Instructions: Use your own words and the book only… do not use outside sources. This is for a male international student from Saudi that is not good with English so please do not use huge words or get to specific when using personal examples or experiences. If you have questions…. ASK!!! EACH CHAPTER NEEDS TO BE WRITTEN ENTIRELY SEPARATE FROM ANOTHER CHAPTER::: THIS MEANS DO NOT RELATE CHAPTER 1 ANSWERS WITH ANOTHER CHAPTER !! DO NOT D IT WITH ANY CHAPTERS UNLESS ALREADY PUT TOGETHER. Your consistent, engaged completion of the short assignments will dramatically increase your learning. Since short assignments are used instead of exams it is crucial to invest time and clearly evidence your depth of thought and understanding of the chapters . This is accomplished by integrating key terms and concepts, brief examples or well-chosen quotes. Integrating these elements requires depth and elaboration; 1-2 well-developed paragraphs – not a quick line or two.. except for chapter 4 and 7 please follow their directions Chapter 1 Scenerio: Lucia and Caleb have been dating one another exclusively for four months. They both have part-time jobs and hope to complete their college studies within two years. Caleb thinks they should move in together. Lucia is reluctant to agree until she has more commitment from Caleb. Caleb doesn't want to make promises he can't keep. Lucia thinks that if they just communicate more they will be able to solve the problem, but Caleb thinks that talking about it more won't help. 1. What needs (physical, identity, social, and/or practical) do Lucia and Caleb have? 2. Identify one element of the communication model that might help explain some of the communication problems they are having and help them communicate more effectively. 3. What communication principles and/or misconceptions described in Chapter 1 may be operating in this situation? 4. Describe how Caleb and Lucia could examine the relational dimensions of their messages (affinity, immediacy, respect, and control) to help resolve the problem. Chapter 2 Journal Entry: Based on your experience, is social media beneficial or detrimental to interpersonal relationships? Chapter 4 Please see the document attached called PERCEPTION CHECKING PRACTICE Chapter 5 Feelings and Phrases Exercise 1. Choose a situation from column A and a receiver from Column B. 2. Develop an approach for communicating your feelings for this combination. 3. Now create approaches for the same situation with other receivers from Column B. How are the statements different? 4. Repeat the process with various combinations, using other situations from Column A. Column A: Situations You receive a terse text message cancelling a date or appointment. It's the third time the other person has cancelled at the last minute The other person posts an inappropriate comment on your Facebook wall. The other person compliments you on your appearance then says, "I hope I haven't embarrassed you." The other person gives you a hug and says "it's good to see you." Column B: Receivers An instructor A family member (you decide which one) A classmate you don't know well Your best friend Chapter 7 Please look at the document ::: nonverbal Movie Application Project and follow the directions THE POWERFUL IMPACT OF NONVERBAL ON OUR PERCEPTIONS Movie Application Project Background: Select a movie with real people (not animation) that directly relates to the chapter terms listed below. There is a non-graded discussion area for you to share movie ideas. Depending upon the movie you choose, you can probably gather your examples by watching about 20-30 minutes of the movie. Good luck turning it off. Process: At the top of your application, please identify the movie your chose AND a brief plot summary to orient me. Select 12 different nonverbal terms from the list below; no more than 2 terms may be used from any underlined category. Try to choose terms from as many different categories as possible. Avoid needlessly losing points by assuming your understand the meaning of a term and not reading the chapter. Upload your application to the corresponding assignment folder, as a Word or Rich Text attachment (no other formats, please). Please use the format below, numbering each of the nonverbal terms from 1 – 12. (NOT paragraphs). An example is at the top of the next page. (2 pts. each/24 pts. possible) 1. _ _ (term - nonverbal behavior) a) explain the term in your words (different words that the term you are explaining) AND b) explain how that term is illustrated in a specific scene in the movie; provide enough detail to directly link the scene to the nonverbal behavior you chose TYPES OF NONVERBAL COMMUNICATION Body Movement 1. body orientation 2. posture Appearance 1. physical attractiveness 2. clothing Gestures - explain what gestures are along with the specific type of gesture(s) below Physical Space (Proxemics) 1. Distance a) Intimate space b) Personal space c) Social space d) Public space 2. Territoriality 1. 2. 3. 4. illustrators emblems adaptors manipulators Face & Eyes 1. micro-expressions 2. involvement, interest 3. dominance or submission 4. emotional expression– positive or negative attitudes Voice (Paralanguage) 1. tone, rate, pitch, pauses 2. vocalized pauses - verbal fillers 3. sarcasm Touch (Haptics) 1. functional & professional 2. social & polite 3. friendship & warmth 4. sexual arousal 5. aggression Physical Environment Nonverbal Functions 1. repeating 2. complementing 3. substituting 4. accenting 5. regulating 6. contradicting – mixed messages Time (chronomics) 1. monochromic 2. polychronic Deceptive clues – leakage STUDENT EXAMPLE Mirror Mirror “Snow will do what snow does best - fall” - the Queen A Snow White adventure with Lily Collins, Julia Roberts and Armie Hammer. The Queen (Roberts) is in charge of the kingdom and has held Snow White (Collins) prisoner in the castle for the last several years. On Snow’s 18th birthday she ventures out of the castle to see the village. Snow then sees the Queen’s greedy destruction. The Prince (Hammer) is also on an adventure and comes across some ‘giant’ dwarfs that leave him and his servant stranded. The Queen wants to marry the Prince to get more money, but he has already met and fell in love with Snow. To what lengths will the Queen go to get what she wants? Will Snow be able to save her kingdom with the help of her new dwarf friends? Will the Prince fall under the Queens spell or will Snow find in time? 1. Appearance - Clothing a) What a person wears and their hair styles, set people apart from each other and can tell class distinction. b) Opening scene when the Queen enters the small shack-like building. Her clothing and hair style is very elaborate. This shows her status. 