Week 2 Paper TrainingScriptLast week, when we discussed sel.docx

Week 2 Paper Training
Script:
Last week, when we discussed self-concept, we addressed the
importance of culture in establishing the standards for what we
strive for, in terms of setting our goals, and even determining
the labels we want to be associated with. The cultural images
and ideas around us are the basis of “social comparison,” and
this is instrumental to how we evaluate ourselves and establish
and maintain self-esteem. This week, we will continue to focus
on culture, with an emphasis on the links between culture and
communication. To get to the patterns of communication that
result from cultural training, you will write a paper about
culture this week, where you focus on culture and nonverbal
communication and then choose two themes from this list of
options:
· Language
· Race and ethnicity
· Social class
· Gender
The paper is worth 7.5 points, which is 7.5% of your overall
grade.
Before you begin writing the paper, be sure to:
1) Watch the two videos, one on culture and one on cultural
filters.
2) Read chapter 3 in Bevan and Sole and identify two points
about culture and communication that you will cover in your
paper. You will need to both LIST and EXPLAIN the two
themes you chose.
3) Watch at least one of the videos in the “resources” box,
under “Week 2 Paper Video Help.”
While reading and watching the videos:
1) Take notes. When you identify the themes that you will
cover, remember that you are required to cover nonverbal

communication and then two of the following themes –
language, race and ethnicity, social class, and gender.
2) Bevan and Sole cover language and gender pretty well.
However, if you want to address race and ethnicity or social
class, you will be required to spend more time with one of the
videos in the “resources” box. If you discuss social class and
race and ethnicity, you will need to watch and cite two videos.
3) Make connections between what you read in Bevan and Sole
and themes covered in the videos. You might want to make
links to the basic principles of effective communication from
week 1. You will need to “engage” with the reading and video.
If you don’t quite understand what it means to “engage” with
course material and cite sources, please review the document
titled “Engaging with Course Content,” which can be found in
the “resources” section of the culture paper assignment.
Here is some advice about approaching the potential themes you
will address with each topic:
Nonverbal communication:
This is covered in chapter 4 in Bevan and Sole (2014). They
explain that nonverbal communication is a primary way that we
process the messages of others and this typically happens
unconsciously. They also list four forms of nonverbal
communication, including kinesics, vocalics, haptics, and
proxemics. For each, you don’t want to just explain the
concept. You want to connect the idea to specific cultural
training and/or cultural norms, values and beliefs. For instance,
why might extended eye contact have different meaning Japan?
Is this a form of kinesics? Does it connect to the ways they
convey respect? Explain each concept you use and offer an
example to illustrate the point. Finally, explain the significance
of each point about nonverbal communication and culture. Try
to focus on two concrete points about nonverbal communication
and how paying attention to this can help people improve as
communicators.
Language:
Bevan and Sole cover language in chapters 1, 3 and 4, but it is

covered more extensively in chapter 3. First, define language.
Then, make links to language and communication. Consider
explaining how language is linked to the idea of the “dominant
culture.” If you do this, be sure to explain the idea of dominant
culture as well, citing Bevan and Sole. To broaden your
knowledge of language, and link it to thought itself, watch the
video by linguist Lera Boroditsky. To learn more about
linguistic prejudice, which is bias against people who don’t
speak in the ways of the dominant culture, watch the video
titled “linguistic prejudice.” Instructors will assess you on how
well you understand the concept of language and how well you
can link it to communication. How can the knowledge you’ve
gained from the reading and video help you communicate more
effectively?
Race and ethnicity
Bevan and Sole do not address race and ethnicity, but they are
both typically linked to culture and styles of communication. In
the first video option, we learn about the idea of “racial
literacy” and in the second, we hear about race and ethnicity as
it relates to acceptance, for our difference, not just our
similarities. For each, focus on the ways they address
communication specifically and try to make connections to more
general points from Bevan and Sole about culture, in terms of
values, beliefs, customs, norms, and traditions. For the latter,
on similarities, pay attention what it means to ask the question
“where are you from?” That seemingly innocent question can
be damaging to the receiver. How can the information covered
in one or both of these videos help one improve as a
communicator? Can you link it to any of the principles of
effective/competent communication from week 1?
Social Class
While most people in the United States consider themselves to
be “middle class,” social class (like race and ethnicity) are a
primary way that we divide people into groups. The social class
of which we are a part teach of values, such as what we find
attractive, our personal and professional goals, and patterns of

