work 1

• There are two course papers throughout the quarter.
• Each paper poses SEVEN specific questions/prompts.
• From these, you will respond to FIVE prompts.
• Each response should be between 450 and 600 words, though the exact length may vary depending on the specifics of the prompt.
• Use your word count judiciously. You may exceed the maximum word count by up to 10 percent if you must, but no more than that; we will stop reading beyond this limit and no extra credit will be given.
• Do not go below the minimum word count. Responses below the minimum word count will be graded on a reduced scale proportional to the shortfall. For instance, a response that is 50 percent below the minimum word count (for example, 225 words instead of 450) will be graded out of 2.5 points instead of 5.
• Each question includes a customized and detailed rubric for scoring. We will use this rubric for grading your paper.
• Please read these grading criteria before you start writing so that you know exactly what is being asked of your answer.
• Furthermore, read the following policies carefully and make sure to follow them throughout the assignment.

Turn-it-in/SimCheck

To detect plagiarism, this course uses the Turn-it-in/SimCheck for all paper submissions. The tool is integrated into the Canvas submission system. You must check the similarity report in the Submission Details when you upload your paper. The system flags any similarity with previously submitted work or online content by a percentage score. The only acceptable similarity is the question prompt and/or any references and properly cited direct quotes. Except for references and statements with direct quotes, in each sentence, if five consecutive words match word for word between a students work and another source, that is a sign that the work is plagiarized. To avoid unintentional plagiarism, you can rework and resubmit your paper as needed, but only until the deadline. Avoid sharing your ideas or drafts with others as all parties involved in a plagiarism case will receive no credit.

A. APA Policy

• First and foremost, if you want to get a good grade in this assignment, you need to learn how to cite lecture materials and format a reference in a bibliography accurately in APA Style. APA (American Psychological Association) Style is widely used in the social sciences, business, and some of the life sciences. APA Style uses brief in-text citations in the text that refer to an alphabetical list of references appearing at the end of the work. Start with this guide from the UW Library:
• To write a good course paper, paraphrase academic materials legitimately instead of extensively copying and pasting from the readings and lecture/reading review slides. All paraphrased content must be cited with the relevant page number. See an example of a legitimate paraphrase here (
• You should cite lecture contents using in-text citation (here are several ways to cite a source in-text:
• Do not risk plagiarizing. Everything that is not an original thought from you must be cited, both in text and in bibliography placed at the end of each response.
• Use apa for all in-text citations (e.g., Winner, 1980, p. 122). This is not a W course. There is no option to revise and resubmit or to get written feedback on early drafts. If you have any queries about the paper, visit me or your TA during our office hours.

B. Citing Class Lectures

• General Format
• (Author Surname, Year)
• Author Surname, First Initial. Second Initial. (Year). Lecture title. Specific page [if applicable] [Format, e.g., video lecture, PDF, Excel, Word document, or PowerPoint slides provided by your instructor]. Name of the University, Course Title Canvas: URL of website.
• In-Text Citation
• References:

C. Citing Multiple Class Lectures in the same reference list

• Within a given response, if you have two or more sources by the same author in the same year, use lower-case letters (a, b, c) with the year to order the entries in the reference list. Use the lower-case letters with the year in the in-text citation.
• Research by Berndt (1981a) revealed strong correlations. However, a parallel study (Berndt, 1981b) resulted in inconclusive findings.

8. Course Paper 1 Prompts

Please respond to any of the five options from the seven choices below. No need to repeat or copy-paste the prompts into your paper; just make sure to state the choice number (for instance, Prompt #1) correctly in your paper. Please pay careful attention to the customized grading rubric outlined below each question. We will use this rubric for grading your paper. All responses must contain in-text citations of appropriate lecture materials and provide a bibliography at the end of each response. The in-text citation must match the references in the bibliography. Include a word count at the end of each response, then place the bibliography. Do not add bibliography in the wordcount.

