WHY SCARCITY IS A CULTURAL CONCEPT? Scarcity is a Cultural Concept Introduction Culture is the paradigm of common beliefs, values, behaviors, artifacts and customs that people in a community use to deal with life situations and in interacting with others. It passed on from one generation to another through education. Scarcity is the lack of necessary and basic needs in people’s life. These wants and needs are limited in supply making people's life difficult. According to Anthropology, scarcity is mainly attributed to cultural reasons, this explains why some societies have more abundant resources while in others, the same resources are scarce. The difference is brought about by ways of doing things for example means of production, technology, beliefs, attitudes, lifestyles and values. Which vary among communities as discussed below (Goodbun, Till & Iossifova, 2012). Methods of production It entails ways in which people in a certain society produce goods to satisfy their own needs. These ways include tools, machines and appliances used. Societies that are culturally behind using traditional tools like wooden djembes, sticks, and holes to plough their farms. Tools used are slow, and inefficiencies make a production of abundant goods impossible hence causing scarcity. Countries that are developed use modern tools in farming, for example, mould board plough, bulldozers, threshing machines, tractors and other efficient tools which make work easier and fast. This ensures large amounts of goods are produced hence no scarcity (Goodbun, Till & Iossifova, 2012). Land tenure systems The land is a major factor in the production of goods and resources with alleviating poverty and scarcity in people’s life. It provides a ground for agriculture, source of minerals, oil, and water. Land tenure is a way in which people in different societies own and possesses the land. Different societies have different ways of owning land, for example, some can buy land and practice any activities on it while others land cannot be bought. However, it is owned by a family and passed from one generation to another. Land ownership methods constrain people on what to do in terms of production, limiting them economically hence scarcity. This applies to societies whose culture does not allow them to buy land as they please. (Tellegen, 2014). Gender beliefs Gender defines whether one is male or female. People are important factors in alleviating scarcity since they are sources of labor both mechanical and mental. Societies differ in labor roles hence affecting productivity. Female members of societies are not allowed to work in some cultures since they believe they are weak and non-productive. Such beliefs have minimized production in many sectors since in reality females are productive and performers like their male counterparts. Societies whose labor policy does not discriminate females are more endowed in terms of an abundance of their needs since more han.

1. WHY SCARCITY IS A CULTURAL CONCEPT?
Scarcity is a Cultural Concept
Introduction
Culture is the paradigm of common beliefs, values, behaviors,
artifacts and customs that people in a community use to deal
with life situations and in interacting with others. It passed on
from one generation to another through education. Scarcity is
the lack of necessary and basic needs in people’s life. These
wants and needs are limited in supply making people's life
difficult. According to Anthropology, scarcity is mainly

2. attributed to cultural reasons, this explains why some societies
have more abundant resources while in others, the same
resources are scarce. The difference is brought about by ways of
doing things for example means of production, technology,
beliefs, attitudes, lifestyles and values. Which vary among
communities as discussed below (Goodbun, Till & Iossifova,
2012).
Methods of production
It entails ways in which people in a certain society produce
goods to satisfy their own needs. These ways include tools,
machines and appliances used. Societies that are culturally
behind using traditional tools like wooden djembes, sticks, and
holes to plough their farms. Tools used are slow, and
inefficiencies make a production of abundant goods impossible
hence causing scarcity. Countries that are developed use modern
tools in farming, for example, mould board plough, bulldozers,
threshing machines, tractors and other efficient tools which
make work easier and fast. This ensures large amounts of goods
are produced hence no scarcity (Goodbun, Till & Iossifova,
2012).
Land tenure systems
The land is a major factor in the production of goods and
resources with alleviating poverty and scarcity in people’s life.
It provides a ground for agriculture, source of minerals, oil, and
water. Land tenure is a way in which people in different
societies own and possesses the land. Different societies have
different ways of owning land, for example, some can buy land
and practice any activities on it while others land cannot be
bought. However, it is owned by a family and passed from one
generation to another. Land ownership methods constrain people
on what to do in terms of production, limiting them
economically hence scarcity. This applies to societies whose
culture does not allow them to buy land as they please.
(Tellegen, 2014).
Gender beliefs
Gender defines whether one is male or female. People are

3. important factors in alleviating scarcity since they are sources
of labor both mechanical and mental. Societies differ in labor
roles hence affecting productivity. Female members of societies
are not allowed to work in some cultures since they believe they
are weak and non-productive. Such beliefs have minimized
production in many sectors since in reality females are
productive and performers like their male counterparts.
Societies whose labor policy does not discriminate females are
more endowed in terms of an abundance of their needs since
more hands equal more production. (In Bandelj & In Wherry,
2011).
Values
Values are vital beliefs and practices common in a society
which are applied in their daily lives. Different people have
values which are distinct. Sharing of resources and material
needs is one of the important values which affects scarcity.
Societies who uphold this trait help cope with scarcity by
distributing their resources to those less endowed. This practice
combats scarcity among members of society. Capitalism is a
value practiced in other societies where individuals accumulate
resources and wealth and do not care about the less privilege.
This concept renders some people poor while others enjoy
abundance. Scarcity is prevalent in such societies since every
“person is concerned about their welfare without considering
those in need. (Goodbun, Till & Iossifova, 2012)”.
Customs
These are practices and way of doing things which vary among
people in societies. They include inheritance patterns.
Inheritance is a major cultural concept which influences
scarcity. Societies have different ways in which wealth and
property of a deceased person are passed on. Some cultures
distribute wealth and property among the daughters and sons of
the deceased, while others, the deceased leaves behind a written
will leaving their belongings to people who are not necessarily
their family. The presence of inheritance affects scarcity in two
ways. Those who are awarded the wealth are left to resources to

