Assignment: Relational History
Assignment: Relational History
Assignment: Relational History
You must also be aware that each person in each party communicates intra- personally as well as inter-personally. You literally talk to yourself. What you say to yourself and how you say it will influence the verbal and nonverbal messages you send and how you experience an interview. In a very real sense, “the whole person speaks and the whole person listens.”1
Even though each party is made up of unique individuals, both parties must col- laborate to make the interview a success. The circles overlap in Figure 2.1 to indi- cate the relational nature of the interview process in which the parties interact with one another. Each has a stake in the outcome of the interview, and neither party can go it alone. This relationship may commence with this interview or be another act in a relational history that dates from hours to weeks, months, or years. When parties begin a relational history, interactions may be brief or awkward because neither knows what to expect, how best to start the interaction, when to speak and listen, and what information to share. In some cultures, “all strangers are viewed as sources of potential relationships; in others, relationships develop only after long and careful scrutiny.”2 Stereotypes such as age, gender, race, and ethnicity may play significant negative roles in zero-history situations, particularly during the anxious opening minutes of
Interviewing is more than asking and answering questions.
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Each party con- sists of unique and complex individuals.
Each interview contributes to a relational history.
ste70537_ch02_009-032.indd 9 20/12/16 12:41 pm
10 Chapter 2
an interaction.3 On the other hand, negative expectations and attitudes may exist from previous interactions.
Your relationships may be intimate (close friends), casual (co-workers), functional (physicians), formal (supervisors), and distant (elected officials). They may change during immediate interactions and over time. What might begin as a functional relationship with an attorney or teacher may evolve into a close personal relationship lasting for decades because each interaction affects how you communicate who you are and what you are for each other. Your relationships change as interview situations vary and change. For instance, you may have a formal relationship with a professor in the classroom setting, a functional relationship when the professor is counseling you in an office setting, a casual relationship at a picnic for majors, and an intimate relationship years after you have completed your degree. Sarah Trenholm and Arthur Jensen write that you must acquire relational competence to know when and how to adapt to the roles you play in relationships with others and to develop “workable rules and norms” for differing situations.4
Relational Dimensions Your relationships are multidimensional, with five being critical to interviews: similar- ity, inclusion, affection, control, and trust.
Similarity You tend to find it easier to interact with others and form relationships when you share gender, race, cultural norms and values, education, experiences, beliefs, interests, and expectations. Important similarities enable you to understand and communicate with one another and thus to establish common ground that is portrayed by the overlapping circles in Figure 2.1. Expanding this perceived overlap during an interview reduces perceived
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
- The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
LopesWrite Policy
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.