Presented November 2023

LESSON PLAN – GRADES 9‐12 & College Communication Level Course

Non‐Verbal Computer
Mediated Communications
National Communication Association G.I.F.T.S. Submission
 Non‐Verbal Computer Mediated Communications
Grades 9‐12 & College Communication Course

This lesson is presented to help students develop a deeper understanding of the impact that
non‐verbal cues have on online interactions.

In today's digital age, more and more, communication is happening through technology, and
students need to be equipped with the skills to navigate these interactions effectively. By
understanding how to interpret and use non‐verbal cues in computer‐mediated
communications (CMC), students can improve their ability to engage with others online, build
stronger relationships, and avoid misunderstandings that can arise from misinterpretation of
non‐verbal cues.

Additionally, by raising awareness of the potential for miscommunication in online interactions,

students can become more mindful of how their own non‐verbal cues are perceived by others,
which can lead to more positive and productive online communication.

Objectives

1. Identify and interpret non‐verbal cues in computer‐mediated communication (CMC) and

explain their impact on online interactions.
2. Analyze the role of non‐verbal communication in building and maintaining relationships
in CMC.
3. Evaluate the effects of cultural, generational, and gender differences on the
interpretation of non‐verbal cues in CMC.
4. Apply knowledge of non‐verbal communication in CMC to improve communication and
prevent misunderstandings.
5. Demonstrate appropriate use of non‐verbal cues in CMC to convey tone, emotion, and
meaning.

Essential Questions

1. How do non‐verbal cues in computer‐mediated communication differ from those in

face‐to‐face communication, and what are the implications of these differences for
communication effectiveness?
2. What are the advantages and disadvantages of using computer‐mediated
communication compared to face‐to‐face communication, and what factors should be
considered when choosing one over the other?
3. How do social and cultural factors influence computer‐mediated communication, and
what strategies can be used to overcome cultural barriers to effective communication?
4. How can computer‐mediated communication be used to enhance collaboration and
build relationships, and what are the best practices for using technology to
communicate effectively in different contexts?

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Lesson Vocabulary

 Acronym – An acronym is a word formed from the first letter of each word in a phrase,
such as LOL (laughing Out Loud).
 Context – The circumstances, content, and cues surrounding a particular post or
message, which can influence its meaning and interpretation.
 CMC – Computer‐Mediated Communication refers to the exchange of information and
ideas through digital technologies, such as social media, email, chat, and video
conferencing.
 Cyberbullying ‐ The use of technology to deliberately harass, intimidate, or humiliate
someone, often through repeated messages or posts.
 Emoji ‐ A small digital image or icon used to represent an emotion, object, or concept,
such as a heart symbol or a thumbs up icon.
 Emoticon ‐ A sequence of characters used to represent a facial expression, such as :‐) to
represent a smiling face.
 Flaming ‐ The act of sending angry, insulting, or aggressive messages to others online,
often in response to a disagreement or conflict.
 FTF – Face to Face Communication refers to the exchange of information and ideas
through spoken words and non‐verbal cues in a physical setting, where the participants
are in close proximity to each other.
 Intonation ‐ The use of punctuation, such as exclamation marks and question marks, to
convey the tone and emphasis of the message.
 Netiquette ‐ The informal code of conduct that governs behavior on the internet,
including guidelines for online communication, social media use, and online safety.
 Non‐verbal Communication – The exchange of information and ideas through cues
other than spoken or written words, such as emoticons, emojis, and visual cues like
images and videos.
 Punctuation ‐ The use of marks such as commas, periods, and exclamation points to
convey meaning and tone in written communication.
 Slang ‐ Informal language or expressions that are commonly used in specific social
groups or contexts and may not be understood by those outside of the group.
 Tone ‐ The way in which written or spoken words convey a particular feeling or attitude,
such as sarcasm, humor, or anger.
 Trolling ‐ The act of deliberately provoking or antagonizing others online, often through
inflammatory or offensive messages or comments.
 Typography ‐ The style, arrangement, and appearance of text in CMC.
 Verbal communication – the exchange of information and ideas through spoken or
written words, such as text messages, voice chats, and video calls.

