This activity reflects the course objectives. I. The purpose of this assignment

Posted: December 2nd, 2022

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This activity reflects the course objectives.
I. The purpose of this assignment is to demonstrate your understanding of interpersonal
communication by analyzing an interpersonal episode and reporting your findings aloud.
A. There are six specific learning outcomes.
1. Inform the audience of significant principles of interpersonal communication.
2. Analyze (criticize) an interpersonal episode by applying principles of interpersonal
3. Persuade the audience that the analysis thereof is sound.
4. Construct a presentation according to systematic principles of speech design.
5. Deliver a presentation with satisfactory body movement, gestures, and vocal and
facial expression.
6. Use visual aids appropriately and with ease.
B. There are oral and written requirements.
1. You will select a 2-3-minute film clip from a major film and analyze it in terms of
interpersonal communication concepts.
2. Your presentation should contain the clip and a slideshow.
3. The total presentation should be 7-8 minutes long.
4. You can film yourself using Studio on Canvas. It is easy to use. Here is a guide:
5. Here is how to upload it:
6. For online courses:
a. You will submit a full-sentence outline on Canvas; see Course Calendar.
b. You will submit your Studio video on Canvas: see Course Calendar.
c. Canvas Studio Assistance in Module 11 provides more information.
7. For face-to-face classes on campus:
a. Presentations will be given the last few days of class.
b. Specific speaking dates and speaking order on those days will be assigned
c. You must speak at the time assigned or you will receive a zero.
d. There is no time for make-up presentations.
e. You may trade speaking times with other students.
1) You have to arrange this; I won’t negotiate on anyone’s behalf.
2) You have to give me written notice of the change.
f. The written preparation outline is due at 9:00 a.m. on the day you speak. It cannot
be turned in late for any credit.
C. This assignment is 12.5% of your final grade (125 points).
1. The presentation is worth 7.5% (75 points)
2. Five percent (50 points) is on your outline and slide show construction.
D. Consult with your instructor early on if you are “stuck” at any point.
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The film selection is crucial.
II. Choosing a suitable example is essential for success.
A. The “data base” is an interpersonal communication episode from a film, which we
assume is representative of relationships of that type. (A television program might work;
consult your instructor.)
1. Choose a film clip from one fictional or non-fictional relationship, traditional or
nontraditional, mainstream or blended. (See Examples of Film Clips to get the idea
of what a clip should be like.)
2. The relationship should be between adults.
3. The relationship may be friends, intimate partners, married couples, or parent and
grown child.
4. Do not choose teacher-student, boss-subordinate, robber-bank clerk, doctor-patient,
etc. (i.e., a relationship based on social roles).
5. The relationship may be same-sex or opposite-sex.
6. The relationship may be heteronormative or not.
7. You could choose a family situation, but not child-child.
The focus is interpersonal relationships.
B. Although you may choose either a comedy or a drama, be selective in your choice. The
source film must have, as its major purpose, the representation of intimate human
relationships; it should not be just an adventurous or intriguing plot line that happens to
include human relationships as a sideline. *
1. Some movies may be too unrealistic, atypical, exaggerated, far-fetched, or ridiculous
to enable you to do an appropriate analysis (e.g., Stepbrothers, Ted).
2. You cannot use animated features or Anime.
3. Some musicals might have scenes that would work.
4. You can search for films and film clips online.
5. a. There are many “film list” sites that organize films by genre.
b. There are many online sources for film clips including:
www.fandango movie
c. It might be wise to choose a film which has a script available on-line. Scripts can
be retrieved from many sites, including:
6. You can send me a link and we can discuss the clip’s appropriateness.
* Thus, in other words, your favorite film might not be appropriate for this assignment!
Remember, the focus is communication in interpersonal relationships.
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You must have a clear thesis.
III. To do well on this assignment you must demonstrate your understanding of the ways
communication affects relational outcomes. Your analysis is analogous to an argument:
You state your case and prove it.
A. Consider what course concepts are most explanatory.
1. Part 3, Chapters 9-12 provide the most appropriate approaches: phasic
development, relational deterioration, relational maintenance, and conflict.
2. You could also incorporate need fulfillment, self-concept, emotions, gender, listening,
or perception, etc.
3. You cannot use language or nonverbal communication by themselves although they
could supplement other explanations.
4. Do not try to use every concept that might apply!
B. The thesis statement should include the course concepts you have chosen.
1. Because a film could be justifiably interpreted in several different ways, the fitness of
your orientation will depend on the particular relationship and episode you have
2. Here is a site for help on thesis statements:…
3. Here are examples of specific objectives (of course there are others.) Note that an
objective is not a thesis statement.
a. To apply, adapt, or create a phasic model of relationship development.
b. To identify relational messages that affect relational climate.
c. To identify patterns of communication that affect relational outcomes.
d. To identify family communication patterns.
e. To illustrate conflict styles.
f. To analyze communicative behavior within a given relational stage.
