75 word substantive comments to the following statements or questions1. How often do you experience in your personal or work life are the arguments valid yet presented in a manner that makes the invalid?2. What method to you use to discern the credibility of a source when the message is work related?3. What affects you with a communication that makes the information appear credible? Include an example when they may not always be.4. Expound on the following statement with what you understand this to mean.  “even if the premise is true, it does not provide any reason for believing that the conclusion is true” (Moore & Parker, 2012, p. 185). 5. Discuss a time you shared information to a group (personal or workplace) and later realized you should have verified the information before sharing.6.  Discuss an experience in your personal or work life where you were asked a question and the question assumed you were “guilty” or doing something, you were not?

You have now arrived at a point where you are ready to present your findings to your senior management team and convince them of your recommendations. Major activities in this final stage would include user acceptance, time frame, completion of initial training, and institute user support among others. Your final report (max 2000 words, excluding references and appendices) should include the following sections: CoversheetTable of ContentsIntroductionAn overview of the key findings of your needs assessment (completed in Module 5)A prioritized list of system functionality and implementation considerations needed to meet the objectives identified by the senior management team (completed in Module 7)Description of specific products/solutions that your team recommends for implementation & recommendationsConclusionReferencesAppendices

COMM 3313Final Analysis Paper100 pointsDue August 8The purpose of this interracial communication analysis paper is to offer a critical analysis of your own journey through the course and to demonstrate understanding and mastery of course concepts. In the paper, you are asked to analyze (1) the factors that contributed to (or hindered) the establishment of an online classroom community and (2) how your communication within and outside of the class has been affected by your learning experiences this semester. This paper also serves as an analysis of the reality of race in contemporary society and how knowledge impacts interpersonal experiences in online classroom environments and in real world contexts. This paper has five parts: (1) a description of the experience overall, (2) an analysis of interracial communication theories, (3) an analysis of factors impacting the evolution of the classroom community, (4) an analysis of cultural identity, and (5) a reflection and application.In part one (worth 5 points), please describe your overall experience with the course by identifying your realm of experience with the topic of race within and outside the class and the degree to which these experiences address issues of race in everyday life. In part two (worth 40 points), please identify four concepts and/or theories from the textbook that helped you better understand race as a social construct and its role in identity construction in interpersonal (interracial) communication. In part three (worth 20 points), please discuss specific communication strategies you feel either contributed to or hindered the class from establishing a collective identity as an online class community. In part four (worth 20 points), please discuss the impact your racial identity had on your own class experience by describing how your race and ethnicity affected your participation in discussions, your out-of-class interactions, and the degree to which you became more aware of the importance of race in the real world. In part five (worth 15 points), please offer three suggestions as to how you can change (or did change) your behavior and way of thinking about race in order to improve race relations in your interpersonal interactions outside the classroom. This paper should be 8-10 pages in length and include a reference page with at least 4 scholarly peer-reviewed academic journal articles in APA format. Please submit your final analysis paper in .doc(x) format using the submission portal on Blackboard. The analysis paper is worth 100 points and is due Saturday, August 8 at 11:59 p.m. Submissions received after the due date will be subject to a late penalty. Please be sure to carefully review the following grading rubric to ensure you address all assignment requirements. If you are at all unsure of your writing abilities, please visit the University of Houston-Downtown’s Writing & Reading Center. The Writing & Reading Center offers appointments online and in person at the Downtown and Northwest campuses. Please see the following website for more information: https://uhd.mywconline.comCOMM 3313 Analysis Paper Grading RubricPart 1: Describe Overall ExperienceAbove ExpectationsMeets ExpectationsBelow Expectations5 pts. Thoughtful and concise description of overall experience with the course by explaining experience with the topic of race within and outside the class. Thoroughly describes the degree to which these experiences address issues of race in everyday life. Offers at least three specific examples and demonstrates evidence of critical thought. Free from grammar, punctuation, or spelling errors. Demonstrates mastery of several course concepts.4 pts. Offers description of overall experience with the course by identifying realm of experience with the topic of race within and outside