Note: Not all vocabulary words appear in the following lesson, however these are important
terms that may present themselves in the class discussion.

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DAY 1 ‐ Lesson Introduction (10 minutes – Open class discussion)

Ask the class the following questions for open discussion:

1. What are some of the non‐verbal cues that you use most frequently when
communicating online, and how do you think they impact the way others interpret your
messages?
2. How do you decide which communication mode to use for different types of messages,
such as text, voice, or video, and what factors influence your choices?
3. Have you ever misinterpreted a message from someone online because you didn't
understand the context or tone of their message? How did you handle the situation?
4. How do you navigate cultural and generational differences in online communication,
and what strategies do you use to communicate effectively with people from different
backgrounds?
5. How do you manage your digital footprint and ensure that your online communication is
appropriate, professional, and safe, especially when communicating with people you do
not know well.

Lecture (20 minutes)

Share this quote: “Communication is often not so much what we write or say but how we write
and often what we do not say. Meaning in real‐world messages depends not only on the words
we use but also on how we express meaning through non‐verbal cues.” EDUCAUSE Quarterly.
“The importance of non‐verbal elements.” www.educause.edu.

Non‐verbal Communication

Explain: Non‐verbal communication in CMC, such as emoticons, emojis, and visual cues, can be
considered a form of language (just like face‐to‐face communication (FTF)) by conveying
meaning, emotion, and intention through symbols and images. Like spoken or written language,
it has its own grammar, syntax, and vocabulary that are shaped by cultural and social norms. In
fact, non‐verbal communication in CMC is often used to supplement or enhance verbal
communication and can be just as important in shaping the meaning and impact of a message.

Tone:

Explain: Tone plays a crucial role in understanding the meaning of computer‐mediated

communication (CMC). In contrast to face‐to‐face communication, CMC often lacks the non‐
verbal cues that are used to convey tone, such as intonation, volume, and body language. As a
result, CMC relies heavily on linguistic cues, such as punctuation, capitalization, and emoticons,
to convey tone and emotion. For example, a message that reads "I can't believe you did that"
can be interpreted in different ways depending on the tone of the message. If it is followed by a
sad face emoticon, it might convey disappointment or sympathy, whereas if it is followed by an
angry face emoticon, it might convey frustration or anger.

1. Emoticons and emojis can be used to convey tone, such as sarcasm, humor, or
seriousness, that might be difficult to express through words alone.

2. The use of capital letters or exclamation points can indicate emphasis or excitement,
while the use of ellipses or dashes can indicate hesitation or uncertainty.

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 3. The use of emojis or images can help to soften a message or convey empathy and
support, even in situations where the sender and receiver are not physically present.

4. Tone can be influenced by context, such as the purpose of the communication or the
relationship between the sender and receiver and can vary widely depending on these
factors.

5. The absence of tone can sometimes lead to miscommunication or misunderstandings,

as messages can be interpreted differently depending on the receiver's interpretation of
the sender's tone or intent.

 Discuss what impacts tone in CMC:

1. The use of capitalization, punctuation, and grammar.

2. The use of imagery or videos to enhance or support the message.

3. The relationship between the sender and receiver, the purpose of the
communication, and the cultural or social norms of the participants.

4. The medium or platform used to communicate (Different platforms may have

different conventions and expectations for tone and style).

5. The timing and urgency of the message, which can influence the sender's tone
and the receiver's interpretation of the message.

ACTIVITY (5‐minute open discussion) ‐ Ask one or two students to give examples of what can
influence how a message is sent and received (exclamation marks, capitalization, word choice)
and if they are open to share personal experiences.

