QUESTION

Mental Health 1: Therapeutic Communication
Semester One 2012: Assessment 1.
Written Assignment:   A Reflective Critique & Exploration of a
Significant (critical) Episode of
Communication.

DUE: Friday April 13
(end of week 6.2), by 5pm AEST
(Australian Eastern Standard Time)
th
Title:  Reflective Critique of a Significant
(critical) Episode of Communication
Instructions:

30 %
Written Assignment:   30%
• A Reflective Critique of a significant (critical) episode of
Communication.
• An assignment of 1500 words that:
o Examines and explores a significant (critical)
episode of communication from your life.
o Identifies and draws out the key factors and
variables that influenced the episode of
communication.
o Explores these variables linking them to relevant
professional literature to establish the link between
communication theory and reality.
Consult with the Course coordinator regarding any queries on
the assignment.
1. You are required to think of a Significant Episode of
Communication from your past: this can have been either a
planned or an unplanned situation.
2. The Significant Episode of Communication may have
occurred as part of your professional life and/or personal
life.
3. Furthermore, it must be an episode of communication that
impacted on you; it needs to have been something that was
out of the ordinary for you.
Document: Assignment One S1 2012 Final Draft.doc
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4. Reflect on the episode of communication; what were the
positives and negatives of this interaction?  What was it
that made episode of communication significant from your
point of view?
5. Who were the players involved in the episode of
communication?
5a.  Give a brief overview of the ‘who what, where and
how’ of the episode of communication.
The purpose of the overview is to ensure that that
the marker is able to obtain an understanding of
the significant (critical) episode of communication
from your perspective (you may choose to put this
in an Appendix).
6.  Identify all the variables that were affecting yourself and
the other parties for this significant (critical) episode of
communication.  (For example, perception, age, education,
past experience, culture, socio-economics, beliefs, gender,
timing and environment).
7. Identify how the role of past experiences, belief systems,
values, stress, power and role relationships affected your
attitudes.
8. Reflect on what your attitudes during the significant
(critical) episode of communication; how did they enhance
of hinder the communication.
9. In your reflections on the significant (critical) episode of
communication, identify your own weaknesses, i.e. in the
areas of thinking, feeling and behaving.
10. What self-talk was present during the significant (critical)
episode of communication which empowered or hindered
your effectiveness?
11. What would you do differently to achieve a better
outcome?
12. How would / could you develop strategies to enhance
your thinking, feeling and behaviour for future
interactions.

Please note; all references are to follow the APA referencing System. Students are
encouraged to paraphrase sources of material through the use of their own words
wherever possible.  Excessive use of direct quotes will be severely penalised and
may result in a maximum pass grade. Non -acknowledgement of other authors is
considered as plagiarism according to University Policy and will result in fail
grade.
Document: Assignment One S1 2012 Final Draft.doc
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Presentation Guide for Assignment One

• Your report should have 1.5 line spacing.

• Set your margins at 2.5 cm for left and right margins.
• Use the APA referencing style of author and date.
• Write in the 3
person at all times.
• Use section headings to structure your assignment.
rd
A Proposed Format for Writing Assignment
One

Please note; this is a suggested format for those who would like to use
it. You are free to structure your assignment in a different fashion if
you so choose, though I would strongly encourage you to make sure
that you keep the requirements of the marking guide in mind at all
times.

I. The title page.
II. Table of Contents.
III Table of tables or figures [if warranted].

Introduction:

Paragraph 1 – 2:

Outline the intention of the report
Ensure that you document in your introduction:

• The significant (critical) episode of communication and identify the
key themes and concerns that will be analysed in the body of your
assignment.
• Provide a brief overview of the intended structure of your report,
including the sequence of what you will discuss as well as goals of
your assignment.
This section seeks to outline the purpose of the assignment
and any limitations that have been placed on your
discussion of significant (critical) episode of
communication.

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Body of your Assignment

Paragraph 3

Briefly provide a snapshot of the significant (critical) episode of
communication that you will analyse in this assignment (a fuller
description can be included in an Appendix if you wish).

Paragraph 4

You are required to identify the variables that affected yourself and
the other parties in the significant (critical) episode of
communication.  Support your discussion with reference to relevant
theoretical concepts where relevant.

Paragraph 5

You are required to reflect particularly on your attitudes that
enhanced and hindered the interactions during the significant
(critical) episode of communication. Support your discussion with
reference to relevant theoretical concepts where relevant.