C. Your main points (the body of your presentation) should support your thesis
(interpretations) by clearly describing the principles that apply to the interactions you
have chosen.
1. Aim for two or three main points.
a. Use the terminology of the course. You can define terms or principles by quoting
or paraphrasing from the book, using the Guidelines in the Self-Assessment
b. You must also convince the reader that your application of principles is sound.
Show the link between your examples of interaction (i.e., quotations from the
script) and your explanations. Your gut-level reaction or intuition is not enough.
c. You must show how the evidence leads to the conclusions you draw by pointing to
the actual dialogue to demonstrate communication and its effects.
2. Your final main point should be recommendations for the interactants, based on the
principles you have chosen–how they could improve their relationship by changing their
a. What suggestions would you make to each one?
b. What effects on the relationship or course of events would you expect your
suggestions to have if they were followed?
c. Again, be sure to justify your suggestions and predictions in terms of course
principles to show that your recommendations would indeed improve the
relationship or alter the course of events.
D. You do not have to do any outside research to complete this assignment. However, just
like the assessments, you need to demonstrate that you have read the book by using
paraphrases and quotations appropriately.
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You must have a full-sentence outline.
IV. A solid preparation outline is necessary for a high-quality presentation.
A. Well-organized presentations begin with outlines for two reasons.
1. First, outlines make sure the speaker is thinking logically.
2. Second, the outline makes your ideas clear to the listener.
B. Outlines must conform to standard principles of organization.
1. Separation: Main points (and their sub-points) should be distinct and not overlap.
2. Symmetry [balance]: Main points should have roughly the same amount of
information. If they don’t, you may need to (1) drop a point, (2) expand a point, or (3)
reorganize the information.
3. Arrangement: A long list of points indicates a lack of abstraction; look for larger
categories. Similarly, you cannot have just one subordinate point; that is, every “A”
needs a “B,” every “1” needs a “2”, and so forth.
4. Subordination: Sub points should be (1) directly relevant to the main point and
(2) be of a lower level of abstraction.
C. The outline must be in full sentences in alphanumeric format. (This document is an
example of that format.)
1. Do not submit two-sided copies.
2. Use a size 12 font of a standard typeface.
3. Use 1½ or double spacing.
4. Use 1” margins.
5. Paginate.
6. Have a cover page (see Sample Outline Cover Page).
D. All the information you are going to say must be in your outline for several reasons.
1. You may not remember it all.
2. Someone may ask you for information you didn’t say.
3. If equipment breaks down and your information is only on slides, you won’t be able to
share it.
E. There are several ways to put slides shows into your outlines.
1. You can copy your slides right into your outline (not full-size of course).
a. This is especially useful for graphs and charts.
b. Make sure you can read the text easily (size, font color).
2. You can also put the slide information into your outline directly.
a. In PowerPoint use the Outline option. (I don’t know about other slide programs.)
b. You could put the text into a different font to be clear what is on the slide and
what you are speaking aloud.
c. You can use the embed option.
3. You can print your slides as an appendix and refer to it your outline, “Slide 4 here.”
4. Do not print full-size slides. Six per page is just fine. (Save your ink!)
F. The outline must conform to the writing standards and citation requirements on
Reference Page Citation Guide for Scripts, Films, DVDs, TV Programs, and Lectures Acc
as well as Guidelines for Writing Self-Assessments Ac.
G. There are many resources for outlining that include basic principles and examples.
1. Purdue OWL: Developing an Outline…
2. Harvard University: Outlining…
3. Walden University: Outlining a Paper
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You may have to revise your outline several times.
V. Outlines usually have three major sections as well as other parts.
A. The body of the outline is the bulk of your presentation.
1. The first half (or so) will be your film clip.
2. The second half will be your analysis as described above.
a. See the Sample Outline for Speaking Assignment for ideas; it is not a template,
b. Make sure your quotations and paraphrases follow the citation requirements
on Guidelines for Writing Self-Assessments.
c. You must have actual dialogue in your outline. Dialogue should be inset one inch
from the left margin, reported and cited as follows:
MARTHA: Well, I’m the doctor. I’m the one who’s going to decide what
is, or is not important here.
MIRIAM: Look doctor, I don’t know how to tell you this politely, but I
don’t approve of you. Not you personally…
MARTHA: The science of psychiatry.