Context:

Explain: Unlike face‐to‐face communication, CMC lacks the non‐verbal cues that are typically
used to convey meaning and emotion, such as tone of voice, facial expressions, and body
language. As a result, CMC relies heavily on context to provide clues about the intent and
interpretation of the message. Context includes factors such as the sender and receiver's
relationship, the purpose of the communication, the social and cultural norms of the
participants, and the medium or platform used for communication. For example, an informal
message between friends on social media might be interpreted differently than a formal email
between coworkers, even if the words and emoticons used in both messages are the same.

How context is used in non‐verbal communications

1. Emoticons and emojis are frequently used to add emotional context to the text. For
example, a smiley face or a heart emoji can indicate that the sender is feeling happy
or affectionate.

2. Sharing images and GIFs is another way to provide context to non‐verbal

communication in CMC. A funny GIF can show the sender's sense of humor, or a
picture of a sunset can indicate their current location or mood.

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 3. The use of different fonts and typography can also provide additional context to a
message. For example, bold or italicized text can emphasize a certain word or
phrase, while using all caps can indicate shouting or strong emphasis.

4. Tone and intonation are often conveyed using punctuation, such as exclamation
points or question marks. For example, a message ending with multiple exclamation
points can indicate excitement or enthusiasm.

5. The timing and speed of response can also provide important context in CMC. A
quick response can indicate urgency or excitement, while a delayed response can
suggest that the sender is busy or taking time to consider their response.

ACTIVITY (until end of day 1): Non‐verbal Communication Activity using Tone and Context

Have the students work in pairs or small groups depending on the class size. Each pair/group is
given a different message and asked to:

1. Write down how you first interpret the both the message sent and the message
received.

2. Then, rewrite both messages in 160 characters (standard SMS message) or less (160
characters includes letters, punctuation, spaces, etc.). Ensure you use appropriate non‐
verbal cues and tone for the situation, expressing your message clearly and leaving no
room for misinterpretation.

EXAMPLES:

Question: "Are you coming with me to the game tonight?"

Response: "I don't know, I have nothing else planned."

Misinterpretation: The response can be interpreted as either a polite refusal or an

indecisive answer, leaving the receiver uncertain about whether the responder is coming
to the game or not.

Question: "Can you send me the report by tomorrow?"

Response: "Sure."

Misinterpretation: The response can be interpreted as either a confident affirmation or a

hesitant agreement, leaving the receiver uncertain about whether the responder will
actually send the report on time.

Question: "Do you have any feedback on the presentation?"

Response: "It was interesting."

Misinterpretation: The response can be interpreted as either a positive or negative

feedback, leaving the receiver uncertain about whether the presenter's work was
appreciated or not.

Question: "Are you okay with the changes we made to the group project?"

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 Response: "I guess so."
Misinterpretation: The response can be interpreted as either a reluctant agreement or a
mild disagreement, leaving the receiver uncertain about whether the responder is truly
okay with the changes.

Question: "Can you give me a call when you get a chance?"

Response: "Sure, I'll do that."

Misinterpretation: The response can be interpreted as either a sincere promise or a

polite dismissal, leaving the receiver uncertain about whether the responder will actually
call back.

Have the pairs/groups turn in their changes at the end of class. Start day two discussing the
changes.

DAY 2 ‐

DEBRIEF DISCUSSION (15 minutes or as needed based on class size)

Return the previous days’ in‐class assignment to the pairs/groups and have one person present
their original message, how it was perceived, and the changed message. With each message, ask
the class one of the following questions:

With each message discuss the following:

 Did they hear the original message the same way as the pair/group?
 What changes are obvious in the new message?
 Is the change in messaging effective? Why or why not?
 Is the way they just said it different then the way you heard it in your head? If so,
why?
 Are there any other suggestions for making the message clear?

LECTURE (25 minutes)

Misinterpretation and Stereotyping in CMC

1. Explain that because non‐verbal cues can be interpreted differently by different people,
misinterpretation can occur in online interactions.

