COM 200 Wk 5 Ashford University Communication Channels Discussion Part 1 week 4 This week, you will choose from the options below to explore. When you ha

COM 200 Wk 5 Ashford University Communication Channels Discussion Part 1 week 4

This week, you will choose from the options below to explore. When you have finished the write-up, add the content to your notebook and take the quiz.

Week 4 Exercise Instructions (choose one option):

Option 1: Conversation management and the four “C”s

Review the themes covered in section 7.2 of Bevan. Then, go have a conversation with someone. Ask them for permission to record it. As you replay it, answer the following questions:

How did you or the other party convey confidence, creativity, caring, or consideration?
How did the conversation allow you build or sustain what Bevan calls “rapport?”
What did you note about open-ended questions, turn-taking, and mirroring?

Option 2: Assisting Others

When was the last time someone provided you with social support or you provided others with support? What were the circumstances? Which type(s) of social support did they use (action-facilitating, nurturing, emotional, instrumental, informational)? Was it appropriate for the situation? Try to list both nonverbal or verbal cues that were used when giving the support.

Option 3: Relationship Maintenance

Take a moment to evaluate one of your own relationships or the relationship of someone close to you.
What types of positive relationship maintenance behaviors related to communication outlined in chapter 8 in Bevan are used in this close relationship?
What different communication techniques are used in different types of relationships?

When you are done, be sure to add this to your “Communication Notebook.(attach below)” Here, you only have to complete the first halves of each question. For the week 5 final paper, you will need to complete the second halves as well. So, be sure to complete the entire assignment.

Part 2 week 5

Prior to beginning work on this assignment, complete the Communication Notebook Training (attach Below) and be sure you have downloaded the Communication Notebook(attach below as greene communication notebook). Also, review the Sample Week 5 Final Paper.

Resources

Click each source below:

Week 5 Paper Advice(attach below)
Week 5 Communication Notebook Video Resources(attach below)
Sample Week 5 Final Paper(attach below)
Engaging With Course Content
Avoiding Plagiarism

For this final assignment, you will demonstrate the knowledge you have gained in this class by reporting on the findings of the four exercises you have done throughout this class and then connecting those experiences to key themes from class. This final paper will be 5 to 6.5 pages (1200 to 1600 words) long and include citations to your textbook, at least one course reading, and two course videos.

To begin, you need to complete your Week 5 Exercise (see instructions below). Be sure to use and cite Bevan in your response, for any choice you make. Once you have completed the Week 5 Exercise, read the instructions below to learn how to complete the entire notebook.

Week 5 Exercise Instructions (choose one option):

Option 1: Social support

Think of a time when someone provided you, or you provided someone, with social support.
What type(s) of social support outlined in Bevan did you or they use?
What type of verbal and nonverbal cues were used to provide this support.
Was it appropriate for the situation and why?

Option 2: Relationship equity

Report on a time when you felt you were in an unbalanced relationship.
Did you feel underbenefited or overbenefited?
Based on what you have learned in Bevan, what are some specific verbal and nonverbal messages or behaviors you might use to restore equity in a close relationship?
How would you use different messages or behaviors if you were underbenefited versus overbenefited?

Option 3: Are you a chameleon?

In chapter 11, Bevan reports on the value of being a chameleon, where you can change your communication style to suit the scenario. This requires being highly aware and mindful of yourself, others, and the choices you make. In this exercise, you will test this theory:

Put yourself in a challenging position in your personal or professional life. If you are at work, speak up at a meeting or talk to your co-worker or boss about the topic. If you at home, have a difficult conversation with someone you care about.
Before you have the conversation, think about the cultural norms for this exchange. What are they? Are you following or violating those norms?
As you have the conversation, be mindful of where you are emotionally, and where they are. Report on those emotions and the role of empathy and emotional intelligence in the exchange.
How did it go? Did you feel you were closer to being a “chameleon?”

