Questions and Answers on Interpersonal Communication and Relationship Development
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Please only use your own words, not ones you’ve found on the internet. Throughout your analysis, keep the same dyad (two persons) in mind. Switch between dyads but don’t include a third person.
Here’s how it works:
You must examine a dyad from the assigned video that shares a significant relationship for this project. (You will receive a zero on the project if you use a different film.) You must examine the relationship between a single dyad from the movie. A meaningful relationship must exist between the dyads. For your analysis, you must use the Stages of Relationship Development.
You must demonstrate that you know what you’re talking about. There are no definitions supplied.
Make sure your analysis does not turn into a recounting of the plot.
Throughout your analysis, keep the same dyad (two persons) in mind. Do not switch between dyads or incorporate a third individual. Only questions that include the first dyad identified will be used if you use a third person or swap between dyads; other questions will result in a zero. Do not retell the story.
DO NOT INCLUDE ANY TYPE OF FILM CRITICISM. It makes no difference to me whether you like the film or not. Films are not shown for the sake of enjoyment. If you say anything about how much you enjoy or detest the movie, ten percent of your total score will be deducted. This includes describing any of the film’s logistical issues (actors, director, date, etc). In your statement, you must include the title of the film and the names of the characters, but no additional details from the movie.
Format: Respond to the rubric’s questions. Include the questions and use the proper numbers. Use a different format than an essay. I will not read it if you submit it in essay format, and you will receive a zero. To distinguish between question and response, questions must be bolded.
For instance, what happens during the Relationship Development Initiation stage?
Answer: I’m not going to give you an answer, but you should be able to tell that the answer is not the same as the question.
For all definitions, use your own words. Do not look up definitions on the internet because the lay world typically has different definitions for terminology than those in the communication sector. If you don’t do so, you’ll get a lower grade. Make sure to use proper English syntax and punctuation. This means you’ll have to double-check for spelling and grammatical problems. Do not rely only on the spell-check feature on your computer.
A ten percent penalty will be applied if the questions are not typed as in the example above. A 10% penalty will be applied if you do not apply the correct numbering method (number each question).
Keep in mind that phases may appear in any sequence, that some may appear more than once, and that some may not show at all. Do not leave that question blank if you consider a stage is not existent in the relationship in terms of the film. Instead, state that the stage was not visible in the movie and explain why you think that is. Make sure you answer ALL questions that require a stage definition or description. The Relationship Development Model of Knapp.
Relationship Development Model.JPG
Starting the conversation (typically brief “glad to meet you” handshake)
Experimenting with “uncertainty reduction” and “shared ground” small chat
-search for common hobbies, etc.
-The type of information required is determined by the type of relationship desired (e.g. Short-term: seek outgoing, dynamic personalities, and so on. Long-term: seek for reliability, etc.)
-begins with the manifestation of feelings (more common)
-begin to see as “we” rather than “me” and “you” -begin to see as “we” rather than “me” and “you” -begin to see as “we” rather than “me” and “you” -begin to see as “we” rather than “me” and “you” -begin to see as “we” rather than “me” and “you” -begin to see as “we”
-start expressing commitment
The -relationship is strengthened by integrating it.
-Identities that are shared
-a sense of responsibility to others grows
Bonding public symbolic gestures to show the world that a relationship exists (particularly prevalent in love partnerships wedding).
-A high point of what Knapp refers to as “coming together”
Differentiating – there is no reduction in commitment, but the phrase “hold me tight” is replaced with “let me down.”
Circumscribing -reducing the amount and quality of time spent -withdrawing from disagreement rather than discussing it -not absolute avoidance, but a lack of interest and commitment
Stagnating – if circumscribing continues, you will begin to stagnate – you will behave in similar ways but without feeling – you will not grow.
Avoiding -when stagnation becomes unbearable, start putting physical distance between yourself and the situation.
Termination – what can be done to avert it?
-communicate the title of the film: View the movie How to Get Rid of a Guy in Ten Days
Please don’t rely on the definitions I provided at the beginning. Use your own words rather than those found on the internet.
ANSWER THE FOLLOWING QUESTIONS:
Relationship Development Relationship Analysis #3
1.What happens during the Relationship Development Initiating stage (definition)?
2.Write a scene in which the two major characters are in the Initiating stage and explain why you think they are there.
3.What happens throughout the Relationship Development Experimenting stage (definition)?
4.Describe a scene in which the two major characters are in the Experimenting stage and explain why you think they are there.
5.What happens during the Relationship Development Intensifying stage (definition)?
6. Describe a scene in which the two major characters are in the Intensifying stage and explain why you think they are there.
7.What happens during the Relationship Development Integrating stage (definition)?
8. Describe a scene in which the two main characters are in the Integrating stage and explain why you think they are there.
9.What happens throughout the Relationship Development Bonding stage (definition)?
10.Describe a moment in which the two main characters are in the Bonding stage and explain why you think they are there.
11.What happens during the Relationship Development Differentiating stage (definition)?
12.Describe a scene in which the two major characters are in the Differentiating stage and explain why you think they are there.
13.What happens throughout the Relationship Development stage of circumscribing (definition)?
14.Describe a scene in which the two major characters are in the Circumscribing stage and explain why you think they are there.
15. What happens during the Stagnating stage of relationship development (definition)?
16. Describe a scene in which the two main characters are stuck in the Stagnating stage and explain why you think they are.
17.What happens during the Relationship Development stage of Avoiding (definition)?
18.Write a scene in which the two main characters are at the Avoiding stage and explain why you think they are there.
19.What happens during the Relationship Development Terminating stage (definition)?
20.Describe a scene in which the two main characters are in the Terminating stage and explain why you think they are there.
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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