Assessment 1 Submission: Foundations of Communication COMS0002

This document presents a student's submission for Foundations of Communication Assessment 1, addressing two key tasks. The first task involves composing an email to a tutor adhering to netiquette principles, demonstrating an understanding of professional communication. The second task examines the influence of gender role identity on interpersonal communication, drawing on course materials and independent research. The student analyzes various factors impacting communication, including power dynamics in the workplace, cultural differences, and age disparities, providing relevant examples and citing sources such as Berger & Bradac (1982), Griffin (2012), Powell (2018), Shi & Wang (2011), Tubbs & Moss (2000) and Ünlü (2019). The assignment demonstrates the student's ability to synthesize information, apply communication theories, and critically analyze real-world scenarios. The student's response also includes an understanding of uncertainty reduction theory and how it can be applied to communication.

Foundations of Communication
Assessment 1: Assessment Submission Document and Marking Rubric
Student Name: Student ID #:
Class/tutor:
(Please complete the above information)
You must read and refer to the Assessment 1 Instructions in order to complete this assessment.
Upload only this document to Blackboard (via Turnitin). Type the answers and reference list below the marking rubric.
NB. Please save this Word document in the following format:
lastname_firstname_studentID_COMS_A1_semester_year.
Assessment 1
TASKS MARK FEEDBACK
Criteria High Distinction
80% +
Distinction
70-79.9%
Credit
60-69.9%
Pass
50-59.9%
Yet to achieve
< 50%
Task 1.
Netiquette
/10
All rules of
netiquette followed
to an excellent
standard
(Appropriate
greetings, polite
communication, all
required
information
provided).
Most rules of netiquette
followed to a high
standard. (appropriate
greetings, polite
communication, most
required information
provided)
Most rules of netiquette
followed to a good
standard. (appropriate
greetings, polite
communication, some
required information
provided)
Rules of netiquette
followed to a
satisfactory standard.
(appropriate
greetings, polite
communication, basic
required information
provided)
Rules of netiquette
followed poorly. Lacked
required information.
Content
/15
Submission clearly
reflects in-depth
knowledge gained
from independent
research on the
topic.
Submission clearly reflects
sound knowledge gained
from independent
research on the topic.
Submission reflects
reasonable knowledge
gained from independent
research on the topic
Submission reflects
basic knowledge
gained from
independent research
on the topic
Submission
demonstrates limited or
no knowledge gained
from independent
research on the topic.
TASK 2.

Surname and initial:
Content
/25
Submission clearly
reflects in-depth
knowledge gained
from course
materials and
independent
research on the
topic.
Submission clearly
reflects sound knowledge
gained from course
materials and may
include some
independent research on
the topic.
Submission clearly
reflects reasonable
knowledge gained from
course materials. May
include some
independent research on
the topic.
Submission reflects
basic knowledge
gained from course
materials.
Submission
demonstrates limited or
no knowledge gained
from course materials.
Synthesis of
group
discussion
/15
Excellent synthesis
of various
contributions from
group discussion
with informed
comments
Demonstrates very good
synthesis of others’
contributions with
informed comments.
Demonstrates logical
synthesis of own and
others’ contributions
with informed comments
and emphasizes /
reinforces a point from
the discussion.
Some reference to
discussion included.
Demonstrates limited or
no synthesis or no
mention of discussion
BOTH TASKS
Clarity and
mechanics
/15
Written in clear and
concise language.
Negligible
grammatical and
spelling errors.
Well organized ideas.
May contain minor
grammatical and/ or
spelling error.
Ideas are mostly well
organized.
Some errors in grammar
and spelling.
Ideas are quite
disorganized.
Obvious errors in
grammar and spelling.
Meaning is sometimes
unclear.
Ideas are difficult to
understand with
multiple grammar and
spelling errors that make
it difficult to grasp
meaning.
Sources
acknowledged
/20
Points exceptionally
well supported by
credible research.
Sources are
consistently and
accurately
acknowledged using
APA 6th ed.
Reference list and in
text citations
included.
Points well supported by
credible research. Sources
are consistently
acknowledged using APA
6th ed.
A few minor errors are
present.
Points supported by some
credible research. Sources
are acknowledged using
APA 6th ed.
Contains some
inconsistencies and
multiple referencing
errors.
Points supported by
research. Sources are
inconsistently
acknowledged.
Frequent referencing
errors.
Sources are mostly
unacknowledged.
Sources are not credible.
Inaccurate referencing
throughout.
No in-text citations
No reference list
Evidence of plagiarism
Subtotal /100
Mark out of 15% /15
Deductions: Late penalty
Late penalty for 0-24 hours late: 5% penalty (less 0.75/15)
Late penalty for more than 24 hours late: 5% penalty for first 25 hours, plus 10% penalty for each extra 24 hours.

