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Page last updated 3/14/17 

 

This information sheet is very detailed and has been revised by your professor from the original version.  It is written with much detail and specificity so that you can work on this project independently throughout the semester.  Think of it as an instruction manual.  Please read ALL of it carefully & email your professor with any additional questions you may have.

  OBSERVATION  PORTFOLIO {version 3}                   SPRING 2017

{{ an individual  semester  project }} 

 

 

P R O J E C T    R A T I O N A L E:

Think of this portfolio as your job application for the position of: CGC {"Chief Group Consultant"}.

 

The term, Portfolio, usually refers to a collection of work created by an individual in order to demonstrate his/her talent and accomplishments in a particular area. 

 

 Consequently, your "Observation Portfolio" submission will demonstrate your individual skill in (1) observing, (2) understanding, and (3) analyzing various group-based interactions.  The quality of your skills in these three areas will determine the grade & whether or not you are "hired" as a  CGC  .

End Product: The final Portfolio submission will consist of: a TABLE-of-CONTENTS + an INTRODUCTORY ESSAY  + 4 OBSERVATIONAL ENTRIES

 

 

 

 


 DETAILS FOR THIS SEMESTER'S OBSERVATION PORTFOLIO Sect.AA 

 

 


       
   << 
FAQ's

 

-> What is my specific objective with this project? This project's goal is to help you develop a deeper understanding of group dynamics by repeatedly observing and analyzing [see ** in next FAQ below] the discussions/interactions of a variety of multi-party communication situations.

 

-> What kinds of "analysis" am I expected to write?  ** Analyzing = applying the concepts from the text/course notes in order to explain the observed actions of groups & effectively address possible implications.  In other words, analyzing requires you to go beyond merely describing  what went on.

 

-> Why is such a project required in addition to all my other work for this class?

For several reasons:  (1) This Portfolio REINFORCES the course content in a pragmatic way.  (2) It provides you with an opportunity to practice skills of observation which also are likely to be useful in your future life-- both personally and professionally. (3) The Portfolio can give you real-life insights beyond what you read in the text or get from participating in classroom projects.  (4) This Portfolio is an INDIVIDUAL assignment so it serves as  an opportunity  to  enhance your own  course grade in a way that is NOT dependent on the performance of your group. 

 

-> How many actual parts are there to the revised Portfolio? 

  The final Portfolio will consist of one(1) Introduction + four(4) observation essaysTheThe student is expected to select  any 4 categories (contexts) from the list given below;  you may want to make you choices  based on what you think you most need to learn or according to what contexts best match your needs in your personal and professional life. Under certain circumstances, extra items might be accepted for extra credit. If interested, discuss this e.c. option with your Professor.

 

 

-> How will the various components be graded? The final Portfolio will be graded holistically [A,B,C,D, etc] but you can think of each required item {i.e.  one(1) introduction and four ( 4 )entries]  as being worth 20 points out of 100. 

 

-> When is this project due?   There is one recommended submission and one mandatory submission. The middle-of-the-semester submission is now OPTIONAL. The purpose of this midterm submission is still for you to receive homework credit (and feedback from the Professor), but it is your option to bypass this interim submission. However, past experience has shown that, on average,  people who do not take advantage of this midterm review, rarely produce high quality final portfolios.   The submission at the end of the semester for the actual, final grading is mandatory and no late submissions will be accepted. See the end of this handout for additional details & submission dates

 

 

 

 


 

<< SHORTCUTS: click links or just scroll down

 

Portfolio Part I  (Introductory Essay)

Portfolio Part II  (List of possible Categories/Contexts for observation & analysis { a-through-g})

Extra info-1   (Additional detailed guidelines for writing a Self Critique & personal progress report )

Extra info-2  (Misc. Guidelines & Recommendations)

 

Submission Dates  (Midterm version [optional-for homework points] & Final version [ mandatory-for grading]

Submission Checklist

 