4. satisfy their needs if properly and sustainably used, reducing
scarcity. Inheritance can contribute to scarcity by making the
trustees lazy since they adopt the erroneous attitude of not
working by believing they have inherited enough. As time goes
by, the inheritance gets depleted by continual use without
replacement which eventually leads to scarcity (In Bandelj & in
Wherry, 2011).
Property ownership
The property is owned differently in societies. It includes how a
property is acquired, who is entitled to own property and what
amount of property one can own. Property and scarcity are
interrelated since the “more one”, has “the less their”, wants. In
certain societies, a property is only owned by the male gender
and no female is allowed to own or acquire property. This
practice increases scarcity since only a few members of the
society can own property making the overall amount less.
Societies where both males and females can own property suffer
less scarcity since everyone has the right to acquire property
according to their needs. Societies which restrict levels of
property ownership also limit production potential of people
leading to scarcity. Regardless of the amount, every member of
the society should be allowed to own property provided it has
been acquired according to the set legal procedures. Property
ownership as a culture is a major determinant of scarcity
(Tellegen, 2014).

5. References
Goodbun, J., Till, J., & Iossifova, D. (2012). Scarcity:
Architecture in an age of depleting resources. London: John
Wiley & Sons.
In Bandelj, N., & In Wherry, F. F. (2011). The cultural wealth
of nations. Stanford, Calif: Stanford University Press.
Tellegen. (2014). Society & Its Environment. Hoboken: Taylor
and Francis.
Top of Form
245 Interpersonal Communication
Pop-Culture vs. Science Analysis
I. Assignment Overview
A. Students are responsible for turning in: one three-
page paper (70 points; described here,
and one preliminary sentence outline thereof (30
points; see Pop-Culture vs. Science:
The Sentence Outline in the Assignments folder.
B. There are many ways of “knowing” what to do or
think: personal experience, intuition,
religion, peer opinion, popular advice publications, or scientific
research. Of these ways of knowing, only science is predicated
on the assumptions that (1) what it thinks might be true (i.e.,
hypotheses) should be considered false until evidence supports
the beliefs, and (2) that everything we think we know today will
be corrected over time as we obtain more accurate knowledge

6. than what we currently believe (i.e., progressivism and
cumulative thinking). This is your chance to see how scientific
claims match, or don’t match, the kinds of claims made by
popular press sources of cultural advice. The purpose is to
recognize that there are multiple ways of seeking insight into
interpersonal communication and relationships, and that science
approaches such insights in a different way than popular
culture, even if these approaches sometimes come to similar
conclusions.
C. This “Pop-Culture vs. Science Analysis” paper is a 3-
page, double-spaced, critical
assessment of interpersonal communication recommendations in
popular articles intended for the lay audience. Many people read
popular press advice articles and books, for entertainment or
information. This assignment allows you to (a) identify such an
article, (b) identify a concise piece of advice, (c) formalize that
advice into a clear hypothesis or claim, (d) locate a minimum of
three scholarly research articles relevant to that advice, and (e)
analyze the extent to which that advice is well-founded by
scientific research. In the process, you will also be
demonstrating your ability to (f) make a compelling and
credible argument by linking warrant(s) and research (i.e.,
“data”) to the proposed claim, and (g) place all of this in a
standard written format and style (i.e., American Psychological
Association, APA, 6th ed.).
II. Procedural Matters
A. There will be NO MAKEUPS and NO EXTENSIONS
for either the outline or the paper regardless of the
nature/severity of the situation in which you find yourself. (See
the Course Calendar for due dates). Each of the
written assignments is due by class time on the date
given on the syllabus. Papers submitted at 1-minute past due
date time will be considered late, and lowered 10%
(a grade level) for each subsequent 24-hour period it is
late. This includes holidays, Saturdays, and Sundays. Thus, if a

7. paper is due on Thursday and it is submitted on
the following Monday, it is four days late and thus can
achieve a maximum of only 60% of the points
available.
B. All papers will be submitted electronically via
turnitin.com. Turnitin.com is a web-based
program that allows students to submit their papers as .doc
or .docx (Microsoft Word), .rtf (rich-text), or .pdf
(Portable Document Format) files. The process for uploading
documents to turnitin is identical to attaching a file to
an email. All written assignments
will be graded through the Grademark interface
embedded within turnitin.com.
1. Another one of the features available through
turnitin.com is plagiarism detection. ALL
WRITTEN WORK SUBMITTED IN COMM 245 WILL BE
CHECKED FOR PLAGIARISM. All students
are expected to review the Academic Dishonesty Policy
of the School of Communication (on the Course
Syllabus, in the Assignments folder, and
posted on the School of Communication website) and all
students are held responsible for complying
with this policy. Please note that ignorance of plagiarism
policies is not a defense against commission. If
one of your written assignments contains
material that has been plagiarized, a grade of zero on the
assignment is
guaranteed.
2. As a protection from plagiarism, students will be able
to turn in their assignments
before the due date, and with 24 hours can return to see how
Grademark’s plagiarism detector reports the “similarity” of the
submission. Turnitin compares your submitted paper to millions
of other submitted papers, as well as published research
accessible through the internet and academic search engines. It
then computes a similarity between your paper and other