Prompt 1. From the range of communication models we have discussed in class, consider which model fits the best in explaining the communication between Clever Hans and Wilhelm von Osten. You should discuss each model we have considered and make an argument as to whether it is a weak or strong model in explaining this particular case. In your analysis, stay focused within what was discussed in class. No outside concept, theorist, or reference is needed.

Grading Rubric:

• A. Exceptional (90-100 points):
• In this category, the response excels in describing and comparing various communication models drawn from the lecture, providing a strong rationale for the most fitting model in the case of Clever Hans and Wilhelm von Osten. The essay demonstrates an outstanding level of detail from the relevant lecture. The response accurately cites the relevant parts from the lecture and includes a correctly formatted bibliography.
• B. Proficient (80-89 points):
• Responses in this category clearly describe and compare various communication models based on the lecture. The rationale for the most fitting model is convincing, though there is room for additional detail from the lecture. The nature of communication between Clever Hans and Wilhelm von Osten is addressed effectively. The response appropriately cites the relevant parts from the lecture and includes a correct bibliography.
• C. Developing (70-79 points):
• In this category, the answer falls short in adequately describing and comparing various communication models from the lecture. The discussion of the communication between Clever Hans and Wilhelm von Osten requires more attention and depth from the lecture content. The response lacks accurate citations of relevant lecture portions and includes an incomplete or incorrectly formatted bibliography.
• D. Limited (60-70 points):
• Responses in this category do not adequately describe or compare communication models drawn from the lecture. The discussion of the communication between Clever Hans and Wilhelm von Osten is insufficient and lacks support or clarification from the lecture. The response does not include accurate citations of relevant lecture material and lacks a correctly formatted bibliography.
• F. Unsatisfactory (Below 60 points):
• Incomplete/missing. Responses in this category do not meet the basic requirements of the prompt and fail to demonstrate a satisfactory understanding of the lecture content. Key concepts and terms are not adequately explained, and the rationale lacks coherence and substance. The response does not cite relevant parts from the lecture accurately, lacks proper citations, or lacks a bibliography altogether. Overall, the answer shows a fundamental misunderstanding or lack of engagement with the lecture material.

Prompt 2. In class we talked about Marshall McLuhans ‘medium is the message’ theory, along with his notions of sensory biases and service environment. We also watched behind-the-scenes information from the TV show SEE. In this essay, first, detail what was discussed in the lecture regarding this TV show and the medium is the message theory and how the TV show SEE was analyzed using this theory (~60% space). Next, analyze an example of your own applying your understanding of the specific concepts that were discussed in the lecture (~40% space). In both parts, make sure that your analysis reflects specific concepts and information from the lecture and stays focused within what was discussed in class.

Grading Rubric:

• A. Exceptional (90-100 points):
• In this category, the response presents an outstanding summary of the medium is the message theory, incorporating clips and behind-the-scenes information from the TV show SEE. The writer offers an excellent, well-developed example of their own, skillfully applying the notions of specific sensory biases service environment and detailing relevant parts of the lecture. The response quotes and cites the relevant lecture segments with precision and accuracy. The response includes a correctly formatted bibliography.
• B. Proficient (80-89 points):
• Responses in this category provide a clear summary of the medium is the message theory, referencing clips and behind-the-scenes information from the TV show SEE. While the writer provides a good example of their own, there is a need for more detailed exploration of the lecture content. The utilization of the notions of specific sensory biases and service environment is adequate, but further elaboration from the lecture is required. The response accurately quotes and cites relevant parts from the lecture and includes a correctly formatted bibliography.
• C. Developing (70-79 points):
• In this category, the answer addresses the medium is the message theory, albeit with a weak reference to clips and behind-the-scenes information from the TV show SEE. The discussion of lecture details is either weak or too brief, lacking depth and elaboration. The writer attempts to provide an example but falls short in utilizing the notions of any specific sensory biases or service environment effectively. The response lacks clear and accurate citations of relevant lecture material and contains an incomplete or incorrectly formatted bibliography.
• D. Limited (60-70 points):
• Responses in this category address the medium is the message theory but lack references to clips and behind-the-scenes information from the TV show SEE. The discussion of lecture details is weak or absent, demonstrating a lack of understanding or engagement with the lecture content. The writer does not provide a relevant example of their own and fails to utilize the notions of any specific sensory biases or service environment effectively. The response lacks accurate citations of relevant lecture material and does not include a correctly formatted bibliography.
• F. Unsatisfactory (Below 60 points):
• Responses in this category do not meet the basic requirements of the prompt and fail to demonstrate a satisfactory understanding of the lecture content. Key concepts and terms are not adequately explained, and the rationale lacks coherence and substance. The response does not cite relevant parts from the lecture accurately, lacks proper citations, or lacks a bibliography altogether. Overall, the answer shows a fundamental misunderstanding or lack of engagement with the lecture material.

