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Article Writing · Studypool

Writing Question

Post ID: 3545453

Overview

  • This Reflection assignment requires you to work with another person (not a classmate). Ask a friend or family member (or more than one person) to give you feedback about your nonverbal behaviors. Does this person notice things about you and your nonverbal behaviors that they think you should know about? Does this person like or dislike certain nonverbal behaviors that you engage in during conversations? Etc. You might need to explain the many different types or examples of nonverbal behaviors so that they know what to think about.
  • Ask your chosen partner(s) to be totally honest, and to think about it before giving you the observations. If he/she feels compelled to answer right away, the comments are more likely to be just positive observations, which would result in a less valuable class experience for you. For full credit, you need to find a partner(s) who can give you some constructive criticism about your nonverbal behaviors so that you can think about how to improve. They observations and feedback could be about one or more of the following: haptics (touch), vocalics (timbre, tempo, intensity, paralanguage, pauses, silence, disfluencies, vocal fillers), kinesics (facial expressions, eye contact, gestures, emotional displays, conversation regulators), proxemics (use of space), artifacts (stuff), chronemics (time), olfactics (smell).
  • Don't let this exercise turn into a conflict. Don't defend yourself. Don't argue with your partner. Promise them that you will not argue or get defensive. Ask sincerely for your partner to give some constructive feedback about what nonverbal behaviors you exhibit that they think you either are not aware of, or that they think might be annoying or distracting to others, or that just need some improvement.
  • The only thing that matters here is what the other person perceives and thinks about your nonverbal behaviors, even if you feel that person is wrong. Thank them for helping in this assignment. If they don’t give you useful feedback, ask someone else to help. For this exercise to be a good use of your time, you need to get some constructive feedback.
  • Your Reflection should have four distinct sections. [1] First, write about whom you chose and why. Good work usually is at least 4 sentences in this section. [2] Second, write about what the other person said about your nonverbal behaviors. Good work usually is at least 4 sentences in this section. [3] Third, write about what you think about the comments and what you learned. What is your personal reaction to their comments? Good work usually is at least 3 sentences in this section. [4] And fourth, write one CIP (Communication Improvement Plan) for how you think you can improve one of the behaviors that was brought up by your partner. For this CIP, the Problem section can be just a couple of sentences rather than the usual 5 or more.
  • Thorough work on this assignment tends to be at least 700 words including the CIP.
  • For full credit, your work should also demonstrate a clear and significant interaction with the chapter. This is best done by using some of the important vocabulary words from the chapter in your writing. Put those words or phrases in bold font in your writing. The vocabulary you use should help me understand that you actually read the chapter. For example, putting the word communication in bold font doesn't actually demonstrate that you read the chapter. Don’t fake this. If you put words in BOLD as though they are from the chapter but they are in fact not from the chapter, that is dishonest and could result in zero credit and a report to the Student Judicial Affairs for academic integrity violation.
  • Proofread your work to reduce spelling and grammatical errors. You will be writing about yourself, so you are likely to use "I" in your writing. That is fine. Just remember that it should be capitalized.

See the formula below for how much vocabulary from the chapter you should include in your Reflection for a chance at full credit.

This formula will be applied regarding vocabulary and BOLD font and grades.

  • Doing the assignment correctly and completely and using 1 good vocabulary word from the chapter in BOLD font is worth up to 80% credit.
  • Doing the assignment correctly and completely and using 2 different good vocabulary words from the chapter in BOLD font is worth up to 90% credit.
  • Doing the assignment correctly and completely and using 3 different good vocabulary words from the chapter in BOLD font is worth up to 100% credit.

FOR THIS ASSIGNMENT MAKE MY MOM THE PARTNER THAT I CHOOSE. I WANT YOU TO SAY

FOR [1]: I CHOOSE MY MOM BECAUSE SHE GIVES ME A LOT OF CRITICISM AND IN MY COMMUNITY MOMS ARE VERY OBSERVANT.....

FOR [2} TALK ABOUT HOW I USE MY MIDDLE FINGER AS MY INDEX FINGER AS IN TO POINT AT STUFF......

FOR [3] TALK ABOUT WHATEVER YOU THINK FITS THE TOPIC

FOR [4] THE CIP: WRITE ABOUT WHAT WAS TALKED ABOUT IN THIS FORMAT ALSO ADD 3 OR MORE VOCAB WORDS, THE VOCAB WORDS NEED TO BE BOLDED, THE WORDS I WANT YOU TO USE HERE ARE

  • Kinesics
  • Gestures
  • Emblems
  • Attribution error
  • Ambiguous

    • ANY OF THESE WORDS ARE GOOD FOR VOCAB

    I WANT YOU TO WRITE THE CIP EXACTLY LIKE THIS, AND NOTICE HOW THE VOCAB WORDS ARE BOLDED:

    Topic: Talk time

    1. Problem: I notice that sometimes in conversations I listen more than I talk. This happens especially in groups of three or more people, when there are a lot of others who are engaging in the conversation. Recently at a group dinner, I recall listening attentively for over an hour while others talked about a variety of issues. I didn't speak at all for a long time because other kept talking. I find it difficult to engage in turn-taking and to get enough talk-time without interrupting another speaker, especially when others are also waiting for a turn to talk. I don't mind doing a lot of listening, but I think I am a less valuable and interesting part of the group when I am not an active speaker.
    2. Goal: to speak up more in group conversations, even if it means having to politely interrupt through turn-taking strategies.
    3. Procedure
      1. I will plan ahead for when I know group conversations are likely to take place so that I am mentally prepared for the challenge.
      2. I will review the strategies of turn-taking so that I will have them fresh in my mind when I need to use them.
      3. I will ask a friend to monitor my engagement during the interaction, and give me feedback afterword regarding whether I stayed involved.
    4. Test of achievement: if, after several group conversations, my friends say I am not noticeable staying quiet while others talk, then I will know I have improved.