Please read this information and ask your professor any questions BEFORE a problem arises.
Here are expectations from Dr. Aitken, who is your Professor or Course Developer: http://onlineacademics.org/Guidelines.html Your professor may have additional or different expectations.
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Cite and reference all sources of information and ideas according to American Psychological Association (APA) style.
Academic integrity is crucial to this course. In this field, and thus this course, we abide by the standards of the American Psychological Association (APA) publication manual.
USE YOUR OWN WORDS Use your own words in everything you write or present in this course.
EVERY ASSIGNMENT NEEDS TO BE ORIGINAL WORK PREPARED BY THE STUDENT ONLY FOR THIS COURSE.
USE PRIMARY SOURCES Focus on using PRIMARY SOURCES (journal articles from Communication and Mass Media Complete or other scholarly databases approved by your professor) and cite and reference everything you paraphrase.
Use direct quotations very sparingly. There may be a particularly eloquent quotation or a few words you need to quote, which must be done by use of quotation marks, a citation with page or paragraph number, and a reference listing.
Remember to avoid direct quotations and instead use your own words. In the situation where you must quote, use correct APA style to indicate a direct quotation:
According to Pierce (2010), "the method for . . . improves communication" (p. 272).
According to Pierce (2010), "the method for . . . improves communication" (para. 12). [You actually need to count the paragraphs to indicate the correct one. This style is often used for scholarly webpages where there is no page number, for example.]
According to Pierce (2010): The method for . . . [continue the block quotation of at least 40 words and not more than 200 words] . . . improves communication. (p. 272)
BE RESPONSIBLE DURING THE PROCESS When conducting research and preparing assignments, take precise, correct, and careful notes. Rename journal article files so that you can retrieve them when you download them to your computer. Never copy and paste from any sources. Instead, rewrite using your own words by paraphrasing, but also remember to record a reference listing of the source you used for the idea. Any notes where you copy the words of others need to be indicated by quotation marks during the note-taking process and referenced so you remember the source. If you are unsure, go back and look it up, which fortunately doesn't take long with today's databases.
AVOID DIRECT QUOTATIONS
Avoid direct quotations and instead use your own words.
Use direct quotations very sparingly. There may be a particularly eloquent quotation or a few words you need to quote, which must be done by use of quotation marks, a citation with page or paragraph number, and a reference listing.
In the situation where you must quote, use correct APA style to indicate a direct quotation:
According to Pierce, "the method for . . . improves communication" (p. 272).
According to Pierce (2010), "the method for . . . improves communication" (para. 12). [You actually need to count the paragraphs to indicate the correct one. This style is often used for webpages, for example.]
According to Pierce (2010): the method for . . . continue the block quotation of at least 40 words and not more than 200 words . . . improves communication. (p. 272)
PERMISSIONS If the quote that is a whole--something like short like a poem or a measure (e.g., test, chart, learning activity, photography, rubric)--the 200 fair use guideline does not apply. You need to request permission to use it for publication (including a ERIC submission or your graduate thesis).
If the source clearly says it is copyright free or gives permission, you may use it if you cite and reference the work correctly. You will see that these published measures are available copyright free http://www.jamescmccroskey.com/measures/ provided they are referenced as indicated.
For visuals, if you look under the picture AND at the bottom of the page, if it says copyright or has the copyright symbol, you can't use it for publication. For Microsoft Word, they do allow use for our purposes, but you still should say that's the source.
Educational fair use means you can use something in the classroom or an in-class assignment, but does NOT apply to publishing for something like your thesis or ERIC.
Anytime I've asked an author for permission, they've given it to me. You can probably find contact information on the Internet.
Big publishing houses usually will not give permission without a fee. Many communication measures charge a couple dollars per measure and do not allow publication.
Once you receive permission, you need a complete reference listing and add something like: "Used with permission from ____________." See your APA manual for what you can and cannot do.
Plagiarism in this course is failure to use American Psychological Association (APA) style by crediting the source of ideas or information. You will see basic expectations in your Park University catalog and in your APA manual.
Be aware that the odds against two people accidentally duplicating a normal sentence in the English language are astronomical.
Remember, just one sentence of plagiarism is still plagiarism.
EXAMPLES OF PLAGIARISM
Some
examples of plagiarism
include the following:
3. Failing to cite and reference the source of paraphrased
ideas. 6. Copying information with citations, but failing to use quotation marks for the real author's words and citing the information as a secondary source. 7. Citing the source of information, but failing to use quotation marks to indicate the words were written by that source. 8. Citing or referencing sources you haven't read. 9. Using incorrect APA citation style so the reader is led to believe a source is paraphrased, when the source is actually quoted word for word. 10. Mixing an actual quotation with paraphrasing, without using quotation marks for the actual quoted material.
