Consider a ?relationship 2) Identify coming together? and coming apart? stages, 3) ?Identify a dialectical tension and 4) Develop two strategies for ?improvement. Submission
Overview
For this Assessment, you will answer a series of short-answer questions to the following four prompts listed: 1) Consider a relationship 2) Identify “coming together” and “coming apart” stages, 3) Identify a dialectical tension and 4) Develop two strategies for improvement.
Submission Length: 4 items, with responses ranging in length from 1–2 paragraphs per item.
Professional Skills: Written Communication, Information Literacy, Engaging Multiple Social and Cultural Perspectives, and Inquiry and Analysis are assessed in this Competency.
Instructions
To complete the Assessment, do the following:
- Be sure to adhere to the indicated length for each item.
- Download the IQ1002 Written Response Template, which contains the rubric, and answer each question in the number of paragraphs indicated per item.
- Download the Academic Writing Expectations Checklist to review prior to submitting your Assessment.
Before submitting your Assessment, carefully review the rubric. This is the same rubric the Assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
All submissions must follow the academic writing expectations. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring.
Academic Writing Expectations Checklist
The faculty Assessor will use this checklist to evaluate whether your written responses adhere to the conventions of scholarly writing. Review this checklist prior to submitting your Assessment to ensure your writing follows academic writing expectations. Click the links to access Writing Center resources:
Sentence-Level Skills
|_| Constructing complete and correct sentences Note: See an explanation of sentence components and how to avoid sentence fragments and run-ons.
|_| Using and spelling words correctly Note: See a list of commonly misused words and information on MS Word’s spell check.
|_| Using punctuation appropriately Note: See the different types of punctuation and their uses.
|_| Using grammar appropriately Note: See a Grammarly tutorial to catch further errors.
Paragraph-Level Skills
|_| Using paragraph breaks Note: See a description of paragraph basics.
|_| Focusing each paragraph on one central idea (rather than multiple ideas) Note: See an explanation of how topic sentences work.
Use of Evidence
|_| Using resources appropriately Note: See examples of integrating evidence in a paper.
|_| Citing and referencing resources accurately Note: See examples of citing and referencing resources in a paper.
|_| Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source Note: See paraphrasing strategies.
Formatting Written Assignments
|_| Using appropriate APA formatting, including title page, margins, and font Note: See APA overview and APA template from the Writing Center.
Comments:
©2014 Walden University 1
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Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your email here
Instructions
Write your responses where it reads “Enter your response here.” Write as much, as needed, to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.
Item 1
Describe a personal or professional relationship that you have experienced or observed. Identify at least one interpersonal need met (or not met) in the relationship. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Module 1: Introduction to Relationships |
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Describe a personal or professional relationship that you have experienced or observed. LO1.1: Describe an experienced or observed personal or professional relationship |
Response is not present. |
Description of an experienced or observed personal or professional relationship is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete description of an experienced or observed personal or professional relationship. |
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Identify at least one interpersonal need met (or not met) in the described relationship. LO 1.2: Identify an interpersonal need met or not met in the described relationship. |
Response is not present. |
Identification of an interpersonal need met or not met in the described relationship—including at least one specific example—is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete identification of an interpersonal need met or not met in the described relationship—including at least one specific example. |
Item 2
Using the personal or professional relationship described in item 1, identify at least two “coming together” stages and two “coming apart” stages—including at least one resource and/or example to support your selection. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Module 2: Stages of Relationships |
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Using the personal or professional relationship described in item 1, identify at least two “coming together” stages–including at least one resource and/or example to support your selection. LO 2.1: Identify at least two “coming together” stages for the described relationship. |
Response is not present. |
Identification of at least two “coming together” stages for the described relationship —including at least one resource and/or example to support your selection—is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete identification of at least two “coming together” stages for the described relationship—including at least one resource and/or example to support your selection. |
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Using the personal or professional relationship described in item 1, identify at least two “coming apart” stages—including at least one resource and/or example to support your selection. LO 2.2: Identify at least two “coming apart” stages for the described relationship. |
Response is not present. |
Identification of at least two “coming apart” stages for the described relationship—including at least one resource and/or example to support your selection—is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete identification of at least two “coming apart” stages for the described relationship—including at least one resource and/or example to support your selection. |
Item 3
Using the personal or professional relationship described in item 1, identify at least one dialectical tension in the relationship and provide evidence and/or example. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Module 3: Dialectical Tensions |