communication. The video on linguistic bias starts to address
this, as our social class is often linked to the ways we speak, as
well as the way we dress. As you write your paper, how can
knowledge of social class and its links to communication help
one improve as a communicator? Should we pay more or less
attention to social class?
Gender
The impact of gender on patterns of communication is a big
point of debate among communication scholars. Bevan and Sole
focus on whether an individual is more “masculine” or
“feminine” in their orientation, instead of focusing on
biological sex. Ultimately, what do they have to say about the
potential impact of one’s gender orientation and patterns of
communication? To learn more about these potential patterns,
we strongly advise that you watch one of the videos as they
provide more detail about the themes covered in Bevan and Sole
and more. For instance, in the video on credibility, Professor
Soraya Chemaly argues gender bias structures our world and
that we must find ways to overcome it. Focusing on the brain
specifically, neuroscientist Sophie Scott contends that gender
does not have the type of power others have suggested, as
communication is primarily about social grooming, and that
men and women both do it. Next, communication specialist
Audrey Nelson discusses both how and why women tend to be
more indirect and process-/emotion-oriented. Finally, Deborah
Tannen, the creator of the “different cultures” hypothesis,
explains her research in more detail. In the end, why is all of
this information relevant? Does awareness of another’s style,
whether they are more “masculine” or “feminine” in their
orientation help us improve as a communicator? Why do they
contend that being androgynous can help us improve as
communicators?
General advice:
1) Be sure to do everything that is required.
a) You must use and cite Bevan and Sole to support you to

discuss culture. Students will not likely earn a passing grade if
they do not use and cite Bevan and Sole.
b) You must use and cite at least one video.
c) You must explain two points Bevan and Sole made about how
culture structures verbal and nonverbal communication. It is
highly advised that you begin with a definition of culture as this
will help lay down a framework for your overall paper. If you
do, try to relate your key points about details about culture to
that definition.
d) You must explain how paying attention to culture can help
someone improve as a communicator. Don’t just say paying
attention to culture will help us improve. Explain exactly how
and why this will happen. Whenever possible, use examples to
illustrate points. So, perhaps you want to say that Americans
often think sustained eye contact is a sign of respect and
confidence. However, this is not universal, as we learned that
in Japan it can be a sign of disrespect and make other
uncomfortable. To improve, we have to be aware of the
variance in what eye contact means and how we can convey
respect through a certain type of eye contact or perhaps look at
another part of the body. If you can link this back to the
principle of “respect” it will strengthen the point even further,
as you can demonstrate that even the notion of respect is
different depending on one’s culture.
e) Your paper must have an introduction, thesis, and conclusion.
f) Your paper must follow APA style guidelines. This includes,
but is not limited to: formally citing all sources used, by
including the author’s name and the date of publication (e.g.
Bevan and Sole, 2014), including a title and reference page,
inserting page numbers and a running header, and double
spacing all content.
2) Be sure to carefully review the grading rubric. You will see
that you are assessed on how well you connect culture to
communication, how well you explained nonverbal
communication and its connection to culture, and the TWO

other cultural elements that you selected to address. Remember,
we are looking for you to “engage” with both Bevan and Sole
and at least one video. However, if you choose two themes that
are not covered in Bevan and Sole (e.g. race/ethnicity and
class), you will have to watch and cite two videos.
3) When you are done with the paper, we strongly recommend
that you submit it to the Writing Center’s “Paper Review”
service. If not, before submitting, go through the grading rubric
and assess yourself on each category. If you are missing any
elements, turn them in.
4) In the end, instructors are looking for evidence that you a)
have done the reading, b) understand the reading, c) have
watched at least one video, d) can bring in some points from the
video to support you, and e) can list some ways one can use the
information about culture to improve as a communicator.
Script:
Las
t
week, when we discussed self
-
concept, we addressed the importance of culture in
establishing
the standards for what we strive for, in terms of setting our
goals
,