EXAMPLES OF ACADEMIC DISHONESTY Academic dishonesty includes unethical behavior, such as falsification of data. Some examples of unethical research or writing include the following: 1. Quoting more than 200 words from a single source (or a work that is a whole, such as a measure), even when using quotation marks, a citation, and reference listing. You must receive author or publisher permission in this case. 2. Quoting an author's or publisher's abstract, even if cited. 3. Turning in part of an assignment you submitted for another course. 4. Implying you read material you did not read. If you put material in a bibliography, for example, you are saying that you read the works in that bibliography, not stole abstracts about them. 5. Fabrication or omission of data. 6. Making up "information" or using information from your personal experience, which cannot be substantiated through scholarly research or practice (and thus cited and referenced).
CONSEQUENCES Under Park University policy, inappropriate citation or academic dishonesty as described above can result in a failing grade for the assignment or for the entire course.
Previously in some communication courses, students have earned an "F" for an individual assignment that used words written by someone else without using correct APA citation.
Previously, students in some communication courses have earned an "F" in the course when a major course assignment (the core assessment assignment) used some words written by someone else without using correct APA citation.
In other words, you should expect an "F" in the course if there is evidence of any kind of plagiarism or academic dishonesty on the course's final Core Assessment assignment, the graduate comprehensive exams, the senior project, or the graduate reflection, project, or thesis.
ACTUALLY READ THE PRIMARY SOURCE Remember, everything needs to be cited, whether paraphrased or direct quotes. You should always use the original (primary) source. If you can't find it and have to cite from a secondary source, you need to say so because the author doing the citing may be wrong and you must not imply that you have read the original source. You would write a secondary cite like this: McCroskey found . . . (cited in Richmond, 2010).
Remember, you cannot lift a section from a review of literature in a journal article and use it as your own because that is plagiarism. You must read the articles you are citing and referencing, then write the information in your own words.
TURNITIN Faculty may use plagiarism detection software to determine whether the content can be found through the Internet, published sources, or in an assignment submitted by another student at another university.
See the explanation below (http://onlineacademics.org/Guidelines.html#TURNITIN ).
If this information feels foreign to you, and it may, you can find excellent information on the Internet to help you learn how to conduct ethical academic work.
Information Literacy Student Learning activity packets. (2009). SDSU Library & Information Access. Retrieved fromhttp://infodome.sdsu.edu/infolit/learningpackets.shtml
Exploring plagiarism, copyright, and paraphrasing. (2002-2009). IRA/NCTE. Retrieved from
http://www.readwritethink.org/lessons/lesson_view.asp?id=1062
This information quoted or closely adapted from the Park University Institutional Review Board (IRB), APA, and course materials.
Ethical experimental research protects human safety and privacy. Any research on human subjects must be reviewed and approved before data collection. Ethical research avoids deception. The Park University Institutional Review Board (IRB) must approve any research on human subjects in advance. Fraud is an issue of concern.
No researcher can put an individual at risk. 1. We must ensure that the participant participates only after fully informed, and when consent to participate is give. 2. We can do nothing from which the research can gain. 3. We must not do anything that damages the environment. 4. We cannot do biased research. 5. We cannot fabricate data or information, use fraud, or falsify anything to anyone during the research process.
APA guidelines require the following: 1. Minimal risk. 2. Fairness, responsibility, and informed consent (adults). 3. If the researcher can justify deception, there must be debriefing. 4. Freedom from coercion. 5. Protection of participants. 6. Confidentiality.
Because of federal law, you should expect the following restrictions regarding research on human subjects.
Please use oral, nonverbal, visual, and written rhetorical sensitivity.
Ethical communicators select language carefully, build common ground, and offer collaborative approaches to people of differing opinions.
Ethical public relations professionals build common ground, bridge differences, mediate differences, develop cohesion, and encourage civility. Here is the PRSA code: http://www.prsa.org/aboutUs/ethics/preamble_en.html If you are in a public relations course, you should know what public relations is http://www.prsa.org/aboutUs/officialStatement.html
People with rhetorical sensitivity apologize to people whom they offend. An effective apology generally contains these elements: I apologize for __(what was said or done)___. The reason for my behavior was ________. It won't happen again because I will ____take these steps____.
