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Overview
Your final assignment is a take-home essay exam. In responding to each question, you will be asked to cite concepts from course readings and make connections to your assigned small groups. This is an open-book exam and you will complete the reflections on your own. Your writing must be original, not AI generated or taken from another student. If any portion of this assignment is found to be plagiarized from AI sources or other students, you will receive a zero on the entire assignment.
To answer questions successfully, you should do two things:
Demonstrate that you understand small group concepts by defining terms from the book and using text citations as evidence to support your claims.
Apply what you have learned about small group communication to reflect on your experiences in your assigned group and, in some cases, extend these reflections to future group work. 
MLA Formatting 
Type your assignment in MICROSOFT WORD. This is the only format that you are allowed to submit for this assignment.
Your assignment should be MLA formatted:
Double-space the text of your paper.
The font size should be 12 pt.
Set the margins of your document to 1 inch on all sides.
Indent the first line of each paragraph one half-inch from the left margin. MLA recommends that you use the “Tab” key.
Create a header that numbers all pages consecutively in the upper right-hand corner.
Do not make a cover page for your paper. Instead, in the upper left-hand corner of the first page, list your name, your instructor’s name, the course, and the date. 
Essay Question Formatting
When typing your essay responses, each CATEGORY should be distinguished with a header.
Your paper does not need an introduction or concluding paragraph.
Each CATEGORY will require at least 10 sentences (and maybe more).
Example: CATEGORY 1 – Tuckman’s Stages of Group Development. You will have at least 10 sentences after responding to question prompts A., B., & C.
The most important thing is that you address each part of the question and use in-text MLA citations to define course concepts. Answers that don’t include citations will not receive a passing grade.
Include a works cited page at the end of your essay. 
Here is Clark’s Quick Guide to formatting works cited pages in MLA.
Here is a link with our primary textbook information.Links to an external site.
MLA In-Text Citation Example
Since our electronic textbook does not have an author or page numbers here is how to write the in-text citation: 
Use the title of our book and the chapter unit number. This will be at the end of the sentence in parentheses. Use italics throughout your essay to indicate the title.
Ex. Relational context means “we communicate differently with someone we just met versus someone we’ve known for a long time.” (Communication in the Real World 1.2).
If you use the title of our textbook in the sentence, then you only have to include the chapter unit in the parentheses.
According to our textbook, Communication in the Real World, relational context means “we communicate differently with someone we just met versus someone we’ve known for a long time.” (1.2). 
See Library Guide for additional examples of in-text citations. This will be especially relevant for CATEGORY 2 and CATEGORY 7.
Essay Questions
Below you will find 10 categories of essay questions. Select and respond to 5 of these 10 categories. Make sure you answer all questions under each category – A., B., & C. 
Category 1 – Tuckman’s Stages of Group Development – Chapter 13.2Links to an external site.
Define the stages of Tuckman’s Group Development. Use at least two textbook citations when defining key concepts.
Then analyze your group development this term using Tuckman’s Stages of Development. Did your group experience all the stages? In what order? Did you stay in some stages more than others? Include specific examples from your group to illustrate your points.
And finally, how will you benefit from understanding Tuckman’s Stages of Development in future groups? 
Category 2 – Conducting Effective Meetings 
Evaluate your groups strengths and weaknesses when conducting formal, structured meetings this term. Provide specific examples from your group meetings to illustrate your points. 
Analyze how specific rules from your group norms and ground rules assignment impacted group meetings and communication. 
If you were to continue working with this group, identify two goals to improve your meetings, use one piece of evidence, one citation, from the textbook to support each goal. 
Assigned readings to reference:
READ: Engleberg and Wynn Chapter 11.2 – Works Cited information at the bottom of page
Organizational Communication Anthology – Ch. 2.4Links to an external site.
Category 3 – Decision making Ch. 14.3Links to an external site.
Reflect on at least one decision-making technique that was used in your group. Define this technique using a textbook citation. Analyze how effectively your group used this technique. What were the pros and cons of using this technique in your group.  
Identify at least one factor that influenced your group decision making process. Define this factor using a textbook citation. Explain how this factor positively or negatively impacted the outcome of your group decision.
What is your biggest takeaway about decision making and how can you apply this in future groups? 
Category 4 – Leadership Ch. 14.1
Who emerged as a leader in your group? Which of the following concepts contributed to them emerging as a leader: Trait Leadership, Situational Leadership, Communication Skills and Competence? Be sure to define your selected concept with a textbook citation and provide examples to illustrate your point. 