and even
determining
the labels we want to be associated with. The cultural images
and ideas around us
are the basis of “social comparison,” and this is instrumental to
how we evaluate ourselves and
establish and maintain self
-
esteem. This week, we will continue to focus on
culture, with an
emphasis on the links between culture and communication. To
get to the patterns of
communication that result from cultural training, you will write
a paper about
culture
this
week,
where you focus on culture and nonverbal communication an
d then choose
two themes
from this list of options:
·
Language
·
Race and ethnicity
·
Social class
·

Gender
The paper is worth 7.5 points, which is 7
.5% of your overall grade.
1)
Watch the
two videos
,
one
on culture a
nd
one on
cultural filters.
2)
Read chapter 3 in Bevan and Sole
and identify two points about culture and
communication that
you
will
cover in your paper. You will nee
d to both LIST and
EXPLAIN the
two
themes you chose
.
3)

Watch at least one of the videos in
the “resources”
box, under “Week 2 Paper Video
Help.”
1)
Take notes.
When you
identify the
themes
that you will cover
, remember that you are
required to cover nonverbal communication and then two of the
following themes
–
2)
Bevan and Sole cover language and gender pretty well.
However,
if you want to address
race and ethnicity or
social
class, you will
be required to spend
more time with one of
the videos in the “r
esources” box. If you discuss social class and race and

ethnicity, you
will need to
watch and
cite two videos.
3)
Make connections between what you read in Bevan and Sole and
themes covered in the
videos. You might want to make links to the basic principles
of effective communication
from week 1.
You will need to “engage” with the reading and video.
If you don’t quite
understand what it means to “engage” with course material and
cite sources, please
Script:
Last week, when we discussed self-concept, we addressed the
importance of culture in
establishing the standards for what we strive for, in terms of
setting our goals, and even
determining the labels we want to be associated with. The
cultural images and ideas around us
are the basis of “social comparison,” and this is instrumental to
how we evaluate ourselves and
establish and maintain self-esteem. This week, we will continue
to focus on culture, with an
emphasis on the links between culture and communication. To
get to the patterns of
communication that result from cultural training, you will write
a paper about culture this
week, where you focus on culture and nonverbal communication
and then choose two themes

from this list of options:
r
The paper is worth 7.5 points, which is 7.5% of your overall
grade.
1) Watch the two videos, one on culture and one on cultural
filters.
2) Read chapter 3 in Bevan and Sole and identify two points
about culture and
communication that you will cover in your paper. You will
need to both LIST and
EXPLAIN the two themes you chose.
3) Watch at least one of the videos in the “resources” box,
under “Week 2 Paper Video
Help.”
1) Take notes. When you identify the themes that you will
cover, remember that you are
required to cover nonverbal communication and then two of the
following themes –
2) Bevan and Sole cover language and gender pretty well.
However, if you want to address
race and ethnicity or social class, you will be required to spend
more time with one of
the videos in the “resources” box. If you discuss social class
and race and ethnicity, you
will need to watch and cite two videos.
3) Make connections between what you read in Bevan and Sole
and themes covered in the
videos. You might want to make links to the basic principles of
effective communication
from week 1. You will need to “engage” with the reading and

