Service Encounters Grading Rubric *Must be attached to your draft* Grading Rubric Points Possible Points Earned A. Describe where and when you conducted your observation 5 B. Describe 3--‐ 4 service encounters, following the format of the examples described. Include your notes on the conversations and described persons. 20 C. Present your analysis of your conversational data in which you will identify: i. Utterances (statements, questions, etc.) that invite an uptake 15 ii. Either the presence or absence of uptakes 10 D. Based on Bailey’s work, suggest some of the possible reasons for a person not to offer an uptake. 10 Total: 60 SERVICE ENCOUNTERS ASSIGNMENT REMEMBER TO ATTACH THE “GRADING RUBRIC” (A SEPARATE FILE UNDER “ASSIGNMENTS”) TO YOUR DRAFT. Check on the rubric each section completed. “Service Encounters” project is modeled on Bailey’s research presented in his paper, “Communication of Respect in Interethnic Service Encounters,” (in the “readings” folder, under “content” on BBLearn). Re-read Bailey’s paper before starting the project. The project is due in class on April 11th. Maximum credit available for the project is 60 points. To be graded, the papers need to be edited for clarity, grammar and typographic errors. Plan on consulting the Writing Center). Even best writing can be improved! The project involves following steps: (1) Conduct careful observation of “service encounter” type of interactions in a real world setting For your observation: Select a setting such as convenience store, cafeteria or Starbucks, open to the public. Select time when there is not much traffic so that people are not too rushed. Observe and describe in your notes four interactions (conversations) between the attendant and customer. Write down what people say as accurately as you can. In your paper, follow the format of the examples below. At least three of the conversations should involve either the customer or the service person introducing a topic not directly related to the business transaction at hand, such as in these hypothetical exchanges: EXAMPLE I 1. Attendant: Will that be it? 2. Customer: Yeah. I haven’t seen you for a while? 3. Attendant: Would you like any cash back? 4. Customer: Nope. 5. Attendant: Thanks for shopping at Walgreens EXAMPLE II 1. Attendant: Will that be it? 2. Customer: Yeah. I haven’t seen you for a while? 3. Attendant: I know, I went to see my boyfriend in Phoenix 4. Customer: That’s great. Good to have you back, though 5. Attendant: I’m glad to be back, too. Would you like any cash back? 6. Customer: Nope. 7. Attendant: Thanks for shopping at Walgreens (2) Take detailed notes of your observation. Like in Bailey’s research, your most important data will be your conversation data. Write down in as much detail as you can the exact words that people use in talking to each o.

1. Service Encounters Grading Rubric
*Must be attached to your draft*
Grading Rubric Points
Possible
Points
Earned
A. Describe where and when you conducted your observation 5
B. Describe 3--‐ 4 service encounters, following the format of
the examples
described. Include your notes on the conversations and
described persons.
20
C. Present your analysis of your conversational data in which
you will identify:
i. Utterances (statements, questions, etc.) that invite an uptake
15
ii. Either the presence or absence of uptakes 10
D. Based on Bailey’s work, suggest some of the possible
reasons for a person not

2. to offer an uptake.
10
Total: 60
SERVICE ENCOUNTERS ASSIGNMENT
REMEMBER TO ATTACH THE “GRADING RUBRIC” (A
SEPARATE FILE UNDER
“ASSIGNMENTS”) TO YOUR DRAFT. Check on the rubric
each section completed.
“Service Encounters” project is modeled on Bailey’s research
presented in his paper,
“Communication of Respect in Interethnic Service Encounters,”
(in the “readings” folder,
under “content” on BBLearn). Re-read Bailey’s paper before
starting the project.
The project is due in class on April 11th. Maximum credit
available for the project is 60
points.
To be graded, the papers need to be edited for clarity, grammar
and typographic errors.
Plan on consulting the Writing Center). Even best writing can
be improved!