Prompt 3. In Week 2, we examined how communication scholars study media and communication in different ways, depending on how they understand reality, knowledge, and evidence. The module also includes a set of interviews in which UW Communication scholars discuss their own research interests, questions, and practices.

Choose one interview from this unit and analyze how the scholar approaches the study of communication and the methodological concerns that shape their work.

In your response, you should:

1. Explain how the scholar understands what counts as a meaningful communication problem. Drawing on the lecture, discuss what kinds of questions this approach tends to prioritize and what kinds of issues it treats as more or less important.
2. Describe how the scholar produces knowledge about communication. Based on the interview, explain what kinds of evidence the scholar relies on and how they talk about studying communication phenomena. Identify one specific research example or form of evidence from the interview that you found especially interesting, and explain why.
3. Explain why this approach differs from at least one other way of studying communication discussed in lecture. Your explanation should be based on comparison and reasoning grounded in the lecture, rather than simply naming or listing approaches.

Your response will be evaluated based on how accurately and thoughtfully you engage with the lecture material and how carefully you use details from the interview to support your analysis.

Grading Rubric:

• A. Exceptional (90100 points)
• The response offers a clear and accurate analysis of how the selected scholar approaches the study of communication. It explains what the scholar treats as a meaningful communication problem and how knowledge is produced, drawing directly from both the lecture and the interview. Interview examples are specific and well integrated. The comparison with another approach discussed in lecture is clear and well reasoned. The response is concise, well organized, and includes accurate citations and a correct bibliography.
• B. Proficient (8089 points)
• The response provides a mostly accurate analysis of the scholars approach. Key ideas from the lecture and interview are used appropriately, though some explanations may lack depth or clarity. Interview examples are relevant but could be better connected to lecture concepts. The comparison with another approach is present but general. Citations and bibliography are mostly correct.
• C. Developing (7079 points)
• The response shows a basic understanding of the scholars approach but relies on general or descriptive statements. Connections to the lecture are limited or unclear, and use of interview evidence is vague. The comparison with another approach is weak or underdeveloped. Citations and bibliography may contain errors.
• D. Limited (6069 points)
• The response demonstrates minimal understanding of the lecture or interview. Explanations are inaccurate or unclear, interview evidence is poorly used, and the comparison component is missing or incorrect. The response lacks organization and clear citations.
• F. Unsatisfactory (Below 60 points)
• The response does not meet the basic requirements of the prompt and fails to demonstrate meaningful engagement with the lecture or interview. Key ideas are missing or misrepresented, and citations or bibliography are absent or incorrect.

Prompt 4. As discussed in the lecture, providing details from the example of EITHER Laboon practice by the Moken OR Haka performances by the Mori people (not both), explain three of Walter Ong’s three characteristics (any 3 of the 9 in the reading) of primary oral cultures aka orality-based thoughts of expression (~80% space). Discuss why oral cultures like this continue to be significant in a society dominated by literate cultures (~20 % space).

