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/bb73e42a-4d22-4c58-8799-be0662251098/1/Is%20It%20Plagiarism%20Practice%20Activity.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: https://content.bridgepointeducation.com/curriculum/file/42cb0066-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-c ...

1. 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:
https://content.bridgepointeducation.com/curriculum/file/42cb0
066-f548-4e0d-800b-
cf15ac861eac/1/Paraphrasing%20Practice%20Activity.zip/story

2. _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
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

3. 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
“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-

4. 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.
Week 5 Communication Notebook Video Resources
The following video resources are designed to help you think
about the themes you will cover in this final assignment. Many
have been referred to previously, but all should help you in
making your points. We cover culture and nonverbal
communication, gender, class, and race/ethnicity. Then, we
address how we can connect to others and computer-mediated
communication.
Culture: There are seven videos on culture. Watch what you
think is interesting and/or important.
1) 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

5. nonverbal cues specifically. Bevan lists four broad categories
of nonverbal communication, including haptics, proxemics,
paralanguage, and kinesics. Here, you will explore the ways
culture trains us about what is “normal” in each of these areas.
2) Communication and Gender
Different styles/different cultures:
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 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.
3) Gender and language rituals:
Tannen, D. (2013, December 27). Gender-specific language
rituals. youtube.com. Retrieved July 14, 2019 from
https://www.youtube.com/watch?v=tUxnBZxsfoU
Description: Psychologist Deborah Tannen argues that we learn
gendered patterns of communication from a young age. In this
interview, Tannen talks about some of her ideas about how
children learn patterns of communication covered in Bevan.
While it an older video, it is still interesting. As you watch,
think about whether her key points still stand in the 21st

6. century.
4) Social class, dialects and stereotypes.
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
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 nonverbal cues in this
classification system and the ways people talk about others.
5) 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.
6) Racial Literacy

7. 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: Racial literacy – 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.
7) 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.
Relationship Formation/Maintenance - Connecting to Others:
1) Self-Disclosure and being gay
Bailey, M. (2014, November). The danger of hiding who you
are. Retrieved September 23, 2019 from
https://www.ted.com/talks/morgana_bailey_the_danger_of_hidi
ng_who_you_are?language=en
Description: Activist Morgan Bailey discusses the dangers of
hiding fundamental, personal information about oneself. As you
watch, think about how that personal information (her being a

8. lesbian) impacted her psychological and physical health. Why
was sharing this information with others so important both
individually and socially? When should we change ourselves to
fit in and when should we speak out?
2) Social support and life expectancy
Pinker, S. (2017, April). The secret to a longer life might be
your social life. Retrieved September 23, 2019 from
https://www.ted.com/talks/susan_pinker_the_secret_to_living_l
onger_may_be_your_social_life?language=en
Description: Why might social activity be linked to longer life?
In this talk, writer Susan Pinker investigates the role of social
connection in living a long life. This focus on personal
connection appears to be a key to both happiness and longevity.
How does our shift to electronic communication and social
isolation undermine personal connection?
3) Convey caring through conversation
Headlee, C. (2015, May 7). How to have a good conversation.
TEDx – Creative Coast.
https://www.youtube.com/watch?v=H6n3iNh4XLI
Description: Journalist Celeste Headlee offers advice about the
importance of genuinely listening and says that it is important
to acknowledge that communication involves both a speaker and
a hearer. We must learn to listen to understand, not just to
reply. In doing so, we convey we care and are consideration of
others.
4) Relationship Maintenance - The power of vulnerability
Brown, B. (2010). The power of vulnerability. TEDxHouston.
Retrieved July 14, 2019 from
https://www.ted.com/talks/brene_brown_on_vulnerability?referr

9. er=playlist-when_you_re_having_a_hard_time
Description: Storyteller-researcher Brene Brown explores the
idea of empathy and how it is fundamental to positive
relationships. Connecting to others is at the center of her
speech and we do this through both verbal and nonverbal
communication. The opposite of connection is shame. Watch
her speech to hear more about how to overcome shame, be
compassionate, and connect to others. Much of this involves
being vulnerable. Can vulnerability lead to healthier
relationships? Watch her speech to see if you agree.
5) Mindfulness
Shapiro, S. (2017, March 10). The power of mindfulness: What
you practice grows stronger. TEDXWashingtonSquare.
Retrieved July 14, 2019 from
https://www.youtube.com/watch?v=IeblJdB2-Vo
Description: While we often give lip service to mindfulness, in
this speech, mindfulness expert Shawna Shapiro explains the
benefits of what she calls “kind attention” and some steps to
achieving it. As you think about improving your own
communication, think about the ways that presence and
kindness, to both yourself and others, can be instrumental to
success in all areas of life.
Online cultures
Online bubbles and our narrowing reality
Pariser, E. (2011, May 2). Beware online “filter bubbles.”
TED. Retrieved July 14, 2019 from
https://www.youtube.com/watch?v=B8ofWFx525s.
Description: In this presentation, internet activist Eli Pariser
discusses some of the dangers of the online filter bubbles we all
are parts of. While we as Americans tend to value terms such
as democracy, inclusion, and diversity, the web is, and has
been, using algorithms to give us information. This means we
are all living in different worlds, keeping us from having a

10. shared sense of reality and we are getting what others think we
“want” to see, but maybe not what we “need” to see. This
divisiveness is potentially dangerous to our democracy and even
the idea that we are “united” as states of America. As you
watch, think through the values that are important to him that he
says as violated by algorithms.
Week 5 Paper Advice
You should have already read the “communication notebook
final paper training” and done the quiz. If you are still
confused, read the following reminders:
1) We care about what you have to say, BUT we want to read an
informed version of you. Cite and apply the work of experts to
support you in making your key points. Otherwise, it is just you
talking. If you read your replies and see that you could have
written the content before taking this class, you have not met
the requirements. Show us what you have learned. If you
haven’t learned anything, go back and review Bevan and other
course readings again!
2) Students sometimes skip whole sections of the instructions
for papers like this. Please don’t do that and lose points
unnecessarily! Remember: the instructions say that you must
use Bevan, one other course reading, and two course videos. Be
sure to do this.
3) To ensure you have used enough experts to support you:
· Scan through Bevan and find something you can say from her
for each and every question. This shouldn’t be hard, as all of
our themes are from that book.
· Look through the document called “video bank” in the week 5
“resources” box. You will need two. Find two that interest you
and/or will help you make some points related to the exercises
you did.
3) To ensure you have done everything that is required:
· Carefully go through each item that was in the original

11. exercise language and be sure you haven’t skipped anything. If
the instructions suggested you write one to two sentences, you
will probably want to write two. Provide as many details as
possible.
· Review the grading rubrics. We know we’ve said it before, but
we will say it again. Those rubrics are exactly what you will be
graded on. So, if you skip something entirely from that group,
you will score a zero there. Be sure to read all of the grading
criteria and if it mentions Bevan, you would be wise to do more
than just mention her. Carefully and thoughtfully engage with
her.
· When you are done, count the sources you have cited in your
replies and make sure that your reference list has at least four
items (Bevan, one other course reading, and two course videos).
Again, if you don’t use all this required content, you will lose
points.
Okay. Once again, feel free to reach out to your instructor with
any questions. Good luck!