2. Aggressive Touch a) Using one’s hand(s) to touch another in a forceful manner, to show dominance or displeasure b) While the Queen and Snow are talking the Queen pulls Snow’s hair to reinforce that she is Queen and she does not like Snow. 3. Intimate Space a) The space around your body that is reserved for those closest to you. Hall explains that this can be touching to 18 inches. b) The Prince and his servant, Renbock are stripped of their outer clothing and tied together upside down. They have been defeated and this is creating embarrassing moment when found. 4. Substituting a) using a nonverbal gesture or movement to replace a verbal statement. b) a servant was helping the Queen try on shoes. Instead of saying she does not like the shoes she just waves her hand in a dismissive manner. … and so on until you have explained and illustrated 12 terms… Enjoy! Tilton – COMX 115 PERCEPTION CHECKING PRACTICE “Serious problems can arise when people treat interpretations as if they were matters of fact. Like most people, you probably resent others jumping to conclusions about the reasons for your behavior” … even if your interpretation is correct, a dogmatic, mind-reading statement is likely to generate defensiveness. The skill of perception checking provides a better way to handle your interpretations.” (pp. 123) Learning Objectives: 1. To identify interpretations you make about others’ behavior in your important interpersonal relationships. 2. To recognize perceptual factors influencing those interpretations. 3. To demonstrate how you might use the skill of perception checking in a significant relationship. 4. To assess the validity of your interpretations. 5. Building communication competence through empathy and cognitive complexity. Project Guidelines: ** crucial for your success ** 1. Thoroughly read the chapter – especially sections directly applicable to the project – prior to completing the application. For this project, the key sections are from pp. 112-134 2. For all application projects, please label your responses to coincide with the project guidelines. 3. Since application projects are used instead of exams, your success depends upon how well you demonstrate your depth of thought and understanding of our text (course theme). 4. Upload your application as a Word or Rich Text attachment (no other formats, please), to the corresponding D2L assignment folder, by 11:59 pm, Sunday. Skill Building Step 1: Developing Complete Perception Checking Statements Choose 2 situations from your recent past where someone has said or done something that you weren’t sure how to interpret. For both, write a complete perception checking statement. These statements must be worded so you could actually speak them to that person. (3 pts. each/6 pts. total) Required elements and important tips: • The behavioral description states as factually as possible, what was seen or heard. • You then include two possible interpretations of that behavior. • Finally, request clarification/feedback to help you correctly interpret their behavior. • It’s wise to avoid absolutes (always, never) to reduce the chance of arousing defensiveness. • When perception checking statements are spoken we signal the question with raising our tone of voice. Since this isn’t possible in writing, be sure to include a separate, clear request for clarification. Example: Bonnie, you’ve been very quiet this evening (behavior). Are you tired or feeling a little down? (2 possible interpretations). Are you okay? (request for clarification) Example: When you borrowed the money from me last week, you told me you would pay me back soon (behavior). Did you mean a week or two or did you have a longer time frame in mind? (2 possible interpretations) What did you mean by “soon”? (request for clarification) Additional examples can be found on pp. 123-124 Step 2: Practice Delivering Complete Perception Checking Statements To begin moving perception checking from consciously skilled to integrated (Stages of Learning Communication Skills, page 24) requires oral practice and honest feedback. Deliver 2 complete, perception checking statements to important people in your life. These must be different than those used in step 1. Be sure your tone of voice is sincere and that you truly desire to understand the situation from their perspective (NOT telling them where you stand). To the best of your recollection, write down both of the complete perception checking statement you spoke (include who you spoke them to) AND a general statement about how they responded. (6 + 2 = 8 pts.) Step 3: Reflect and Apply Please answer both of the questions below, seizing opportunities to show me how much you have learned from this chapter. . 1. Factors Influencing Perception - Consider all 4 of the situations involved in the previous sections of this project. Please explain which factors discussed in the chapter influenced the accuracy or inaccuracy of your interpretations. It would be wise to review pp. 112-123 as you are preparing your response. (4 pts.) 2. Empathy & Cognitive Complexity (pp. 126-134) - Considering the 4 perception checking situations in steps 1 and 2, provide several reasons why your assumptions about that person’s thoughts, feelings, or behaviors may NOT have been accurate. (4 pts.) Note: any time page references are included in guidelines I have listed all the key concepts from those areas and will be looking to see that several of those are included in your responses. Additional comments, observations or insights:
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