8. searchable papers and publications. There is no absolutely safe
percentage of similarity—if your paper only has 10% similarity,
but all 10% is in a full sentence that should have quotation
marks around it, or that is misattributed, then this 10% is still a
serious case of plagiarism. Be sure to allow
enough time for this feedback and any necessary revisions.
C. To access grades and written comments on assignments,
students will need to return to the link where they submitted
their work and click on the "Grademark" link. Be aware that
any reevaluation of a paper opens the entire process of
assessment—grades can
increase or decrease as a result.
D. It is your responsibility to account for potential
complications with Internet connections and/or the
software required to submit your work. The turnitin.com
submission process can take as long as five minutes
to complete and sometimes it becomes clogged at
popular due date times.
III. Substantive Concerns
A. This Pop-Culture vs. Science Analysis assignment is limited
to a maximum of three
pages of text.
1. If you go over this limit, the fourth page will not be
read and thus you will lose points
for not having that content.
2. The cover page and the reference list, which are
REQUIRED, do not count toward
the page total).
B. The paper consists of THREE sections (aside from the
introduction and conclusion,
which should be one paragraph each).
1. Pop Summary:In the first section, you should summarize and
synthesize the advice in the article you have selected. This
portion of the paper should be relatively short -- please DO
NOT spend a significant amount of your paper recapping the

9. article you have selected. In the summary and synthesis part,
the summary must include clear information related to the
popular press advice column. This section should identify only
the key points the student wants to critically analyze, and avoid
excessive detail, quotations, or attempts to recount the entire
article. In short, the summary of the popular press article should
be clear, focused, and succinct. (Approximately one
paragraph).
2. Scholarly Summary: In the second section, you should
summarize and synthesize at least three scholarly journal
articles that investigate the issue(s) in question. Every one of
these articles must be from peer-reviewed scholarly journals
(see “Scholarly vs. Popular Articles” and “Popular vs Trade vs
Scholarly Sources” on Blackboard). The work you include in
this section must extend BEYOND the abstract of the article --
you are only required to report the findings of two studies, so
the expectation is that you will read and summarize the results
in one to two detailed paragraphs. In the summarizing and
synthesizing the peer-reviewed research article from a scholarly
journal, information should provide just as much detail as is
needed for the reader to understand what was done, why, what
was found, and what it means in regard to the popular advice
article. (Approximately four paragraphs.)
3. Evaluation: In the final section, you should evaluate the
quality and truthfulness of the advice you derived from the
popular-press advice column you selected and summarized in
Section 1 by comparing and contrasting it to the results of the
empirical (peer-reviewed, scholarly journal article) studies you
summarized in Section 2. Please note that your evaluation will
not be comprehensive given that you are evaluating only two
studies out of hundreds or thousands that have been written on
the topic. You should also note that your evaluation MUST be
based on the results and implications from the study
summarized in Section 2 of your paper -- although your
personal thoughts on relationships are often a valuable source of

10. information that can guide your own relationship experiences,
these types of personal reflections and commentaries are NOT
appropriate for this assignment. Particular findings from the
research results of the scholarly articles must be used as the
“data” supporting a clearly articulated warrant (reason) or set of
warrants that result in a clearly articulated conclusion or claim
indicating whether or not the popular advice column provided
reasonable advice, and if not, what was wrong with it or how it
should be changed on the basis of the scholarly research. Make
clear judgments—was the advice legitimate or not, and why.
(Approximately 2-3 paragraphs.)
IV. Examples of Pop-Culture Advice Articles
A. Marriage
1. Cosmo Why Do People Get Married?
http://www.cosmopolitan.com/sex-love/relationship-
advice/why-do-people-get-married#slide-1
2. Men’s Health The Benefits of Being Married
http://www.menshealth.com/mhlists/benefits_of_marriage_and_
commitment/index.php
3. Redbook Negotiating For a Happy Marriage
http://www.redbookmag.com/love-sex/advice/marriage-contract
B. Flirting
1. Cosmo How to Tell He’s Into You (first meeting)
http://www.cosmopolitan.com/sex-love/body-
language/#/category1
2. Telegraph of London: How to Tell if Someone Likes You
http://www.telegraph.co.uk/women/sex/relationship-advice-and-
romance/7472931/Body-language-how-to-tell-if-someone-likes-
you.html
3. Rebook Rekindling an Existing Relationship
http://www.redbookmag.com/love-sex/advice/fall-in-love-with-
your-husband-again
C. Conversations