the class and the degree which these experiences relate to race issues in real life. Offers at least two specific examples. May include only minor grammar, spelling, or punctuation errors. Demonstrates understanding of course concepts.0-3 pts. Description of overall experience is unclear, vague, or does not relate directly to the topic of race within and/or outside of class. Does not address the degree to which these experiences address issues of race in everyday life. No specific examples offered. May contain several grammar, spelling, or punctuation errors. Does not demonstrate understanding of course concepts.Part 2: Analyze Interracial Communication TheoriesAbove ExpectationsMeets ExpectationsBelow Expectations36-40 pts. Identified five concepts and/or theories from the textbook that promoted understanding race as a social construct and its role in identity construction in interpersonal (interracial) communication. Incorporates at least 5 scholarly peer-reviewed academic journal articles in APA format. Free from grammar, punctuation, or spelling errors. Demonstrates mastery of several course concepts.28-35 pts. Identified four concepts and/or theories from the textbook that promoted understanding race as a social construct and its role in identity construction in interpersonal (interracial) communication. Incorporates at least 4 scholarly peer-reviewed academic journal articles in APA format. May include only minor grammar, spelling, or punctuation errors. Demonstrates understanding of course concepts.0-27 pts. Identified three (or less) concepts and/or theories from the textbook that promoted understanding race as a social construct and its role in identity construction in interpersonal (interracial) communication. Incorporates fewer than 4 scholarly peer-reviewed academic journal articles. May not be cited in APA format. May contain several grammar, spelling, or punctuation errors. Does not demonstrate understanding of course concepts.Part 3: Analyze Impact on Classroom CommunityAbove ExpectationsMeets ExpectationsBelow Expectations18-20 pts. Several specific communication strategies discussed and evaluated. Discussion demonstrates critical thought and addresses how these strategies contributed to or hindered class from establishing a collective identity in an online class community. Free from grammar, punctuation, or spelling errors. Demonstrates mastery of several course concepts.14-17 pts. Discussed at least two communication strategies that contributed to or hindered the class from establishing a collective identity. Adequate discussion of impact, but has potential to show more critical thought, reflection, or engagement. May include only minor grammar, spelling, or punctuation errors. Demonstrates understanding of course concepts.0-13 pts. Discussion of communication strategies is vague, unclear, or incomplete. Does not offer examples of specific communication strategies. Discussion of impact on collective identity lacking, vague, or unclear in some way. May contain several grammar, spelling, or punctuation errors. Does not demonstrate understanding of course concepts.Part 4: Cultural Identity AnalysisAbove ExpectationsMeets ExpectationsBelow Expectations18-20 pts. Thorough discussion of racial identity impact on class experience. Describes how race and ethnicity affected discussion session participation and out-of-class interactions, demonstrating critical thought and using specific examples. Offers thoughtful and candid reflection on the degree to which you have become more aware of the importance of race in the real world. Free from grammar, punctuation, or spelling errors. Demonstrates mastery of several course concepts.14-17pts. Discussed impact of racial identity on class experience. Describes how race and ethnicity affected discussion session participation and out-of-class interactions. Offers clear statement on the degree to which you have become more aware of the importance of race in the real world. May include only minor grammar, spelling, or punctuation errors. Demonstrates understanding of course concepts.0-13pts. Offers limited or vague discussion of racial identity impact on class experience. Does not fully describe how race and/or ethnicity affected discussion session participation and/or out-of-class interactions. May be missing statement on the degree to which you have become more aware of the importance of race in the real world. May contain several grammar, spelling, or punctuation errors. Does not demonstrate understanding of course concepts.Part 5: Reflection and ApplicationAbove ExpectationsMeets ExpectationsBelow Expectations14-15 pts. Offers four suggestions for changing (or how you already changed) your behavior and thinking about race to improve race relations in interpersonal interactions outside the classroom. Demonstrates critical thought and mastery of course concepts. Free from grammar, punctuation, or spelling errors. 11-13 pts. Offers three suggestions as to how you can change (or did change) your behavior and way of thinking about race in order to improve race relations in your interpersonal interactions outside the classroom. May include only minor grammar, spelling, or punctuation errors. Demonstrates understanding of course concepts.0-10 pts. Offers fewer than three suggestions as to how you can change (or did change) your behavior and way of thinking about race in order to improve race relations in your interpersonal interactions outside the classroom. May contain several grammar, spelling, or punctuation errors. Does not demonstrate understanding of course concepts.