Possible  Categories/ Contexts for observation entries. Must use four(4) different categories out of the seven(7) listed below.
<a> My Work Group in this class   click for  ANNOTATION #1  BELOW for more details on how-to-write
<b> A "Real World" formal group public meeting - student group [or]  professional/workplace [or]  community/civic affairs  click for  ANNOTATION #2  BELOW for more details
<c> Myself: A Personal Self Critique (including a progress report of your performance as a "participant-observer")click for ANNOTATION #3 BELOW for more details on how-to-write
<d> A  classroom discussion/project presentation  - not in COMM2622 click for ANNOTATION #2  BELOW for more details
<e> A group planning meeting - other than your work group in this class click for ANNOTATION #4 BELOW for more details
<f> A virtual group meeting ( conducted via some form of audio or video teleconference) click for ANNOTATION #4 BELOW  for more details
<g> A non-group - i.e. a collection of people but lacking the  systems-based interdependence & shared goals found in a true group click for ANNOTATION #5 BELOW for more details

 

 

 

 











 

<< Section-by-Section Details

 

 Part I:       WRITING THE INTRODUCTORY ESSAY [ highlighting the key concepts within Learning, Leading, and Working in Teams]

 

this section's contents = A well-written Introduction to your Portfolio- - - {typed}

   

 [submit  1 ]     [length guideline = 3-4 well-organized paragraphs   /  Double Spaced]  

 

 

this section's goals: to demonstrate your skills of selecting, synthesizing and applying  major concepts that have been addressed in this course. This Introduction will clarify your area(s) of focus to be reflected by the selections that you have made for your four(4), followup entries. . 

  

additional details:     This is an introductory entry  (1-2 pages long)  in which you explain your rationales: WHAT you consider to be the most impactful group/ team  communication dynamics. WHY you think that way, and HOW all of this influenced your choices for the entries you've selected for your portfolio.

 

 

 

 

 




Part II: bb WRITING THE OBSERVATION ENTRIES [what do you see & what does it mean?]

         

        

 

this section's contents =  Four (4)  separate entries - - - {typed}

 

 [submit total of 4. Any 4 of your choice ]   [entry length guideline = approx 2-3 well organized paragraphs--EACH / Double Spaced]

 

 

this section's goals:  to learn to "see" various key concepts from the course & your text; to apply your observational skills & insights to a wider context beyond the classroom.   Remember, each entry needs to include reference to a specific concept from your notes and/or text.

 

 

 Notetaking guidelines: It is recommended that you write down some descriptive and insightful notes for yourself each time you observe your selected groups.  Avoid relying on memory or on general impressions.

 

Reminder:

Possible Categories/ Contexts for observation entries. ONE per entry.

<a> My Work Group in this class

<b> A "Real World" formal group public meeting - student group [or]  professional/workplace [or]  community/civic affairs

<c> Myself: A Personal Self Critique (including a progress report of your performance as a "participant-observer")

<d> A  classroom discussion/project presentation  - not in COMM2622

<e> A group planning meeting - other than your work group in this class

<f> A virtual group meeting ( conducted via some form of audio or video teleconference

<g> A non-group - i.e. a collections of people but lacking the interdependence & shared goals found in a true group.

 

 

 

* Occasionally,  people consider substituting with  a TV/Film group or sports team for the "real world"  analysis paper. However, be aware that such TV group-based  reality shows (Big Brother, Top Model, Survivor, Project Runway, Top Chef, The Apprentice, etc.) are highly edited and therefore,  generally are NOT suitable for the kind of below-the-surface analysis you need to do. Similarly unless you are traveling with a sports team, you do not have access to the necessary unedited view of the group-as-a-system.

 

Do NOT use a TV group for this part without first receiving explicit approval from your Professor. 

    

 

 

 

 

 


  

Extra info-1:     RE: SELF CRITIQUE-Detailed Options [looking in the mirror]


 

this section's contents =  several different approaches to accomplishing the Self Critique/Personal Progress Report- - - -{typed}  

  [this is one of your entry options ]     [If selected, the  length guideline = approx 1&1/2 pp. / Double Spaced]

 

 

some possible approaches:  [all of these will help you objectively assess yourself--which is a skill that frequently is linked to professional and personal success. ]    

<ver1> Consider your performance as a group participant in & out of this class & write a basic self assessment essay [see "Self Critique" details below**]

<ver2> Devise a measurement scale in order to rank yourself on the "10 top areas of skill &  effectiveness for a group participant" -- as deduced from performance  guidelines in your textbook {note, you will also need to create & ANNOTATE that top 10 list}

<ver3> Select a member of your group to give you honest & objective feedback  focusing on the 5 self critique items listed below. Together, write the analysis paper.