2. Discuss how stereotypes can affect the way non‐verbal cues are interpreted and give
examples of how stereotypes can lead to miscommunication.

1. Stereotypes can affect the way non‐verbal cues are interpreted by influencing
our expectations of how a person should behave. For example, if we hold a
stereotype that women are more emotional than men, we might interpret a
woman's tears as a sign of weakness, while ignoring the underlying reason for

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 her emotional state. Stereotypes can also lead us to focus on certain non‐verbal
cues while ignoring others, which can result in misinterpretations of a person's
intentions or emotions.

Stereotype Example:

1. Preconceived notions about interests and abilities: A woman who

expresses an interest in technology may be assumed to be less
competent than a man with the same interest and therefore the
communication is simplified.
2. Assumptions about language proficiency: If a person is perceived to be
from a particular country or region, they may be assumed to have
limited proficiency in the language of communication. This can result in
the use of simplified language or the avoidance of complex vocabulary
and grammar, which can in turn be interpreted as a lack of intelligence
or education.
3. Age, gender, or ethnicity: Stereotypes about a person's age, gender, or
ethnicity can influence the writers word choice, tone, and overall
context, and assumption about how their messages are perceived,
resulting in offensive miscommunication.

3. Ask students to discuss the following questions:

1. Have you ever made assumptions about someone's personality or behavior

based on their online profile picture or avatar? What assumptions did you make,
and how did you come to those conclusions?

2. How do stereotypes about different cultures or regions affect the use and
interpretation of nonverbal cues in online communication? For example, are
there certain emojis or gestures that are more common in one culture than
another?

3. Have you ever been on the receiving end of a stereotype in an online

interaction? How did it make you feel, and how did you respond?

4. How can we use nonverbal communication to challenge stereotypes and

promote inclusivity in online interactions? Are there certain cues or strategies
that you find particularly effective?

5. What are some ways that you can actively challenge your own stereotypes and
biases when interpreting nonverbal cues in online interactions? How can we be
more mindful of our assumptions and work to overcome them?

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Lecture and Discussion (30 minutes)

Implications of Non‐Verbal Communication in CMC

Discuss the impact that non‐verbal communication can have on online interactions, such as the
formation of relationships, the tone of the conversation, and the overall experience of the
interaction.

1. Ask students to discuss the following questions:

1. How do you use nonverbal communication in your online interactions with friends and
classmates? Do you use emojis, GIFs, or other visual cues to convey tone or emotion?

2. Have you ever misinterpreted someone's message in an online conversation? What do

you think caused the misinterpretation, and how could it have been avoided? How did
you resolve it?

3. Do you think it's easier or harder to form relationships online compared to in‐person?
How does nonverbal communication factor into this?

4. How does the use of nonverbal cues differ between different social media platforms or
messaging apps? For example, do you use different types of emojis on Instagram
compared to Snapchat?

5. In what ways can nonverbal communication help to build trust and rapport in online
relationships? What are some examples of nonverbal cues that you find particularly
effective?

6. What are some tips or strategies you would give to someone who is new to online
communication and wants to use nonverbal cues effectively?

Discussion Conclusion

Understanding the potential for misinterpretation and stereotyping in CMC is crucial for building
positive and effective online relationships. By being aware of our own biases and learning to
recognize and interpret nonverbal cues in a nuanced and respectful way, we can create a more
inclusive and welcoming online community. As you continue to use CMC in your daily life,
remember to stay mindful of the impact that your words and actions can have on others, and
work to create a space that values diversity, respect, and empathy.

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ASSIGNMENT OPTION #1 – ESSAY (suitable for grades 11 and 12)

Objective: The objective of this assignment is to showcase the student's knowledge of non‐
verbal communication in computer‐mediated communication (CMC). The student will be
required to research, analyze and present their findings on various non‐verbal cues used in CMC.