Grading Rubric:

• A. Exceptional (90-100 points):
• In this category, the response delivers a correct and concise description of Ong’s characteristics of oral cultures, demonstrating relevance and providing sufficient explanation. The discussion of the significance of oral cultures is exceptionally clear, concise, and well-supported by the lecture analysis. The response accurately quotes and cites relevant parts from the lecture, offering a correctly formatted bibliography.
• B. Proficient (80-89 points):
• Responses in this category offer a correct and concise description of Ong’s characteristics of oral cultures. Most aspects of the characteristics are adequately discussed, with one needing additional support or clarification. The discussion of significance lacks some depth and substance from the lecture content. The response accurately quotes and cites relevant parts from the lecture, including a correctly formatted bibliography.
• C. Developing (70-79 points):
• In this category, the answer provides a correct and concise description of Ong’s characteristics of oral cultures, although the relevance could be explained better. Most characteristics lack sufficient support or clarification, and the discussion of significance lacks depth from the lecture content. The response does not cite relevant parts from the lecture accurately and does not provide a correct bibliography.
• D. Limited (60-70 points):
• Responses in this category fail to describe the characteristics of oral cultures correctly. The relevance of most characteristics is inadequate, lacking support or clarification from the lecture. The discussion of significance is unclear and underdeveloped, demonstrating a lack of understanding of the lecture content. The response does not cite relevant parts from the lecture accurately and does not provide a correct bibliography.
• F. Unsatisfactory (Below 60 points):
• Incomplete/missing. Responses in this category do not meet the basic requirements of the prompt and fail to demonstrate a satisfactory understanding of the lecture content. Key concepts and terms are not adequately explained, and the rationale lacks coherence and substance. The response does not cite relevant parts from the lecture accurately, lacks proper citations, or lacks a bibliography altogether. Overall, the answer shows a fundamental misunderstanding or lack of engagement with the lecture material.

Prompt 5. Taking the case of Phil Davison (the Republican candidate for County Treasurer from the viral clip we watched in class), analyze how his nonverbal communication may have gone wrong (or not) during his speech alongside his verbal communication. Pay attention to the three nonverbal display norms we covered in class. Evaluate whether he was successful in conveying his message. Finally, explain how some audience members might misinterpret his message based on his nonverbal cues. Be sure to reference what was discussed in the lecture when constructing your argument.

Grading Rubric:

• A. Exceptional (90-100 points):
• In this category, the response provides an outstanding and concise analysis of the nonverbal display norms within the speech, demonstrating a deep understanding of the three key terms discussed in the lecture. The rationale is clear, well-supported, and to the point, with accurate citations from the lecture material. The response includes a correct bibliography, showcasing a comprehensive understanding of the lecture content.
• B. Proficient (80-89 points):
• Responses in this category offer a correct and concise analysis of the nonverbal display norms within the speech based on the lecture material. While the key terms are explained, there is room for more in-depth exploration from the lecture. The rationale lacks some substance and could benefit from additional lecture references. The response accurately quotes and cites relevant parts from the lecture, without major errors in the bibliography.
• C. Developing (70-79 points):
• In this category, the answer provides a description of the nonverbal display norms of the speech but lacks depth and precision. Key terms are not sufficiently explained, and the rationale lacks substance and clarity, requiring more reference to the lecture content. The response does not cite relevant parts from the lecture accurately and does not provide a correct bibliography.
• D. Limited (60-70 points):
• Responses in this category fail to provide a correct description of the nonverbal display norms within the speech. Key terms are not adequately explained, and the rationale lacks substance and coherence, indicating a weak understanding of the lecture material. The response does not cite relevant parts from the lecture accurately and does not provide a correct bibliography.
• F. Unsatisfactory (Below 60 points):
• Responses in this category do not meet the basic requirements of the prompt and fail to demonstrate a satisfactory understanding of the lecture content. Key concepts and terms are not adequately explained, and the… [Content truncated to 3000 words]
  
  

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