<ver4> Use a journal format.  Keep a personal CGC journal in which you log a weekly entry on your specific personal progress over the course of the semester. (total of 10 PPR journal entries)

<ver5>  Use a self-analysis checklist as you would find in any Oral Communication textbook. Add a paragraph to answer the 3 group-related factors flagged below:  <*>

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

** "Self Critique" details:] If you opt to complete a basic Self Critique essay [ver1 above], your paper/essay should discuss, at the very least, these four factors -- 

    (1) evaluate your usual "roles" as performed in this class & in outside groups <*>

    (2) evaluate your personal communication skills & effectiveness this semester in this class and elsewhere

    (3) evaluate your overall strengths as a group participant & possible areas for improvement <*>

    (4) cite one specific "group" that you expect to be part of in the near future & speculate about (using logical reasoning)  how you are likely to function within it. If you have no idea about your short term future, instead you should discuss what type of group role you would LIKE to do more often . <*>

 

>Although a self critique cannot be finalized until the end of the semester, if you wish, you may submit a preliminary version along with your midterm materials.

 

HELPFUL GUIDELINES:  Writing a self critique can be a challenge. It's hard to get the right balance of honesty about your strengths AND your areas needing improvement. However, self-review and self awareness is useful for life, not just this course.  Item <c> will provide a helpful opportunity to: STOP, LOOK, and ASSESS . Try thinking in terms of: <Who am I? / What am I? / How am I? / What do I need to be?> 

 

 

 

 

 

 

 





Extra info-2:    RE: MISC RECOMMENDATIONS & GUIDELINES

          

       

 

this section's contents  = several overall reminders  --

 

 

Some misc. notes about completing/submitting your Observation Portfolio  Some additional tips & guidelines:

♦ ♦  Remember, each entry needs to include reference to a specific concept from your notes and/or text.

♦ ♦  While taking a course like this, people often start noticing communication/interaction dynamics occurring in everyday life that were always there but they never noticed or they didn't realize that there was a name for it. In other words, there's now a greater awareness, understanding & vocabulary to use.  This is exactly the kind of sensitivity a CGC needs to have.

 

♦ ♦ All specifications for this semester's Observation Portfolio assignment are located within this online document. There is no hardcopy version of this document  available. However,  samples of  Memos/Post Mortems  & sample Analysis Papers will be distributed, along with midterm feedback sheets. 

This Observation Portfolio is something you are working on over the course of the semester-- in your own way.  It is recommended that you create a long term work schedule for yourself.

 

NB: "A" -quality work in this course consists of a strong ability to apply the course's/text's concepts  to explain and accurately analyze group interactions. The Portfolio will actually be graded holistically [A,B,C,D, etc] but you can think of each Component  as being worth 20 points. 

 

an extra NOTE about Wkg.In.Grps.  this semester's  in-class groups are at-or-near  "optimum"  size, so individual workloads still should be manageable. Remember, the goal of the course is to learn how to accomplish the maintenance skills necessary to "work well with others" -- whatever the size of the group.

 

If you elect to submit a midterm portfolio,  then adjust your writing of the remaining entries according to the feedback(&/or samples)  you receive after the midterm review.

 

 

 

 

 

 

 

 

          

 

 

T

 

    

 

        

 

 

  


SUBMISSION DATES & ADDITIONAL INFORMATION


      

Both the midterm version & the final version of your Observation Portfolio should include an accurate TABLE-OF-CONTENTS-- indicating page numbers.

 

 

 

        

 

 

 

Checklist-- Am I ready to submit my final  Portfolio ( ver3)???  (S17AA)

 

    √     Item / Part   how many required?  
Am I aware of the submission dates for both the Midterm version & the Final version? Midterm = OPTIONAL: submit anything you've completed so far {for homework credit & to receive  feedback on the quality so far} {By now, you should have drafts of at least 2 items}
{  Midterm  Submission  Window = 2/27 - 3/15 *}

Final = MANDATORY: submit the entire project = ALL parts  { being submitted for grading}
{due on 5/1/17}

*NB: portfolios submitted very close to the midterm deadline date might not be returned for 1-2 weeks
     

Table of Contents [including page numbers]    1

Part I  [ i.e. Introductory Essay]    1

Part II  [i.e. Observation entries ]  4 entries (tba maximum) {at least 2-3 paragraphs each)

Remember, each entry needs to include reference to a specific concept from your notes and/or textbook.