video. If you don’t quite
understand what it means to “engage” with course material and
cite sources, please
Week 2 Paper Video Resources
Below are some videos that offer additional information about
each theme you can cover for the week 2 paper. The videos will
give you useful material you can integrate into this paper.
Verbal Communication – Language. There are two video options
for this one.
1) Language and Thought:
Boroditsky, B. (2017, November). How language shapes the
way we think. TEDWomen. Retrieved July 14, 2019 from
https://www.ted.com/talks/lera_boroditsky_how_language_shap
es_the_way_we_think
Description: This video explores the ways language shapes
patterns of thinking, from assigning blame to categorizing
color. Cognitive scientist Lera Borowotski explains that
thought is likely impossible without language and it structures
our sense of reality. As you watch, think about the links
between language and values, traditions, and norms.
2) Linguistic prejudice:
Lieberman, M. (2014, November 12). Sociolinguistics and
dialects. The Ling Space. Retrieved August 20, 2019 from
http://www.thelingspace.com/episode-11.
Description: Linguist Moti Lieberman explains the idea of
dialects and contends that all are equal, from a scientific
position. However, through class, age, region, religion, or other
factors, some can frame theirs as superior or “proper,” while
others are not (a type of prejudice). This is true of African
American Vernacular English specifically. As you watch, think
about whether one should be strategic about how they speak in
different contexts to achieve their goals.
Nonverbal communication
Riccardi, P. (2014, October 21). Cross cultural

communication. TED X – Bergen. Retrieved July 14, 2019
from https://www.youtube.com/watch?v=YMyofREc5Jk
Description: An Italian who lived in England and then moved to
Norway discusses the many cultural differences he has
witnessed. As you watch, focus on the ways he addresses
nonverbal cues specifically.
Perceptual Filters
Tero Trainers. (2016, November 8). What is the difference
between a high-context and low-context culture. youtube.com.
Retrieved September 30, 2019 from
https://www.youtube.com/watch?v=qKViQSnW-UA
High/Low Context Cultures
Interfacet Training. (2010, June 18). Cultural dimension: me
or we. youtube.com. Retrieved September 30, 2019 from
https://www.youtube.com/watch?v=CW7aWKXB5J4
Gender: There are four video options to learn more about
communication and gender.
1) Gender and Credibility
Chemaly, S. (2015, July 28). The credibility gap: How sexism
shapes human knowledge. TEDx: Barcelona Women. Retrieved
March 19, 2019 from
https://www.youtube.com/watch?v=HJqtUUDhaxA
Description: Professor Soraya Chemaly argues that sexism
structures the world. As you watch, consider the ways implicit
bias might be linked to biased language. Focus on the verbal
and nonverbal elements and how culture structures both our
ideas, knowledge, and our lives. Think about the idea of
credibility specifically and how this is linked to the principles
of effective communication addressed in week 1. This leads to
different experiences for women or men.
2) Gender, communication, and the brain
Scott, S. (2014, July 31). Men, women and language – a story
of human speech. TED: UCL Women. Retrieved March 18,

2019 from https://www.youtube.com/watch?v=iteK4P0nDO8
Description: Neuroscientist Sophie Scott disputes many of the
claims others have made about how gender impacts patterns of
communication. After discussing the complex process for even
making language, Scott explains that we all use conversation as
a type of “social grooming” and that men and women do it
equally.
3) Gender and Different Styles
Nelson, A. (2014, April 30). A paradigm for understanding
how men and women communicate. youtube.com. Retrieved
August 21, 2019 from
https://www.youtube.com/watch?v=Ooc5pOrYP24
Description: Communication specialist Audrey Nelson
addresses discusses some basic differences between men and
women speaking patterns and how we should process these
different forms of communication. Specifically, she outlines
how women tend to be more indirect and men more direct, that
men are more goal-oriented and women more process—oriented,
men are more content-oriented and women are more feeling-
oriented, and men are more self-oriented and women more
other-oriented. Think of how these are connected to Bevan’s
points.
4) Learning gendered communication at a young age
Tannen, D. (2013, December 27). Gender-specific language
rituals. youtube.com. Retrieved July 14, 2019 from
https://www.youtube.com/watch?v=tUxnBZxsfoU
Description: Here, psychologist Deborah Tannen talks about
some of her ideas about how children learn patterns of
communication covered in Bevan. As you watch, think about
whether her key points still stand in the 21st century.
Race and Ethnicity:Like it or not, one of the primary ways we
classify ourselves and others is through race and ethnicity. If
you choose this option, you will address how race and ethnicity
influences our primary and secondary identity and how this in-
turn influences patterns of communication. There are two video

