Faculty of Applied Communication

Coursework Specifications Mapping CLOs to Coursework Assessments

Trimester: 3, 2022/2023 (T2230)

Subject Code & Name: LCT 1017 Communication Theories

Subject Coordinator: Krishnaveni A/P Letchumanan
Subject Lecturer(s): Krishnaveni A/P Letchumanan
Assessment breakdown: Coursework : 60% Final Examination : 40%

Assessment Component

CLO Description Domain Level Final

Assignment Assignment Project Examination
(20%) (15%) (25%) (40%)
1 Explain theories of Cognitive 2 
communication

2 Demonstrate Affective 3
understanding of 
relationship between (Assignment
communication theory 1)
and process.
3 Produce integrative Cognitive 3
frameworks that
provide contexts for 
communicative (Project)
theories.
4 Demonstrate the Cognitive 3 
ability to analyse a
communication theory (Assignment
of interest. 2)

Domain Description Assessment Component Remarks

Original

C2 CLO 1 Final Examination - 40% Final Examination (Individual):

Structured questions on concepts and theories.

A3 CLO 2 Assignment 1- 20% Assignment 1 (Group): Discussion Post

Submission: Google Classroom

C3 CLO 3 Project - 25% Project (Group): Report: Produce an integrative theoretical

framework on global issues. Submission: Google Classroom.

C3 CLO 4 Assignment 2 - 15% Assignment 2 (Individual): Presentation - Descriptive analysis

on concepts of theories. Submission: Google Classroom

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Final Examination: Written Examination [40 MARKS)

CLO 1: Explain theories of communication

Structured questions will be formulated assessing students’ basic knowledge on the theories
of communication from the list below:
Topics mapped to CLO 1 in Course Information

1. Overview
Definitions; Models; Preconceptions about communication theory

4. Relational Development and Maintenance

Social Penetration Theory; Social Information Processing Theory; Uncertainty Reduction Theory;
Relationship dialectics; Interactional view

5. Influence
Social Judgment Theory; Cognitive Dissonance Theory

6. Group-level Theories
Functional perspective on group decision making; Adaptive Structuration Theory; Theory review,
comparison, and integration

7. Organization and Network-level Theories

Critical Theory of communication in organizations; Cultural approach to organizations

9. Media Theories, Multinational Perspectives on Corporate Communications

Cultivation Theory; Agenda-Setting Theory; Spiral of Silence

10. Intercultural Communication

Communication Accommodation Theory; Face-Negotiation Theory

Assignment 1: Discussion Post [20 MARKS]

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CLO 2: Demonstrate understanding of relationship between communication theory and
process.

Individual Task
Submission: Google Classroom
Due Date: Week 4

There will be 2 discussion forum sessions (each consists of 10 marks). A topic of discussion in accordance
to the covered theories, concepts or topics during lecture session will be posted by the lecturer. The
questions posed in each session will be different. Students need to answer each question within each
forum session. Students are required to provide their own insights and opinion with regards to the topic of
discussion. Marks will be allocated depending on how reflective and thoughtful are the responses and how
it connects with what is mentioned during the lecture/ their personal experience. The discussion posts
should be at least 500 words in length. Students are encouraged to include citations from reading
materials as supporting information as well. Discussion posts will be based on the theories below:

 Constructivism
 Symbolic interactionism
 Coordinated management of meaning
 Expectancy Violations Theory
 Social Penetration Theory
 Social Information Processing Theory
 Uncertainty Reduction Theory
 Relationship dialectics
 Interactional view
 Social Judgment Theory
 Cognitive Dissonance Theory

Grading/Evaluation Criteria - (20 marks)

 Relevance of post (6 marks)

 Content Knowledge (6 marks)
 Connection (4 marks)
 Evidence (4 marks)

(2 posts = 40 marks /2 = 20 marks)

(Please refer to APPENDIX A for detailed criteria)

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LCT 1017 – COMMUNICATION THEORIES APPENDIX A (Evaluation Sheet)
ASSIGNMENT 1 –DISCUSSION POST

CLO 2: Demonstrate understanding of relationship between communication theory and process.

