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In this communication course assignment, students write about a communication incident and analyze it using course concepts. They create maps of the incidents to visually represent the components and incorporate theories into their analysis.
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A TEACHER NEW AT MAPPING ASKS STUDENTS TO MAP HERE IS THE ASSIGNMENT AND SOME MAPS
THE ASSIGNMENTINTRODUCTION TO COMMUNICATION [100-level course] • Students write up a communication incident that stands out to them and later they all analyze the incident using concepts from our course. • SEE THE NEXT SLIDE, AN EXAMPLE CRITICAL INCIDENT USED FOR THE MAPS SHOWN HERE.
CRITICAL INCIDENT #1, F, 2011 Recently my significant other and I were having a rather intense discussion on how much each of us contributes to our household daily chores, tasks, and also short and long term projects we have been working on. We tend to disagree on what our interpretation of contribution seems to be. I feel like he does not give me credit for what I do and vice versa which causes much angst between us. Communicating about this issue has been a thorn in our side. He thinks my form of trying to communicate is just to “nag” at him. I feel that I am definitely not being effective with my choice of how to communicate what my frustrations are regarding our contributions to chores. I feel that I have to constantly bring up instances where we agreed on certain things to be done and if I don’t keep reminding him to do it, it will never get done. At this point our communication shuts down like what happened the other day. We end up angry with one another, get over it eventually and then don’t talk about it until the next time it comes up. We never get to a point where we come to a solution because our lack of communication regarding how we feel gets in the way. It is interesting though because we are ultimately working towards the same things it’ s just a matter of the time frame each of us has in mind in completing them. I know I need to find a way to communicate to my significant other in a more positive manner without letting my emotions get the better of me. Then he would hopefully respond to me in a better way. It is difficult though because I do not want him to feel attacked or make him think I don’t appreciate the things he does do. How do I communicate with him more successfully so that we do not continue this cycle?
THE MAPPING ASSIGNMENT • WEBSPIRATIONPRO EXERCISES • There are 3 critical incidents to analyze for this course. For each one of them, you are asked to use WebspirationPro to map and work on your analysis of the incident. By mapping the incident, what is meant is that you lay out the components of the incident. By analyze the incident, what is meant is that you insert concepts and theories from the course into your map of the incident in places where it makes sense and in that way you build your essays.
A SECOND CRITICAL INCIDENT Critical Incident #2 I met my friend Joan for dinner a couple of nights ago. We had not seen each other to chat for about a month, so we had a lot of catching up to do. Whenever Joan and I settle down to catch up, it is not unusual for our meeting to last for three or four hours and this evening was no different. We have known each other for about three years and have quite a lot in common with many of our life experiences running parallel to each other. On this particular evening, we met at a small restaurant in my neighborhood. We ordered some food and grabbed a seat. Since Joan had recently entered a new romantic relationship, we decided that she would begin the updating process. I listened intently as she filled me in on her budding relationship, the challenges of her fairly new job and other new and exciting things in her life. As she spoke, I maintained eye contact and asked questions or made comments that were subject related. Joan commented that I was a good listener and I was pleased that she felt that way. I was raised in a non-communicative family and it has been a long time goal of mine to learn how to be a good and effective communicator. Because of this, her validation meant a lot to me. When Joan had exhausted her sources of new information, it was my turn. As I began to update her on the events which had occurred in my life since our last meeting, I was aware that her eyes were continuously looking around the restaurant. She also excused herself several times to refill her drink, which she had not done while she was talking. I certainly did not feel like I had her undivided attention and as I continued to speak, I wondered if I was expressing myself in an uninteresting manner. I also questioned what I still needed to work on in regard to developing my communication skills. Then there was also the possibility that her mind may simply be someplace else and she was really thirsty. Either way, I am not sure whether or not I have had this type of experience with her before or if I am just becoming more aware. And if it happens again, how do I know if I am being an ineffective communicator or if she is not being a good listener? Or if it is a little of both?
MAPS DISPLAYING ANALYSIS OF CI #2 • SEE FOLLOWING SLIDES
FINAL PAPER MAPS • http://www.webspirationpro.com/publish.php?i=1035848a1d79 • http://www.webspirationpro.com/publish.php?i=1037077a1e4a • http://www.webspirationpro.com/publish.php?i=991190a1c1df • http://www.webspirationpro.com/view/1037997a28ac2 • http://www.webspirationclassroom.com/publish.php?i=1044014a23097
FINAL MAP 3 • FINAL MAP 3
FINAL MAP 5 • http://www.webspirationclassroom.com/publish.php?i=1044014a23097
STUDENT REACTION TO MAPPING • Here's my revision of the analysis of Critical Incident One, Lenny. Thanks so much for having us do the diagrams! It was so incredibly helpful. I think I'm going to use the diagrams for all my papers from now on.
STUDENT REACTION TO MAPPING • The assignments for the essays were very clearly presented and I didn't find webspiration to be difficult though sometimes a little time consuming. I'm very glad that tool was introduced to us because I have started using it in other classes and find it to be a great tool for organizing my thoughts for papers and projects.
