Week 2 Paper Video Resources Below are some videos that offer additional information about each theme you can cover for the week 2 paper. The videos will give you useful material you can integrate into this paper. Verbal Communication – Language. There are two video options for this one. 1) Language and Thought: Boroditsky, B. (2017, November). How language shapes the way we think. TEDWomen. Retrieved July 14, 2019 from https://www.ted.com/talks/lera_boroditsky_how_language_shapes_the_way_we_think Description: This video explores the ways language shapes patterns of thinking, from assigning blame to categorizing color. Cognitive scientist Lera Borowotski explains that thought is likely impossible without language and it structures our sense of reality. As you watch, think about the links between language and values, traditions, and norms. 2) Linguistic prejudice: Lieberman, M. (2014, November 12). Sociolinguistics and dialects. The Ling Space. Retrieved August 20, 2019 from http://www.thelingspace.com/episode-11. Description: Linguist Moti Lieberman explains the idea of dialects and contends that all are equal, from a scientific position. However, through class, age, region, religion, or other factors, some can frame theirs as superior or “proper,” while others are not (a type of prejudice). This is true of African American Vernacular English specifically. As you watch, think about whether one should be strategic about how they speak in different contexts to achieve their goals. Nonverbal communication Riccardi, P. (2014, October 21). Cross cultural communication. TED X – Bergen. Retrieved July 14, 2019 from https://www.youtube.com/watch?v=YMyofREc5Jk Description: An Italian who lived in England and then moved to Norway discusses the many cultural differences he has witnessed. As you watch, focus on the ways he addresses nonverbal cues specifically. Perceptual Filters Tero Trainers. (2016, November 8). What is the difference between a high-context and low-context culture. youtube.com. Retrieved September 30, 2019 from https://www.youtube.com/watch?v=qKViQSnW-UA High/Low Context Cultures Interfacet Training. (2010, June 18). Cultural dimension: me or we. youtube.com. Retrieved September 30, 2019 from https://www.youtube.com/watch?v=CW7aWKXB5J4 Gender: There are four video options to learn more about communication and gender. 1) Gender and Credibility Chemaly, S. (2015, July 28). The credibility gap: How sexism shapes human knowledge. TEDx: Barcelona Women. Retrieved March 19, 2019 from https://www.youtube.com/watch?v=HJqtUUDhaxA Description: Professor Soraya Chemaly argues that sexism structures the world. As you watch, consider the ways implicit bias might be linked to biased language. Focus on the verbal and nonverbal elements and how culture structures both our ideas, knowledge, and our lives. Think about the idea of credibility specifically and how this is linked to the principles of effective communication ...

1. Week 2 Paper Video Resources
Below are some videos that offer additional information about
each theme you can cover for the week 2 paper. The videos will
give you useful material you can integrate into this paper.
Verbal Communication – Language. There are two video options
for this one.
1) Language and Thought:
Boroditsky, B. (2017, November). How language shapes the
way we think. TEDWomen. Retrieved July 14, 2019 from
https://www.ted.com/talks/lera_boroditsky_how_language_shap
es_the_way_we_think
Description: This video explores the ways language shapes
patterns of thinking, from assigning blame to categorizing
color. Cognitive scientist Lera Borowotski explains that
thought is likely impossible without language and it structures
our sense of reality. As you watch, think about the links
between language and values, traditions, and norms.
2) Linguistic prejudice:
Lieberman, M. (2014, November 12). Sociolinguistics and
dialects. The Ling Space. Retrieved August 20, 2019 from
http://www.thelingspace.com/episode-11.
Description: Linguist Moti Lieberman explains the idea of
dialects and contends that all are equal, from a scientific
position. However, through class, age, region, religion, or other
factors, some can frame theirs as superior or “proper,” while
others are not (a type of prejudice). This is true of African
American Vernacular English specifically. As you watch, think
about whether one should be strategic about how they speak in
different contexts to achieve their goals.
Nonverbal communication
Riccardi, P. (2014, October 21). Cross cultural
communication. TED X – Bergen. Retrieved July 14, 2019
from https://www.youtube.com/watch?v=YMyofREc5Jk