(Agnes of God, 1985)
3. Do not write your presentation out word-for-word!
B. Construct an introduction (1- ½ minutes)
1. Give your name.
2. Include material to gain attention.
3. Include a preview of your message (the course concepts).
4. Provide any necessary background to the clip. Do not tell us the entire story!!!
C. Construct a conclusion (1- ½ minutes)
1. Include a summary of your message.
2. Develop concluding remarks that give the audience something to remember.
D. Create transitions between your major points.
E. Write up your references page, referring to Reference Page Citation Guide for Scripts,
Films, DVDs, TV Programs, and Lectures as well as Guidelines for Writing Self-
1. This page should include the film.
2. This page should include the textbook.
3. This page should include the clip.
4. This page should include the script (if used).
F. Write your cover page (see Sample Outline Cover Page).
G. Give your presentation a title.
H. See Module 13, Writing Skills Do’s and Don’ts for additional assistance on writing.
Here are some guidelines for the presentation itself.
VI. Delivering the presentation well requires practice.
A. Construct a key-word outline from which you will deliver your presentation.
1. You cannot read your presentation aloud except for direct quotations.
2. Use stiff paper or cards of a manageable size.
3. You can make delivery notes to yourself on the margins (e.g., “Slow,” “loud,” etc.).
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B. Create any necessary visual aids (e.g., slideshows, shared documents, etc.).
C. Practice!
1. Practice your presentation using your key-word outline at least three times.
2. Consider the elements of delivery on Instructor’s Speaking Critique
(face, body, voice).
3. You could practice with tape recorders, video cameras, friends, or even mirrors.
4. Make any readjustments as to timing.
5. Work with the technology and have a back-up plan if something crashes.
D. Be ready the day you are assigned to speak.
1. Try to get a good night’s sleep before your presentation.
2. Avoid caffeine, milk products and carbonated beverages immediately before you
E. Consciously relax yourself before speaking.
1. Warm water with honey and lemon can ease and soothe the throat.
2. Take several long, slow, deep breaths to relax.
3. Remember, the audience is rooting for you.
F. Turn in your preparation outline when you submit your video.
Use these standards as a checklist.
VII. Criteria for Evaluating Presentations (and Outlines)
A. The average presentation (grade C) should meet the following criteria:
1. Conform to the kind of speech assigned.
2. Be ready for presentation on the assigned date.
3. Conform to the time limit.
4. Fulfill any special requirements of the assignment—preparing an outline, using visual aids, etc.
5. Have a clear specific purpose and central idea.
6. Have an identifiable introduction, body, and conclusion.
7. Show reasonable directness and competence in delivery.
8. Be free of serious errors in grammar, pronunciation, and word usage.
B. The above average presentation (grade B) should meet the preceding criteria and also:
1. Deal with more challenging ideas.
2. Fulfill required functions of a speech introduction and conclusion
3. Display clear organization of main points and supporting materials.
4. Explain course principles clearly.
5. Support main points with evidence.
6. Be delivered skillfully enough so as not to distract attention from the speaker’s message
C. The superior presentation (grade A) should meet all the preceding criteria and also:
1. Constitute a genuine contribution by the speaker to the understanding of the audience
2. Sustain positive interest among the audience
3. Contain elements of vividness and special interest in the use of language
4. Be delivered in a fluent, polished manner that strengthens the impact of the speaker’s message
D. The below average (grade D) presentation:
1. Does not meet one or more of the standards for a C presentation,
2. Is obviously unrehearsed,
3. And/or it is based entirely on vague information or unsupported opinions.
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F. The failing presentation (grade F; few, if any, points):
1. Does not meet three or more of the standards for a C presentation,
2. Reflects either of the problems associated with a D presentation,
3. Uses fabricated supporting material or deliberately distorts evidence,
4. And /or is plagiarized or cut-and-pasted.
G. For more specific criteria, see:
1. Instructor’s Speaker Feedback Ac
2. Outline Evaluation Form Ac
3. Audience’s Reaction Ac
All these documents are in Module 11. If links do not work, go directly to the module.
Reference Page
Citation Guide for Scripts, Films, DVDs, TV Programs, and Lectures WC.docx
Instructor’s Speaker
Feedback WC.docx
Instructor’s Outline
Evaluation Form WC.docx
How to Cite a TED
Talk WC.docx
Film Analysis
Presentation Assignment (SUBMIT PRESENTATION HERE).docx
Examples of Film
Clips for Students Ac.docx
Canvas Studio
Presentation Analysis.docx
The Four C’s of
Creating Slides.docx
Sample Sentence
Outline AcWC.docx
Sample Outline
Cover Page (MODEL).

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