   


   

[recommended, if applicable] midterm feedback sheet    1 {checklist received from Professor}
     

 


 

ANNOTATION #1 S17-- about Part II<a>   [Observing YOUR Work Group in this class]    Some additional tips & guidelines:

 >this item's goals: to strengthen your "participant-observer" skills; to integrate text/course concepts; to develop the skill to assess the operational performance a group you are participating in. 

 

> entry specifications: The entry  should focus on a particular session -- either a certain work session [i.e. a GMAP] or a certain class presentation.  Avoid generalized, superficial overviews.

 

>additional details:    This entry's  commentary is based on your ongoing work group/team in this class.  It should be phrased as concrete, follow-up memos/post-mortem such as those a CEO or division executive would write. You also  can think of it as  as comparable to "blog posts".   Each memo/post mortem needs to focus on performance during a specific group session [ see "helpful guidelines" below]. You also can consider things that occur virtually (email/text/chat, etc) leading to the actual presentation/GMAP session being assessed in that entry.  Areas of commentary can include: OVERALL EFFECTIVENESS  , TASK BEHAVIORS  &  EFFECTIVENESS  ,  MAINTENANCE BEHAVIORS & EFFECTIVENESS , and/or BEHAVIORAL and FUNCTIONAL ROLES. Consider the group's operation as a SYSTEM Be sure to incorporate relevant concepts from your text and/or notes.

 

 

 > Sharing of personal insights: Feel free to share your  item <a> observations with your group members as your group conducts its own, internal  post-presentation assessments.  However, the primary purpose of item <a> is as an opportunity to use these P.M. memos  to demonstrate YOUR observational qualifications to your Professor.

 

  Generally, groups benefit from conducting their own regular "Post Mortem/Debrief" sessions among the members so that the group as-a-whole can benefit from internal feedback and observations. I  recommend that  groups members communicate openly & share their observations with their groupmates, but I will not "share".  Whatever you write in your portfolio is confidential-- so you can "name names".

 

 HELPFUL GUIDELINES:  Draw on your  previous experience in writing  assessments/critiques--either in Oral Comm. or a similar course.  If not, use your "common sense" and a S-W-O-T* approach to this entry. memos/post-mortems. It helps to approach  these memos as brief,  analytical critiques about your group's operation as a SYSTEM Be sure to incorporate relevant concepts from your text and/or notes.

*[S.W.O.T. = STRENGTHS-WEAKNESS-OPPORTUNITIES-THREATS]

 

 

 

 

 

 

 

 

 

 

 

 

 

 

back up to Part I

 

 

ANNOTATION #2 S17 -- about Part II<b/d> [A "Real World" public meeting]:   Some additional tips & guidelines:

>this item's goals: to be a (perceptive) "fly-on-the-wall" .  Overall,  it's better to select a group with a "real-world" purpose, rather than one that is going through a hypothetical exercise.     

 > For this Part of the Portfolio, you want to be an "outsider" - [i.e. outside the fishbowl] .  Preferably, choose an actual, non-classroom, on-going, operating group.  Observe the discussions and/or interactions of this outside-of-class group as many times as possible.

 

 > Possible groups-to-be-observed/analyzed. For your "real world" group, if you are  ABSOLUTELY unable to complete a  Face-to-Face option, you can now use a videorecorded  group but please be aware you should use a "natural" group, not something from a movie or TV show-- both of which are too subjectively edited.  Also, include the URL of the videofootage.

 

       - However, since a live group is the preferred option, it's still recommended that you seek out one of the many  real life/ outside-of-this- class groups that you can observe via a "fishbowl"-type method. [e.g Fraternity Council , club meetings, public town hearings, committee meetings, staff/co-worker meetings, school/intramural sports team meetings, study groups, etc.]

 > Options for observing & writing. Select 3-4 specific concepts from the course and/or text on which to focus;

 

You can opt to complete this item as a group rather than as an individual. This way you can take advantage of multiple perspectives. However, please realize that this also means that a  group-authored paper should be longer & more comprehensive.

  

> It is easier to maintain the necessary analytical objectivity if you are not a member of the group being observed; however, if you cannot accomplish this desired criterion,  discuss your situation with the Professor  about any alternatives you have in mind.