Paragraph 6

You are required to reflect on how your thinking, feelings and
behaviour and self talk hindered the interaction. Support your
discussion with reference to relevant theoretical concepts where
relevant.

Paragraph 7

What would you do differently to achieve a better outcome?
Support your discussion with reference to relevant theoretical
concepts where relevant.
Paragraph 8: Recommendations

You are required to recommend at least five measurable strategies
that could be implemented to enhance your thinking, feeling and
behaviour for future interactions. These should provide an idea of
how you might manage the episode of communication more
effectively next time.

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Please note that each recommendation statement is to be no longer
than one – two sentences, and should include the rationale for the
strategies selection and anticipated potential benefit.

Conclusion

You are required to summarise the major points in the body of your
assignment.  A good conclusion should answer your introduction
and needs to be specific and measurable and not made up of global,
unsubstantiated, ‘feel good’ statements.  Restate the key area under
investigation and which theories are pertinent to your report.   A
good conclusion should take one to two paragraphs.
Reference List
You are required to document at least 10-15 sources within your
reference list, utilising the APA referencing guidelines.  Your
reference list should be in alphabetical order of authors’ surnames. It
is strongly recommended that your reference list should include
refereed articles or text books. You are not to include website articles
that are anonymous or non- refereed.

Marking Guide

You are required to include a copy of the Assignment marking
Guide [see below] with your assignment.
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Assignment Number One Marking Guide

Note:  The following marking guide should be utilised by to by students in writing this
assignment and a copy should be included with their submitted assignment.

Student Name: __________________________________ID Number: ________________________

Criteria Markers Comments Mark
Allocation
Overview of the episode of communication:
• Brief description of the purpose of the interaction.
• Who was involved, what was happening?
• When did this occur?
• Where did this take place?
• Any other information that would be helpful so that
the person is able to get a picture of the scene.
Discussion on all the variables that influenced the
episode of communication:
• You are expected to discuss how intrapersonal and
interpersonal communication affected this
interaction.
• In this section discuss how different variables present
at the time affected the episode of communication:
these may include [but are not limited to] perception,
values, emotions, needs, roles, relationships, timing,
environment, and verbal & non-verbal factors.
Reflective process, include:
• How did you feel when it happened?
• What effect did it have on the other person?
• Why do you think it happened this way?
• What do you think you could have done?
• What skills, awareness and sensitivity did you or the
other person lack in this interaction?
• Were you able to identify the listening habits and
responding styles that may have a role in this?
Reflective process, include:
• What are the skills you would need to put in place in
the future?
• What recommendations where made and why?
Demonstrates communication and referencing
skills that:
• Complies with guidelines for assignment writing
(APA system).
• Uses current literature from a variety of sources.
• Demonstrates evidence of critical discussion.
• Expresses ideas clearly.
• Structures assignment logically, including an
appropriate introduction and conclusion.
Other Areas: Marks to be deducted: maximum of -5.
• Presentation (-1)
• Grammar/Spelling (-1)
• In text Referencing Style (- 1)
• End text Referencing Style (-1)
• Non inclusion of Marking Guide (-1)
Late Submission
• Marks deducted for late submission at 10% per
working day.
No extensions will be given beyond One Week.
TOTAL

3 /3

10 /10

8 /8

5 /5

4 /4
– up to 5
–
– ?

30          /30

Mark
Awarded
Document: Assignment One S1 2012 Final Draft.doc
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SOLUTION

Significant Episode of Communication

One of the most significant episodes of communication I experienced was during my participation in the technical writing course. The course duration was three months and those were the best days of my life. This episode made a huge impact on my life and even today I am thrilled to narrate it. (Dewey, J. 1938/1963).

Mr. Pandit believed in practical training and not just theoretical knowledge. Hence, he spoke a lot about his own experience in the technical writing experience of 15 years. Apart from the regular experience sharing about the technical writing field, our beloved faculty Mr. Pandit also addressed us on both theoretical and practical aspects of life. Mr. Pandit always gave a spiritual touch to all the lectures that were delivered by him. (Dawson, S., Winslett, G., Burr, L. 2004).

Our lectures happened during evening time from 6:30 P.M. to 8:30 P.M every alternate day from Monday to Friday. This was the official timing but the lectures usually lasted till 9:00 P.M. and at times until 10:30 P.M. Extra time was consumed due to Mr. Pandit’s dedication towards making us a batch of good writers and his passion for teaching. Mr. Pandit’s technical writing skills were truly noble and reflected the genius of his creative mind. (Curtin, J. 2002).