3. The project involves following steps:
(1) Conduct careful observation of “service encounter” type of
interactions in a
real world setting
For your observation:
Select a setting such as convenience store, cafeteria or
Starbucks, open to the public.
Select time when there is not much traffic so that people are not
too rushed. Observe
and describe in your notes four interactions (conversations)
between the attendant and
customer. Write down what people say as accurately as you can.
In your paper, follow
the format of the examples below. At least three of the
conversations should involve
either the customer or the service person introducing a topic not
directly related to the
business transaction at hand, such as in these hypothetical
exchanges:
EXAMPLE I
1. Attendant: Will that be it?
2. Customer: Yeah. I haven’t seen you for a while?
3. Attendant: Would you like any cash back?
4. Customer: Nope.
5. Attendant: Thanks for shopping at Walgreens
EXAMPLE II
1. Attendant: Will that be it?
2. Customer: Yeah. I haven’t seen you for a while?

4. 3. Attendant: I know, I went to see my boyfriend in Phoenix
4. Customer: That’s great. Good to have you back, though
5. Attendant: I’m glad to be back, too. Would you like any cash
back?
6. Customer: Nope.
7. Attendant: Thanks for shopping at Walgreens
(2) Take detailed notes of your observation.
Like in Bailey’s research, your most important data will be your
conversation data.
Write down in as much detail as you can the exact words that
people use in talking to
each other. Also, describe people participating in the
conversation (age, gender,
anything else you notice)
(3) Conduct uptake analysis
Your analysis will address conversational uptakes on topics not
directly related to the
business transaction and introduced in the service encounter
interactions data f r o m
your research.
Uptake: a follow up on the topic introduced by another person.
An uptake is a
conversational tool that helps to create conversation as a
collaborative project. In doing
so, it mainly serves a phatic communicative function; that is,
the maintenance of social
relationship between people who participate in communicative

5. event.
To illustrate: in the EXAMPLE I above, the attendant did not
offer an uptake on the
customer’s inquiry, “I haven’t seen you for a while?” in line 2.
In contrast, in the
EXAMPLE II, the attendant did offer an uptake in line 3, by
saying “I know, I went to see
my boyfriend in Hawaii,” followed by the customer’s uptake,
“That’s great. Good to
have you back, though” (line 4) and further, by the attendant’s
next uptake, “I’m glad to
be back, too.”
In the analysis of your conversational data, identify statements
that invite an uptake
and assess whether an uptake has taken place.
(4) write a paper about 3 pages long (12-point font, double-
spaced) in which you will:
a) describe where and when you conducted your observation
b) describe three or four service encounters, following the
format of the
examples above. Include your notes on the conversations and
describe persons
who participated in the interaction (age, gender, appearance,
etc.)
c) present your analysis of your conversational data in which
you will identify:
(i) utterances (statements, questions, etc.) that invite an uptake
and
(ii) either a presence or an absence of uptake.
d) based on Bailey’s work, suggest some of the possible reasons

6. for a person not to
offer an uptake.
MSN Discussion Rubric
Criteria
Levels of Achievement
Outstanding Performance
Excellent Performance
Competent Performance
Room for Improvement
Poor Performance
Content-Main Posting
30 to 30 points
-Main posting addresses all criteria with 75% of post
exceptional depth and breadth supported by credible references.
27 to 29 points
-Main posting addresses all criteria with 75% of post
exceptional depth and breadth supported by credible references.
24 to 26 points
Main posting meets expectations. All criteria are addressed with
50% containing good breadth and depth.
21 to 23 points
Main posting addresses most of the criteria. One to two
criterion are not addressed or superficially addressed.
0 to 20 points
Main posting does not address all of criteria, superficially
addresses criteria. Two or more criteria are not addressed.
Course Requirements and Attendance
20 to 20 points
-Responds to two colleagues’ with posts that are reflective, are
justified with credible sources, and ask questions that extend
the Discussion.

7. 18 to 19 points
-Responds to two colleagues’ with posts that are reflective, are
justified with credible sources, and ask questions that extend
the Discussion.
16 to 17 points
Responds to a minimum of two colleagues’ posts, are reflective,
and ask questions that extend the Discussion. One post is
justified by a credible source.
14 to 15 points
Responds to less than two colleagues’ posts. Posts are on topic,
may have some depth, or questions. May extend the Discussion.
No credible sources are cited.
0 to 13 points
Responds to less than two colleagues’ posts. Posts may not be
on topic, lack depth, do not pose questions that extend the
Discussion.
Scholarly Writing Quality
30 to 30 points
-The main posting clearly addresses the Discussion criteria and
is written concisely. The main posting is cited with more than
two credible references that adhere to the correct format per the
APA Manual 6th Edition. No spelling or grammatical errors.
***The use of scholarly sources or real life experiences needs
to be included to deepen the Discussion and earn points in reply
to fellow students.