Instructions for completing the Communication Notebook:

Describe your findings for the four exercises.
For each exercise you will then complete step 2 for each by applying what you have learned during this class on the basic principles of effective communication, ideas of the self, or culture to your exercise results.
For each exercise you must cite at least two resources to support you and one can be a video.
For the final document, you must use and cite two course readings (and one must be Bevan) and two course videos.
Note that you will be required to use and cite Bevan at least once for each exercise, but you should use them much more.
Review the Final Paper Video Options document for a list of videos you can use.

NOTE: Be sure to carefully review your work and the grading rubrics to ensure you have completed all required elements. Score yourself on each grading rubric and make adjustments to areas where you scored yourself low.

The Communication Notebook final paper

Must be 1,200 to 1,600 words of your own content (5 to 6.5 double-spaced pages) in length (not including title and references pages) and formatted according to APA Style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.) resource.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

Must utilize an academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
Must use and cite Bevan, at least one course reading, and two course video resources.
Must document any information used from sources in APA Style as outlined in the Ashford Writing Center’s APA: Citing Within Your Paper (Links to an external site.) guide.
Must include a separate references page that is formatted according to APA Style as outlined in the Ashford Writing Center. See the APA: Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications. Your reference list must have at least four references.

Please be sure to readh carefully and complete the entire notebook weeks’ 1 and 2 the first portion is already completed you are to do week 4 and 5 and part two of all the week everything you need will be attach what cannot fit i will send after your assigned. 5/30/2020
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Jennifer L. Bevan
Contributor: Tessa Urbanovich
Making Connections: Understanding Interpersonal Communication, Third Edition
Zovio Inc
Vice President, Learning Resources: Steve Wainwright
Associate Director, Sponsoring Editor: Greer Lleuad
Development Editors: Jessica Sarra, Shannon LeMay-Finn
Assistant Editor: Taylor Holmes
Production Editor: Julie Mashburn
Media Editor: Jaime LeClair
Cover Design: Tara Mayberry
Printer: Lightning Source
Production Service: Hespenheide Design
ePub Development: M & R Consultants Corporation (MRCC)
Video Production: Illuminating Pictures
Cover Image: Kubkoo / iStock / Getty Images Plus
ISBN-13: 978-1-62178-624-5
Copyright © 2020, 2014, 2011 Zovio Inc
All rights reserved.
GRANT OF PERMISSION TO PRINT: The copyright owner of this material hereby grants the holder of this publication the right to print these materials for
personal use. The holder of this material may print the materials herein for personal use only. Any print, reprint, reproduction or distribution of these
materials for commercial use without the express written consent of the copyright owner constitutes a violation of the U.S. Copyright Act, 17 U.S.C. §§ 101-810,
as amended.
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About the Author
Jennifer L. Bevan
Jennifer L. Bevan (BA, MA, University of Delaware; PhD, University
of Georgia) is a professor in the School of Communication at
Chapman University. Before joining Chapman University in 2007,
she served on the faculty at the University of Nevada, Las Vegas,
and at the University of Southern California. Her research and
teaching interests center upon interpersonal and health
communication within close relationships. Dr. Bevan’s research
topics include face-to-face and online negotiation of dif icult
interactions, such as ongoing con lict, jealousy, family caregiving,
uncertainty, and topic avoidance, as well as related psychological
and physical health correlates of these experiences. She teaches
courses in interpersonal communication, health communication
theory, nonverbal communication, and con lict.
Dr. Bevan’s publications include over 50 peer-reviewed or invited
scholarly communication and biomedical articles and book
chapters. She was recognized in 2009 and 2016 as one of the most
proli ic and central scholars in the ield of communication studies.
She is also a 2015 Valerie Scudder Award winner, which is
Chapman University’s top faculty all-around award for teaching, research, and service. Her irst book, The Communication of
Jealousy (published by Peter Lang in 2013) was awarded the 2014 Diamond Anniversary Book Award by the National
Communication Association (NCA), the 2016 International Association for Relationship Research Book Award, the 2014 Gerald
R. Miller Book Award by the Interpersonal Communication Division of NCA, and the 2013 Outstanding Book Award by NCA’s
Communication and Social Cognition Division. She recently completed her term as editor of the journal Communication Reports.
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Acknowledgments