Instructions:

1. Begin by defining computer‐mediated communication and non‐verbal communication.

Provide examples of each.
2. Research and analyze the various non‐verbal cues that are commonly used in CMC. This
could include but not limited to the following:
a. Emoticons and emojis
b. Tone and language use
c. Use of capital letters
d. Use of punctuation marks
e. Use of spacing and formatting
f. Use of images, gifs, and videos
3. Analyze how the use of these non‐verbal cues affects communication in CMC. Consider
the following:
a. How do they convey emotions and attitudes?
b. How do they affect the tone of the message?
c. How do they affect the interpretation of the message?
4. Compare and contrast the use of non‐verbal cues in CMC to non‐verbal cues used in
face‐to‐face communication. What are the similarities and differences?
5. Discuss the benefits and drawbacks of using non‐verbal cues in CMC. Consider the
following:
a. Can non‐verbal cues be misinterpreted or misunderstood?
b. Can non‐verbal cues be used to manipulate or deceive?
6. Conclude with a reflection on the importance of non‐verbal cues in CMC and how they
can be effectively used to improve communication.

Format: The assignment should be presented in a written essay format with clear headings and
subheadings. The essay should be a minimum of 1000 words and should be properly cited using
APA or MLA citation style.

Submission: The essay should be submitted in a digital format (e.g., Word, Google Docs)
through the school's learning management system (LMS).

Grading Criteria: The assignment will be graded based on the following criteria:

1. Depth of research and analysis

2. Clarity and coherence of the writing
3. Use of proper citation style
4. Creativity and originality of the content
5. Compliance with the assignment instructions.

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ASSIGNMENT OPTION #1 – RUBRIC

Criteria Exemplary Proficient Developing Needs Improvement

Essay demonstrates
extensive research and Essay demonstrates solid Essay demonstrates some Essay demonstrates minimal
analysis of non-verbal cues research and analysis of non- research and analysis of non- research and analysis of non-
Depth of in CMC, including multiple verbal cues in CMC, including verbal cues in CMC, including verbal cues in CMC, including
Research and sources, in-depth analysis several sources, thoughtful a few sources, basic analysis limited sources, superficial
Analysis of each cue, and analysis of each cue, and of each cue, and some analysis of each cue, and little
thoughtful consideration consideration of their impact consideration of their impact consideration of their impact
of their impact on on communication on communication on communication
communication

Essay is mostly well- Essay is somewhat

Essay is well-organized, Essay is poorly organized,
organized, clear, and disorganized, unclear, or
Clarity and clear, and coherent, with unclear, or incoherent, with
coherent, with developed incoherent, with
Coherence of well-developed ideas and undeveloped ideas and little
ideas and adequate use of underdeveloped ideas and
Writing effective use of transitions or no use of transitions and
transitions and topic ineffective use of transitions
and topic sentences topic sentences
sentences and topic sentences

Essay follows the assigned Essay follows the assigned

Essay follows the assigned Essay does not follow the
citation style mostly citation style somewhat
citation style accurately assigned citation style
accurately and consistently accurately and consistently,
and consistently accurately or consistently,
Use of Proper throughout, with few errors with some errors or
throughout, including in- with frequent errors or
Citation Style or inconsistencies in in-text inconsistencies in in-text
text citations and a inconsistencies in in-text
citations or the citations or the
bibliography or works cited citations or the
bibliography/works cited bibliography/works cited
page bibliography/works cited page
page page

Essay demonstrates Essay demonstrates some Essay demonstrates little Essay demonstrates no
Creativity
creativity and originality in creativity and originality in creativity or originality in the creativity or originality in the
and
the presentation of ideas, the presentation of ideas, presentation of ideas, with presentation of ideas, with no
Originality of
with unique insights or with some unique insights or limited unique insights or unique insights or
Content
perspectives on the topic perspectives on the topic perspectives on the topic perspectives on the topic