DISCUSSION POST - 20 MARKS

Criteria Superior Sufficient Minimal Marks
(5 – 6 marks) (3 – 4 marks) (1 - 2 marks)
Relevance of Posting thoroughly answers the discussion prompts and Posting addresses mostof the prompt(s) and demonstrates Posting fails to address all components of the
Post demonstrates understanding of material with well- mild understanding of material with well- developed ideas. prompt. Makes short orirrelevant remarks.
developed ideas. Posting integrates assigned content and
[6 MARKS] Posting references assigned content and may not make Posting lacks connection to practice.
makes strongconnections to practice.
connections to practice.

Superior Sufficient Minimal

(5 – 6 marks)
Content Discussion promotes sophisticateduse of content
Knowledge
Posts demonstrate participants’ mastery of content
[6 MARKS] knowledge. Thisis evidenced by extensive use of
concepts and terminology across most or all
posts/threads.
Examples depict understanding ofconcepts and are
clear and accurate. Posts engage concepts critically.
(3 – 4 marks)
Discussion promotes basic use ofcontent
Posts demonstrate participants’ adequate understanding of
content knowledge. This is evidenced by useof concepts
and terminology across some posts/threads.
Examples depict understanding ofconcepts and are clear
and accurate.
(1 - 2 marks)
Discussion promotes uncertain ormisguided
use of concepts
Posts demonstrate participants havenot fully
grasped content knowledge. This is evidenced
with little or no use of concepts and terminology
across threads.
Examples are correct with somedetails.

Proficient Novice
(3-4 marks) (1-2 marks)
Connection Posts connect to the assignment by addressing most or Posts do not connect to the assignment and
all its components, and linking to course material or Posts connect to the assignment by addressing some of its address few or no components of the
[4 MARKS] topics learned. components.Relevant course topics are mentioned with assignment.
connections to course material or topics learned with some
Posts draw insightful links to course content with a details/ elaboration. Relevant course topics are mentioned with very
detailed explanation of participants’ own professional few connections to course material or topics
practice. Posts draw links to course content with some learned, or with no details orelaboration..
elaboration still needed.

Proficient Novice
(3-4 marks) (1-2 marks)
Evidence Response shows strong evidence of synthesis of ideas Response shows evidence of synthesis of ideas presented and
presented and insights gained throughout the entire course. insights gained throughout the entire course.
[4 MARKS]

TOTAL SCORES:

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Project: Report: Produce an integrative theoretical framework on global issues [25 MARKS)

CLO 3: Produce integrative frameworks that provide contexts for communicative theories.

Group Task
Submission: Google Classroom
Due Date: Week 6

Students work in groups of 3-4 members. Students are to put forward in the report an idea
toward closing the gap between research and practice, a case for developing an overarching
framework--with several global issue models that could integrate existing theories--and applying
it to global promotion strategy. This integrated framework is conceptualised through theoretical
development building from prior research. Students may integrate any theories listed below:

 Symbolic convergence theory;

 Traditions of communication theory
 Constructivism
 Symbolic interactionism
 Coordinated management of meaning
 Expectancy Violations Theory
 The Rhetoric
 Narrative paradigm
 Media ecology
 Semiotics
 Cultural studies
Task:
 Work in teams of 3-4.
 Select a global issue/research/article.
 Outline a theoretical framework for future global issues and practice that integrates
models. The model is a vital part of an overall framework, involving community.
 Make a case for greater use of the theories selected in the development of an overall
framework, both to improve integration and to incorporate key concepts from the diverse
literatures of other disciplines.
 Suggest critical steps toward closing the gap between the issue and practice: investing in
networks that promote, support, and sustain ongoing dialogue and sharing of experience;
finding common ground in an approach to community partnering; and gaining consensus
on the proposed integrating framework.
 Framework of Report:
 Introduction

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  An Integrative Framework
 Integrating Models
 Vision for Communities
 Conclusion and Recommendations

Grading/Evaluation Criteria – Integrative framework (25 MARKS)