Thanks to Shannon LeMay-Finn, development editor, Taylor Holmes, copy editor, and Julie Mashburn, production editor, as well
as to the Zovio editorial staff, Steve Wainwright, Greer Lleuad, and Jessica Sarra. Additional thanks to contributors Tessa
Urbanovich (Chapman University) and Cheri Ketchum (Ashford University) for their helpful advice and suggestions.
Thanks also go to the peer reviewers of the third edition for their feedback and guidance:
Angela Blais, University of Minnesota Duluth
Kyle Ferguson, Ashford University
Joan Golding, Ashford University
Jocyln Hanson, Ashford University
Catherine Mantle, Ashford University
Elaine Phompheng, Ashford University
Narissra Punyanunt-Carter, Texas Tech University
Michael D. Reiter, Nova Southeastern University
Lacey Sonderegger, Ashford University
Chelsey Yeats, Ashford University
And thank you again to the reviewers of the second edition:
LaKisha B. Bruce, Ashford University
Jennifer J. Bute, Indiana University-Purdue University, Indianapolis
Michael Cooper, Ashford University
Jacey Saucedo Coy, Ashford University
Cheryl Harris, Ashford University
Ticey Hosley, Ashford University
Laura Janusik, Rockhurst University
Jennifer Lloyd, Ashford University
Julie Mayberry, North Carolina State University
Lisa L. Rollins, Ashford University
The author would also like to acknowledge her colleague and friend Jennifer Waldeck for her assistance and support in writing
this textbook. She is also thankful to her husband, Gordon Stables, for being a patient, loving, and kind partner.
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Preface
The objective of Making Connections: Understanding Interpersonal Communication, Third Edition, is to introduce readers to
interpersonal communication and its importance in different contexts. Interpersonal communication is a central aspect of our
social lives—at home, within our close relationships, at work, and in the organizations to which we belong. Competent
interpersonal communication can improve the lives and relationships of communicators and can facilitate the development
and support of our communities.
The text will help readers increase their awareness of the roles culture and technology play in verbal and nonverbal
communication, building and maintaining relationships, and creating shared meaning. Readers are also encouraged to
consider what it means to communicate appropriately in professional and mediated contexts and how to handle the different
challenges that can occur in a variety of relationships. The text provides strategies that readers can use to practice and
improve their interpersonal communication skills and make them more competent communicators.
Textbook Features
Making Connections includes a variety of features to help readers understand key concepts and further explore the topics
discussed in each chapter:
Introductions present engaging scenarios at the beginning of each chapter to draw readers’ interest and orient
readers to the chapter material.
Feature boxes illustrate how concepts are applied in various example scenarios. The three box types include
Everyday Communication Challenges, IPC in the Digital Age, and IPC Research Applied.
Web Field Trips guide the reader to ind additional information online. Critical thinking questions in this feature
encourage readers to link the highlighted information to the content in the book.
Self-Tests encourage readers to examine their own communication skills and provide insight into readers’
communication challenges. The Self-Test boxes include Consider Your Results summaries to give readers the
opportunity to place their assessment results in context.
Interactive features are embedded throughout the e-book and allow readers to test their knowledge in a more
hands-on way, encouraging them to apply concepts in different cause–effect and analysis scenarios.
Videos are embedded in the e-book. Videos throughout Chapters 1–6 provide a deeper look at concepts covered in
those chapters. Videos in Chapters 7–10 illustrate different relationship stages and challenges via a series of
scenarios encountered in one ictional couple’s relationship.
Key Terms list and de ine key concepts as discussed in each chapter. Click on any term in the e-book Key Terms
section to see the de inition. A complete listing of key terms is also provided in the Glossary.
Critical Thinking and Discussion Questions at the end of each chapter guide readers toward critical analysis of
topics explored in the chapters and help them assess their levels of understanding.
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1
Introduction to Interpersonal
Communication
KT images/Taxi/Getty Images
Learning Outcomes
After reading this chapter, you should be able to
█ Understand the speci ic components of communication.
█
█
█
█
Describe the overarching models of the communication process.
De ine interpersonal communication, including its principles, barriers, and bene its.
Understand how we can develop communication competence.
Explain the principles of competent interpersonal communication and apply these techniques to their own interpersonal communication
encounters.
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Introduction
