Description
you going to find the information in the p
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What a Catchy Little Tune
in this assignment you will show your knowledge of Knapp's stages of relationship
development. You will be finding three separate song lyrics which identify three different
stages of knapp's model. You can pick anything from either the "coming together" or the
"coming apart' stage. For some, the entire song may match the stage, for others it may just be
a few lines. You may want to check out websites such as www.azlyrics.com for help. For Knapp
help, see www.abacon.com/commstudies/interpersonal/indevelop.html. If you are a
nonnative speaker, please feel free to use something from another language; try your best to
translate the overall theme in your paper.
This will happen in three parts.
1. You will identify a stage (initiating, experimenting, intensifying, etc.)
2. Next identify your song and include the specific lyrics you feel explain that stage.
3. Finally, defend your song choice and explain why you chose the song and why you
feel it fits the stage.
We will share some of these in class. This assignment is worth 30 points. (3 examples)
Here is one example:
1. Knapp's Initiating stage.
2. "Stolen Away on 55th and 3rd" by Dave Mathews Band.
"Funny to think how the time gets away
Funny how you take me right back again
Stole me away
First time I saw you, you did me that way
What should I say? I saw you laughin' and I was afraid I'd get in the way."
3. I think this explains the Initiating stage because this stage is very short. People are
concerned with making favorable impressions. Sometimes these may be nonverbal first
impressions. The lyrics explain the importance of those first feelings/reactions and also how
physical attractions can influence/prolong the relationship. An interest in the other individual
also is very apparent in the lyrics.
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The anchor statement is not appropriate for the problem statement and/or is missing the citation. Unsatisfactory Criteria 9 (9%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element.Feedback:Element 3: Plan - General Business Problem--Levels of Achievement: Superior Criteria 18 (18%) points Student presents a well-written general business problem that identifies an over-arching business problem that exists in business. There are no errors. Excellent Criteria 17.1 (17.1%) points Student presents a well-written general business problem that identifies an over-arching business problem that exists in business. There are one or two minor errors. Satisfactory Criteria 15.3 (15.3%) points Student presents a general business problem that identifies an over-arching business problem that exists in business; however, the general business problem is not clear, is missing some details, and/or is not relevant to leaders in business. 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Feedback: Points: 17.1 (17.1%) Student presents a well-written general business problem that identifies an over-arching business problem that exists in business. There are one or two minor errors. Feedback: Points: 15.3 (15.3%) Student presents a general business problem that identifies an over-arching business problem that exists in business; however, the general business problem is not clear, is missing some details, and/or is not relevant to leaders in business. Feedback: Points: 13.5 (13.5%) Student presents a cursory or incomplete general business statement. The general business statement does not identify a business problem and/or does align to the hook and anchor statements. Feedback: Points: 9 (9%) Does not meet minimal standards. Feedback: Points: 0 (0%) Did not submit element. Feedback: Element 4: Plan - Specific Business Problem Points: 18 (18%) Student presents a well-written specific business problem that identifies an over-arching business problem that exists in business. There are no errors. Feedback: Points: 17.1 (17.1%) Student presents a well-written specific business problem that identifies an over-arching business problem that exists in business. There are one or two minor errors. Feedback: Points: 15.3 (15.3%) Student presents a specific business problem that identifies an over-arching business problem that exists in business; however, the general business problem is not clear, is missing some details, and/or is not relevant to leaders in business. Feedback: Points: 13.5 (13.5%) Student presents a cursory or incomplete specific business statement. The general business statement does not identify a business problem and/or does align to the hook and anchor statements. Feedback: Points: 9 (9%) Does not meet minimal standards. Feedback: Points: 0 (0%) Did not submit element. Feedback: Element 5: Written Delivery Style & Grammar Points: 14 (14%) Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors. Feedback: Points: 13.3 (13.3%) Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar. Feedback: Points: 11.9 (11.9%) Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar. Feedback: Points: 10.5 (10.5%) Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style. Feedback: Points: 7 (7%) Does not meet minimal standards. Feedback: Points: 0 (0%) Did not submit element. Feedback: Element 6: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations) Points: 14 (14%) Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors. Feedback: Points: 13.3 (13.3%) Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format. Feedback: Points: 11.9 (11.9%) Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident. Feedback: Points: 10.5 (10.5%) Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident. Feedback: Points: 7 (7%) Does not meet minimal standards. Feedback: Points: 0 (0%) Did not submit element. Feedback: Show Descriptions Show Feedback Element 1: Hook--Levels of Achievement: Superior Criteria 18 (18%) points Student presents a well-written hook (WOW statement) statement that includes a correctly formatted APA citation. There are no errors. Excellent Criteria 17.1 (17.1%) points Student presents a well-written hook (WOW statement) statement that includes a correctly formatted APA citation. There are one or two minor errors. Satisfactory Criteria 15.3 (15.3%) points Student presents a hook (WOW statement) statement that includes a correctly formatted APA citation; however, the hook does not provide sufficient impact and/or the citation is not current or relevant to problem statement. Marginal Criteria 13.5 (13.5%) points Student presents a cursory or incomplete hook (WOW statement) statement. The hook statement is not appropriate for the problem statement and/or is missing the citation. Unsatisfactory Criteria 9 (9%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element.Feedback:Element 2: Anchor--Levels of Achievement: Superior Criteria 18 (18%) points Student presents a well-written anchor statement that demonstrates the magnitude of the business problem and includes a correctly formatted APA citation. There are no errors. Excellent Criteria 17.1 (17.1%) points Student presents a well-written anchor statement that demonstrates the magnitude of the business problem and includes a correctly formatted APA citation. There are one or two minor errors. Satisfactory Criteria 15.3 (15.3%) points Student presents an anchor statement that somewhat demonstrates the magnitude of the business problem and includes a correctly formatted APA citation; however, the anchor does not provide a number demonstrating the magnitude of the business problem and/or the citation is not current or relevant to problem statement. Marginal Criteria 13.5 (13.5%) points Student presents a cursory or incomplete anchor statement. The anchor statement is not appropriate for the problem statement and/or is missing the citation. Unsatisfactory Criteria 9 (9%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element.Feedback:Element 3: Plan - General Business Problem--Levels of Achievement: Superior Criteria 18 (18%) points Student presents a well-written general business problem that identifies an over-arching business problem that exists in business. There are no errors. Excellent Criteria 17.1 (17.1%) points Student presents a well-written general business problem that identifies an over-arching business problem that exists in business. There are one or two minor errors. Satisfactory Criteria 15.3 (15.3%) points Student presents a general business problem that identifies an over-arching business problem that exists in business; however, the general business problem is not clear, is missing some details, and/or is not relevant to leaders in business. Marginal Criteria 13.5 (13.5%) points Student presents a cursory or incomplete general business statement. The general business statement does not identify a business problem and/or does align to the hook and anchor statements. Unsatisfactory Criteria 9 (9%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element.Feedback:Element 4: Plan - Specific Business Problem--Levels of Achievement: Superior Criteria 18 (18%) points Student presents a well-written specific business problem that identifies an over-arching business problem that exists in business. There are no errors. Excellent Criteria 17.1 (17.1%) points Student presents a well-written specific business problem that identifies an over-arching business problem that exists in business. There are one or two minor errors. Satisfactory Criteria 15.3 (15.3%) points Student presents a specific business problem that identifies an over-arching business problem that exists in business; however, the general business problem is not clear, is missing some details, and/or is not relevant to leaders in business. Marginal Criteria 13.5 (13.5%) points Student presents a cursory or incomplete specific business statement. The general business statement does not identify a business problem and/or does align to the hook and anchor statements. Unsatisfactory Criteria 9 (9%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element.Feedback:Element 5: Written Delivery Style & Grammar--Levels of Achievement: Superior Criteria 14 (14%) points Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors. Excellent Criteria 13.3 (13.3%) points Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar. Satisfactory Criteria 11.9 (11.9%) points Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar. Marginal Criteria 10.5 (10.5%) points Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style. Unsatisfactory Criteria 7 (7%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element.Feedback:Element 6: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations)--Levels of Achievement: Superior Criteria 14 (14%) points Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors. Excellent Criteria 13.3 (13.3%) points Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format. Satisfactory Criteria 11.9 (11.9%) points Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident. Marginal Criteria 10.5 (10.5%) points Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident. Unsatisfactory Criteria 7 (7%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element.Feedback:Name: DDBA_8161_Week_8_Assignment_Rubric
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