11. 1. Cosmo Things You Should Never Discuss With Your Guy
http://www.cosmopolitan.com/sex-love/relationship-
advice/how-to-talk-to-a-guy
2. Men’s Health How to Survive Relationship Conversations
http://www.menshealth.com/mhlists/handling_relationship_conv
ersations/index.php
3. Good House How to Reconnect with Your Partner
(Understanding Communication Differences)
http://www.goodhousekeeping.com/family/marriage-sex/how-to-
connect-with-your-spouse#slide-1
D. Conflict:
1. Men’s Health How to Fight with a Woman
http://www.menshealth.com/mhlists/fighting_strategies/index.p
hp
2. Cosmo How to Fight Fair
http://www.cosmopolitan.com/sex-love/relationship-
advice/how-to-fight#slide-1
3. Good Housekeeping How to Stop Common Fights
http://www.goodhousekeeping.com/family/marriage-sex/how-to-
stop-arguing
V. Helpful Hints
A. For selecting a topic, you might consider an issue
particularly relevant to your own
interpersonal relationships.
B. Try this for a search engine.
1. Go to SDSU library website
2. Click "Databases A-Z”
3. Click "P-R"
4. Click "PsycINFO"
5. Click "Choose Databases"
6. Click "Communication and Mass Communication Complete"
and then "OK"
7. Enter any search term(s) you choose into the search box(es)
[e.g., marriage benefit], then click "SEARCH"

12. 8. On left, click "scholarly (peer reviewed) journals, then
"UPDATE"
C. For more information about research on the Internet,
plagiarism and writing skills, the documents below are in the
Assignments folder on Blackboard.
1. A Generic Guide for APA Style
2. Academic Dishonesty Policy (Jan 2013)
3. Citing Films and Lectures
4. Common Errors in Undergraduate Writing
5. Evaluating Internet Research Sources (Harris)
6. Evaluating Internet Resources (Georgetown)
7. Helping Students Write
8. Most Common Types of Plagiarism
9. Popular vs. Trade vs. Scholarly Sources
10. Scholarly vs. Popular Articles
VI. General Standards of Evaluation
A. Normally, an “average” (C) paper should meet the following
standards:
1. Be complete; does everything that is expected.
2. Conform reasonably to the page limit and other format
requirements (APA).
3. Exhibit sound paragraphing: a topic sentence with adequate
support.
4. Provide examples and support where required.
5. Use course concepts appropriately.
6. Be reasonably free from grammatical, spelling, and
punctuation errors.
7. Submitted on time.
B. The “better than average” (B) paper should meet the
preceding criteria and also:
1. Reflect a greater depth of research and thought.
2. Defines communication terms and explains principles.
3. Communication examples are specific, complete, support
reasoning, varied.
4. Relationship between communicative behavior and causes or

13. effects clear.
5. Recommendations justified by theory; clear, non-trivial,
feasible.
C. The “superior” paper (A) not only meets the foregoing
standards but also:
1. Demonstrates understanding of unusually difficult concepts.
2. Integrates concepts and themes as appropriate.
3. Makes an original contribution with creativity and depth of
thought.
4. Uses direct quotations and paraphrases as necessary.
5. Contains elements of vividness and special interest in its
style.
D. A “below average” (D) paper often has the following errors:
1. Assignment incomplete.
2. Little research.
3. Course terms and concepts not utilized or misunderstood.
4. Lack of examples or support for opinions.
5. Quotations and paraphrases not cited.
6. Stylistic errors interfere with message.
7. Obviously done in haste.
E. The “failing” (F) paper:
1. Reflects several of the problems associated with a D paper.
2. Or it uses fabricated supporting material.
3. Or it distorts course principles.
4. And/or is plagiarized.
VI. Specific Standards of Evaluation
A. The rubric below summarizes the criteria for
evaluation of course analysis papers. The rubric
presents six criteria, each measured on a 5-point scale,
providing a general sense of the quality of the paper
in terms of the written descriptions of the levels of
achievement. For a full-size copy of the rubric, see
the Assignments folder.

14. B. The rubric is not a precise measurement tool. For
instance, the A range is 90-100%. A paper might
receive a 5, but that does not mean it is perfect on that
criterion. Few are! Similarly, the “C” range includes
a “C-“ as well as a “C+.” Therefore simply
computing the numbers does not necessarily provide a fair
grade. It is not a formula but
simply a feedback device.
C. Nor does the rubric account for plagiarism, late papers,
and other issues. Recall that evidence of plagiarism
counts against all of these evaluative standards and thereby
jeopardizes all credit. Refer to the policies on
academic dishonesty in this syllabus.
VII. General Advice
A. Do NOT leave the assignments until the last minute. Good
ideas emerge over time. Too often students say, when
completing a paper at the last minute, “Now I see what I could
have done if I’d only started earlier.” Also, most cases of
plagiarism are not willful, but result from carelessness that is
often compounded by rushing to finish an
assignment at the last minute.
B. Allow time for editing. A first draft is not a final draft.
C. Allow for technical problems. Difficulties with your
computer or the turnitin.com process are not valid reasons for
late papers; nor are stolen computers or misplaced thumb
drives. Back up your work continuously in case your computer
crashes, your laptop is
stolen, or your professor loses your manuscript (!).
D. Protect your work from others especially if you are sharing
computers.
“Reading and writing, like everything else, improve with
practice. And, of course, if there are no young readers and
writers, there will shortly be no older ones. Literacy will be
dead, and democracy - which many believe goes hand in hand

