Part A: close relationships 1. Identify the various types of friendships in your life and evaluate how effectively they are sustained through communication.  Your writing should be academic, engage the concepts and terminology used in the study materials, and be about 200-600 carefully edited and proofread words in length. Make sure to answer all parts of the questions, and demonstrate your mastery of the assigned readings. Please respond to at least two other posts in a meaningful way.  Part B: Interview Project Guide Communication 1: Interpersonal Communication Overview of Assignment: The interview project is a (hopefully) fun way for you to dive deeper into some of the course concepts we have discussed and apply them to real life experiences: both your own, and of someone else. The project itself has three parts: (a) the interview, (b) a reflection, and (c) peer responses. Each section will be described in more detail below. Purpose of Assignment: The goals of this assignment are to help you: Practice active listening skills Explore a unique perspective on interpersonal communication Apply course concepts to real life examples Connect interpersonally with someone outside of your age group Reflect on your own communication experiences Reflect on what you have learned from the project Directions: Part A: The Interview Think of this as a conversation. Find someone who is at least 15 years older than you, who is willing to talk with you. Interview them over the phone or a richer medium like Zoom/Facetime. They should be someone who is willing to allow you to share their stories (and possible pictures) with our classroom audience and is able and willing to speak about their past. Focus on uncovering stories about their own experiences with interpersonal communication when they were your age (for most of you, that is late teens/early 20s). I don’t have a suggested time frame for the interview, but try to be thorough in your questions and thoughtful in your listening. Some questions you might ask: Where did they grow up? How did they end up living where they currently live? What was their family like growing up? What were they doing when they were your age? (school, job, relationship status, etc.) How did they communicate with friends, family members, or romantic partners? What did they discuss with friends, families, or romantic partners? How did distance affect their interpersonal relationships? How did culture and gender affect their interpersonal relationships? How do they think their communication then is different than how you communicate now? Part B: The Written Presentation Please write a 4-page paper that summarizes your Interview (3 pages of summary, 1 page of reflection). Please make this a structured summary, with topic sentences, main points, etc. A brief biography of the person you interviewed How you know/met this person At least two stories they told you that relate to interpersonal communication Your own analysis of how these two stories relate to/demonstrate concepts from class. (This should be at least two class concepts but can be more.) Class concepts should be defined and cited using correct APA citations. Thoroughly explain how the concept is connected to the story A reflection page. The last page should include a reflection on the interview process. What was your main takeaway from this assignment? How have your perceptions of people or relationships changed as a result of these conversations? How did the conversation make you feel? Please use communication vocabulary. Reply: Student A: When I think about the friendships in my life, I mostly consider them to be mature, long-term, relationship-oriented, and medium obligation. The friends I keep around me are all top-tier people who share a lot of my values and beliefs, but also challenge my perspective in a healthy way. Friendship is based so much on respect, so having mature communication in a respectful way is crucial. Long-term relationships in any context can’t be maintained without consistent communication and open lines of thought, which plays a huge role. Being friends with people who are relationship-oriented and invested in making the friendship work is a make-or-break quality; the goal of the friendship is to become closer, get to know each other better, and evolve as people while being invested in each other. So, orientation towards all of those factors is so important. Finally, obligation to the wellbeing of another person is a key part of a good friendship–that is, if the effort from all parties is equal. I’m a firm believer that every relationship should be 50-50, so equal/medium obligation is the sweet spot. Student B: One type of relationship in my life is my long-term, relationship-oriented friendships. These friendships I have are kept strong and sustained mainly through emotional sharing. Sharing emotions with my friends (and vise-versa when they share emotional aspects of their life with me) has really helped to build our relationships. An example of this might be when a friend is having an argument with their significant other and comes to me for comfort. This could also be when I am very depressed or overwhelmed with my schoolwork and rant to my friends about it. Some of these friendships also include aspects of the physical dimension of intimacy as my friends and I often hug each other especially when one of us is going through a hard time and are emotionally sharing to the others. We also hug each other when we haven’t seen each other in a while or other occasions like that. Another type of relationship in my life are my acquaintances or friendships which are not yet very strong yet and are usually very low-obligation. I usually strengthen and sustain these relationships through intellectual sharing. This is usually a starting point for my relationships with others as it does not immediately spart intimacy but overtime it can grow stronger with more and more intellectual sharing. Friends’ and Acquaintances’ Conversations I: Perceived Differences DOI: 10.1177/0265407592094002 Journal of Social and Personal Relationships 1992 9: 483 Sally Planalp and Anne Benson How do speakers take addresses into account? • Research has focused on ‘peculiar’ otherschild/elder/foreigner/dogs/computers • Clear that speakers take addresses into account in extreme cases • But we all adjust our speech to our partners • Levinson says orientation to other is a universal ‘interaction engine’ • Cappella (1987) 1. pervasive within virtually all interpersonal interaction 2. have important relational outcomes 3. somewhat contingent upon individual differences and social skills • We know little about how exactly speakers design their utterances for their communication partners • Relationship between cognition and partner modeling • Automatic processes of alignment? Audience Design Feedback Accommodation Recipient Design Alignment Register Participation Structure •Style Common Ground Highly Subjective: relaxed, content intimacy, mutual knowledge Highly Objective: floortime, interruptions, pace Factors indicative of Friendship • Mutual Knowledge • Content Intimacy • Relaxation • Mutual Friends • Continuity (talk about a single topic) • Floortime • Favors • Informality Purchase answer to see full attachment Explanation & Answer: 1500 Words Tags: communication listening skills romantic partners User generated content is uploaded by users for the purposes of learning and should be used following our company’shonor code & terms of service.