Name: __________________________ Degree Program & Block Section: _________________

A: Situational Analysis
Directions: Read the given communication scenarios then answer the questions that follow. Be
guided with the scoring rubric attached to this document to be aware of what should constitute
your individual answers. You may use another sheet of paper in answering.

S1: Helmsley enters his residence hall for the first time. There are two beds: one by the window;
the other next to the wall in the middle of the room. There are two permanent closets. One is next
to the door and the other is next to the sink. Two portable desks and dressers are across from
the beds. As Helmsley looks around the room, his mother asks him where he wants to put his
stuff. He’s not quite sure what he should do. Helmsley has never met or talked to his roommate.
He has some decisions to make: he can choose to arrange the furniture the way he wants it, or
he can wait and discuss the arrangement with his roommate.

Primary Tasks Designated Points

Identify, elaborate, and justify the communication contexts presented
10
in the selection.
Identify, elaborate, and justify the type of noise evident in the 10
selection.
Accumulated Points 20

Secondary Task Designated Points

What message is Helmsley trying to impart when he decided not to
proceed with any arrangements/actions with the room until he meets 5
his roommate?
Accumulated Points 5

S2: Helmsley likes fresh air while he is sleeping, so his mother puts his boxes on the bed by the
window. Not wanting to seem pushy or to make a bad first impression, he leaves the rest of the
decision making for later. He and his roommate can decide together how the room will look.
Imagine what Helmsley’s roommate would think if he walked in to find his new room completely
arranged and its spaces assigned already.

Primary Task Designated Points

Identify, elaborate, and justify the communication contexts presented
10
in the selection.
Accumulated Points 10
 Secondary Task Designated Points
Under what social need is the aforementioned communication
5
selection trying to fulfill?
Accumulated Points 5

S3: Only a moment earlier, Helmsley learned from the residence assistant that his roommate’s
name is Juan Martinez. Helmsley looks up just as his roommate arrives. Juan looks Latino, as his
name suggested he might be. Before Helmsley gets a chance to impress his new roommate by
greeting him with “Buenos Dias,” Juan introduces himself. He sounds like a typical Midwesterner.
Helmsley is relieved to learn that Juan speaks English and is glad he didn’t embarrass himself by
speaking in Spanish.

Primary Tasks Designated Points

Identify the potential issue that could have caused miscommunication
between the participants. Cite the communication context in which this 10
could be traced out. Elaborate and reason out.
Provide the implication/s in the communicative environment if certain
10
miscommunications were carried out.
Accumulated Points 20

Secondary Task Designated Points

What receiver’s standpoint would have been neglected if certain issue
5
was forwarded in the scenario? Present your justification.
Accumulated Points 5

Primary Tasks Designated Points

Devise or compose your own communication model that will reflect
each presented scenario. Student must identify the type of
communication model and must explain each component. Your model 10
can be inspired from the previously discussed models of
communication.
Accumulated Points 10

Prepared by:

Prof. KEN RUSSEL Z. GUTIERREZ, LPT, MAT (CAR)

Instructor
 SCORING RUBRIC FOR ESSAY TYPE QUIZ

An “A” essay (Perfect Score for all Designated Points):

• Answers the specific central question that was asked

• Incorporates pertinent and detailed information from class discussion and assigned
readings (whenever applicable), providing needed evidence.
• Maintains focus/avoids being sidetracked by tangents
• Presents all information clearly and concisely and in an organized manner
• Does much more than merely restate the question and offer a brief response
• Avoids distracting grammar/spelling/etc. problems

A “B” essay (1 Point Deduction from 10 Designated Points and 1 from 5 Designated Points):

• Answers the specific central question asked, but not as well as an “A” essay
• Incorporates some information from class discussion and assigned readings, providing
some necessary evidence, but less thoroughly and/or relevantly than an “A” essay
• Usually maintains focus, but may occasionally digress from the specific topic
• Presents information fairly clearly and concisely, and may have minor organization
problems
• Does more than merely restate the question and offer a brief response
• May contain a few distracting grammar/spelling/etc. problems

A “C” essay (3 Points Deduction from 10 Designated Points and 2 from 5 Designated
Points):

• Addresses the specific central question asked in part, but does not relate directly to the
question or does not address all required elements
• Does not adequately incorporate information from class discussion and assigned
readings, and may rely on unsupported statements or generalities
• Sometimes strays from the specific topic (more often than a “B” essay)
• Presents information in a manner that is sometimes unclear, and/or has significant
organization problems
• May merely restate the question and offer a brief, undeveloped response
• May contain a few or a significant number of distracting grammar/spelling/etc. problems

A “D” essay (5 Points Deduction from 10 Designated Points and 3 from 5 Designated
Points):

• Does not directly answer the specific central question asked

• Does not incorporate information from class discussion and assigned readings, or does
so minimally and/or irrelevantly
• Substantially digresses from the specific topic
• Has significant problems with clarity, concision, and organization, making the information
presented difficult for the reader to understand
• May merely restate the question and offer an irrelevant or undeveloped response
• May contain substantial distracting grammar/spelling/etc. problems that muddle the
information presented