Expanded View Individual Essay (communication class essay)

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expanded_view_assignment_sheet_comm_100_f14.docx

Department of Communication

COMM 100

Instructions for the "Expanded View of Communication" Essay

1. In class on September 23rd, you will form groups of three people and share among you your individual Initial View papers.

2. Moving to a quiet place to talk among yourselves, discuss the commonalties and differences among your initial views of communication, recording the conversation digitally so that the recording can be shared in your group. Each of you should have access to the digital recording to work from. One group member will take responsibility for uploading the recording on behalf of the group to Cougar Courses. If the recording is uploaded successfully, each member of the group will receive 25 points). The deadline for uploading the recording is September 30th.

3. The group will prepare and submit a chart that maps the commonalities and differences in your three initial views of communication. If this chart is submitted successfully to Cougar Courses, each member will receive 50 points.

4. After listening to the recording and mapping commonalities and differences, each student writes an individual essay (4pp /1000 words) to develop “My Expanded View of Communication.” Each student must utilize at least three terms/concepts/theoretical statements that were not addressed in his or her initial view. This essay is different from your initial view paper in three main ways: First, it refers to ideas from the readings you have been studying to this point in the class. Second, it incorporates what you learned from your group mates. Third, it applies your expanded view of communication to illuminate the conversation you had with your colleagues. The question is how do the concepts and theoretical statements in your expanded view help you describe and explain the actions and meanings you observed in your group? This individual essay is due via Turnitin by 11:55 pm on Tuesday, Oct. 7.

5. Point values for this assignment:

· Recording – 25 points

· Chart – 50 points

· 4-pp (roughly 1000 words) Essay – 125 points

· Total: 200 points

6. Here are some ideas for how to approach the task; please keep in mind these are suggestions and you should feel free to expand:

• Work hard to pinpoint the differences among the three of you.

• See if you can reconcile your perspectives into a new one.

• Individually strive to expand your view by incorporating ideas from the readings and lectures

• Ask yourselves: In what ways did the conversation we had match or depart from my new, expanded view? Is my new view capable of helping to make sense of what happened in our group's conversation?

7. Evaluation Criteria

· On Topic: Does the paper address the assignment directly? Is the assigned topic covered as required?

· Knowledge of Readings and Lectures: Does the paper reflect an accurate understanding of the course material? Is the selected material appropriate for the point being addressed and for the assignment as a whole?

· Depth/Breadth: Are ideas sufficiently explained and supported? Are points elaborated sufficiently within the limits of the assignment? Are examples, cases, definitions, and other forms of support appropriate and relevant?

· Organization: Is the paper appropriately and clearly organized?

· Style: Does the paper properly utilize APA style? (Use 12 characters-per-inch standard font, avoiding script or other non-conventional fonts. Double-space your text. There is no need for a cover page).

· Syntax/Usage/Mechanics: Is the paper clearly written and readable? Is the paper free from mechanical errors such as spelling, punctuation, and grammatical mistakes? Is the paper presented attractively and professionally?

Essay Scoring Guide

A - Command of Topic

6. Addresses the topic clearly and responds effectively to all aspects of the task

5. Clearly addresses the topic, but may respond to some aspects of the task more effectively than others.

4. Addresses the topic, but may slight some aspects of the task.

3. Distorts or neglects aspects of the task.

2. Indicates confusion about the topic or neglects important aspects of the task.

1. Suggests an inability to comprehend the question or to respond meaningfully to the topic

B – Organization

6. Is coherently and logically organized, with ideas supported by apt reasons and well-chosen examples.

5. Is well-organized and developed with appropriate reasons and examples.

4. Is adequately organized and developed, generally supporting ideas with reasons and examples.

3. Is poorly organized or developed; does not provide adequate or appropriate details to support generalizations, or provides details without generalizations.

2. Has very weak organization, or little development; provides simplistic generalizations without support.

1. Is underdeveloped; provides little or no relevant support.

C - Communication of Ideas

6. Explores the issues thoughtfully and in depth.

5. Shows some depth and complexity of thought.

4. May treat the topic simplistically or repetitively.

3. Lacks focus, or demonstrates confused or simplistic thinking.

2. Lacks focus and coherence, or fails to communicate its ideas.

1. Is unfocused, illogical, incoherent, or disorganized.

D - Syntactic Variety and Language

6. Has an effective, fluent style marked by syntactic variety and a clear command of language.

5. Displays some syntactic variety and facility in the use of language.

4. Demonstrates adequate facility with syntax and language.

3. Has problems with or avoids syntactic variety.

2. Has inadequate sentence control and limited vocabulary.

1. Fails to display sentence control and uses a very limited vocabulary.

E - Control of Mechanics

6. Is generally free from errors in mechanics, usage, and sentence structure.

5. May have a few errors in mechanics, usage, and sentence structure.

4. May have some errors, but generally demonstrates control of mechanics, usage, and sentence structure.

3. Has an accumulation of errors in mechanics, usage, and sentence structure.

2. Is marred by numerous errors in mechanics, usage, and sentence structure.

1. Has serious and persistent errors in word choice, mechanics, usage, and sentence structure.

Total Points:__________/200 points =_________/20%

(Adapted from CSU EPT Scoring Guide/Haro & Wardell)