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Harvard Interpersonal Communication Questions and Letter Response
Harvard Interpersonal Communication Questions and Letter Response
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
Harvard Interpersonal Communication Questions and Letter Response
This is a multi-part task for my communication class. The work is not very long and difficult but it is important to make sure that you are not missing anything. I am already running late with this task so it is very important for me
to have a tutor who can deliver quality work in a short timeframe. No extensions can be provided for this task. Nevertheless, I am a native English speaker so it is important to ensure that the work has an academic
vocabulary without grammar errors, otherwise i won’t be able to accept the work. Read below to see exactly what needs to be solved. Please try to deliver each part in a different word document so it could be easier to review it:
Part 1 (Essay- Response Letter – approximately 800 words of content)
Read the attached letter (Shanon Letter) and write a 2 page long single spaced, essay which includes the following information:
In your introduction, list at least 5 points to be discussed in the response letter.
Describe the main interpersonal communication problem in detail.
Summarize two other specific interpersonal problems from that letter.
Relate the interpersonal communication problem to at least two of the interpersonal communication principles
Response letter should reflect an understanding of at least five interpersonal communication principles and concepts covered in the course content for Weeks 5-7. Remember to bold the concepts.
Suggest five practical ways to deal with conflict and poor listening in interpersonal relationships.
Use communication terminologies to convey ideas
Part 2 (Article summary – 400-500 words)
Read the following article: https://citeseerx.ist.psu.edu/viewdoc/download;jse…
Summarize the research found in the article entitled “Do Family Meals Really Make a Difference? (Cook and Dunifon, 2012) provided in the link below. In your summary be sure to note which finding was most compelling to you and why. What can you do now or in the future to ensure more family mealtime? Be descriptive in your response. `
Part 3 (Question and Answers – answer each of them in in depth, a total of 4 questions, each at least 100 words).
Question 1: First, read “Family Relationships” and then answer the following questions: Does Pearson’s definition of family fit your own? Why? Why not?
Question 2: Selecting an Appropriate Conflict Management Style and Triggers complete a-f. Number them. Be descriptive in your responses and include the letter with each answer.
a. Describe a conflict that you are experiencing.
b. Examine/describe the relationship between you and the “other person.
“c. Examine/describe the situation.
d. Describe the other person involved in the conflict.
e. Identify your goals.
f. Now select the conflict style (avoiding, accommodating, competing, compromising, or collaborating) most appropriate based on your answer to a-e.
Share why you feel the style is most appropriate. Be descriptive in your response.
Question 3: Of the conflict triggers discussed (demands, cumulative annoyance, rejection, one-upping, and mind reading) which one do you find most often triggers a negative reaction from you? What strategies can you use to
better manage the trigger and more effectively manage conflict?
Question 4: Conflict is not always negative in a relationship. How do we distinguish between constructive and destructive conflict? Where is the line, we draw in order to keep it constructive? And how can we (or can we ever)
ensure that the other person sees whether the conflict is constructive or destructive?
Harvard Interpersonal Communication Questions and Letter Response
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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