We were a batch of seven students who were new to the field of technical writing. Although due to Mr. Pandit’s style of delivering the lecture made us feel at home. We never felt that we are making an attempt to learn a new subject. Our familiarity with the subject increased with every lecture that became moments of true inspiration for all of us. Gradually, we were on our way to become professional technical writers trained to create documents on global industry standards.

(Anderson B, 2004).

I and my fellow classmates were all part of the 9:00 P.M. to 6:00 P.M. work life grind. We were a mixed group of married and unmarried individuals who also differed in other factors such as age, education, past experience and grooming environment. Perhaps it was this diversity in our group that made us Mr. Pandit’s favorite batch.  Our different social and academic backgrounds brought us closer to Mr. Pandit as students and perhaps even as his God Children. Every day was new and the one that took us by a pleasant surprise.  (Barab S, Duffy T 2000).

For the first time in my life, I was experiencing the value of spending quality time with someone as generous and kind as Mr. Pandit. For the first time in my life, I experienced the power of unconditional love during the process of knowledge transfer from a Teacher to Student. I am talking about one of those days during the three months course, which changed my life forever!

It was a rainy evening of July 2010; we were progressing in our understanding about the term Technical Writing and what it would mean to us as professionals? All of us had arrived to the venue, some of us had come directly from workplace and those of us who worked from home, came directly from their home. We were sipping on our daily dose of hot cup of tea and getting ready to attend the lecture. Every week we were assigned new tasks also called as Home Work and the best attempt was rewarded with a special gift. (Bielaczyc K, Collins A 1999).

It was a long weekend and we had finished with our biggest assignment of the course “The Non-fictional Book Writing Assignment”  The task was to write a small book of 30 pages on any subject. Each one of us had chosen a different topic, as trending as cyber crime and as complex as insurance. Mr. Pandit was meditating in the classroom, so we waited outside for him to finish and then we entered the classroom when he called us. Every time he finished doing his yoga exercise Mr. Pandit looked much brighter and fresher. Gradually after so many lectures, he had become a source of inspiration for us. We had started looking to him as someone with dynamic personality, unsurpassed technical writing expertise and outstanding energy levels.

All of us submitted our assignments one by one and waited for the feedback. Mr. Pandit was happy about our book writing attempt because he was confident that we could do better. One of us narrated the agenda for that day; each one of us was going to taste the topic “Interviewing the Subject Matter Expert” We were carrying the interview questionnaires that we had prepared at home. I had taken up the task of interviewing Mr. Pandit himself about the subject of his experience so far as a technical writer. The classroom was filled with vibrancy when everyone heard about my interview topic. Everyone knew it couldn’t get any more interesting than this; we were going to hear from the King of Technical Writing Field – Mr. Pandit.

The interview started at around 8:30 P.M. after all the interviews got over one after another. My questions were ready and the answers to them changed my life forever. (Brook C, Oliver, R. 2003).

My questions and the answers given by Mr. Pandit were as follows:

1.    Did you choose the technical writing field out of curiosity?

No. Being part of the documentation industry was something that came to me as a Vision. Prior to starting my own technical writing business, I worked as a mechanical engineer employee with quite a few companies. Interestingly and also unknowingly, I was learning technical writing subconsciously from my experience as an engineer.

When I say this I am referring to the engineering drawings drawn by me and my colleagues as engineers during academic and professional life. These drawings used to be more artistic than technical (Laughs).  Taking the decision of becoming a technical writer was one of my biggest challenges. During that time, I had opted for one million dollar loan and I was engaged to the girl of my dreams (smiles). Yes, I was going to get married that year. My professional and personal life both were going to change. When I expressed my views about starting a business and quitting the job world, the most anxious response that I received was from my own father. But I had already made my decision and it was not going to change. Once again let me mention, that it was not just a new beginning but a vision that came to me over the years. No, it was not a decision taken in the spree of doing something incredible. I guess, God had already made plans to turn me into a technical writer.

2.    What were those moments like that inspired you to choose this field?

Those moments were probably the toughest moments of my life. Those moments were filled with excitement, inspiration and anxiousness. Perhaps, the level of inspiration was higher than the other emotions that I felt. This was precisely, why things started falling in place? I didn’t even know that I am supposed to hire a Chartered Accountant who would file my taxes. I mean, I knew this figuratively and not practically.