Students are protected under the Family Educational Rights and Privacy Act (FERPA) http://www.ed.gov/about/offices/list/ope/policy.html These laws and University policies suggest the following:
Park University policy states: "As a student, you have the right to an opportunity to learn in an environment that is free from discrimination based on race, color, creed, religion, gender, marital status, sexual orientation, national origin, age, disability, or veteran status. It is the responsibility of all members of the Park University community – students, faculty, and staff – to create and maintain an environment where all persons are treated with respect, dignity, and fairness. Students have responsibility for assuming the consequences of their actions. Students are expected to accept their obligations to the entire Park community to honor and respect the value and integrity of each person and to conduct themselves accordingly. In addition, students are responsible for making themselves aware of Park University policies and procedures, all of which are outlined in the Catalog, in the Student Handbook/Planner, and/or on the Park University website: www.park.edu/policies." http://www.park.edu/studentlife/conduct.html
If anyone in this course wants to file a complaint, please go to: http://www.park.edu/studentlife/ReportCodeViolation/
Denigration of other people or groups is not acceptable. Effective communicators use rhetorical sensitivity. That means students need to adapt to audiences (faculty, staff, students) with care and use communication that shows an other-centered perception of respect diverse people. This means respect is needed regarding gender, nationality, ethnicity, racial identification, sexual orientation, disability status, and similar elements. No profanity, crude, or vulgar language. Respectful communicators use empathy and see to carefully adapt to the needs, wants, and expectations of their listener/reader/audience.
Responsible communicators show up.
Communication is a performance course requiring attendance. In US culture, which is a low context, monochronic culture, time has literal meaning. In other words, when people say a time and date, they mean that time and date. Public relations professionals, for example, complete the job done by the client's deadline or are fired! Because an objective of this course is for you to be a more effective communicator, you will need to meet assignment deadlines. This policy also allows my time management, fairness to all students, and the effective use of the entire class meeting time.
Expect to lose participation points if you are late more than a few times or significantly late. You may miss participation points any time you are absent.
All assignments are due as hardcopy at the beginning of the class meeting of the due date. For online students, they are due by Sunday weeks 1-7 or Friday week 8 in electronic form in eCollege. Assignments are NOT accepted via email.
LATE WORK Different courses and levels may have different requirements.
1. Excused time extensions require a physician's excuse or comparable verification.
2. FOR MINOR ASSIGNMENTS--If you need to miss class, submit the assignment in the eCollege/eCompanion dropbox by the weekly assignment by the class time on the due date.
PARTICIPATION--If you fail to turn in a participation or weekly assignment by the original deadline, even if excused, you should expect a zero.
SPEECH PLANNING DOCUMENTS are due as hardcopy at the beginning of class or at the same time in the eCompanion dropbox and cannot be submitted late.
You cannot revise a late assignment to raise your grade.
In-class participation, in-class assignments, or collaboration assignments cannot be made up outside of class.
Because of the unique performance nature of many communication course, students need to be prepared to make presentations when scheduled.
Both assignments are due within one week of the original due date or the assigned makeup date, typically doubling the work. No extra credit points for this assignment. The additional assignment should be of comparable quality and substance. In addition to the required research paper.
The original assignment is typically docked 10-50% (e.g., 10% if less than one week late, 20% if less than two weeks late), and so on.
See additional information here: http://onlineacademics.org/Guidelines.html#BE_ON_TIME
Example Reference List about Being On Time Adam, B. (1995) Timewatch: The social analysis of time. Cambridge: Polity Press. Bluedorn, A. C., & Denhardt, R. B. (1988). Time and organizations. Journal of Management 14(2), 299–320. Bluedorn, A. C., Kalliath, T. J., Strube, M. J., & Martin, G. D. (1999). Polychronicity and the Inventory of Polychronic Values (IPV): The development of an instrument to measure a fundamental dimension of organizational Culture. Journal of Managerial Psychology 14(3–4), 205–230. Bollen, K. A. (1989) Structural equations with latent variables. New York: Wiley. Bond, M. J., & Feather, N. T. (1988). Some correlates of structure and purpose in the use of time. Journal of Personality and Social Psychology, 55(2), 321–329. Daly, K. J. (1996) Families & time: Keeping pace in a hurried culture. Thousand Oaks, CA: Sage. George, D., Dixon, S., Stansal, E., Gelb, S., & Pheri, T. (2008). Time diary and questionnaire assessment of factors associated with academic and personal success among university undergraduates. Journal of American College Health, 56(6), 706-715.