        

>

  

HELPFUL GUIDELINES: Grading for this item will be based on the quality of the  specificity, insightfulness, and analysis in your descriptions & the way you apply the textbook's theories and principles  to the group dynamics that you are observing.

   

 

 

 

                                                                                                                                                  

 

back up to Part II

 

 

ANNOTATION #3 S17-- about Part II<c> [Self Critique]:    Some additional tips & guidelines:

 

this section's goals: to increase your  objective personal awareness; to see yourself through eyes of others; to develop the ability to conduct honest,  self assessment of the effects of your behaviors. 

 

  

 > Increased self analysis:   You can get extra points by including reference to a group that you will be part of in the near future. Consider how your current strengths & areas-for-improvement  might affect  your performance in your future, real-world groups. If you truly have no idea about potential groups in your future, be  sure to explain this is the reason you have omitted that item  (or--- you can start thinking about it).

 

some possible approaches:  [all of these will help you objectively assess yourself--which is a skill that frequently is linked to professional and personal success. ]    

<ver1> Consider your performance as a group participant in & out of this class & write a basic self assessment essay [see "Self Critique" details below**]

<ver2> Devise a measurement scale in order to rank yourself on the "10 top areas of skill &  effectiveness for a group participant" -- as deduced from performance  guidelines in your textbook {note, you will also need to create & ANNOTATE that top 10 list}

<ver3> Select a member of your group to give you honest & objective feedback  focusing on the 5 self critique items listed below. Together, write the analysis paper.

<ver4> Use a journal format.  Keep a personal CGC journal in which you log a weekly entry on your specific personal progress over the course of the semester. (total of 10 entries)

<ver5>  Use a self-analysis checklist as you would find in any Oral Communication textbook. Add a paragraph to answer the 3 group-related factors flagged below:  <*>

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

** "Self Critique" details:] If you opt to complete a basic Self Critique essay [ver1 above], your paper/essay should discuss, at the very least, these four factors -- 

    (1) evaluate your usual "roles" as performed in this class & in outside groups <*>

    (2) evaluate your personal communication skills & effectiveness this semester in this class and elsewhere

    (3) evaluate your overall strengths as a group participant & possible areas for improvement <*>

    (4) cite one specific "group" that you expect to be part of in the near future & speculate about (using logical reasoning)  how you are likely to function within it. If you have no idea about your short term future, instead you should discuss what type of group role you would LIKE to do more often . <*>

 

>Although a self critique cannot be finalized until the end of the semester, if you wish, you may submit a preliminary version along with your midterm materials.

 

HELPFUL GUIDELINES:  Writing a self critique can be a challenge. It's hard to get the right balance of honesty about your strengths AND your areas needing improvement. However, self-review and self awareness is useful for life, not just this course.  Item <c> will provide a helpful opportunity to: STOP, LOOK, and ASSESS . Try thinking in terms of: <Who am I? / What am I? / How am I? / What do I need to be?> 

 

.

back to Part III

 

 

ANNOTATION #4-S17- about Part II<e/f>  ["Private" Group sessions]:   Some additional tips & guidelines:  

 this section's goals: to consider a group's discussion & deliberation session process as a machine-- well oiled or not; Group dynamics are even more "interpersonal and/or psychological when they are interacting with each other-- not in front of an audience.

 

 > areas of focus: Four (4)  major areas from the textbook will be applicable to analyzing how a group "works together": Elements of the Communication Process [ Chap1} Systems Theory [ notes & slide shows}, Roles - especially "maintenance"-type [ Chap 3  and dialectics [ throughout the textbook]

> Consider the group's operation as a SYSTEM Be sure to incorporate relevant concepts from your text and/or notes.

 

 >HELPFUL GUIDELINES:  Make note of any changes in observed interpersonal dynamics,  productivity, strengths & weaknesses in relation to those chosen concepts.

 

                         

 

 

 

 

 back to Part IV

 

ANNOTATION #5:S17  - about  Part II<g>  ["nongroup/collection-of-people"]

 

this section's goals: To draw a connection between the lessons you are learning about group communication/dynamics and the communication behaviors  observed in the everyday world. even in non-group settings

 

 > As you have learned this semester, a GROUP is characterized by specific dynamics that are not found in situations where a number of people are merely co-present.