 Connections to experience (5 marks)

Connects relevant experience outside the classroom and academic knowledge
 Connections across disciplines (5 marks)
Sees and makes connections across disciplines, perspectives
 Transfer (5 marks)
Adapts and applies skills, abilities, theories, or methodologies gained in one situation to
new situations
 Integrated Communication (5 marks)
 Reflection and Self-Assessment (5 marks)
Demonstrates a developing sense of self as a learner, building on prior experiences to
respond to a new and challenging contexts

(Please refer to APPENDIX B for detailed criteria)

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LCT 1017 – COMMUNICATION THEORIES
CLO 3: Produce integrative frameworks that provide contexts for communicative theories.
Dimensions
Connections to
Experience Connects
relevant experience and
academic knowledge
[ 5 MARKS]
Connections to Discipline
Sees (makes) connections
across disciplines,
perspectives [5 MARKS]
Transfer
Adapts and applies skills,
abilities, theories, or
methodologies gained in
one situation to new
situations [ 5 MARKS]
Integrated
Communication
[5 MARKS]
Reflection and Self-
Assessment
Demonstrates a developing
sense of self as a learner,
building on prior
experiences to respond to
new and challenging
contexts (may be evident in
self-assessment, reflective,
or creative work)[5
MARKS]
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(Evaluation Sheet): PROJECT – INTEGRATIVE FRAMEWORK
5 marks
Meaningfully connects experiences
outside of the formal classroom
(including life experiences and
academic experiences such as
internships and travel abroad) to
deepen understanding of fields of
study and to broaden own points of
view
Independently creates or draws
conclusions by combining examples,
facts, or theories from more than
one field of study or perspective.
Adapts and applies, independently,
skills, abilities, theories, or
methodologies gained in one
situation to new situations or
explore complex issues in original
ways.
Fulfils the assignment(s) by
choosing a format, language, or
graph (or other visual
representation) in ways that enhance
meaning, making clear the
interdependence of language and
meaning, thought and expression.
Envisions a future self (and possibly
makes plans that build on past
experiences) that have occurred
across multiple and diverse contexts.
APPENDIX B
4 marks
Effectively selects and develops
examples of life experiences,
drawn from a variety of contexts
(e.g., family life, artistic
participation, civic involvement,
work experience), to illuminate
concepts/theories/frameworks of
fields of study
Independently connects examples,
facts, or theories from more than
one field of study or perspective.
Adapts and applies skills, abilities,
theories, or methodologies gained
in one situation to new explore
issues.
Fulfils the assignment(s) by
choosing a format, language, or
graph (or other visual
representation) to explicitly
connect content and form,
demonstrating awareness of
purpose and audience
Evaluates changes in own learning
over time, recognizing complex
contextual factors (e.g., works with
ambiguity and risk, deals with
frustration, considers ethical
frameworks).
3 marks
Compares life experiences and
academic knowledge to infer
differences, as well as
similarities, and acknowledge
perspectives other than own.
When prompted, connects
examples, facts, or theories
from more than one field of
study or perspective.
Uses skills, abilities, theories, or
methodologies gained in one
situation in a new situation to
contribute to understanding of
problems or issues.
Fulfils the assignment(s) by
choosing a format, language, or
graph (or other visual
representation) that connects in
a basic way what is being
communicated (content) with
how it is said (form).
Articulates strengths and
challenges (within specific
performances or events) to
increase effectiveness in
different contexts (through
increased self-awareness).
GROUP: _______________________
2 marks
Identifies connections between
life experiences and those
academic texts and ideas
perceived as similar and related
to own interests.
When prompted, presents
examples, facts, or theories from
more than one field of study or
perspective
Uses, in a basic way, skills,
abilities, theories, or
methodologies gained in one
situation in a new situation.
Fulfils the assignment(s) (i.e. to
produce an essay, a poster, a
video, a PowerPoint
presentation, etc.) in an
appropriate form.
Describes own performances
with general descriptors of
success and failure.
1 mark
No connections or
draws incorrect
connections between
life experiences and
those academic texts.
Makes inappropriate
connections across
disciplines.
Attempts to use basic
skills, abilities,
theories, or
methodologies gained.
Partial fulfilment of
assignments that has
very little connections
on thoughts and
expression.
Able to reflect and
respond with little
self-assessment.
Assignment 2: Presentation [15 MARKS)

CLO 4: Demonstrate the ability to analyse a communication theory of interest.