2. Description: An Italian who lived in England and then moved to
Norway discusses the many cultural differences he has
witnessed. As you watch, focus on the ways he addresses
nonverbal cues specifically.
Perceptual Filters
Tero Trainers. (2016, November 8). What is the difference
between a high-context and low-context culture. youtube.com.
Retrieved September 30, 2019 from
https://www.youtube.com/watch?v=qKViQSnW-UA
High/Low Context Cultures
Interfacet Training. (2010, June 18). Cultural dimension: me
or we. youtube.com. Retrieved September 30, 2019 from
https://www.youtube.com/watch?v=CW7aWKXB5J4
Gender: There are four video options to learn more about
communication and gender.
1) Gender and Credibility
Chemaly, S. (2015, July 28). The credibility gap: How sexism
shapes human knowledge. TEDx: Barcelona Women. Retrieved
March 19, 2019 from
https://www.youtube.com/watch?v=HJqtUUDhaxA
Description: Professor Soraya Chemaly argues that sexism
structures the world. As you watch, consider the ways implicit
bias might be linked to biased language. Focus on the verbal
and nonverbal elements and how culture structures both our
ideas, knowledge, and our lives. Think about the idea of
credibility specifically and how this is linked to the principles
of effective communication addressed in week 1. This leads to
different experiences for women or men.
2) Gender, communication, and the brain
Scott, S. (2014, July 31). Men, women and language – a story
of human speech. TED: UCL Women. Retrieved March 18,
2019 from https://www.youtube.com/watch?v=iteK4P0nDO8
Description: Neuroscientist Sophie Scott disputes many of the

3. claims others have made about how gender impacts patterns of
communication. After discussing the complex process for even
making language, Scott explains that we all use conversation as
a type of “social grooming” and that men and women do it
equally.
3) Gender and Different Styles
Nelson, A. (2014, April 30). A paradigm for understanding
how men and women communicate. youtube.com. Retrieved
August 21, 2019 from
https://www.youtube.com/watch?v=Ooc5pOrYP24
Description: Communication specialist Audrey Nelson
addresses discusses some basic differences between men and
women speaking patterns and how we should process these
different forms of communication. Specifically, she outlines
how women tend to be more indirect and men more direct, that
men are more goal-oriented and women more process—oriented,
men are more content-oriented and women are more feeling-
oriented, and men are more self-oriented and women more
other-oriented. Think of how these are connected to Bevan’s
points.
4) Learning gendered communication at a young age
Tannen, D. (2013, December 27). Gender-specific language
rituals. youtube.com. Retrieved July 14, 2019 from
https://www.youtube.com/watch?v=tUxnBZxsfoU
Description: Here, psychologist Deborah Tannen talks about
some of her ideas about how children learn patterns of
communication covered in Bevan. As you watch, think about
whether her key points still stand in the 21st century.
Race and Ethnicity:Like it or not, one of the primary ways we
classify ourselves and others is through race and ethnicity. If
you choose this option, you will address how race and ethnicity
influences our primary and secondary identity and how this in-
turn influences patterns of communication. There are two video
options you can choose from:
1) Racial Literacy:

4. Volchi, P. & Guo, W. (2017, November). What it takes to be
racially literate. TEDWomen. Retrieved July 14, 2019 from
https://www.ted.com/talks/priya_vulchi_and_winona_guo_what
_it_takes_to_be_racially_literate
Description: Here, two high school students, Priya Vulchi and
Winona Guo report on that race means and how we need to
develop what they call racial literacy. Two important things are
the value of effective interpersonal conversations and self-
control.
2) Focusing on similarity over difference:
Nimenya, S. (2016). We are not all that different: Race and
culture identity. Youtube.com. Retrieved August 26, 2019
from https://www.youtube.com/watch?v=8QuAok_Xiyg&t=338s
Description: Activist Seconde Nimenya addresses the idea of
“difference” specifically, and how it intersects with race and
ethnicity, especially in the United States. She chooses being
better over being “bitter.” This allowed her to try to create
bridges between cultures. Pay close attention to what she has to
say about the idea of “difference” and how the cultural training
we receive that focuses on difference can lead to stereotypes
and biases. She shares three strategies for how we can use to
celebrate difference as a value to achieve tolerance and peace.
Social class
On being tribes:
Alvarez, L. & Kolker, A. (2001, September 23). Episode One:
A nation of tribes. People like us. The Center for New
American Media, WETA, and Independent Television Series.
Retrieved July 14, 2019 from
https://www.youtube.com/watch?v=nU5MtVM_zFs
Description: In the United States, most people envision that we
are classless or that almost everyone is “middle class.” But
social class does exist and is not just based on income we make,
but also influences how we speak, how we move, where we live,
media use patterns, the products we purchase, and hobbies we