Essay partially meets some

Essay fully meets all Essay mostly meets all Essay does not meet the
Compliance requirements of the
requirements of the requirements of the requirements of the
with assignment, with significant
assignment, including assignment, with minor issues assignment in terms of word
Assignment issues in word count,
word count, formatting, in word count, formatting, or count, formatting, or
Instructions formatting, or submission
and submission guidelines submission guidelines submission guidelines.
guidelines

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ASSIGNMENT OPTION #2 – WORKSHEET (suitable for grades 9‐12)

Objective: The objective of this assignment is to showcase the student's knowledge of non‐
verbal communication in computer‐mediated communication (CMC). The student will be
required to research, analyze and create a visual representation of the different types of non‐
verbal cues used in CMC.

Instructions:

1. Define computer‐mediated communication and non‐verbal communication in your own

words.

2. Identify and describe five non‐verbal cues used in CMC. Provide examples of each.

3. Analyze how the use of non‐verbal cues affects communication in CMC. Consider the
following:

 How do they convey emotions and attitudes?

 How do they affect the tone of the message?
 How do they affect the interpretation of the message?

4. Compare and contrast the use of non‐verbal cues in CMC to non‐verbal cues used in
face‐to‐face communication. What are the similarities and differences?

5. Create a visual representation (e.g., infographic, poster, comic strip) that highlights the
different types of non‐verbal cues used in CMC. Include examples of each and explain
how they are used to convey meaning.

6. Reflect on the importance of non‐verbal cues in CMC and how they can be effectively
used to improve communication.

Worksheet Prompts:

1. Define computer‐mediated communication and provide an example of how it is used in

your daily life.

2. Choose two non‐verbal cues used in CMC and explain how they are used to convey
meaning.

3. Analyze how the use of emoticons and emojis affects communication in CMC. Provide
examples.

4. Compare and contrast the use of tone and language use in CMC and face‐to‐face
communication. How do they differ?

5. Create a visual representation (e.g., infographic, poster, comic strip) that highlights the
different types of non‐verbal cues used in CMC. Include examples of each and explain
how they are used to convey meaning.

6. Reflect on how you can use non‐verbal cues effectively in CMC to improve
communication with others. Provide specific examples.

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ASSIGNMENT OPTION #2 – RUBRIC

Criteria Exemplary Proficient Developing Needs Improvement

Definition of
Computer‐Mediated Accurately and clearly Defines both terms with some Defines one or both terms with
Does not provide a
Communication and defines both terms in their minor inaccuracies or lack of significant inaccuracies or lack
definition for either term
Non‐Verbal own words clarity of clarity
Communication

Accurately identifies and Accurately identifies and Accurately identifies and

Identification and Identifies fewer than two
describes five or more non‐ describes at least four non‐ describes at least two non‐
Description of Non‐ non‐verbal cues used in
verbal cues used in CMC, verbal cues used in CMC, verbal cues used in CMC, but
Verbal Cues Used in CMC or provides inaccurate
providing detailed examples providing some examples for provides limited or unclear
CMC descriptions and examples
for each each examples

Thoroughly analyzes how Provides a basic analysis of

Analysis of How Non‐ Analyzes how non‐verbal cues Provides a superficial or
non‐verbal cues affect how non‐verbal cues affect
Verbal Cues Affect affect communication in CMC, inaccurate analysis of how
communication in CMC, communication in CMC, but
Communication in but may not fully consider all non‐verbal cues affect
considering emotions, tone, may be incomplete or lacking
CMC aspects or provide less detail communication in CMC
and interpretation in detail in detail

Provides a thorough and

Provides a comparison and
Comparison and insightful comparison and Provides a basic comparison Provides a superficial or
contrast of non‐verbal cues in
Contrast of Non‐ contrast of non‐verbal cues and contrast of non‐verbal inaccurate comparison and
CMC and face‐to‐face
Verbal Cues in CMC in CMC and face‐to‐face cues in CMC and face‐to‐face contrast of non‐verbal cues
communication, but may not
and Face‐to‐Face communication, highlighting communication, but may be in CMC and face‐to‐face
fully consider all aspects or
Communication both similarities and incomplete or lacking in detail communication
provide less detail
differences

