Gender Communications Quotient GCQ Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Gender Communications Quotient GCQ Assignment
How much do you know about how men and women communicate with one another? The twenty items in this questionnaire are based on research conducted in classrooms, private homes, businesses, offices, hospitals- the places where people commonly work and socialize.
If you think a statement is generally an accurate description of female and male communication patterns, mark it true. If you think it’s not an accurate description, mark it false. Then check your score to determine your communications quotient.
TRUE or FALSE
- Men talk more than women.
- Men are more likely to interrupt women than they are to interrupt other men.
- There are approximately ten times as many sexual terms for males as for females in the English language.
- During conversations, women spend more time gazing at their partner than men do.
- Nonverbal messages carry more weight than verbal messages.
- Female managers communicate with more emotional openness and drama than male managers.
- Men not only control the content of conversations, they also work harder in keeping conversations going.
- When people hear general words such as “mankind” and “he,” they respond inclusively, indicating: that the terms apply to both sexes.
- Women are more likely to touch others than men are.
- In classroom communications, male students receive more reprimands and criticism than female students.
- Women are more likely than men to disclose information on intimate personal concerns.
- Female speakers are more animated in their conversational style than are male speakers.
- Women use less personal space than men.
- When a male speaks, he is listened to more carefully than a female speaker, even when she makes an identical presentation.
- In general, women speak in a more tentative style than do men.
- Women are more likely to answer questions that are not addressed to them.
- There is widespread sex segregation in schools, and it hinders effective classroom communication.
- Female managers are seen by both male and female subordinates as better communicators than male managers.
- In classroom communications, teachers are more likely to give verbal praise to females than to male students.
- In general, men smile more often than women.
Answers to Gender Communications Quotient Quiz
- True. Despite the stereotype, the research is consistent and clear. In classrooms, in offices, in group discussion, in two person conversations, men talk more than their fair share of the time.
- True. When women talk with other women, interruptions are evenly distributed. When men talk with other men, interruptions are evenly distributed. However, when men and women talk with one another, almost ail interruptions are by male speakers.
- False. According to one research study 22 sexual terms were identified as describing men while 220 sexual terms applied to women.
- True. Many studies- with subjects ranging from infants to the elderly- have shown that women are more likely than men to gaze at their partner. One reason may be that men talk more and women listen more.
- True. Nonverbal messages carry over four times the weight of verbal messages. Other research shows that in most two person conversations nonverbal messages convey more than 65 percent of the meaning.
- False. Research conducted at a mid-west hospital and in the clerical departments and production lines of manufacturing firms show that both female and male managers score higher than the general population in communicating friendliness and approval to subordinates. Further, women managers are no more emotionally open or dramatic than their male counterparts.
- False. While men do exert power and authority in controlling the course of conversations, women exert more effort in maintaining communication.
- False. Terms such as “mankind,” “man” and “he” are supposed to be generic and are presumed to include both men and women. Research shows that this isn’t really the case. People are more literal in their thinking.
- False. In fact, just the opposite is true. Throughout their lives, women are more likely to be touched than men. The touching of women by men- guiding them through the door, assisting them with coats, helping them into cars- happens so frequently that it goes virtually unnoticed.
- True. The research is very consistent on this issue. From preschool through high school, male students are more likely than female students to be reprimanded for misbehavior. Some studies say they are eight to ten times as likely to be scolded.
- True. There is some inconsistency in the research here, but most studies show that women are more likely to reveal personal information about themselves.
- True. Female speakers display more animated behavior including amount and intensity of eye contact, gestures, facial expressions, and body movement. Further, they are more likely to use a wider range of pitch and more variable intonations than male speakers.
- True. Women’s space is far more likely to be intruded on by others. Women are approached more closely than men by both women and men. When women and men approach each other on the street, women are more likely to walk around men or move out of their way.
- True. Both female and male members of audiences pay more attention to male speakers than female speakers. Audience members recall more information from presentations given by males.
- True. According to linguist Robin Lakoff, ‘women’s language” is characterized by certain patterns: -Making statements that end in questioning intonation or putting tag questions at the end of declarative sentences (This is a good movie, isn’t it?) -Using qualifiers such as ‘kind of’ or ‘I guess’ -Excessively polite speech -Use of “empty adjectives” (divine or lovely) and use of “so” with adjectives (so thoughtful)
- False. Men manage to capture more than their fair share of talk time. Sometimes women actually help men gain this advantage because they are more likely to ask questions while men are more likely to give answers.
- True. When people hear the word “segregation,” they usually think about racial discrimination. Sex segregation may happen in more subtle ways, but it is widespread.
- True. Despite the stereotypes, when employees work for a female supervisor, they vote their approval. Female managers are seen as giving more attention to subordinates, as more open to new ideas, and as more supportive of worker effort than male managers.
- False. Although girls get better grades than boys, they receive less verbal praise from teachers. When girls do get praise from teachers, it is likely to be for neatness and appearance.
- False. Women are far more likely to smile than men. They do this in many different social situations even though they are not necessarily happy or amused.
(Source: The Communications Gender Gap, The Mid-Atlantic Center for Sex Equity, The American University School of Education, Washington, D.C., p. 4-10
Gender Communications Quotient GCQ Assignment
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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