15. with it - will be dead as well.” --Margaret Atwood
Read more at
http://www.brainyquote.com/quotes/quotes/m/margaretat457948
.html#mQdwyWzIgwhmi9eg.99
POP CULTURE VS. SCIENCE ANALYSIS RUBRIC
Levels of Achievement
Criteria
1: 50-59% (F)
2: 60-69% (D)
3: 70-79% (C)
4: 80-89% (B)
5: 90-100% (A)
TOPICALITY: Content demonstrates relevance to the
interpersonal focus of the assignment. Ideas are significant,
non-trivial; show depth.
Weight 10.00%
There is no discernible direct or indirect link to the fulfillment
of the specified assignment.
There is a minor or indirect discernible link to the fulfillment of
the specified assignment.
There is a partial direct discernible link to the fulfillment of the
specified assignment.
There is a substantial direct discernible link to the fulfillment of
the specified assignment.

16. The entire project displays a direct discernible link to the
fulfillment of the specified assignment.
CLAIMS/ ARGUMENT CONTENT: Demonstrates ability to
articulate comprehensive arguments that include relevant and
appropriate claims, warrants, and evidence. Weight 30.00%
Key claims of source(s) not clearly articulated or delineated.
Specific reference to passages in the book(s) is not consistently
provided, or not provided in sufficient detail or accuracy to test
the claims.
Moderate level of incomplete, vague, or poorly evidenced
arguments or claims.
Some key claims of the source(s) articulated or delineated, but
there are some inconsistencies in the detail, gravity, or
evidential basis provided in explicating the claims.
Moderately high level of consistent, coherent, and consistent
development of comprehensively formulated arguments in
support of primary claims.
Consistent, coherent, and consistent development of
comprehensively formulated arguments in support of primary
claims.
RESEARCH/DATA CONTENT: Demonstrates ability to locate
and appropriately cite recent, relevant, and reasonable scholarly
research (books, peer-reviewed journals, current events,
reputable internet sources). Does not use textbook.
Weight 30.00%
No directly or peripherally related external sources brought to
bear on the validity of the selected claims, &/or those sources
applied are distantly relevant to source claims; &/or sources
lack recency, relevance, or scholarly imprimatur.
Moderately low number and quality of location, citation, and
listing of recent, relevant, and reasonable scholarly sources for
each selected proposition, argument, or claim.
Studies relevant to some selected propositions, arguments, or
claims are lacking, &/or some sources applied are distantly
relevant to source claims; &/or sources lack recency, relevance,
or scholarly imprimatur.

17. Moderately high level of development of sound, articulated, and
evidential warrants for each selected proposition, argument, or
claim, with high status and appropriate sources.
Each selected proposition, argument, or claim is warranted and
evidenced by sources high in scholarly credibility (i.e.,
relevance, recency, peer review, etc.).
WRITING/
ORGANIZATION: Demonstrates proficiency in organizing
ideas, paragraphing, introductions, conclusions, and transitions.
Weight 10.00%
Extensive errors in organizing ideas, paragraphing,
introductions, conclusions, and transitions.
Numerous errors in organizing ideas, paragraphing,
introductions, conclusions, and transitions.
Multiple errors in organizing ideas, paragraphing, introductions,
conclusions, and transitions.
Few errors in organizing ideas, paragraphing, introductions,
conclusions, and transitions.
No errors in organizing ideas, paragraphing, introductions,
conclusions, and transitions.
WRITING/APA: Demonstrates proficiency in APA style
guidelines (e.g., paraphrasing citations and quotations;
references page).
Weight 10.00%
Extensive errors in APA style.
Numerous errors in APA style.
Multiple errors in APA style.
Few errors in APA style.
No errors in APA style.

18. WRITING/STYLE: Demonstrates proficiency in sentence
construction, grammar, spelling, punctuation & academic voice.
Weight 10.00%
Extensive typos or errors in sentence construction, grammar,
spelling, punctuation & academic voice.
Numerous typos or errors in sentence construction, grammar,
spelling, punctuation & academic voice.
Multiple typos or errors in sentence construction, grammar,
spelling, punctuation & academic voice.
Few typos or errors in sentence construction, grammar, spelling,
punctuation & academic voice.
No typos or errors in sentence construction, grammar, spelling,
punctuation & academic voice.
Pop-Culture vs. Science Analysis: The Full-Sentence Outline
I.Well-organized papers begin with outlines for two reasons.
A. First, outlines make sure the writer is thinking
logically.
B. Second, the outline makes your ideas clear to the reader; the
reader should be able to recreate the outline from your text
(just as you might outline a book chapter).
II. Outlines must conform to standard principles of
organization.
A. Separation: Main points (and their sub-points) should be
distinct and not overlap.
B. Symmetry [balance]: Main points should have roughly the
same amount of information. If they don’t, you may need to (1)
drop a point, (2) expand a point, or (3) reorganize the