5. enjoy. Here we learn how social class subtly divides us into
“tribes” and unites us within those units as well. When you
watch, think about the role of both verbal and nonverbal cues in
this classification system and the ways people talk about others.
Avoiding Plagiarism
Plagiarism involves using other people’s words without giving
them proper credit. In this class, giving proper credit means
using full APA citations in the body of your paper or discussion
post and in your papers. If you use someone’s ideas, you must
include a citation – (Bevan, 2020). If you use someone’s
words, you must encase the words in quotation marks and leave
the citation. Remember, the reader assumes all your work is
your own words unless otherwise indicated by the use of
quotation marks. If you use four or more words from a source,
be sure to use quotation marks, or it could be deemed a form of
plagiarism. This can result in you receiving a zero on the
assignment and could even result in failing the class. Avoid
using websites such as coursehero, as they sell papers that have
been produced by other students and can result in you
plagiarizing other people’s work.
Identifying when plagiarism has occurred:
Here is a resource to help you identify when plagiarism has
occurred:
https://content.bridgepointeducation.com/curriculum/file/bb73e
42a-4d22-4c58-8799-
be0662251098/1/Is%20It%20Plagiarism%20Practice%20Activit
y.zip/story_html5.html
Paraphrase instead of relying on quotes:
When students are uncomfortable with their knowledge, they
often rely on quotes. However, quotes don’t really show that
your understanding of the content and often leads to instances
of plagiarism. Here is a resource to help you to paraphrase:

6. https://content.bridgepointeducation.com/curriculum/file/42cb0
066-f548-4e0d-800b-
cf15ac861eac/1/Paraphrasing%20Practice%20Activity.zip/story
_html5.html
Avoiding Plagiarism:
This resource offers some advice on how to avoid plagiarizing:
http://writingcenter.ashford.edu/steps-avoiding-plagiarism
Below are instructions for running your paper for an
“originality report.” Instructors use this same tool to check
your work for plagiarism. We advise that you do this to ensure
your work does not have any issues.
https://ashford.mediaspace.kaltura.com/media/Introduction+to+
Waypoint+and+Originality+Reports/0_ayaxxa8o
You will want to ensure that your paper is as close to a 0%
match as possible. If you have properly cited all of your
sources and used quotation marks properly, you will have a very
low score.
Hi everyone,
When we assess your discussion posts and papers, we are
looking for evidence that you can explain key terms, engage
with experts on the topic, and apply what you’ve learned to
some real-world situation. We describe each term and how to
accomplish each of these goals below.
Explaining:
In all discussion forums and papers, you will be required to
“explain” some concept, idea, or topic. To do a good job, you
want to go beyond simply copying and pasting a quote. If you
do that, you are demonstrating that you can identify the section
of Bevan that covers that content. But you are not offering your
own independent “explanation” of an idea. Here is an example
of someone “explaining” self-concept well:
Self-concept involves how we “conceptualize” ourselves at any
given time. Bevan (2020) says that our ideas of self are

7. influenced by four factors: how we compare ourselves to others,
the cultural norms we embrace, how we think others “see” us
(e.g. the “looking glass self”) and self-fulfilling prophecies.
Though it is something “inside” our minds (intrapersonal
communication), it is always influenced by our communicative
interactions with others and assumptions about the meanings of
those interactions. Therefore, interpersonal communication is
central to how we think of ourselves.
Here we see the concept of self-concept is explained by
pointing to the four factors that are central to the formation of
the idea of self and the explanation touches on how our ideas of
self are formed through our interpersonal and intrapersonal
communication.
Engaging:
When we “engage” with a reading or video, we demonstrate that
we are actively thinking through their ideas and trying to make
sense of their points and the significance of those themes. In
the last two sentences of the example above, you see the person
is really thinking through both the meaning of self-concept and
its significance. They are engaging with the content. Engaging
will almost always involve explaining someone’s else’s ideas
and then extending on those points and sharing examples to
illustrate both meaning and significance.
For the forums specifically, instructors will be looking at how
well you “engage” with the required reading and/or videos and
how you engage with your classmates in the forums. We will
assess you on whether you have mentioned something you have
learned in class, and need to see citations to confirm this.
Then, we will look to see how well you engage with students
about something they have said. This shows that you are trying
to meaningfully interact with the student and learn from each
other through the exchange.
Applying:
To “apply” what you’ve learned, it is important to share
something that illustrates that you understand what is being
discussed. So, above, by saying “Though it is something

8. “inside” our minds (intrapersonal communication), it is always
influenced by our communicative interactions with others and
assumptions about the meanings of those interactions,” the
person is starting to think through how this notion of self-
concept works in the world. Our daily ideas of ourselves are
influenced by the exchanges we have with others. To solidify
this, the person could add something such as “When a co-
worker tells me that they enjoyed my PowerPoint presentation,
this boosts my ability to say to myself ‘I am good at PowerPoint
presentations.” If I hear this enough, I stretch this out more
into the identity marker “I am good at my job” or “I am a good
worker.” Both of those start to get more fundamental claims
about ourselves, as they are broader and more permanent ideas
of self.
Okay. We hope this helps you gain a better understanding of
what we look for you when we are assessing your papers and
discussions.