What type of leadership style was used in your group? (Autocratic, Democratic, Laissez-Faire, Directive, Participative, Supportive, Achievement oriented)? Be sure to define your selected concept with a textbook citation and provide examples to illustrate your point. 
What is your biggest takeaway about leadership and how can you apply this to future groups? 
Category 5 – Group Member Roles Ch. 14.2
Review the list of Task Roles in chapter 14.2. Using a textbook citation, define one Task Role that was either missing from your group or was being fulfilled in your group. Analyze the impact this role had on your group if was being fulfilled. If this role was missing, what impact did that have on your group?
Review the list of Maintenance Roles in chapter 14.2. Using a textbook citation, define one Maintenance Role that was either missing from your group or was being fulfilled in your group. Analyze the impact this role had on your group if was being fulfilled. If this role was missing, what impact did that have on your group?
Were there any Negative Roles in your group? Define this role using a citation and explain how it manifested in your group? How did your group manage this negative role? Was your group effective?
Category 6 – Conflict Ch. 6.2Links to an external site.
What is one conflict management style you used in your small group this term. Define this concept using a textbook citation and provide specific examples to demonstrate how use used this style. 
How might the use of this conflict management style positively or negatively impacted your small group experience this term?
What conflict management style would you like work on? Why? What can you do to apply this strategy in future groups? 
Category 7 – Diversity – Cultural Dimensions Ch. 5Links to an external site. | Textbook information for MLA CitationsLinks to an external site.
Discuss 2 divergent cultural characteristics that were present in your group. Define these characteristics using textbook citations and provide examples to illustrate your points.
How did this diversity, divergent cultural characteristics, influence your group process and/or communication?
Discuss a key takeaway regarding group diversity. How will this impact future group interactions/experiences outside of class?
Category 8 – Verbal Communication Ch. 3Links to an external site.
Select TWO concepts from the chapter readings on Verbal Communication. For each concept, respond to all of the following prompts:
Define the concept using a textbook citation.  
Analyze and explain how this concept relates to your group experience – be sure to provide specific examples. (Maybe this concept was effectively demonstrated. Maybe this concept explains why your group experienced miscommunication. Maybe this concept helps explain a positive or negative group experience). 
Discuss a key takeaway related to this concept. How will your understanding of this concept impact future group interactions/experiences  outside of class? 
Example concepts:
Triangle of meaning (ch 3.1) Expressing Needs (ch 3.2) Unsupportive messages (ch. 3.2) Levels of abstraction (ch. 3.3)
Partial messages (ch. 3.3) Contaminated messages (ch. 3.3) Convergence (ch 3.4) Code switching (ch 3.4)
Category 9 – Nonverbal Communication Ch. 4Links to an external site.
Choose TWO concepts from the chapter readings on Nonverbal Communication. For each concept, respond to all of the following prompts:
Define the concept using a textbook citation. 
Analyze and explain how this concept relates to your group experience – be sure to provide specific examples. (Maybe this concept was effectively demonstrated. Maybe this concept explains why your group experienced miscommunication. Maybe this concept helps explain a positive or negative group experience). 
Discuss a key takeaway related to this concept. How will your understanding of this concept impact future group interactions/experiences outside of class? 
Example concepts:
Nonverbal communication is ambiguous (ch 4.1)
Nonverbal communication influences others (ch. 4.1)
Chronemics (ch. 4.2)
Personal presentation & environment (ch. 4.2)
Nonverbal congruence (ch. 4.3) Mirroring (ch. 4.3) Interpersonal maintenance (ch. 4.4) Impression management (ch 4.4)
Category 10 – Listening Ch. 5.1Links to an external site.
Researchers have identified 4 listening “styles”: People-Oriented, Action-Oriented, Content-Oriented, and Time-Oriented. Read through these listening styles in Ch. 5.1 and respond to the following questions:
In your small group, which listening style did you most often use? Define this style using a citation from the textbook and then use examples that demonstrate how you used this style in your group.
What are some potential strengths and weaknesses of using this style in your group? Did you experience any of these, provide examples to illustrate your points.
What listening style would you like to try integrating more in future group? Define this style using a citation from the textbook and then explain why you would like to integrate this style in future groups? 
Assessment
This assignment is 80 points. See rubric below for grading criteria.
Rubric
CMST&230 Final Essay Reflections
CMST&230 Final Essay Reflections
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeFirst Category
12 pts
Outstanding
Student thoroughly responds to all parts of the question, including citing evidence from the textbook.