options you can choose from:
1) Racial Literacy:
Volchi, P. & Guo, W. (2017, November). What it takes to be
racially literate. TEDWomen. Retrieved July 14, 2019 from
https://www.ted.com/talks/priya_vulchi_and_winona_guo_what
_it_takes_to_be_racially_literate
Description: Here, two high school students, Priya Vulchi and
Winona Guo report on that race means and how we need to
develop what they call racial literacy. Two important things are
the value of effective interpersonal conversations and self-
control.
2) Focusing on similarity over difference:
Nimenya, S. (2016). We are not all that different: Race and
culture identity. Youtube.com. Retrieved August 26, 2019
from https://www.youtube.com/watch?v=8QuAok_Xiyg&t=338s
Description: Activist Seconde Nimenya addresses the idea of
“difference” specifically, and how it intersects with race and
ethnicity, especially in the United States. She chooses being
better over being “bitter.” This allowed her to try to create
bridges between cultures. Pay close attention to what she has to
say about the idea of “difference” and how the cultural training
we receive that focuses on difference can lead to stereotypes
and biases. She shares three strategies for how we can use to
celebrate difference as a value to achieve tolerance and peace.
Social class
On being tribes:
Alvarez, L. & Kolker, A. (2001, September 23). Episode One:
A nation of tribes. People like us. The Center for New
American Media, WETA, and Independent Television Series.
Retrieved July 14, 2019 from
https://www.youtube.com/watch?v=nU5MtVM_zFs
Description: In the United States, most people envision that we
are classless or that almost everyone is “middle class.” But
social class does exist and is not just based on income we make,

but also influences how we speak, how we move, where we live,
media use patterns, the products we purchase, and hobbies we
enjoy. Here we learn how social class subtly divides us into
“tribes” and unites us within those units as well. When you
watch, think about the role of both verbal and nonverbal cues in
this classification system and the ways people talk about others.
Week 2 Paper Advice
Below are step-by-step instructions for how to approach writing
this paper.
Step 1
We advise that you start with a definition, but avoid just
copying and pasting a definition from Bevan. Instead, we want
to see you “explain” both what culture is and why it matters.
Engage with Bevan to think through why we are focusing so
much on culture in this class. If you haven’t already, watch the
video on culture that is with the instructions. Here are some
questions to ask yourself:
How does culture frame our expectations for communicating
with others?
How does culture provide us with the tools to interact with
others?
How do our underlying values shape how and when we interact
with others?
How might different cultures set different norms for what is
deemed “appropriate?”
How can we respect others, without knowing about their
cultures?
Step 2

The next step is to “explain how culture structures both verbal
and nonverbal communication.” Here, we want you to focus on
specific verbal and nonverbal cues that are a part of people’s
cultures. Some themes you might cover in relation to verbal and
nonverbal include the following:
* Verbal communication. We suggest that you cover one or
more of the “roles” of language listed in Bevan. These include
language as an abstraction of reality, how language sustains and
transmits culture, how language expresses imagination and
creativity, and how it expresses confirming and disconfirming
messages. Avoid simply listing these items. You must both
explain the meaning and significance of one or more of those
themes. How might thinking about language help us to better
reach “shared meaning,” one of the principles of effective
communication from week 1?
* Nonverbal communication – haptics, proxemics, vocalics and
vocalics. While you can make some general points about
nonverbal communication, we advise that you focus on one or
more of these forms of nonverbal communication as they are the
central elements. For instance, with haptics, which is about
touch, different cultures might train us differently about how
and when we touch strangers. If you meet someone with a
different sense of how much touch is appropriate, might you
feel ‘disrespected?” If so, this once again connects to one of
the fundamental principles of effective communication from
week 1.
The instructions ask that you explain how culture “structures”
our communication. This is basically about implicit and explicit
rules and norms we have for interacting with others. Have you
ever been told to “not stare” or to “stop picking your nose?” If
so, you were being trained about “appropriateness.”
3) Next you will choose TWO themes from a list of five that