Communication professionals are on time. Being late communicates negatively nonverbally. The research suggests that people who are late consider themselves more powerful and superior to the rest of the group. Consider these findings about people in the US who are late:
"In cultures that value promptness, one of the questions raised about time centers on the person who is constantly late. What does habitual tardiness reveal about the person?
"Chronic lateness, in a formal-time culture, may be deeply rooted in a person’s psyche. Compulsive tardiness is rewarding on some level. A key emotional conflict for the chronically late person involves his or her need to feel special. Such a person may not gain enough recognition in other ways; people must be special in some way, so the person is special by being late.
Other reasons include needs for punishment or power or as an expression of hostility. Tardiness can also be a sign that a person wants to avoid something or that the activity or person to be met is not important enough to warrant the effort to be on time. Procrastinators are often not valued in a linear time-focused culture" (cited in Berko, Wolvin, & Wolvin, 2009, p. 81).
Berko, R., Wolvin, A., & Wolvin, D. (2009). Communicating: A social, career and cultural focus. Boston: Pearson.
In all of Dr. Aitken's courses, the core assessment is due about 3/4 of the way through the course, which is typically week 12 in a 16 week course and week 6 in an 8 week course. By requiring this early date well in advance of the last week of the course, I have grading time for me to give careful thought to your work. In addition, I have found that student work quality is better if the major assignment is due prior to the end of the course. Most importantly, this gives time for you to revise your work according to my suggestions so that it meets mastery quality by the end of the course.
Communication professionals meet deadlines. Remember, an otherwise perfect core assessment should receive no more than 80% if submitted late.
In onground courses, NO revisions or core assessment will be accepted after the beginning of the last regular class meeting of the course.
In online courses, NO course work, revisions or core assessment will be accepted after Wednesday of the last week of the course.
If you are having difficulty because of course content, personal emergencies, or procrastination about assignments, please withdraw from the course by the final deadline. If your professor suggests course withdrawal, you should do so. Unless you have 75% of the course work completed, you cannot expect an "incomplete." The incomplete is not an option for excessive absences or procrastination. See your Park catalog or the Park website about how to obtain a grade of "withdrawal," deadlines, and other information about incompletes. The final withdrawal date is prior to midterm (Friday or week four for an 8 week course). See the Park academic calendar to see the exact date.
For an incomplete, please submit a physician's or other appropriate verification of the emergency situation. See your Park catalog for information about incompletes.
An incomplete doesn't work for procrastinators because the grade turns to the grade of "F" in 60 days, so they are discouraged.
If you want an incomplete, upload into eCollege or eCompanion your completed form, detailed plan, and a message about why you are requesting to complete. In this form, you must lay out a plan to your professor in which you describe exactly what you will do to make up for every missed assignment. You need to explain your plan for exactly how you will accomplish the objectives of assignment and your schedule for completing each assignment.
You must submit your completed contract for an incomplete, your plan, and written request by the Friday prior to final exam week (Friday of week 7 for an 8-week course or 15 for a 16-week course).
It is completely the student's responsibility--not the professor's--to figure out a way to make up for missed work and attached those details to the form. The makeup work needs to meet the relevant objectives (learning outcomes) and be of comparable depth and breadth of the original work.
To ensure instructor grading time, all assignment need to be submitted one week prior to the final deadline (day 53). You will NOT have access to an online course. If your professor agrees to the plan and the grade of "incomplete," then the student is completely responsible for submitting everything without additional instruction from the professor.
For graduate students, below is information received from an administrative officer.
"Additionally, if relevant, allow me to call your attention
to the Incomplete (“I”) policy found on page 33 of the 08-09
Graduate Catalog. Summarizing, “I” grades should only be
issued for coursework not completed in the time allotted
through no fault of the student. “I” grades should not be
given to a student who has unexcused or excessive absences
recorded for the course." Some courses offer extra credit as a privilege to students and some courses offer no extra credit. In fairness to all students. I avoid making individual deals with students or giving opportunities for extra credit or special considerations that only apply to one student.
Extra credit is a privilege designed to help students making an honest effort in a course. Thus, no course extra credit is available to students who appear to have used academic dishonesty. No extra credit is available if students fail to meet original deadlines.
Typically, when figuring final grades, if I make a mistake in your favor, you can keep it to yourself and consider yourself lucky.
Remember, students who badger me wanting grades and feedback less than a week from the due date should expect to lose the privilege of earning extra credit in the course. Please focus on completing all the required work without extra accommodations.