19. information.
C. Arrangement: A long list of points indicates a lack of
abstraction; look for larger categories. Similarly, you cannot
have just one subordinate point; that is, every “A” needs a “B,”
every “1” needs a “2”, and so forth.
D. Subordination: Sub points should be (1) directly relevant to
the main point and
(2) be of a lower level of abstraction.
III. This outline should have the following content.
A. Cover page (see example)
B. Thesis statement, which stands by itself and does not
have a roman numeral.
C. Major points, and all (or most) of the sub-points
under the major points written in complete
sentences.
D. Under the sub-points there may be additional sub-sub-
points (also in complete sentences), which
would be the evidence that supports lines of reasoning:
definitions, examples, quotations, paraphrases,
explanations, and so forth. Do not just list
topics or ideas; they tell the reader nothing.
E. You must provide a references page in proper APA
format. It is not expected that your research
would be complete; this is just evidence investigation has
begun. More can be added for the final paper.
F. You do not have to provide the introduction,
transitions, or conclusion in this outline.
IV. This outline should have the following style.
A. Although there are several formats, use roman
numerals. Do not use bullet points!
B. Double-space with one-inch margins.
C. Use page numbers.
C. Use APA style for quotations, paraphrases, and the
references page.
V. Criteria for evaluation: See the Sentence Outline Rubric
below. For a full-size copy, see the Assignments folder.

20. VI. There are many resources for outlining on the internet that
include basic principles and examples. Among them are:
A. Purdue OWL: Developing an Outline
https://owl.english.purdue.edu/owl/resource/544/03/
B. Harvard University: Outlining
http://writingcenter.fas.harvard.edu/pages/outlining
C. Walden University: Outlining a Paper
http://writingcenter.waldenu.edu/318.htm
“Lack of confidence, sometimes alternating with
unrealistic dreams of heroic success, often leads to
procrastination, and many studies suggest that procrastinators
are self-handicappers: rather than risk failure, they prefer to
create conditions that make success impossible, a reflex that of
course creates a vicious cycle.”
― James Surowiecki
Sample Sentence Outline
This is an example from a group interaction class,
designed for analyzing a film. Thus it is not a template for this
assignment! However, this outline does illustrate deductive
reasoning, sentence structure and major principles of outlining
(separation, symmetry, arrangement, subordination). Note that
communication principles and sub-principles are really topic
sentences for paragraphs.
Leadership on the Front Lines: Style is Everything
Thesis: The effectiveness of various leadership styles varies
with the situation, as observed in
the management practices manifested in the
television program M*A*S*H.

21. I. Communication Principle: Laissez-faire leadership [give
definition with source] works when
the outcome isn’t crucial to group effectiveness. [Source]
A. Sub-Principle: Laissez-faire leadership is effective for
social occasions. [Source]
1. Example 1: The staff planned a birthday party without Col.
Blake's knowledge.
a. Dialogue or paraphrases from script
b. Impact on events [The party was great.]
2. Example 2: Col Potter assigned Hawkeye and B.J. to be
morale officers.
a. Dialogue or paraphrases from script
b. Impact on events [Morale went up].
B. Sub-Principle: Laissez-faire leadership is ineffective for
managing personnel matters. [Source]
1. Example 1: Col. Blake ignored Major Hoolihan's
complaints about Hawkeye and Trapper John.
a. Dialogue or paraphrases from script
b. Impact on events [Major Hoolihan applied for a
transfer.]
2. Example 2: Col Potter listened to Hawkeye's and B.J.'s
complaints about Major Burns.
a. Dialogue or paraphrases from script
b. Impact on events [Major Burns let up on them.]
II. Communication Principle: Authoritarian leadership [give
definition with source] has a
powerful effect on group dynamics. [Source]
A. Sub-principle: Authoritarian leadership is effective and
necessary in crises. [Source]
1. Example 1: When pain medication was not available, Col.
Potter ordered the use of placebos.
a. Dialogue or paraphrases from script
b. Impact on events [The patients fell asleep.]
2. Example 2: When the camp was being attacked by a sniper,
Col. Blake ordered everyone to stay put.
a. Dialogue or paraphrases from script

22. b. Impact on events [No one was hurt.]
B. Sub-principle: Authoritarian leadership can lower
morale. [Source]
1. Example 1: Major Burns ordered the camp to move across
the road "just for practice."
a. Dialogue or paraphrases from script
b. Impact on events [The staff rebelled and
became insubordinate.]
2. Example 2: Major Hoolihan would not let a nurse have leave
to see her husband.
a. Dialogue or paraphrases from script
b. Impact on events [The nursing staff helped her sneak out,
undermining the major's authority.]
III. Communication Principle: Democratic leadership [give
definition with source] is effective for managing well-trained
personnel. [Source]
A. Sub-principle: Democratic leadership is effective for
problem-solving. [Source]
1. Example 1: When a soldier's temperature would not go
down, Colonel Potter asked the staff for suggestions.
a. Dialogue or paraphrases from script
b. Impact on events [The temperature went down.]
2. Example 2: When an unexploded missile landed in the
compound, Col. Blake called experts from various forces.
a. Dialogue or paraphrases from script
b. Impact on events [Finally he found someone who could
defuse the missile.]
B. Sub-principle: Democratic leadership is ineffective in
emergencies. [Source]
And so forth...
IV. Recommendations: Therefore, M*A*S*H leaders should
expand their repertoire of leadership styles.
A. First, Col. Blake should become less laissez-faire.
1. Example: If he had said,".........," then

