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Week 1 quiz 1

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Question 1
Mrs. Italiano did not immediately respond to the emails and phone calls she received from
concerned faculty after the new of Menendez’s departure. Italiano wanted to gather additional
information before responding; however, her silence was taken as agreement with the decision.
This shows how communication is _____.
inescapable
Question 2
When talking to other PVHS parents, Carrie Summers-Washington became frustrated when they
would ramble on about things not related to Mr. Menendez’s firing. All Carrie wanted was
information from the other parents about Mr. Menendez. Carrie’s listening style would be
described as _____.
task-oriented listening
Question 3
Even though Derek Matthews felt strongly that the school board was wrong in how it approached
Menendez’s departure, he included opposing views in his article because he knew his audience
included people who felt differently than he did. Matthews is demonstrating the idea of being
_____.
other-oriented
Question 4
Once the message “Mr. Robert Menendez, the long-time and beloved school principal, will no
longer be leading the institution” was read by the public, it would be very difficult to tell parents
and faculty members that the statement was not true because communication is _____.
complicated

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Question 5
For privacy purposes, Derek Matthews traveled to Mr. Menendez’s home to interview him.
Derek also suspected that Mr. Menendez may be more comfortable speaking in his home. Derek
was focused on ensuring that the ______ for their conversation was relaxed.
context
Question 6
Mr. Menendez works to speak slower and with a softer voice during his interview. He is aware
of his tendency to be loud and speak quickly in communication situations. What characteristic of
a competent communicator does Mr. Menendez have?
He is aware of his own communication.
Question 7
Mrs. Italiano is listening to a faculty member share her concerns about PVHS without Mr.
Menendez. At this moment, these two are engaging in which communication actions?
Mrs. Italiano is decoding and the faculty member is encoding.
Question 8
A fellow student says to Leah Summers-Washington, “That was great, but what do we do next?”
after the walk out. However, Leah does not seem to be listening because she is exhausted from
the event. This is an example of what type of barrier?
context barrier

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Question 1 Mrs. Italiano did not immediately respond to the emails and phone calls she received from concerned faculty after the new of Menendez’s departure. Italiano wanted to gather additional information before responding; however, her silence was taken as agreement with the decision. This shows how communication is _____. inescapable Question 2 When talking to other PVHS parents, Carrie Summers-Washington became frustrated when they would ramble on about things not related to Mr. Menendez’s firing. All Carrie wanted was information from the other parents about Mr. Menendez. Carrie’s listening style would be described as _____. task-oriented listening Question 3 Even though Derek Matthews felt strongly that the school board was wrong in how it approached Menendez’s departure, he included opposing views in his article because he knew his audience included people who felt differently than he did. Matthews is demonstrating the idea of being _____. other-oriented Question 4 Once the message “Mr. Robert Menendez, the long-time and beloved school principal, will no longer be leading the institution” was read by the public, it would be very difficult to tell parents and faculty members that the statement was not true because communication is _____. complicated Question 5 For privacy purposes, Derek Matthews traveled to Mr. Menendez’s home to interview him. Derek also suspected that Mr. Menendez may be more comfortable speaking in his home. Derek was focused on ...
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