Individual Task
Submission: Google Classroom
Due Date: Week 7

Each student will prepare 1 presentation according to the communication theories assigned by
lecturer. The presentation will include the details of the selected communication theory and also
examples on the application of the theory. Students need to explore the structure and status of
theories used in communication. Students need to understand that communication theories are
not only ongoing practices of intellectual communities, but also discourse about how theory can
address a range of channels, transcend specific technologies and bridge levels of analysis. This
will ensure that students are able to fully understand the concept of communication theories. All
presentations should be in the length of 15 minutes or less. All presentations will be done in
class and the recording must be uploaded in Google Classroom.

Task:
 Individual task.
 Choose a theory from the given list.
 Present a descriptive analysis on the concept of a theory chosen.

Grading/Evaluation Criteria – Presentation (15 MARKS)

 Depth of theory explanation/concepts (3 marks)

 Supporting Material (3 marks)
 Conclusions (3 marks)
 Limitations and Implications (3 marks)
 Delivery (3 marks)
(Please refer to APPENDIX C for detailed criteria)

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LCT 1017 – COMMUNICATION THEORIES APPENDIX C GROUP: _______________________
ASSIGNMENT 2 – THEORY PRESENTATION
(Evaluation Sheet)
CLO 4: Demonstrate the ability to analyse a communication theory of interest.
THEORY PRESENTATION - 15 MARKS
Criteria Superior Sufficient Minimal Marks
(3 marks) (2 marks) (1 mark)
Depth of theory Able to present the gist of said theory, and Able to name the major theory she/he uses, can Able to name the major theory she/he uses, and is only able
explanation/concepts accurately explains the details of the theory present the gist of said theory or theories, and to present the gist of the named theory
used. attempts to explain the details of the theory or
[3 MARKS] theories used, but has some inaccuracies.

Superior Sufficient Minimal

(3 marks) (2 marks) (1 mark)
Supporting Material A variety of types of supporting materials Supporting materials (explanations, examples, Supporting materials (explanations, examples, illustrations,
(explanations, examples, illustrations, statistics, illustrations, statistics, analogies, quotations statistics, analogies, quotations from relevant authorities)
[3 MARKS] analogies, quotations from relevant authorities) from relevant authorities) make appropriate make appropriate reference to information or analysis that
make appropriate reference to information or reference to information or analysis that partially supports the presentation or establishes the
analysis that significantly supports the generally supports the presentation or establishes presenter's credibility/authority on the topic.
presentation or establishes the presenter's the presenter's credibility/authority on the topic.
credibility/authority on the topic
Superior Sufficient Minimal
(3 marks) (2 marks) (1 mark)
Conclusions States a conclusion that is a logical States a conclusion focused solely on the inquiry States a general conclusion that, because it is so general,
extrapolation from the inquiry findings. findings. The conclusion arises specifically from also applies beyond the scope of the inquiry findings.
[3 MARKS] and responds specifically to the inquiry findings.
Superior Sufficient Minimal
(3 marks) (2 marks) (1 mark)
Limitations and Insightfully discusses in detail relevant and Discusses relevant and supported limitations and Presents relevant and supported limitations and
Implications supported limitations and implications. implications. implications.

[3 MARKS]

Superior Sufficient Minimal

(3 marks) (2 marks) (1 mark)
Delivery Delivery techniques (vocal expressiveness) Delivery techniques (vocal expressiveness) make Delivery techniques (expressiveness) make the presentation
make the presentation compelling, and speaker the presentation interesting, and speaker appears understandable, and speaker appears tentative.
[3 MARKS] appears polished and confident. comfortable.
TOTAL SCORES:

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