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Using the personal or professional relationship described in item 1, identify at least one dialectical tension in the relationship—including at least one resource and/or example to support your selection. LO 3.1: Identify at least one dialectical tension in the described relationship |
Response is not present. |
Identification of at least one dialectical tension in the described relationship—including at least one resource and/or example to support your selection—is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete identification of at least one dialectical tension in the described relationship—including at least one resource and/or example to support your selection. |
Item 4
In this scenario, you are an outside communication consultant, viewing the personal or professional relationship described in item 1 from an objective perspective, assess at least two strategies to improve the relationship—including at least one resource and/or example to support each of your chosen strategies. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Module 4: Improving Interpersonal Communication |
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Viewing the personal or professional relationship described in item 1 from an objective perspective, assess at least two strategies to improve the relationship—including at least one resource and/or example to support your chosen strategies. LO 4.1: Assess at least two strategies to improve the described relationship |
Response is not present. |
Assessment of at least two strategies to improve the described relationship—including at least one resource and/or example to support each of your chosen strategies—is vague, inaccurate, and/or incomplete. |
Response provides a clear, accurate, and complete assessment of at least two strategies to improve the described relationship—including at least one resource and/or example to support each of your chosen strategies. |
References
Provide a citation for each resource you used to write your response to this Assessment. The following citation has been provided as an example:
Saylor Academy. (2012). 16.3 Interpersonal needs. In Business communication for success. https://saylordotorg.github.io/text_business-communication-for-success/s20-03-interpersonal-needs.html
Professional Skills Assessment
In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication, Information Literacy, Engaging Multiple Social and Cultural Perspectives, and Inquiry & Analysis. These skills count toward your achievement of the Competency and the Professional Skills.
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Professional Skills Assessment |
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Written Communication: Write with clarity, coherence, and purpose. |
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LO1: Construct complete and correct sentences (AWE 2; Sentence-Level Skills) |
Sentences are incoherent and impede the reader’s access to ideas. |
Sentences are incomplete and/or include fragments and run-on sentences, limiting the reader’s access to ideas. |
Sentence structure effectively conveys meaning to the reader. |
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LO2: Demonstrate the effective use of grammar and mechanics (AWE 2; Sentence-Level Skills) |
Multiple inaccuracies in grammar and mechanics impede the reader’s access to ideas. |
Some inaccuracies in grammar and mechanics limit the reader’s access to ideas. |
Use of grammar and mechanics is straightforward and effectively conveys meaning to the reader. |
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LO3: Create cohesive paragraphs with a clear central idea (AWE 2; Paragraph-Level Skills) |
Paragraphs, or lack of paragraphs, impede the reader’s access to ideas. |
Construction of main idea and/or supporting paragraphs limit the reader’s access to ideas. |
Main idea and/or supporting paragraphs effectively convey meaning to the reader.
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LO4: Use supporting material to support a claim (AWE 2; Use of Evidence) |
Supporting materials are not present. |
Supporting material is used inconsistently or inappropriately. |
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
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LO5: Demonstrate appropriate essay-level writing skills, providing transitions between an introduction, body, and conclusion (AWE 2; Essay-Level Skills) |
Ideas are disorganized with no/poor transitions. |
Ideas are loosely organized with unclear paragraphing and transitions. |
Ideas are organized with cohesive transitions. |
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LO6: Identify sources (AWE 2; Credit to source) |
Sources are missing. |
Writing inconsistently identifies or misrepresents sources. |
Writing clearly identifies the source of nonoriginal material and/or ideas. |
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Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions. |
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LO1: Identify and locate credible sources |
No sources or non-credible sources are present. |
Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment. |
Sources are mostly credible, appropriate, and relevant to the topic and/or assessment. |
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LO2: Analyze information sources |
Analysis is not present. |
Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment, and/or analysis is unclear. |
Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment. |
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Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge that enables perception of the world through the perspectives of diverse social and cultural perspectives. |
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LO1: Recognize the value of one’s own and others’ social and cultural perspectives |
Recognition is not present. |
Response demonstrates a vague understanding of the value of one’s own and others’ social and cultural perspectives. |
Response demonstrates a clear understanding of the value of one’s own and others’ social and cultural perspectives. |
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LO2: Recognize how knowledge from different cultural and social perspectives might affect interpretations of issues in society |
Recognition is not present. |
Response demonstrates a vague understanding of how different cultural and social perspectives might affect interpretations of issues. |
Response demonstrates a clear understanding of how different cultural and social perspectives might affect interpretations of issues. |
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