Small Group Individual Analysis Paper Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Small Group Individual Analysis Paper Assignment
Details for Assignment 03: Small Group Individual Analysis Paper
This document focuses solely on the Small Group Individual Analysis Paper.
See Moodle > Graded Assignments > Small Group Project for the complete document that
includes all steps.
Step 7: Submit Assignment 03: Small Group Individual Analysis (40 points)
Within 48 hours following the presentation, each student will submit to Moodle a 3-4-page Small Group Individual
Analysis focused on the process of the group’s work—NOT on the topic.
OBJECTIVE: Writing a small group analysis paper is an excellent way to examine group processing. Over time,
observed behavior of participants begin to expose patterns, including communication concepts in action. By
recording and analyzing what you observe, you are demonstrating how to document “data.” Additionally, writing an
analysis allows you to integrate small group concepts and theories with your own experiences in your group. Hence,
the need for maintaining a journal.
PROCEDURE for Small Group Individual Analysis:
- During group meetings, face-to-face or virtual, observe members’ interaction and how your group functions as
a whole. Record observations and any contributions you make in your GoogleDocs online journal. Make sure
to record entries immediately after each meeting. From time-to-time, the instructor will check on your progress
through the shared document. The more you record in the journal, the easier it will be to recall when writing
your analysis paper.
- Your paper will include a cover page; not be less than three (3) nor exceed four (4) typewritten pages; double-
spaced, with 1″ margins; using 12-pt. Times New Roman. The analysis is NOT a group assignment, but an
individual one. Thus, it will necessarily be different from papers written by other members of your group.
NOTE: Papers will not be shared with any other member of the class, which allows the writer to be open in
their analysis.
DO NOT FOCUS on your group’s topic. Instead, the paper should include terms and concepts with appropriate
applications and explanations as they relate to your group’s interactive process. You will need to cite specific
examples to substantiate the appropriateness and accuracy of your analysis. The paper should be able to reflect
that the writer had completed a unit in small group communication.
- Your paper should be organized into three basic sections:
- Introduction:
A short paragraph describing the general characteristics of your group; how you came together; when and
where you held your group meetings; an overview of your group process; what you intend to focus on in
your paper. A specific thesis/preview statement should be included that reflects the organization and
approach of your paper.
- Body of the Analysis:
This section should be devoted to your analysis and the description of the behaviors observed in the group
process. This will involve specific examples of behaviors observed in the group and the application of
communication concepts to these observations. How were these significant? Why were they important to
the functioning of your group?
Consider discussion of the following items. For details and perspectives on each items, go to:
Moodle > Course Home >ASSG 03: Small Group Analysis > Small Group Resources
- Leadership – How did the group deal with leadership? Which style of leadership do you think best describes each member? How could each member be a more effective group member?
- Roles – Did roles emerge from the group’s pattern of interacting? Which group members were skilled in keeping the group on task? Which members were skilled at facilitating the flow of interaction? Which
members were skilled at maintaining or changing the climate or mood of the group? Which members
were skilled at helping relieve group tension? What task, maintenance, individualistic roles did group
members play? Was there role specialization, role fixation, etc.
- Communication Climate – How would you describe the communication climate of your group over time (from the first interaction to the most recent)? What factors contributed to the overall climate of your
group? (Remember Gibb’s supportive or defensive behaviors?) How did contextual and environmental
factors influence group communication and group productivity?
- Norms – Did norms emerge from the group’s patterns of communicating? If so, how (explicitly stated, informally applied, etc.)? Which norms encouraged group effectiveness? Which norms hindered group
effectiveness?
- Constraints – What types of constraints did your group experience? How did those constraints influence group interaction? Describe how the group managed time during meetings. Describe the quality of
interaction during meetings.
- Decision-Making Methods – How did your group make decisions? (majority rule, by expert, consensus, etc.). Did they vary throughout the group’s tenure? Did groupthink occur? And, if so, how was it
handled? Where there any other “defective decision-making” instances? What helped your group make
good decisions?
- Phases of Group Development – How did your group proceed through the project? What caused you to form, how did you “storm,” etc.? What might have been effective ways to manage tension?
- Creative Problem-Solving – How did your group manage the problem-solving aspect of the assignment? How did you brainstorm? Did you try any of the other creative ways to problem-solve? What might have
been made problem-solving more effective?
Do not try to address all of these concepts. (In fact, you may decide to choose some different concepts.)
Trying to address all in a short paper would mean you would do very little analysis and application. Choose
one to three concepts and discuss in detail (oftentimes your detailed discussion will include incorporating
other concepts covered in the course.).
You should include your behaviors and contributions to the group as well. This should be a learning
process: What did you learn from your small group experience that you can apply to other small groups that
you will be a part of? How did this group differ from other groups that you have been in? What would have
been other ways to handle the issues?
- Conclusion:
Integrate and summarize specific behavior patterns that illustrated your group process. What lessons did the
group learn about communicating in small groups? What factors contributed to your group working well
together? How could your group have been more effective?
- Before uploading your analysis paper to Moodle, SAVE the document using the following file name format:
analysis_LastnameFirst-intiial Example: analysis_switzerd
- Submit to Moodle > Course Home > ASSG 03: Small Group Analysis
- The following rubric will be used when evaluating your paper.
Score Max Criterion
10 Paper is well-organized and the writing flows in a coherent/consistent manner.
15
Paper focuses on the process of small group communication and NOT on the topic used for
the group’s presentation.
Concepts explored beyond a superficial level. Evidence of insight into the nature of small
group communication; incorporation of small group communication concepts and terms (The
paper indicates that the author has a working understanding of small group communication.)
10 Adequate English skills (spelling, punctuation, capitalization, grammar, etc.).
PROOFREAD YOUR PAPER.
5
Adherence to technical criteria
(used required file-naming convention; Separate cover page; 3-4 page length; 1” margins;
12-pt Times New Roman)
40 TOTAL SCORE
RUBRIC
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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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