8. 27 to 29 points
-The main posting clearly addresses the Discussion criteria and
is written concisely. The main posting is cited with more than
two credible references that adhere to the correct format per the
APA Manual 6th Edition. No spelling or grammatical errors.
24 to 26 points
-The main posting clearly addresses the Discussion criteria and
is written concisely. The main posting is cited with a minimum
of two current credible references that adhere to the correct
format per the APA Manual 6th Edition. Contains one to two
spelling or grammatical errors.
21 to 23 points
-The main posting is not clearly addressing the Discussion
criteria and is not written concisely. The main posting is cited
with less than two credible references that may lack credibility
and/or do not adhere to the correct format per the APA Manual
6th Edition. Contains more than two spelling or grammatical
errors.
0 to 20 points
-The main posting is disorganized and has one reference that
may lack credibility and does not adhere to the correct format
per the APA Manual 6th Edition or has zero credible references.
Contains more than two spelling or grammatical errors.
Professional
Communication
Effectiveness
20 to 20 points
-Communication is professional and respectful to colleagues

9. and response to faculty questions are answered if posed. -
Provides clear, concise opinions and ideas effectively written in
Standard Edited English.
-Responses posted in the Discussion demonstrate effective
professional communication through deep reflective discussion
which leads to an exchange of ideas and focus on the weekly
Discussion topic.
18 to 19 points
-Communication is professional and respectful to colleagues.
-Provides clear, concise opinions and ideas effectively written
in Standard Edited English.
-Responses posted in the Discussion demonstrate effective
professional communication through deep reflective discussion
which leads to an exchange of ideas and focus on the weekly
Discussion topic.
-Responses are cited with at least one credible reference per
post and a probing question that extends the Discussion.
Adheres to the correct format per the APA Manual 6th Edition.
No spelling or grammatical errors.
16 to 17 points
-Communication is professional and respectful to colleagues. -
Provides clear, concise opinions and ideas effectively written in
Standard Edited English.
-Responses posted in the Discussion demonstrate effective
professional communication through deep reflective discussion
which leads to an exchange of ideas and focus on the weekly
Discussion topic.
-Responses are cited with at least one credible and/or contain
probing questions that extends the Discussion. Adheres to the
correct format per the APA Manual 6th Edition. May have one
to two spelling or grammatical errors.
14 to 15 points
-Communication is professional and respectful to colleagues.
-Provides opinions that may not be concise or ideas not
effectively written in Standard Edited English.

10. -Responses posted in the Discussion may lack effective
professional communication that does not extend the
Discussion, leads to an exchange of ideas and/or not focused on
the weekly Discussion topic.
-Responses are not cited and/or do not contain a probing
question. May not adhere to the correct format per the APA
Manual 6th Edition. May have more than two spelling or
grammatical errors.
0 to 13 points
-Communication may lack professional tone or be disrespectful
to colleagues.
-Provides opinions that may not be concise or ideas not
effectively written in Standard Edited English
-Responses posted in the Discussion lack effective professional
communication through discussion that does not extend the
Discussion, do not lead to an exchange of ideas and/or not
focused on the weekly Discussion topic.
-Responses are not cited and do not contain a probing question.
May not adhere to the correct format per the APA Manual 6th
Edition. May have multiple spelling or grammatical errors.
Timely Submission
0 to 0 points
All criteria met: Initial post submitted on time. Response to two
peer initial posts. Response on 3 separate days.
-5 to 0 points
5 points deducted for responding to less than two peers or 5
points deducted for responding less than three days.
-10 to -5 points
5 points deducted for responding to less than two peers and 5
points deducted for responding less than three days.
-10 to -10 points
10 points deducted for Initial post submitted late.
-20 to -15 points
Initial post submitted late and 5 points deducted for responding
to less than two peers and/ or 5 points deducted for responding
less than three days.

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