you want to explore a bit more. While you are not required to
watch any of the videos, if you choose to write about gender
specifically, we highly advise that you do. The “paper 1
training” has more specific advice for each, but we will say here
that for each theme, consider the following:
Gender: While most content for this assignment is in chapter 3
or 4, this is the one theme that is covered more in chapter 2. So,
if you choose to address gender, please re-read Section 2.2
(Self-Expression and Interpersonal Communication) in Bevan.
We advise that you focus on potential “styles” that might be
linked to ideas of masculinity and femininity and really connect
to cultural training.
High versus low-context cultures: Have you ever felt like you
were having a conversation with someone and they weren’t
being direct with you? It could be that they are from a high-
context culture, where things such as authority/status or
nonverbal cues are much more important than explicit meaning.
In fact, connotative meaning might be much more crucial than
denotative meaning (see chapter 4 in Bevan). There is a brief
video in the “resources” section of class that can really help
further explain the differences between high and low context
cultures.
Dominant culture versus Co-cultures: All countries typically
have a dominant culture, which typically controls the language,
laws, economy, and media. Most of the time, this is the
majority group of the country, but sometimes a minority can be
in control and that often leads to major tension. As you read
this section of Bevan, think of English as the dominant language
of the United States. Does your local co-culture have other
languages that are common co-cultures? Does the dominant
culture of the United States attempt to reinforce values such as
individualism, freedom of expression, or diversity? How, when
and why?

Individualism versus Collectivism: The United States is
“dominated’ by the value of individualism. However, even the
label of being “American” speaks to some collectivist strains of
thought. In the video in the resources, there is a great point
about how a workplace can be focused on individual success
versus the success of the organization. Might this change the
way we communicate? In chapter 3, Bevan addresses how we
acknowledge status and respect. When thinking about that
principle of “respect,” does it matter if it is about group identity
versus individual identity?
Perceptual filters: One of the most fundamental elements of
culture is that it trains us how to see the world, and what to
focus on and what to avoid. That is what “filters” do, is cancel
out or highlight information. As you think about this concept,
think about the connotative meaning we might ascribe to
specific ideas. Or, think about how culture trains us about what
is even worth thinking about or what is important. Have you
had a conversation with someone and thought “why is this
person telling me this?” If so, the two of you likely have
different perceptual filters.
Note – you can cover race and ethnicity and/or social class, but
that is be a supplement to covering these required elements
Step 3
Finally, you must explain how paying attention to culture can
help a person improve as a communicator. Think about how
cultural knowledge can help you reach one or more of the
“principles” of effective communication. Might different
cultures have different ways of establishing or conveying
respect? How do we learn the different ways cultures might do
this? Also, think about how exactly we can “pay attention” to
culture? Do we need to inform ourselves about cultural

difference? If so, does this speak to principle six in Bevan from
week 1, on “practicing?’ Watching the video “Cross-cultural
communication” can really help you to better understand how
all of this can play out in life, as he explores the cultural
dimensions of many different countries. So, consider watching
it to really think through this part of the paper.
Step 4
Check your work against the grading rubrics and ensure you
have done everything required of you. Make sure you have both
meaningfully used and cited Bevan, and you will be wise to also
use and cite one of the videos. If you are struggling with how
to “engage” with course material, read the resource called
“Explaining and more.”
Hi everyone,
When we assess your discussion posts and papers, we are
looking for evidence that you can explain key terms, engage
with experts on the topic, and apply what you’ve learned to
some real-world situation. We describe each term and how to
accomplish each of these goals below.
Explaining:
In all discussion forums and papers, you will be required to
“explain” some concept, idea, or topic. To do a good job, you
want to go beyond simply copying and pasting a quote. If you
do that, you are demonstrating that you can identify the section
of Bevan that covers that content. But you are not offering your
own independent “explanation” of an idea. Here is an example
of someone “explaining” self-concept well:
Self-concept involves how we “conceptualize” ourselves at any
given time. Bevan (2020) says that our ideas of self are
influenced by four factors: how we compare ourselves to others,
the cultural norms we embrace, how we think others “see” us
(e.g. the “looking glass self”) and self-fulfilling prophecies.
Though it is something “inside” our minds (intrapersonal