Onground students need to submit their assignments on time, at the beginning of the class meeting, as a hardcopy. If you are in an online course or unable to submit the assignment face-to-face as a hardcopy, upload into the dropbox (or document sharing) in eCollege by the due date class time. If you have a question or problem, please talk to me face-to-face instead via email. Because of the University's email blocking system and the high volume of emails, assignments are only accepted in class or in eCollege (eCompanion), NOT by email.
Online students need to submit their assignments on time in the appropriate eCollege dropbox or posting area.
For all students, only Microsoft Office Suite files or rtf, txt, PDF will be accepted.
Park classroom projection computers and faculty computers cannot use .docx or .pptx formats, so you must save to an older version.
No other formats are available electronically at this time. USE ONE FILE for a particular assignment by combining needed elements. Assignments are not accepted via email.
AitkenJoanCA680ProjectFall2010Version3.doc
PLEASE CHANGE THE VERSION NUMBER WITH EACH REVISION SUBMISSION.
You cannot make up in-class participation assignments or grades because they are just that--in class participation where you learn collaboratively. Typically, you earn points for doing the in-class activities.
Students who are more than a few minutes late or absent for more than a few class meetings should expect absences to negatively affect the final grade as compared to what they would have earned if actively participating in the whole class sessions.
Be sure to cite the sources of ALL INFORMATION, whether quoted or paraphrased. Cite AND reference in all forms of communication (oral speech presentations and written assignments). For a speech, you can say "According to the CDC. . ." or put an APA citation on your PowerPoint slide. The written format for this course is APA citations for all paraphrased or directly quoted sources. Plagiarism is the use of sources without citation. This is a citation (Shedletsky & Aitken, 2004, p. 343) and this is a reference listing: Shedletsky, L. J., & Aitken, J. E. (2004). Human communication on the Internet. Boston: Allyn & Bacon/Longman.
Unfortunately, when public speaking students have brought animals to our classroom, it worked out badly. Stress on the animals caused unexpected behaviors and certain students who are afraid of animals were upset. I love animals as much as anyone, but If you want to talk about an animal during a speech presentation, the appropriate approach is to bring pictures.
Competent communicators are careful about the messages of their appearance and vocal qualities as nonverbal communication. Remember, you must be heard to be understood. Speak loudly and clearly so that you can be heard by everyone, including an audience member who has a hearing loss. Convey a passion or enthusiasm for your topic and message via your voice.
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BE
What is ethical student behavior?
What is ethical
research on human subjects\? 
TEACHING PHILOSOPHY During a series of evaluations of my teaching, the three words my students most frequently used to describe my courses were “interesting, fun, and challenging.” I am enthusiastic about the fascinating content of the field of communication. I enjoy guiding students to attach meaning in their educational process. I set high standards and challenge students to think about and approach communication in new ways. I believe in the importance of all communication contexts, including writing and speaking. In my classroom, I expect the following.
FIND EXCELLENCE First, I believe in demonstrating quality in learning. This means that I encourage all students to revise their work to achieve the highest expectations (90% mastery level) through mastery learning. Turn in your core assessment 3/4 of the way through the course so you can receive my feedback and have time to revise for higher quality.
USE FEEDBACK FOR CHANGE Second, I tend to be pragmatic and results oriented. If you have questions about why we have learning objectives or outcomes and what they are supposed to accomplish, please ask.
USE RESEARCH-BASED INFORMATION Finally, I expect students to focus on scholarly, research-based information as our best chance of finding truth. The American Psychological Association Publication Manual (APA) is the style manual for this course.
Further, I seek to use research-based scholarship, such as the principles of good practice advocated by Chickering and Gamson (1987):
Dr. J. E. Aitken,
Professor,
Communication Arts
Typically, I put assignment weights and grade in eCollege or eCompanion so you can receive feedback along the way. Click the blue link for additional feedback.
Feedback. I require a week to read assignments, and usually post grades within one week of the due date.
I usually put written feedback on the hardcopy for onground students and the grades online for all students.
No revisions, papers, or core assessments accepted from onground students during final exams.
If you have a question, talk to me at least ONE WEEK AFTER THE DUE DATE.
PLEASE DO NOT EMAIL ME ABOUT YOUR GRADES. There is no security in email, so under federal law (FERPA), it is not appropriate to discuss grades via email.
POINT VALUES
There are 100 points possible in the course.
100% = 100 points.
A typical way of
approaching grading is to use percentages.
