COM 1090 Interpersonal Communication Course Assignment

COM 1090 Interpersonal Communication Course Assignment

Order ID	53003233773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

COM 1090 Interpersonal Communication Course Assignment

DUE DATE: _POSTED ON ASSIGNEMENT DUE DATES DOCUMENT AND ON DISCUSSION BOARD_______________

1. IMPORTANT:
2. PLEASE READ THIS ENTIRE DOCUMENT CAREFULLY.
3. SINCE THIS IS THE MOST MAJOR ASSIGNMENT IN THIS CLASS, IT IS RECOMMENDED THAT YOU READ THESE INSTRUCTIONS SEVERAL TIMES.
4. HIGHLIGHT INFORMATION AND MAKE NOTES FOR YOURSELF AS YOU GO ALONG!
5. THIS ENTIRE PROJECT IS SUBMITTED TO SAFEASSIGN – THE PLAGIARISM CHECKER.
6. IF YOU USE ANY INFORMATION THAT IS NOT YOURS YOU MUST CITE APPROPRIATELY!
7. IF YOU DON’T, THEN YOU WILL BE CITED FOR PLAIGIARISM!
8. WORTH: 250 Points:
9. 200 Points: Window and Essay
10. 50 Points: Interview
11. SUBMITTING THE ASSIGNMENT:
12. Submit as ONE DOCUMENT with 3 Parts.
13. If you submit 3 separate documents, it will not be graded
14. Upload to Assignment Link clearly marked: UPLOAD JOHOARI’S WINDOW HERE.
15. If you submit it on the Discussion Board it will not be graded.
16. GRADING: You will be graded on the following:
17. See Rubric:
18. GENERAL INFORMATION

Each area of this assignment is described below. Any repetition of any part of the description of this assignment is intentional.

WHAT IS THE JOHARI’S WINDOW?

READ THE TEXTBOOK AND CONDUCT YOUR RESEARCH ONLINE.

1. IT IS APPROPRIATELY DESCRIBED IN THE BOOK.
2. RESOURCES ARE ALSO AVAILABLE ONLINE TO ASSIST YOU WITH FURTHER UNDERSTANDING OF THE CONCEPT.
3. The Johari’s Window—A Model of Self disclosure

Please read up about the Johari’s Window in your textbook. Please feel free to use sources external to your textbook to help with your understanding of this concept.

YOU MUST PAY ATTENTION TO THE FOLLOWING:

1. This project is about self-disclosing:
2. learning about yourself by sharing information about yourself with others AND
3. allowing others to share information (their perceptions) about you with you!

iii. SO, THIS PROJECT involves others. You cannot do it by yourself! You MUST INVOLVE OTHERS!

2. THIS PROJECT: HOW WILL IT LOOK IN THE END?
3. This Johari’s Window Assignment is a THREE-PART PROJECT AND It will be submitted in THREE PARTS:

Part One: An individual Johari Window Project: See example below

Part Two: A Summary of the experience in an essay format. See instructions below.

Part Three: An Interview Project: See Instructions below.

1. PART ONE: THE JOHARI WINDOW PROJECT

YOU MUST DESIGN A WINDOW: HOW DO I DO THAT?

1. YOU will select as many friends/family as you like to engage with for this project.
2. YOU will engage them and ask them meaningful questions about YOU.
3. These questions are designed to learn more about YOU.
4. Then you will create your Window.
5. Creating the Window: Process

The Johari’s Window will include two sets of information.

1. the information that you already know about yourself AND
2. the information that you received based on the engagement described above.
3. Where do I put the information?
4. The characteristics that YOU KNOW about yourself will go in the OPEN WINDOW AND THE HIDDEN WINDOW ONLY.
5. The characteristics that OTHERS tell you about yourself will go in the BLIND WINDOW ONLY. Please see sample window below that describes the kind of information that would be included. Please note:
6. This is SOMEONE ELSES WINDOW!
7. Y our window does not look like this.

III. You cannot explain someone else’s window.

1. Your window is your window
2. Number of Characteristics in each Window
3. Each window must have four (4) characteristics/personality traits
4. Those that you know you possess (for Open and Hidden Windows) and
5. Those you were told (for Blind Window) by others that you possess.
6. Finding the Right Words to use to describe you
7. In this process of self-exploration, you may find that persons who you choose to ask about you, may not be able to find the right words to define/describe what they are thinking. Please feel free to send them to this website – http://www.kevan.org/johari– to assist them in that regard.
8. Note: The quality of the (information in your window is very important. The more frivolous the content (name, date of birth, etc.) the less the grade will be. Talk about more meaningful aspects of YOU, WITHIN REASON, and within the confines of YOUR OWN COMFORT. Please make sure that you are comfortable with the information that you choose to reveal, as I cannot be held responsible for that information.
9. PLEASE USE WORDS OR SHORT PHRASES IN THE WINDOW. Points will be taken off for sentences. Use sentences in your essay.

EACH WINDOW DESCRIBED

1. Open Window

The open window has information that we know about ourselves and that those

around us know about us as well.

1. We know things about ourselves that those close to us will know as well
2. Those we interact with most often will know more about us. So generally, you can ask others questions that are confirmatory in nature; for example, you may say/ask: I am impatient, do you agree with me on this?) If the person says no, then you continue until you find agreement: information known to both of you.
3. The Blind Window

The blind window will contain information that YOU DON’T KNOW. Very often we

interact with others but we don’t know what they see in us/about us that may be

revealing something about us to them.