23. 2. Effect: Major Hoolihan might not have quit.
B. Second, Major Hoolihan should be more democratic at
times.
1. Example: If she had let the nurses set their own schedule,
then
2. Effect: The nurse could have seen her husband without
sneaking out, and staff would have appreciated Major
Hoolihan's compassion.
And so forth....
Page 2 of 12
Interpersonal Communication
Name:___________________________
Page 1 of 1
POP CULTURE VS. SCIENCE ANALYSIS RUBRIC
Levels of Achievement

24. Criteria 1: 50-59% (F) 2: 60-69% (D) 3: 70-79% (C) 4: 80-89%
(B) 5: 90-100% (A)
TOPICALITY: Content
demonstrates relevance to
the interpersonal focus of
the assignment. Ideas are
significant, non-trivial;
show depth.
Weight 10.00%
There is no discernible
direct or indirect link to
the fulfillment of the
specified assignment.
There is a minor
or indirect
discernible link to
the fulfillment of
the specified
assignment.
There is a partial
direct discernible
link to the fulfillment
of the specified
assignment.
There is a
substantial direct
discernible link to
the fulfillment of the
specified

25. assignment.
The entire project
displays a direct
discernible link to
the fulfillment of the
specified
assignment.
CLAIMS/ ARGUMENT
CONTENT: Demonstrates
ability to articulate
comprehensive
arguments that include
relevant and appropriate
claims, warrants, and
evidence. Weight 30.00%
Key claims of source(s)
not clearly articulated or
delineated. Specific
reference to passages
in the book(s) is not
consistently provided,
or not provided in
sufficient detail or
accuracy to test the
claims.
Moderate level of
incomplete,
vague, or poorly
evidenced
arguments or
claims.

26. Some key claims of
the source(s)
articulated or
delineated, but there
are some
inconsistencies in
the detail, gravity, or
evidential basis
provided in
explicating the
claims.
Moderately high
level of consistent,
coherent, and
consistent
development of
comprehensively
formulated
arguments in
support of primary
claims.
Consistent,
coherent, and
consistent
development of
comprehensively
formulated
arguments in
support of primary
claims.
RESEARCH/DATA
CONTENT: Demonstrates
ability to locate and

27. appropriately cite recent,
relevant, and reasonable
scholarly research
(books, peer-reviewed
journals, current events,
reputable internet
sources). Does not use
textbook.
Weight 30.00%
No directly or
peripherally related
external sources
brought to bear on the
validity of the selected
claims, &/or those
sources applied are
distantly relevant to
source claims; &/or
sources lack recency,
relevance, or scholarly
imprimatur.
Moderately low
number and
quality of location,
citation, and
listing of recent,
relevant, and
reasonable
scholarly sources
for each selected
proposition,
argument, or
claim.

28. Studies relevant to
some selected
propositions,
arguments, or
claims are lacking,
&/or some sources
applied are distantly
relevant to source
claims; &/or sources
lack recency,
relevance, or
scholarly
imprimatur.
Moderately high
level of development
of sound,
articulated, and
evidential warrants
for each selected
proposition,
argument, or claim,
with high status and
appropriate sources.
Each selected
proposition,
argument, or claim
is warranted and
evidenced by
sources high in
scholarly credibility
(i.e., relevance,

29. recency, peer
review, etc.).
WRITING/
ORGANIZATION:
Demonstrates proficiency
in organizing ideas,
paragraphing,
introductions,
conclusions, and
transitions.
Weight 10.00%
Extensive errors in
organizing ideas,
paragraphing,
introductions,
conclusions, and
transitions.
Numerous errors
in organizing
ideas,
paragraphing,
introductions,
conclusions, and
transitions.
Multiple errors in
organizing ideas,
paragraphing,
introductions,
conclusions, and

30. transitions.
Few errors in
organizing ideas,
paragraphing,
introductions,
conclusions, and
transitions.
No errors in
organizing ideas,
paragraphing,
introductions,
conclusions, and
transitions.
WRITING/APA:
Demonstrates proficiency
in APA style guidelines
(e.g., paraphrasing
citations and quotations;
references page).
Weight 10.00%
Extensive errors in APA
style.
Numerous errors
in APA style.
Multiple errors in
APA style.

31. Few errors in APA
style.
No errors in APA
style.
WRITING/STYLE:
Demonstrates proficiency
in sentence construction,
grammar, spelling,
punctuation & academic
voice.
Weight 10.00%
Extensive typos or
errors in sentence
construction, grammar,
spelling, punctuation &
academic voice.
Numerous typos
or errors in
sentence
construction,
grammar,
spelling,
punctuation &
academic voice.
Multiple typos or
errors in sentence
construction,

32. grammar, spelling,
punctuation &
academic voice.
Few typos or errors
in sentence
construction,
grammar, spelling,
punctuation &
academic voice.
No typos or errors
in sentence
construction,
grammar, spelling,
punctuation &
academic voice.
Interpersonal Communication Name:
_____________________________
SENTENCE OUTLINE RUBRIC
Page 1 of 1
Levels of Achievement
Criteria 1: 50-59% (F) 2: 60-69% (D) 3: 70-79% (C) 4: 80-89%
(B) 5: 90-100% (A)

33. TOPICALITY: Content (1)
demonstrates relevance to the
Interpersonal focus of the
assignment. Ideas significant, show
depth, are non-trivial.
Weight 10.00%
There is no discernible
direct or indirect link to
the fulfillment of the
specified assignment.
There is a minor or
indirect discernible
link to the fulfillment
of the specified
assignment.
There is a partial direct
discernible link to the
fulfillment of the
specified assignment.
There is a direct
discernible link to the
fulfillment of the
specified assignment.
The entire project
displays a direct
discernible link to the
fulfillment of the
specified assignment.

