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COMM 20113: FINAL PAPER ASSIGNMENT
Objective: To provide students with an opportunity to apply an interpersonal communication theory to a case study, and to evaluate how useful the theory is in furthering our understanding of the interpersonal communication behaviors described in the case.
Grade: Students may earn up to 250 points on this assignment.
Directions: Select one of the three interpersonal communication theories listed below and use the theory to analyze the corresponding CASE STUDY HANDOUT that is paired with each theory.
Communication Privacy Management (CPM) Theory
(Petronio, 2002) Relational Dialectics Theory
(Baxter & Montgomery, 1996) Social Exchange Theories: Interdependence and Equity
(Thibaut & Kelley, 1959; Walster & Berscheid, 1978)
Case Study 8:
“What to Tell”
Case Study 7:
“I Need Some Space”
Case Study 15:
“Double Jobs”
In your well-written essay, be sure to address each of the following sections (worth 50 points each):
I. Summarize the Theory
• Using a minimum of two cited sources other than your textbook and class notes (e.g., journal article, book, edited book, etc.), describe the basic tenets behind the theory you have selected.
• Explain the theory to the reader as if he or she has never heard of the theory before. What are the key concepts and propositions? Be sure to define key terms related to the theory and to briefly discuss the types of relationships or interpersonal behaviors the theory seeks to explain.
• Finally, provide one example of a research study that has used the theory (this may be included as one of your 2 sources from above). Simply summarize the most important findings from the study and then transition into your analysis of the case study using the theory you have summarized.
• Grading criteria: Did the student summarize the theory clearly, accurately, and completely given the requirements for this section? Are key terms defined? Did the student cite a minimum of two sources and provide an example of a research study (where data were collected and analyzed) that has used the theory?
II. Application of Theory and Analysis of Case Study
• Briefly summarize the case study you have chosen – then, analyze the case study using the key concepts and propositions from the theory you have chosen.
• For CPM theory and Case Study 8, analyze the decisions Katherine (a.k.a., Katy-Leigh) must make and the criteria she uses to make her decisions, as she decides whether or not to disclose to Kim and to Russ about her ADD. Analyze Katherine’s situation using the following propositions (or concepts) from CPM theory: boundaries, control & ownership, and a rules-based management system.
• For Relational Dialectics theory and Case Study 7, analyze the tensions that drive relational change and communication in Ashley and Jennifer’s friendship. Be sure to discuss each of the tensions they experience and to provide examples from the case study to support your analysis. Then, identify which of the following strategies they use to manage the tensions in their friendship: selection, separation, neutralization, and reframing (there may be more than one).
• For Social Exchange theories and Case Study 15, compare and contrast the sacrifices that Ray and Shawna must make as they balance competing demands in both their professional and personal lives as a married couple and young family. Use interdependence theory to analyze the rewards and costs in their relationship, and equity theory to determine whether or not Ray and Shawna’s relationship is equitable. If so, why? If not, who is overbenefited or underbenefited and why?
• Grading criteria: Did the student clearly apply the theory to the case study and analyze the case using all of the relevant concepts and propositions from the theory? If the student contends that theory is inadequate for explaining the case, is there a clear effort to articulate why the theory fails to further our understanding of the case study?
III. Critique the Case Study Participants using the Theory
• How might the theory you have selected better inform the participants in the case study you analyzed? In other words, how might their decisions to communicate have been changed for the better had they known what you now know about interpersonal communication?
• Discuss how the theory enhances or changes your understanding of the situation described in the case.
• Grading criteria: Did the student thoroughly discuss how the theory might have informed the characters in the case study? Did the student discuss how his or her understanding of the case was enhanced by the theory?
IV. Critique the Theory
• Evaluate the theory you have selected in terms of the five criteria for evaluating theories discussed in class: scope, testability (or verifiability), parsimony, utility, and heuristic value.
• How well did the theory help explain the interpersonal communication dynamics described in the case study? In what ways did it fail to further our understanding of the issues?