 

 

 >Recommended Procedure :

        <1> As you go through your daily life, start paying closer attention to how  people interact/communicate in formal [i.e. groups & teams] and informal groupings [i.e. collections of people].   Note "how" they do it, not "what" they are doing. Possible contexts include your workplace, your family, encounters with friends, interactions with your groups-in-your-life, etc.

        <2> Take notes (written or mental) on what you think is interesting in these human encounters & interactions around you.

        <3>  Review specific course &/or text concepts  which correspond to what you've noticed.

        <4>  Write the entries.  Each entry must explicitly address at least one specific group concept/  dynamic mentioned in the course and/or text. [see additional suggestions below in Guidelines section]

        <5>  Each entry must pertain to a defined communication encounter  e.g. Interpersonal, Public, Nonverbal,  Groups-in-general,  etc.  Just as you might  do in a journal or a "blog"  you are being asked to write down your Feelings/Reactions/Thoughts/Insights in an free-flowing way. 

                    

 

 

 > More specific examples.  Examples of possible Communication Dynamics occurring all around you include:

- How people behave while waiting in Lines  / The many ways that we communicate without words /  Cultural Norms / Self Disclosure as a tool of  Interpersonal negotiation /  Cross cultural Communication isn't just across "cultures" / Variations in Perception / The many uses of Eye Contact / The Power of the Norm in Group operations / How some speakers are excellent & others are only very good; what's the secret? / How are some people take and maintain the floor in group discussions and others can't get in a word, etc.etc

 

 

HELPFUL GUIDELINES: tba

 

 

 

 

 

 

 

 

REMINDER:

Possible Categories/ Contexts for observation entries. ONE type of group per entry.

<a> My Work Group in this class

<b> A "Real World" formal group public meeting - student group [or]  professional/workplace [or]  community/civic affairs

<c> Myself: A Personal Self Critique (including a progress report of your performance as a "participant-observer")

<d> A  classroom discussion/project presentation  - not in COMM2622

<e> A group planning meeting - other than your work group in this class

<f> A non-group - i.e. a collection of people but lacking the interdependence & shared goals found in a true group.

<g> A virtual group meeting ( conducted via some form of audio or video teleconference

 

 

 

page revised & updated 1/15/17  

 

 

 

 

 

 

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THESE ITEMS CURRENTLY NOT APPLICABLE FOR THIS SEMESTER

 X It is still HIGHLY recommended that you select a group where you are not an active participant. It is VERY difficult to accomplish  analytical objectivity when  you are "inside" a group. If you have trouble finding  a group to observe, speak to your Professor

XSpread out the memos so that at least one is done at or before  midterm time & one is done during the last month of the semester.

X You should use basic memo format  {i.e. "TO:/FROM:/RE:"}.  Each memo should blend commentary on your group as-a-whole  with relevant mention of specific participants.

XThere is a mid-semester submission requirement--to hand in whatever you have done thusfar for review-&-feedback.  [see the checklist above for dates] The completed portfolio (including the Professor's midterm feedback sheet)  is due for final submission for grading by _________.

X (b) Part II / Option #2: TO BE USED ONLY AS A LAST RESORT!   Follow the same procedure, but you make your observation & analysis on one of the OTHER groups in this class. This means you will need to attend at least one of their out-of-class GMAP sessions in addition to sitting in on a few of their in-class GMAPs. Also be sure to read Annotation #2 below.

 

X <<ver6> :>>>Beef up each of the part I submissions (the 2-3 Executive Memos). This means that each  Postmortem/Memo must include 1-2 additional paragraphs in which you assess your behaviors, contributions, and effectiveness in your group's overall  operations as well as in the actual group session you are writing about in that PM/EM. <v.6:NOT APPLICABLE FOR THIS SEMESTER

 

additional details: 

   

XXPart IV-Option #2:  if using this as an alternate to part II:   you should  use the procedural directions for option 2 below. Then follow this procedure:

 * The majority of your entries should pertain to some sort of specific  group communication context. (of any size)

 * Select 3-4 specific  group concepts from the course and/or text  on which to focus,

 * Make note of any changes in observed grouping  productivity, strengths & weaknesses in relation to those chosen concepts.

 * write the entries.  Each entry must address at least one specific group concept mentioned in the course and/or text. Entry length should be about 3/4 - 1 page each.

 

 

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