Creates a visually engaging Creates a visually engaging and Creates a visual

Creates a visual representation
and informative informative representation representation (e.g.,
(e.g., infographic, poster, comic
representation (e.g., (e.g., infographic, poster, comic infographic, poster, comic
strip) that includes some
infographic, poster, comic strip) that highlights different strip) that does not
Visual Representation different types of non‐verbal
strip) that effectively types of non‐verbal cues used effectively highlight
of Non‐Verbal Cues cues used in CMC, includes
highlights different types of in CMC, includes examples, and different types of non‐
Used in CMC examples, and explains how
non‐verbal cues used in explains how they convey verbal cues used in CMC,
they convey meaning, but may
CMC, includes examples, and meaning, but may not be as include examples, or
not be as engaging or
explains how they convey effective or thorough as explain how they convey
informative as proficient
meaning exemplary meaning

Student partially uses some

Student effectively uses Student adequately uses some examples and evidence, but Student does not
Reflection on
relevant and compelling examples and evidence to they may not be entirely effectively use examples or
Importance of Non‐
examples and evidence to support their reflections on the relevant or compelling, and evidence to support their
Verbal Cues in CMC
support their reflections on importance of non‐verbal cues may not effectively support reflections on the
and How They Can Be
the importance of non‐verbal in CMC and how they can be their reflections on the importance of non‐verbal
Effectively Used to
cues in CMC and how they effectively used to improve importance of non‐verbal cues cues in CMC and how they
Improve
can be effectively used to communication, but may not in CMC and how they can be can be effectively used to
Communication
improve communication. fully develop their ideas. effectively used to improve improve communication.
communication.

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ASSIGNMENT OPTION #3 – ESSAY + VISUAL (suitable for college level communications course)

Objective: The objective of this assignment is to showcase the student's knowledge of non‐
verbal communication in computer‐mediated communication (CMC) by requiring the student to
research, analyze, and present a visual representation of various non‐verbal cues used in CMC.

Instructions:

1. Begin by defining computer‐mediated communication and non‐verbal communication.

Provide examples of each.
2. Research and analyze the various non‐verbal cues that are commonly used in CMC. This
could include but not limited to the following:
a. Emoticons and emojis
b. Tone and language use
c. Use of capital letters
d. Use of punctuation marks
e. Use of spacing and formatting
f. Use of images, gifs, and videos
3. Analyze how the use of these non‐verbal cues affects communication in CMC. Consider
the following:
a. How do they convey emotions and attitudes?
b. How do they affect the tone of the message?
c. How do they affect the interpretation of the message?
4. Compare and contrast the use of non‐verbal cues in CMC to non‐verbal cues used in
face‐to‐face communication. What are the similarities and differences?
5. Discuss the benefits and drawbacks of using non‐verbal cues in CMC. Consider the
following:
a. Can non‐verbal cues be misinterpreted or misunderstood?
b. Can non‐verbal cues be used to manipulate or deceive?
6. Conclude with a reflection on the importance of non‐verbal cues in CMC and how they
can be effectively used to improve communication.
7. Create a visual representation (e.g., infographic, poster, comic strip) that highlights the
different types of non‐verbal cues used in CMC. Include examples of each and explain
how they are used to convey meaning.

Format: The assignment should be presented in a written essay format with clear headings and
subheadings. The essay should be a minimum of 1000 words and should be properly cited using
APA or MLA citation style. The visual representation should be presented in a format of the
student’s choosing.

Submission: The essay should be submitted in a digital format (e.g., Word, Google Docs)
through the school's learning management system (LMS).

Grading Criteria: The assignment will be graded based on the following criteria:

Depth of research and analysis Creativity and originality of the content

Clarity and coherence of the writing Compliance with the assignment
Use of proper citation style instructions.

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