to view presenters unfavorably (Downs et al., 1988).

Question

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3. Your Opportunity

Before deciding what to do, consider the facts of the situation, and think about the research on self-disclosure in academic settings. Also, reflect on what you’ve learned so far about informative speech preparation, narrative presentations, and capturing listeners’ attention.

Question

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