Humans are social beings. We depend on other people to meet our needs, and we form and interact in organized groups such as families, neighborhoods,
teams, clubs, and societies to spend time with and assist one another. Communication with other people helps us understand ourselves, others, and our world.
Our bonds with siblings, friends, romantic partners, neighbors, colleagues, and classmates give our lives meaning, even when these bonds challenge and
frustrate us. For these reasons, how we communicate, connect with others, and build and maintain relationships is the subject of this text.
You probably know from your own experiences that communication can go awry, and any number of barriers can arise. Perhaps the receiver, the recipient of
a message, cannot hear or does not pay attention to the message being sent. Maybe equipment used to transmit the message fails, such as when a call from a
smartphone is dropped. You can also likely recall instances of successful communication when the interaction resulted in positive change or mutual
understanding. Consider the following conversation:
Kim sends Pat an e-mail: Hey, hope you’re having a good day. What are we doing for dinner tonight?
Pat replies via e-mail: You never told me you were going to be home early enough to have dinner together, so I’m not sure.
Kim, via e-mail: I did. I told you yesterday.
Pat, via e-mail: I don’t remember you saying anything about being home for dinner. I’m leaving work now, so text my cell.
Kim replies via text message: Ugh, this is an annoying way to carry on this conversation. But I still have to say, you never listen when I tell you
something.
Pat does not reply because he is driving home.
Kim, via text message: Are you ignoring me?
Pat checks his phone once he is home and sees Kim’s text. He calls Kim, who is now on her way home from work: Hey, it’s me. I just got your
text because I was driving. I wasn’t ignoring you.
Kim: Fine, whatever. I’m almost home. I’ll talk to you then. Bye.
Once they are both home, Kim and Pat continue their conversation face-to-face.
Pat: You’re making a big deal out of nothing. Can’t we just igure out what we’re doing for dinner? I’m hungry.
Kim (rolling her eyes): Oh, I’m making a big deal out of nothing?
You have likely engaged in a similar conversation. The interaction contains multiple elements of interpersonal communication (IPC), a type of
communication that involves two individuals interacting face-to-face or via mediated channels. We will use Kim and Pat’s interaction as an example throughout
this chapter to illustrate the complexity of their seemingly everyday encounter.
In this chapter, we examine the nature of communication and its importance in your life. We discuss several important de initions, elements, and models of
communication and brie ly explore the foundation of communication as an academic discipline. In addition, we de ine interpersonal communication and
communication competence, investigate the barriers of interpersonal communication, and the bene its of studying it, and consider the principles of being a
competent interpersonal communicator.
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1.1 What Is Communication?
Communication, in its various forms, channels, and contexts, is a fundamental aspect of being human. In fact, as newborns, our irst cry is a message to the
world that we have arrived, and as infants, we are often consoled by a gentle touch or the soothing voice of our caregivers. We soon learn to express our
thoughts, feelings, needs, and desires through behavior and language, to listen and respond to others when they communicate with us, and to use
communication to build, maintain, and even end relationships.
The word communication can be traced back to the Latin word communicare, which means “to join or unite,” “to connect,” “to participate in,” or “to share with
all.” Other words that emerge from this root word include common, commune, communion, and community. Re lecting its roots, this text de ines
communication as a process where two or more individuals strive to create shared meaning using verbal and nonverbal messages in a variety of contexts.
This de inition highlights ive primary characteristics of communication:
Two or more people are involved.
It is a process.
There is an attempt to create shared meaning.
Both verbal and nonverbal messages in luence interactions.
It occurs in a variety of contexts.
We discuss the intricacies of each element next.
1. Communication Involves Two or More People
Communication requires a minimum of two individuals. In other words, we cannot communicate unless there is at least one other person to interact with.
When two individuals communicate, be it face-to-face, by text, via social media platforms such as Twitter, or by video-calling services such as FaceTime, they
are engaging in interpersonal communication. Certainly, communication occurs between more than two individuals, and mediated channels, such as television
and social media, can even allow us to communicate with millions of people. Use of a mediated communication channel simply means that some form of
information technology is employed to help a message travel from the sender, the person who initiates the interaction, to the receiver(s). Take one of Kim’s