• Describe at least two ways in which this theory might be further changed or expanded to better describe and explain interpersonal communication.
• Grading criteria: Did the student evaluate the theory using all 5 criteria discussed in class? Did the student compare and contrast the strengths and weaknesses of the theory? Did the student offer at least two ways in which researchers might expand and further develop the theory?
Common Mistakes to Avoid
Some of the most common ways people go astray in writing this paper include:
Describing the theory, and mentioning the case study but leaving it to the reader to figure out how you think this theory or set of concepts applies to the case. YOU need to draw the connections between theoretical concepts and the case study. Each element of the theory you discuss in your description of the theory should be explicitly applied to the case study. You need to tell us which parts of the case study demonstrate which parts of the theory, and you need to offer evidence from the case study to support your analysis.
Taking exact wording from the textbook without using quotation marks and citing the authors and page number (this is plagiarism).
Writing problems as discussed below:
Writing Quality
In addition to the criteria outlined above, you will be evaluated on the quality of your writing. Introductions should raise the topic and provide a thesis statement summarizing the paper’s central argument, and provide an organizational roadmap for the paper’s organization. People sometimes start papers with a paragraph about writing the paper (e.g. “there are many concepts that one could use to describe interaction that we have covered in this class, however I have chosen to focus on the concept of…” – prose like this may get you over the “starting-to-write” hump but detracts from the content of your paper). Similarly, a conclusion should recap the main points and offer at least one or two summarizing thoughts. In the body of your essay, the paper should be organized so that each paragraph has its own purpose and the paragraphs and their purposes are clearly sequenced and connected in order to build a compelling argument (in this case, you are making an argument about the usefulness of a theory in explaining a case study).
Avoid:
Avoid grammatical errors (for instance, make sure subjects and verbs agree, tenses are consistent, etc.), run-on sentences, sentence fragments, unnecessarily wordy phrasing, misspellings, vague words like “stuff” “things” and “etc.” Writing clearly and grammatically with correct spelling is an important part of competent communication that will serve you well both in college and in most careers.
Avoid empty clichéd phrases such as “In today’s society” (we know you are not writing about 16th Century France), “as human beings” (we know you are not writing about dolphins), and totally empty, obvious wastes of ink like “Every day people communicate with each other.” This is not a complete list of things that will lessen the quality of your writing, so proofread, edit, and rewrite until it is the best you can make it. Each spelling and grammatical error will result in a 2 point deduction, to a maximum 40 points deduction. If you have concerns about your writing, visit the Writer’s Roost for help before turning in your paper.
***Each student must complete and submit this form (initial each point as you complete it and sign the form). This form should appear as the last page of the paper.
REQUIREMENT CHECKLIST FOR WRITING AND SUBMITTING FINAL PAPER
_____ My paper was researched and written for this particular class and assignment and all parts of this paper is my own original work.
_____ I have completed all parts of the assignment.
_____ My paper is presented in Times New Roman 12 point font, is double-spaced, has 1” margins, and includes page numbers.
_____ My paper has a descriptive title and includes a title page.
_____ My paper has been carefully proofread for grammar, spelling, sentence and paragraph structure.
_____ I have included and labeled the sections of the assignment as major headings, following the structure laid out in the assignment.
_____ I have correctly cited/credited all sources of information used in my paper. I have cited all sources used in the paper in a consistent and complete manner, using APA format (or another format cleared in advance with the professor). For help with referencing electronic sources in APA style: http://www.apastyle.org/elecref.html Websites APA style: http://www.wisc.edu/writing/Handbook/DocAPA.html http://owl.english.purdue.edu/handouts/research/r_apa.html
_____ I have not paraphrased or quoted any source in my paper without citing that source in APA style.
_____ I have not quoted any source in the paper without the putting quotation marks around it, citing the source, and citing the page number.