communication), it is always influenced by our communicative
interactions with others and assumptions about the meanings of
those interactions. Therefore, interpersonal communication is
central to how we think of ourselves.
Here we see the concept of self-concept is explained by
pointing to the four factors that are central to the formation of
the idea of self and the explanation touches on how our ideas of
self are formed through our interpersonal and intrapersonal
communication.
Engaging:
When we “engage” with a reading or video, we demonstrate that
we are actively thinking through their ideas and trying to make
sense of their points and the significance of those themes. In
the last two sentences of the example above, you see the person
is really thinking through both the meaning of self-concept and
its significance. They are engaging with the content. Engaging
will almost always involve explaining someone’s else’s ideas
and then extending on those points and sharing examples to
illustrate both meaning and significance.
For the forums specifically, instructors will be looking at how
well you “engage” with the required reading and/or videos and
how you engage with your classmates in the forums. We will
assess you on whether you have mentioned something you have
learned in class, and need to see citations to confirm this.
Then, we will look to see how well you engage with students
about something they have said. This shows that you are trying
to meaningfully interact with the student and learn from each
other through the exchange.
Applying:
To “apply” what you’ve learned, it is important to share
something that illustrates that you understand what is being
discussed. So, above, by saying “Though it is something
“inside” our minds (intrapersonal communication), it is always
influenced by our communicative interactions with others and
assumptions about the meanings of those interactions,” the
person is starting to think through how this notion of self-

concept works in the world. Our daily ideas of ourselves are
influenced by the exchanges we have with others. To solidify
this, the person could add something such as “When a co-
worker tells me that they enjoyed my PowerPoint presentation,
this boosts my ability to say to myself ‘I am good at PowerPoint
presentations.” If I hear this enough, I stretch this out more
into the identity marker “I am good at my job” or “I am a good
worker.” Both of those start to get more fundamental claims
about ourselves, as they are broader and more permanent ideas
of self.
Okay. We hope this helps you gain a better understanding of
what we look for you when we are assessing your papers and
discussions.
Avoiding Plagiarism
Plagiarism involves using other people’s words without giving
them proper credit. In this class, giving proper credit means
using full APA citations in the body of your paper or discussion
post and in your papers. If you use someone’s ideas, you must
include a citation – (Bevan, 2020). If you use someone’s
words, you must encase the words in quotation marks and leave
the citation. Remember, the reader assumes all your work is
your own words unless otherwise indicated by the use of
quotation marks. If you use four or more words from a source,
be sure to use quotation marks, or it could be deemed a form of
plagiarism. This can result in you receiving a zero on the
assignment and could even result in failing the class. Avoid
using websites such as coursehero, as they sell papers that have
been produced by other students and can result in you
plagiarizing other people’s work.
Identifying when plagiarism has occurred:
Here is a resource to help you identify when plagiarism has
occurred:
https://content.bridgepointeducation.com/curriculum/file/bb73e
42a-4d22-4c58-8799-

be0662251098/1/Is%20It%20Plagiarism%20Practice%20Activit
y.zip/story_html5.html
Paraphrase instead of relying on quotes:
When students are uncomfortable with their knowledge, they
often rely on quotes. However, quotes don’t really show that
your understanding of the content and often leads to instances
of plagiarism. Here is a resource to help you to paraphrase:
https://content.bridgepointeducation.com/curriculum/file/42cb0
066-f548-4e0d-800b-
cf15ac861eac/1/Paraphrasing%20Practice%20Activity.zip/story
_html5.html
Avoiding Plagiarism:
This resource offers some advice on how to avoid plagiarizing:
http://writingcenter.ashford.edu/steps-avoiding-plagiarism
Below are instructions for running your paper for an
“originality report.” Instructors use this same tool to check
your work for plagiarism. We advise that you do this to ensure
your work does not have any issues.
https://ashford.mediaspace.kaltura.com/media/Introduction+to+
Waypoint+and+Originality+Reports/0_ayaxxa8o
You will want to ensure that your paper is as close to a 0%
match as possible. If you have properly cited all of your
sources and used quotation marks properly, you will have a very
low score.

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