9.5 pts
Good
Student responds to all parts of the question though there is room for more detail in one aspect of the answer.
7 pts
Fair
Parts of the question are answered, while other parts are not.
4.5 pts
Developing
There are issues with the response, either with the citations or question reflections/analysis.
2 pts
Under Developed
The answer lacks focus and direction. Does not address the question and/or lacks citations.
0 pts
Response Missing
12 pts
This criterion is linked to a Learning OutcomeSecond Category
12 pts
Outstanding
Student thoroughly responds to all parts of the question, including citing evidence from the textbook.
9.5 pts
Good
Student responds to all parts of the question though there is room for more detail in one aspect of the answer.
7 pts
Fair
Parts of the question are answered, while other parts are not.
4.5 pts
Developing
There are issues with the response, either with the citations or question reflections/analysis.
2 pts
Under Developed
The answer lacks focus and direction. Does not address the question and/or lacks citations.
0 pts
Response Missing
12 pts
This criterion is linked to a Learning OutcomeThird Category
12 pts
Outstanding
Student thoroughly responds to all parts of the question, including citing evidence from the textbook.
9.5 pts
Good
Student responds to all parts of the question though there is room for more detail in one aspect of the answer.
7 pts
Fair
Parts of the question are answered, while other parts are not.
4.5 pts
Developing
There are issues with the response, either with the citations or question reflections/analysis.
2 pts
Under Developed
The answer lacks focus and direction. Does not address the question and/or lacks citations.
0 pts
Response Missing
12 pts
This criterion is linked to a Learning OutcomeFourth Category
12 pts
Outstanding
Student thoroughly responds to all parts of the question, including citing evidence from the textbook.
9.5 pts
Good
Student responds to all parts of the question though there is room for more detail in one aspect of the answer.
7 pts
Fair
Parts of the question are answered, while other parts are not.
4.5 pts
Developing
There are issues with the response, either with the citations or question reflections/analysis.
2 pts
Under Developed
The answer lacks focus and direction. Does not address the question and/or lacks citations.
0 pts
Response Missing
12 pts
This criterion is linked to a Learning OutcomeFifth Category
12 pts
Outstanding
Student thoroughly responds to all parts of the question, including citing evidence from the textbook.
9.5 pts
Good
Student responds to all parts of the question though there is room for more detail in one aspect of the answer.
7 pts
Fair
Parts of the question are answered, while other parts are not.
4.5 pts
Developing
There are issues with the response, either with the citations or question reflections/analysis.
2 pts
Under Developed
The answer lacks focus and direction. Does not address the question and/or lacks citations.
0 pts
Response Missing
12 pts
This criterion is linked to a Learning OutcomeMLA Citations
10 pts
Outstanding
Student effectively incorporated in-text citations for all essay questions as outlined in the assignment directions and included a works cited page. The in-text citations and works cited page were in MLA format.
8 pts
Good
Student incorporated in-text citations for all essay questions as outlined in the assignment directions and included a works cited page. The student attempted to use MLA format for the in-text citations and work cited page. However, there were a few errors.
6 pts
Fair
Student incorporated in-text citations for all essay questions as outlined in the assignment directions and included a works cited page. The student attempted to use MLA format for the in-text citations and work cited page. However, there were significant errors.
4 pts
Developing
Student did not incorporate in-text citations for all essay questions and/or failed to include a works cited page. Further review of MLA format is needed.
2 pts
Under Developed
A few in-text citations were used to support essay responses. Works cited page not included. Further review of MLA format is needed.
0 pts
Response Missing
10 pts
This criterion is linked to a Learning OutcomeFormat
10 pts
Outstanding
All of the following requirements were achieved: typed assignment submitted in MICROSOFT WORD, paper double-spaced, 12 pt. font, 1 inch margins on all sides, indented the first line of each paragraph one half-inch from the left margin, inserted header with page numbers in the upper right-hand corner, upper left-hand corner of the first page, list your name, your instructor’s name, the course, and the date. Essay questions were also formatted correctly: each question should be distinguished with a header.
8 pts
Good
Student effectively met 8 of the 10 formatting requirements.
6 pts
Fair
Student effectively met 6 of the 10 formatting requirements.
4 pts
Developing
Student effectively met 4 of the 10 formatting requirements.
2 pts
Under Developed
Student effectively met 2 of the 10 formatting requirements.
0 pts
Response Missing
10 pts
Total Points: 80