By filling in my name below, I certify I have met all requirements on this checklist :
Signed (type your name) __________________________________ Date: ______
Writing and Reference Section Example
SAMPLE BACKGROUND RESEARCH EXCERPT
Wilmot and Hocker (2001) argued that conflict occurs when parties perceive there are insufficient resources and when one person perceives the other is blocking them from achieving their goals. Several scholars discussed the dangers of avoiding conflict when the issue is important (Caughlin & Vangelisti, 1999; Legge & Rawlins,1992; Sillars, 1980; Wilmot & Hocker, 2001). This would apply to student-teacher conflicts, which are important to both professors and students. Scholars stressed that, by avoiding the situation, the conflict may easily escalate. What started as a small issue can lead to destructive consequences for both parties (American Psychological Association, n.d.;Wilmot & Hocker, 2001).
Power and conflict
Scholars have also discussed how power differences can lead to different strategic choices in conflict management attempts (Sillars, 1980; Sillars & Weisberg, 1987). This would certainly apply to professor-student conflict situations. The authors point out that persons who perceive they have less power will often resort to passive-aggressive strategies, such as talking behind someone’s back or going over their head in an organization. Wilmot and Hocker (2001) stressed that passive-aggressive strategies can have very negative outcomes as the passive-aggressive individual is acting only in their “own self-interest, without much regard for the other” (p. 82). This appears to be very relevant to professor-student conflicts, since many students use those tactics when they are afraid to confront a professor directly. The power issue also was raised by McCorkle and Mills (1992), who found that the way a person perceives the power relationship will often be revealed in the metaphors they use to discuss the conflict, e.g., whether one sees conflict as a “war,” vs. seeing conflict as an “inevitable tide.” Listening for conflict metaphors can be very insightful.
Conflict management strategies
Researchers have argued that most people will use a variety of conflict management strategies (Canary, Cupach, & Messman, (1995). All of the studies made a distinction between two general types of conflict strategies: competitive tactics versus collaborate/cooperative tactics. These tactics were broken down into specific communication techniques that people use: indirectness (Sillars, 1980; Sillars, Coletti, Parry & Rogers (1982), direct confrontation (Sillars, 1980; Wilmot & Hocker, 2001), and analytical or integrative acts (Sillars 1980; Sillars, Coletti, Parry & Rogers, 1982). While it is important to understand the different strategies or behavioral choices people make in conflict situations, there are not many studies that look at conflict in instructional contexts, like those between professors and students…….
SAMPLE REFERENCES (APA 5th edition style)
American Psychological Association (n.d.). Controlling anger–before it controls you. Retrieved August 13, 2003 from http://www.apa.org/pubinfo/anger.html
Canary, D. J., Cupach, W. R., & Messman, S. J. (1995). Relationship conflict: Conflict in parent-child, friendship, and romantic relationships. Thousand Oaks, CA: Sage.
Caughlin, J. P., & Vangelisti, A. L. (1999). Desire for change in one’s partner as a predictor of the demand/withdraw pattern of marital communication [Electronic version]. Communication Monographs, 66, 66-89.
Legge, N., & Rawlins, W. (1992). Managing disputes in young adult friendships: Modes of convenience, cooperation, and commitment. Western Journal of Communication, 56, 226-247.
McCorkle, S., & Mills, J. (1992). Rowboat in a hurricane: Metaphors of interpersonal conflict management. Communication Reports, 5, 57-66.
Sillars, A. (1980). Attributions and communication in roommate conflicts. Communication Monographs, 47, 180-200.
Sillars, A.L., Coletti, S.F., Parry, D., & Rogers, M.S. (1982). Coding verbal conflict tactics: Nonverbal and perceptual correlates of the “avoidance-distributive- integrative” distinction. Human Communication Research, 9, 83-95.
Sillars, A., & Weisberg, J. (1987). Conflict as a social skill. In M. Roloff & G. Miller (Eds.), Interpersonal processes: New directions in communication research (pp. 140-171). Newbury Park, CA: Sage.
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