1. A question you can ask others is: “CAN YOU TELL ME A CHARACTERISTIC OR PERSONALITY TRAIT I HAVE, AND THAT YOU THINK I DON’T KNOW?”
2. Usually, you will get several responses. Select what best suits you.

III. The Hidden Window

The hidden window contains the information that we know about ourselves but that we consider to be private, and therefore we do not want to show/share.

1. Usually, we do not share personal characteristics that we possess, especially when we don’t find them flattering. So, sometimes others are surprised when we reveal these things to them.
2. But we grow from revealing and releasing these “secret” characters because they are no longer secrets and we must work on them or to learn from them.
3. The Unknown Window

The unknown window remains unknown. However, because you do not know this

information does not mean it does not exist. It simply means you are not in

touch with it.

1. This window remains blank.
2. PART TWO: THE ESSAY OF THE ABOVE ACTIVITY
3. In addition to the WINDOW, you will write an ESSAY as part of the Window project.
4. ESSAY will be 2 pages long and will be graded according to the Standards below.
5. Please Note: You cannot write Essay until AFTER YOU HAVE COMPLETED THIS WINDOW PROJECT.
6. Both Window and Essay are due same time.
7. Guiding questions:

Feel free to follow these questions as a guideline to write your essay

(According to www.businessdictionary.com/definition/guideline.html a GUIDELINE is defined as “Recommended practice that allows some discretion or leeway in its interpretation, implementation, or use.)

• Who are the people you chose to ask about you?
• Why did you choose these people?
• What was the most challenging parts of this process for you?
• How much of the information that you received did you believe?
• How much of the information did you challenge?
• How much did you compromise on?
• Who were the persons you challenged the most? For example, did family member provide you with the information that you were most likely/least likely to believe
• Of all the things that you could have included in your open and hidden windows, why did you choose what you wrote?
• How did you finally decide what to put on your blind window?
• What was the overall advantages/disadvantages of doing this project?
• How do you think you will feel once you reveal this information?
• What kinds of reactions do you believe you will get from others about this?
• Discuss the nonverbal behaviors of both yourself and the persons that you asked questions about you.
• Please look at the Rubric to see you will be graded on this entire assignment.
• The Essay is graded according to the Standards of the Rubric.

1. PART THREE: THE INTERVIEW PROJECT

YOU MUST CONDUCT AN INTERVIEW FOR THE INTERVIEW PROJECT: HOW DO YOU DO THAT?

1. This is the LAST part of this project that you must complete!
2. You MUST conduct this interview AFTER you have done your Window
3. Doing it before the Window defeats the purpose of the project.
4. The objective here is to continue learning about yourself in another way.
5. By doing this project as a solo item with someone else, you may confirm some information above, based on who you choose to do this interview with OR you may learn NEW information as yourself as well.
6. Use this interview to self-disclose and give the person the same opportunity as well
7. It is not fair not to ask the other person any questions. But that person is not in COM 1090 and therefore that person will not be graded.

YOU will select ANY ONE PERSON TO INTERVIEW.

1. This person CANNOT be one of the persons from your Window project!
2. This person will ask YOU questions about YOU!
3. YOU will ask this person questions about HIM/HER/THEY
4. Questions and answers about YOU MUST BE SUBMITTED: THEY ARE GRADED!
5. Questions and answers about the OTHER PERSON MUST BE SUBMITTED: THEY ARE NOT GRADED!

YOU:

1. will select a person of your choosing. Ideally, this should be someone you know well and you have some meaningful interactions with.
2. will conduct an interview with that person.
3. Each person will write the questions to be asked
4. will submit both sets of questions as well as the answers to both sets of questions
5. will write a conclusion about that experience. For example, your conclusion may include a discussion of the following:
6. who did you interview?
7. why did you choose this person?
8. what did you learn about yourself in this interview process?
9. did you confirm any of the information you learned in your Blind Window?
10. when/how/where did you conduct the interview?
11. do you think the location or modality used affected your comfortability to self-disclose, etc.
12. what else would you like to share about this interview process?
13. write anything else that happened during the experience that affected how you felt about yourself in that moment.
14. INTERVIEW: How will YOU conduct this interview?
15. Decide who you want to interview:
16. This person CANNOT be same person from the WINDOW PROJECT!
17. You learn more about yourself based on friends and family.
18. Contact person and discuss
19. Set up interview
20. Write questions.
21. Think about the questions you want to ask.
22. You may get to know more about yourself as well as someone else

iii. Be careful of the questions you ask. Do not invade others privacy.

1. PLEASE NOTE: ALL QUESTIONS ARE SUBMITTED TO SAFEASSIGN: THE PLAGIARISM CHECKER. Please cite appropriately!!
2. Provide details (in your conclusion) about place {online, phone, Starbucks} time/date where interview took place.

INTERVIEWER:

1. Submit no less than 8 questions AND answers from the Interviewer
2. These questions may be similar for both parties or they may be different
3. These questions should be designed to learn more about personal characteristics.

INTERVIEWEE

6. Submit the questions AND answers from the Interviewee
7. These questions may be similar for both parties or they may be different
8. These questions should be designed to learn more about personal characteristics.

Please Note: Usually, when we ask people questions about what they think about us, we get more information than we set out to get.

1. You should write down everything.
2. You may find use for the information later; for example, you may be able to use it in your essay.

SAMPLE WINDOW

	Known to self	Unknown to self
Known to Others	1. Charming 2. Happy 3. Impatient 4. Helpful Open	1. Introvert 2. Shy 3. Helpful 4. Appears aloof Blind
Unknown to Others	1. Selfish 2. Unhappy 3. Lazy 4. Loves children Hidden

COM 1090 Interpersonal Communication Course Assignment

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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