Surname and initial:
(less 0.75 + 1.5/15 per extra 24 hours late)
FINAL MARK /15
TUTOR FEEDBACK
Assessment One
Answer here:
Task 1:
Email of tutor
Dear (name of tutor)
In order to establish good working relationship with the fellow group members, uncertainty reduction theory will be considered initially. There are three
strategies that comes into it. They are passive, active, and interactive. These three strategies will be utilized only. As per first strategy, passive, other person
will be observed and their behavior will be ascertain along with how they react, behave and respond to his or her environment. This strategy will be used in
the first stage of getting into the team. After this strategy, the next will be the use of active strategy where information about the group members will be
generated from linked sources such as other known classmates. After getting comfortable with the information generated through the above two strategies,
the next strategy to be adopted will be interactive strategy in which the communication with the person will be established directly (Berger, & Bradac, 1982).
Name
Student ID
COMS0002 Foundations of Communication
Group 08/Online

Surname and initial:
Task 2:
Gender role identity factor significantly impacts the way interpersonal communications take place in this century. Interpersonal communication is referred to
as the information exchanges among the interacting individuals (Griffin, 2012). Communication can be defined as interpersonal if the persons are close
together and are face to face, both are contributing to the talk, and the communication is verbal as well as non-verbal (Tubbs & Moss, 2000). The contents
that are produced during the communication are dependent of the individuals’ position at the workplace, cultural background, gender role viewed by the
social structure, age, and the prejudices. Reference framework of the recipient in the communication and that of resource matters as well. It means that with
the increase in the commonality in the previous lives, attitude, characteristics, and judgements between the two individuals, the messages start to make
more sense (Ünlü, 2019). Here, this reference framework are found to be moving farther away in terms of gender roles. Power positions also determines the
communication takes place. As for instance, at workplaces, email coming from the boss can be short and to the point, without much courteousness, but email
going towards the boss are generally full of courtesy. Women are often looked upon as weak creatures in comparison to men in various societies and
organizations around the world and it reflects in the wage and compensation differences received by both gender. Most of the higher positions in the
organizations have male than female candidates (Powell, 2018). Countries like China, Japan, and India, power positions matters a lot. People with lower
power positions always make effort to stay in the good books of their authority (Shi & Wang, 2011). In India, there are multiple social classes in the name of
castes where some castes are termed as high stature and some as lower stature. In USA, most of the white individuals consider themselves belong to superior
race, than those from other races such as black or Hispanics. Age difference also creates interpersonal communication challenges. A related example of
conflict can be at a workplace where a guy aged 26-27 years is appointed manager of ten individuals who are in their mid-50s. Here, it is quite possible that
subordinates may not want to listen to the young manager assuming that he is not competent enough to get things done. This might lead to continuously
forging plans on how not to get things done and disrupt the harmony. This conflict can be resolved by ensuing that the young manager displays some form of
competency that earns the respect of his old age subordinates. Moreover, he can begin forming relationship with each of the individuals at personal level by
identifying some common grounds. Result may not show up instantly, but eventually it can. When the workplace has people from different cultures working
together, it often creates conflict as reference framework does not align well.

Surname and initial:
Reference List:
Berger, C. R., & Bradac, J. J. (1982). Language and social knowledge: Uncertainty in interpersonal relations. London: Arnold.
Griffin, E. A. (2012). A first look at communication theory/Em Griffin. New York: McGraw-Hill,.
Powell, G. N. (2018). Women and men in management. Sage Publications.
Shi, X., & Wang, J. (2011). Cultural distance between China and US across GLOBE model and Hofstede model. International Business and Management, 2(1),
11-17.
Tubbs, S.L., & Moss, S. (2000). Human Communication. London : McGraw-Hill, p. 250
Ünlü, DG, 2019. Determination of Gender Identity Patterns in Interpersonal Communication Process: A Review of the Source of Communication on Body
Language. Erciyes Journal of Communication , 6 (1), pp.243-262.