R=Revised (Points equaling 70%). Please revise your assignment by incorporating suggestions from my feedback. There will be no penalty for revising work, which can be used to raise your grade. The objective is to correct errors and improve your work to exemplary quality.
If I make a mistake against you or you are concerned about your grade, talk to me privately, in person or via the dropbox in eCollege. Because of the lack of security, EMAIL IS NOT APPROPRIATE FOR DISCUSSING GRADES.
A student who asks for his or her grade before the due date or feedback less than a week from the due date should expect to lose the privilege of earning extra credit in the course.
Any communication major should know how to communicate appropriately. If you have a question about your grade, talk to me in person or the eCollege dropbox a week after the due date.
In one case, a student called me at home three time, at the office three times, and sent me four emails during one hour.
If you are a face-to-face student, talk to me face-to-face. If you are an online student, you can submit private information via any dropbox.
I don't answer emails on weekends. Don't expect my family to take your messages. I don't return phone messages left at my home.
Courses begin on a specific date. Please don't expect courses to begin early. Although you may have eCollege access, faculty are not available to teach a new course during the week immediately prior to the beginning of a course.
Remember to ask me if the course syllabus is unclear. I typically put updates in eCompanion or eCollege.
I believe that all students can and should reach a high level of competence in knowledge, skills, and values. Therefore, in courses I teach, any written or speech assignment grade below 90%--except for class participation assignments and learning activities--may be revised and resubmitted IF the original assignment was submitted by the original due date.
I tend to view learning as mastery or not mastery. I give lots of "F's" along the way, but have mostly high grades in the end. I require mastery, and so I make students do assignments over until they learn the content or do the assignment correctly. You must submit by the original due date in order to be allowed to revise.
The final grade of "F" is usually earned by students who plagiarize or fail to demonstrate that they learned the course content. My intention is the student learn the material and succeed in the course.
CLASS PARTICIPATION GRADE doesn't apply to mastery learning, makeup, or revisions.
TESTS. Mastery learning may not be available for a quiz or test grades, depending on the course.
REVISION DUE DATE. Please submit your revision within one week of the assignment's return to you--or the date assigned to the class--in order to be eligible to receive additional credit. Typically, the last class meeting (onground) or the Wednesday of the last week of the course (online) is the absolute final deadline to submit assignment revisions.
WRITING ESSAYS AND REFLECTIONS
If you are assigned to write an essay,
that work should include the following:
(a.) at least a page or two (250-500
words),
(b.) cited and referenced scholarly
research-based information, and
(c.) a standard essay format.
Note, a particular assignment or
professor may have a different word minimum or maximum.
The
essay should be unique and substantive. Do not cut and paste
segments from previously submitted work: Write an original
essay you have not used in this or any other course.
Use complete sentences,
with no
questions. You may
want to begin the essay with a question to guide the essay.
Academic
Support Center tips:
http://www.park.edu/support/basics.asp
Essay structure should be
as follows: A.
Introduce the thesis of the essay and three to five main
supporting subtopics (first paragraph). End the
paragraph with your thesis statement. B.
Discuss each subtopic. Organize by ideas, not by sources
quoted. Individually restate the subtopics and develop each
by giving supporting information. Typically, there is a new
paragraph for each key idea. Use a topic sentence for each
of the paragraphs, which clearly states the idea. C.
The final paragraph should restate the main thesis idea and
remind the reader of the main supporting ideas that were
developed. End with a clincher statement.
Sources
Use your own words, with no direct quotations please. You
can paraphrase research-based information, provided you cite
all sources of information. Please make sure you use an
American Psychological Association (APA) citation and
reference listing of at least your textbook. Provide
the reference list at the end of the essay.
Some assignments or professors may require more sources
(e.g., three recent, peer-reviewed journal articles from
Ebsco Host's Communication and Mass Media Complete). You
also may want to use other academic/scholarly communication
textbooks, but no Internet, no popular press/trade book, and
no magazine/trade journal sources permitted.
Reflections
The only difference between a standard essay and a
reflection is that you need to synthesize and evaluate your
own experience within the context discussed in the essay.
Discuss what you have learned and applied, how you have
improved your communication skills, and what you still need
to learn.
Photo from Microsoft
Clipart
References .
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IMPORTANT NOTICE FOR BADGERS
References
Kline, R. B. (2009). Becoming a behavioral science
researcher: A guide
to producing research that matters. New York: Guilford.
Retrieved from
http://books.google.com/books?id=ppJg1QIncRYC&pg=PP1&dq=becoming+a+behavioral+science+researcher#v=onepage&q=&f=false