3.    Can you tell us about any of the bigger challenges that you faced as a technical writing professional?

Yes Sure! One of my biggest challenges was interviewing a SME from Zech Republic who didn’t know English (Laughs). Being a mechanical engineer I was successful at doing a lot of guess work. It was more difficult than you think (Laughs again). I was unprepared for this situation but nonetheless I believe God had already prepared me for this in some way. So when I started asking questions to the SME, he actually answered them in a way that I understood them. During that interview, I realized that most of what we communicate is through our presence and gestures (85%) and only 15% we communicate through language.

4.    How do you feel after achieving so many accolades from the Society of Technical Communication? Do you believe there is more to achieve?

I feel great and yes there is certainly more to do. To be more specific, being a regular participant in the STC contests and recognition platforms, I am venturing into fields other than technical writing as well. I am doing this course on movie making where I am learning everything from Defining the length of the film to Casting. It is both challenging and fulfilling in every way to start something new every day.

5.    Can you tell us something about the future of Technical writing field?

Yes. Technical documentation industry will certainly last for many years to come. This is because humankind is innovative and always finds more than one way of doing a particular thing. Technology and Mechanics will continue to thrive and change the face of this earth. Innovation of software products and applications will also increase the demand of technical writers who can document those products.

Now having said this, Documentation per se may not change as a need, but the way documentation is done might change. Usually users of a particular product be it in the Army or in the Engineering industry, always complain about reading a thick user manual. Hence, digital content and E-Learning industry is growing substantially. These days employers want their foremen to learn through watching simulation based videos. This has two advantages, firstly, it saves time of the company, secondly, it saves the expense of hiring a trainer to train the foremen and thirdly it is easier to have them foremen learn through a training module in the video format and appear for an exam to qualify as a worker.

This is the current scenario of the technical writing industry or technical communication industry to be more precise. The fact that technical writers will always be in demand is not going to change, but the way they work is definitely subject to change.

Conclusion

There was a divine energy that flowed through each one of us when Mr. Pandit started talking. It was as if the God of Writing is addressing us about the future of technical writing field, how it has shaped up so far? And how it will shape us in the future?

I can never forget that mesmerizing day; it was as if magic had happened. Whenever, I face any sort of challenge, I play this interview in my head and feel at peace.

References

1. Anderson, B. (2004). Dimensions of learning and support in an online community. Open Learning, 19(2), 183-190.
2. Barab, S. & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen & S.M. Land (Eds), Theoretical foundations of learning environments (pp. 25-56). Mahwah, New Jersey: Lawrence Erlbaum Associates.
3. Bielaczyc, K. & Collins, A. (1999). Learning communities in classrooms: A reconceptualization of educational practice. In C. Reigeluth (Ed), Instructional-design theories and models, Volume II: A new paradigm of instructional theory (pp. 269-292). Mahwah, New Jersey: Lawrence Erlbaum Associates.
4. Brook, C. & Oliver, R. (2003). Designing for online learning communities. In C. McNaught & D. Lassner (Eds), Proceedings of Ed-Media (pp. 1494-1500). Hawaii, USA.
5. Brook, C. & Oliver, R. (2003). Online learning communities: Investigating a design framework. Australasian Journal of Educational Technology, 19(2), 139-160.
6. Burr, L., & Dawson, S. (2003). Codification of interaction within a large scale online forum environment. Paper presented Educause 2003, University of Adelaide.
7. Curtin, J. (2002). WebCT and online tutorials: New possibilities for student interaction. Australian Journal of Educational Technology, 18(1), 110-126.
8. Dawson, S., Burnett, B., & O’Donohue, M. (2006). Learning Communities – an untapped sustainable competitive advantage for Higher education. International Journal of Educational Management, 20 (2), 127-139.
9. Dawson, S., Winslett, G., & Burr, L. (2004). Toward a quantitative analysis of online communities. Paper presented at the OLT 2004: Exploring Integrated learning Environments, 3 November, Brisbane, Australia.
10. Dewey, J. (1938/1963). Experience and education. New York: Collier.

Donath, J. (1999). Identity and deception in the virtual community. In M. Smith & P. Kollack (Eds), Communities in cyberspace. London: Routledge.

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7. Gunawardena, C. N. (1995). Social presence theory and implications for interaction

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