34. THESIS STATEMENT: (2)
Demonstrates ability to construct
clear, specific single sentence that
defines scope and forecasts main
points
Weight 8.00%
Meets no criteria for a
high quality statement.
Meets few criteria for
a high quality
statement.
Meets some criteria for
a high quality
statement.
Meets most criteria
for a high quality
statement.
Meets all criteria for a
high quality
statement.
RESEARCH/DATA CONTENT: (3)
Demonstrates ability to locate and
appropriately cite recent, relevant,
and reasonable scholarly research
(books, peer-reviewed journals,
current events, reputable internet
sources). Does not use textbook.
Quantity appropriate for this point in
time only.
Weight 20.00%

35. Insufficient or
peripherally related
external sources
support propositions,
arguments, or claims,
&/or those sources
applied are distantly
relevant; &/or sources
lack recency, relevance,
or scholarly imprimatur.
Moderately low
number and quality of
location, citation, and
listing of recent,
relevant, and
reasonable scholarly
sources relevant to
each proposition,
argument, or claim.
At least 1 to 2 studies
relevant to each
proposition, argument,
or claim are provided,
&/or some sources are
high in scholarly
credibility (i.e.,
relevance, recency,
peer review, etc.).
Most major
propositions,
arguments, or claim
have sufficient

36. number of sources
high in scholarly
credibility (i.e.,
relevance, recency,
peer review, etc.).
Each major
proposition,
argument, or claim
has sufficient number
of sources high in
scholarly credibility
(i.e., relevance,
recency, peer review,
etc.).
OUTLINE SEPARATION: (4)
Demonstrates ability to organize
information such that main points
and subpoints are separate and
distinct
Weight 8.00%
No main points and
subpoints are separate
and distinct or
insufficient information
provided to tell.
Few main points and
subpoints are
separate and distinct.
Some main points and
subpoints are separate
and distinct.

37. Most main points and
subpoints are
separate and distinct.
All main points and
subpoints are
separate and distinct.
OUTLINE SUBORDINATION: (5)
Demonstrates ability to organize
information such that each major
point is directly related to the thesis
and that each subpoint relates
directly to the major point above
Weight 8.00%
Hardly any major points
are directly related to
the thesis and/or hardly
subpoints relate directly
to the major point
above.
Few major points are
directly related to the
thesis and all
subpoints relate
directly to the major
point above.
Some major points are
directly related to the
thesis and all
subpoints relate
directly to the major

38. point above.
All but one point are
directly related to the
thesis and all but one
subpoints relate
directly to the major
point above.
All major points are
directly related to the
thesis and all
subpoints relate
directly to the major
point above.
OUTLINE SYMMETRY (6)
(BALANCE):
Demonstrates ability to organize
information such that major points
and subpoints within them have
similar quantity
Weight 8.00%
No major and sub-points
are balanced.
Few major and sub-
points are balanced.
Some major and sub-
points are balanced.
Only 1 or 2 major and
sub-points are
unbalanced.

39. All major and sub-
points are balanced.
OUTLINE ARRANGEMENT: (7)
Demonstrates ability to organize
information such that content is
organized in a coherent way
Weight 8.00%
No pattern discerned or
just a list of ideas.
Poorly organized.
Arrangement needs
some major revisions.
Arrangement needs
few revisions.
Arrangement of ideas
coherent, clear,
logical.
SENTENCE CONSTRUCTION: (8)
Demonstrates proficiency in
sentence construction and
coherence (transitions,
sections/section heads)
Weight 10.00%
Extensive errors in
sentence construction
and coherence.
Numerous errors in

40. sentence construction
and coherence.
Multiple errors in
sentence construction
and coherence.
Only 1 or 2 errors in
sentence construction
and coherence.
No errors in sentence
construction and
coherence.
WRITING/APA: Demonstrates (9)
proficiency in APA style guidelines
(e.g., citations and quotations;
references page).
Weight 10.00%
Extensive errors in APA
style.
Numerous errors in
APA style.
Multiple errors in APA
style.
Only 1 or 2 errors in
APA style.
No errors in APA
style.

41. WRITING/STYLE: Demonstrates
proficiency in outlining notation,
grammar, spelling, punctuation &
academic voice.
Weight 10.00% (10)
Extensive typos,
grammatical,
punctuation, and
spelling errors or errors
in outlining notation.
Numerous typos,
grammatical,
punctuation and
spelling errors or
errors in outlining
notation.
Multiple typos,
grammatical,
punctuation and
spelling errors or errors
in outlining notation.
Only 1 or 2
grammatical,
punctuation, and
spelling errors or
errors in outlining
notation.
No typos,
grammatical,
punctuation, or
spelling errors follows

42. outlining notation.