DISCUSSION 1:

Relationship Disengagement

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In Chapter 10 of the textbook, the authors outline two communication strategies, direct and indirect, for relationship disengagement and communicating competently through the ending of relationships.

Prepare: As you prepare to write this discussion post, take a few moments to do the following:

  • Read the writing prompt below in its entirety. Notice that there are three tasks:
    1. Describe two strategies for disengaging with others.
    2. Brainstorm about a time when you ended a friendship or other relationship.
    3. Note which direct and indirect disengagement strategies you used to end the relationship.
  • Review Chapter 10 in the text. Read about both direct and indirect strategies for disengagement.
  • Review the grading rubric.


Reflect: Take time to reflect on how using communication for disengagement strategies can help us manage the difficulties of ending a relationship.

Write: Based on the information in Chapter 10:

  • Describe at least two direct and indirect disengagement strategies from the book. Write at least two sentences for each element. Try to find as many specific connections between your experience and what Bevan and Sole cover in their discussion of both types of disengagement strategies.
  • Explain a scenario where you’ve parted with a friend or partner in the past.
  • How can you communicate competently when ending relationships? Be sure to list specific disengagement strategies, direct and/or indirect, from the book. Consider what you’ve learned in this chapter.


Thoroughly address all three elements of this prompt by writing at least two to three sentences on each element. Use the course readings at least once to help you make your points. Consider copying and pasting these tasks into a word file and addressing each of them separately.

Your initial response should be 200-300 words in length and is due by Thursday, Day 3.

 

 

 

 

 

 

 

 

 

DISCUSSION 2:

Communication Competence

An important theme throughout this course has been communication competence, which is the ability to choose a communication behavior that is both effective and appropriate for a given situation. Take some time to reflect on your improved communication skills by taking the following quiz: How Good Are Your Communication Skills? Then, using our text, identify some key competencies on which you think you’ve improved or identify some areas for further improvement. How do you think these skills will enhance your relationships?

Prepare: As you prepare to write this discussion post, take a few moments to do the following:

  • Read the writing prompt below in its entirety. Notice that there are two tasks:
    1. Look through the text and identify at least one competency you have mastered and one which you can improve.
    2. Consider how changes in this area could enhance your personal and professional relationships.
  • Review Chapters 1, 2, and 11 in your text.
  • Review the grading rubric.


Reflect: Take time to reflect on the various ways we can be competent communicators. Think generally about the role of communication in a satisfying life and rewarding career. Reflect on how improving your competencies can change your personal and professional relationships.

Write: Based on the information in Chapters 1, 2, and 11:

  • Using the text, identify one or more communication competency you feel you’ve mastered.
  • Identify at least one competency that you believe you need to improve. How do you think this improvement will enhance your personal and professional relationships?


Thoroughly address all three elements of this prompt by writing at least two to three sentences on each element. Use the course readings at least once to help you make your points. Consider copying and pasting these tasks into a word file and addressing each of them separately.

Your initial response should be 200-300 words in length and is due by Thursday, Day 3.

 

 

 

 

 

 

 

 

 

 

 

 

ASSIGNMENT:

 

Final Paper: Letter of Advice

Imagine that a newly engaged couple hears that you are taking a course in interpersonal communication, and wants advice for their relationship. Based on what you have learned in this course, what advice would you give them regarding how to effectively use interpersonal communication in their relationship? Write your paper in the form of a letter.

Instructions
Use the below list of five course learning outcomes to help guide your letter. For each of the five learning outcomes, create a separate section with a heading that reflects the learning outcome that you are using. 

  1. Identify the barriers to effective interpersonal interactions.
  2. Describe the process by which self-concept is developed and maintained.
  3. Define emotional intelligence and its role in effective interpersonal relationships.
  4. Evaluate appropriate levels of self-disclosure in relationships.
  5. Describe strategies for managing interpersonal conflicts.