text messages to Pat about their dinner, for example: A smartphone is needed to propel what she is communicating to him. When Kim and Pat are at home
together, they communicate face-to-face, and their communication is no longer mediated. Finally, talking to ourselves or internally exploring who we are as
individuals is called intrapersonal communication. We evaluate intrapersonal communication in more detail in Chapter 2.
2. Communication Is a Process
In 1960, communication theorist David Berlo described communication as a constantly evolving interaction or activity that changes each of us and changes
our relationships over time. The word “process” might bring to mind an action that has some purpose or is directed to some end—an action that is dynamic,
ongoing, and ever changing. When you meet someone for the irst time, for example, you approach each other as strangers. The communication that occurs
during this irst meeting in luences or shapes your next meeting. If the irst meeting was a positive experience, you will generally expect the second interaction
to be positive as well. On the other hand, if the irst meeting did not go well, you may approach the second meeting with some trepidation because you expect
to have a similar experience.
Communication is a continuous and complex process affected by past events, in luenced by how the current interaction unfolds, and impacting interactions to
come as well as the future of the relationship. Because communication is ongoing, we continually work to build, maintain, alter, and sometimes even terminate
relationships. Over time, we change and others change, and thus our communication within our relationships changes.
3. Communication Attempts to Create Shared Meaning
The purpose of human communication is to help people generate and share their
thoughts, feelings, experiences, beliefs, opinions, or anything they can think to
express. People communicate in the hope that such ideas have meaning for others
too and that they will understand.
As an example of how people can share meaning through words, the symbols of
language, picture the following event:
A black bear cub, apparently abandoned by its mother, wandered into a rural
neighborhood and lived in the trees there for more than ive days. Because the
animal showed no signs of leaving, authorities were called to capture the bear
and remove it from the property. They shot the cub with a tranquilizer gun, but
the cub scurried up a large tree and fell asleep. The tree was too tall for any
ladder to reach and too wide to encircle with a safety harness, a requirement if
an authority were to climb, but the cub was in danger of falling to an almost
Jose Luis Pelaez/The Image Bank/Getty Images
certain death at any moment. For approximately one hour, neighbors and
wildlife of icials anxiously waited for a resolution. Then the cub awakened and █ A primary goal of communication is to share meaning and connect
began to move. The small branch on which the cub rested broke, and the bear with others.
suddenly dropped a few feet to a second branch. The cub dangled high above
the ground, holding onto the branch with its front paws. Slowly it lost its grip
and dropped toward the ground, bouncing off two or three tree branches on the way down. As it fell, wildlife of icers ran toward the tree, gripping a
tarp tightly, and caught the cub safely using the open canvas.
Although you were not present to witness this event, you can easily visualize it because of a shared language and shared use of symbols. When we talk with
other people about an experience, however, the communication is only an abstraction of that experience. For example, a reporter who witnessed this event
might write a story about the cub, sharing her perception of the situation as it unfolded. She might report as many facts as possible, but she also might make it
sound like a more dramatic event than it was to keep readers interested.
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That story, however, is just one person’s representation, which is a simpli ied version of the entire occurrence. Each witness noticed or focused on different
things during the experience. For example, the wildlife of icial standing directly under the tree focused her attention on where to best place the tarp to catch
the cub. Meanwhile, a neighbor, positioned at a greater distance from the tree, might instead be better able to view the whole scene, including the potential
damage to the tree, nearby structures, or cars if the cub did happen to fall. Each individual’s story would be slightly different even though there would also be
a great deal of shared meaning about speci ic elements of the event. We will return to the importance of these different meanings when we discuss culture and
perceptions later in this text.
One of the primary goals of human communication is to share meaning and connect with others, but this is not always easy. We can look up a word in a
dictionary, but the de inition does not necessarily account for the word’s unique meaning for the person who uses it. Meaning is not in the message itself;
meaning is in the communicator, with the ultimate goal being that it will be shared between those in the interaction. We ea…
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