Write an eight to ten page paper (excluding title and reference pages) in the form of a letter. In this paper, address the five concepts above. Your advice cannot be based on your own opinions; you must back up your advice with research, which may include readings from this course or from outside sources. In total, your paper must include at least five sources, including at least two from the Ashford University Library. This is a formal paper and should utilize proper grammar, complete sentences, appropriate paragraphs, and correct citations/references in proper APA (6th edition) style. However, you will write this paper in the format of a letter to the newly-engaged couple, and may address the couple throughout the paper. For example: “Dear Sara and Tim, my advice to you for a successful relationship is…” Along with explaining concepts and including research, you may also use your personal experiences as examples of the research and advice that you are offering.

The paper must be formatted according to APA style. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab on the left navigation toolbar.

Please Note: An outline of this assignment will be submitted for credit during Week Three, on Day 7. You will receive feedback on this draft so that you can make the necessary improvements for your Final Paper submission during Week Five.  

Writing the Final Paper
The Final Paper:

  1. Must be eight to ten double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has a succinct thesis statement.
  4. Must address the topic of the paper with critical thought.
  5. Must end with a conclusion that reaffirms your thesis.
  6. Must use at least five scholarly sources, including a minimum of two from the Ashford University Library.
  7. Must document all sources (both within the text and on a separate reference page) in APA style, as outlined in the Ashford Writing Center.
  8. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

 

 

 

 

 

 

 

OTHER INFORMATION:

Course materials: Bevan, J. L., & Sole, K. (2014). Making connections: Understanding interpersonal communication (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.

ADDITIONAL ARTICLES:

Bower, B. (2010, November 22). Shared talking styles herald new and lasting romance. U.S. News & World Report. Retrieved from http://www.usnews.com/science/articles/2010/11/22/shared-talking-styles-herald-new-and-lasting-romance

Schoenberg, N. (2011, January 17).Can we talk? McClatchy-Tribune News Service. Retrieved from http://articles.chicagotribune.com/2011-01-14/features/sc-fam-0111-talk-relationship-20110111_1_happy-marriages-couples-marital-therapy

Carter, K. A. (2003). Type me how you feel: Quasi-nonverbal cues in computer-mediated communication. ETC: A Review of General Semantics, 60(1), 29-39. Retrieved from the EBSCOhost database.

Holohan, E. (Reporter). (2011, January 14).To nab that job, check your posture: Experiments find more abstract thinking, willingness to take action in people with ‘expansive’ posture. U.S. New & World Report. Retrieved from http://health.usnews.com/health-news/family-health/brain-and-behavior/articles/2011/01/14/to-nab-that-job-check-your-posture

Hood, J. (2011, March 7).Students offended by slurs on ‘no derogatory language’ fliers. Chicago Tribune. Retrieved from http://articles.chicagotribune.com/2011-03-07/news/ct-met-cps-slurs-0308-20110307_1_slurs-fliers-students

Johnson, T. (2011, March).Healthy relationships lead to better lives. The Nation’s Health, 41(2), 20. Retrieved from the EBSCOhost database.

Jung, H. Y., & McCroskey, J. (2004).Communication apprehension in a first language and self-perceived competence as predictors of communication apprehension in a second language: A study of speakers of English as a second language. Communication Quarterly, 52(2), 170-181. Retrieved from the EBSCOhost database.

Martz, D., Petroff, A., Curtin, L., & Bazzini, D. (2009).Gender differences in fat talk among American adults: Results from the psychology of size survey. Sex Roles, 61(1-2), 34-41. Retrieved from EBSCOhost database.

Miczo, N., Segrin, C., & Allspach, L. E. (2001).Relationship between nonverbal sensitivity, encoding, and relational satisfaction. Communication Reports, 14(1), 39-48. Retrieved from the EBSCOhost library.

Mottet, T. P. (2000).The role of sexual orientation in predicting outcome value and anticipated communication behaviors. Communication Quarterly, 48(3), 223-239. Document ID: 72038418

Preston, P. (2005).Nonverbal communication: Do you really say what you mean? Journal of Healthcare Management, 50(2), 83-6. Retrieved from ABI/INFORM Global. Document ID: 814698921

 

 

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