File

DEPARTMENT OF THE AIR FORCE
Thomas N. Barnes Center for Enlisted Education (AETC)

Maxwell AFB, AL 36118
1 Oct 13
NONCOMMISSIONED OFFICER ACADEMY

STUDENT GUIDE
PART I
COVER SHEET
LESSON TITLE: MC01, MANAGERIAL COMMUNICATION
TIME: 43 Hours
METHOD: Informal Lecture/Guided Discussion
REFERENCES:
Air Force Handbook (AFH) 33-337. The Tongue and Quill, 1 August 2004.
Air Force Instruction (AFI) 36-2618. The Enlisted Force Structure, 27 February 2009.
Air Force Manual (AFM) 33-326. Preparing Official Communications, 15 October 2007.
Air University, Style and Author Guide, Air University Press, Maxwell-Gunter AFB, AL.
Apr 2005. http://aupress.au.af.mil/Resources/style/austyle_guide.pdf
Bailey, Edward P. and Philip A. Powell. The Practical Writer. 5th Ed. Harcourt Brace
Jovanovich College Publishers, New York: 1992.
Bates, Jefferson D. Writing With Precision, How to Write So That You Cannot Possibly Be
Misunderstood. Acropolis Books LTD., Washington DC: 1993.
Department of the Air Force. Air University Instruction 14-301, Security Reviews of
Research Papers, Textbooks, and Related Documents. 10 June 1994.
http://www.au.af.mil/maxbos/pubs/aui/aui14-301.pdf
Fowler, H. Ramsey and Jane E. Aaron. The Little Brown Handbook. 9th Ed. NY:
Longman Publishers, 2003.
Garcia, Susan. Motivational/Inspirational Communication, Maxwell-Gunter AFB AL:
AFSNCOA, 2004.
Kline, John A. Dr. Communication and Leadership. AU-24, Concepts for Air Force
Leadership. AU Press, Maxwell AFB: 1996.
Klein, S., & U.W. Stout, Chandler, W., U.W. Whitewater (2006). Reflection for
Preservice and Inservice Art Teachers. E-portfolio, Retrieved January 23, 2007, from
http://www.uwstout.edu/art/artedportfolios/reflection/index.html.
Pensavalle, M., Tyerman, J., Delgadillo, L., Miyake, J., Soong, A, (2006). AACTE 2006
Proposal: How Reflection Impacts Instructional Change. AACTE 2006 Proposal,
Retrieved Jan. 23, 2007, from
http://www.usc.edu/dept/education/up_files/AACTE_06_Presentation.pdf
Short, K., Harste, J., & Burke, C. (1996). Creating classrooms for authors and inquirers.
2nd. ed. Portsmouth, NH, Heinemann.
STUDENT PREPARATION:
1. Read the student guide (18,154 words, approximately 150 minutes)
2. Complete exercise.
3. Read The Tongue and Quill, pages 17-103, 115-149, 215-216 and review grammatical
terms and uses on pages 265-336.
4. Read Appendix 2 and 3.
5. Read pages 3, 36, and 55-71 in Speaking Effectively, A Guide for Air Force Speakers.
PART IA
GENERAL LEARNING OUTCOME: Students who graduate from the NCOA
communicate rank-appropriate tasks more effectively.
SUPPORTED COMPETENCIES/DIRECTIVES:
The Introduction to Managerial Communicator Assignments lesson supports the following
AF Institutional Competencies:
1. Enterprise Perspective Strategic Communication
2. Communicating Speaking and Writing
The Introduction to Managerial Communicator Assignments lesson provides the
information NCOs need to effectively execute their responsibilities outlined in AFI 362618, The Enlisted Force Structure.
The Introduction to Managerial Communicator Assignments lesson supports the following
Culture of Engagement learning outcomes:
1. Value of Communication
2. Personal and Air Force Narrative Development
TERMINAL COGNITIVE OBJECTIVE: Comprehend how effective communication
impacts NCO, unit, and mission effectiveness.
TERMINAL COGNITIVE SAMPLES OF BEHAVIOR:
1. Summarize how effective communication impacts NCO, unit, and mission
effectiveness.
2. Give examples of how effective communication impacts NCO, unit, and mission
effectiveness.
3. Predict the impact of effective communication on NCO, unit, and mission
effectiveness.
4. Apply effective communication.
AFFECTIVE OBJECTIVE: Value effective communication.
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CRITERION REFERENCED OBJECTIVES:

1. REFLECTIVE THINKING ESSAY (5 Hours):
Given instructions, and previously learned material, learners compose reflective thinking
essays successfully as evidenced by their submission of five completed reflective thinking
essay assignments.
2. PERSONAL AIR FORCE NARRATIVE (5 Hours):
Given instructions, and previously learned material, learners deliver a briefing on a
personal Air Force narrative successfully as evidenced by them earning a passing score on
the briefing assessment instrument.
3. STRATEGIC INITIATIVE (6 Hours):
Given instructions, and previously learned material, learners deliver a briefing on an Air
Force Strategic Initiative successfully as evidenced by them earning a passing score on the
briefing assessment instrument.
4. KEY AIR FORCE LEADERSHIP MESSAGE (6 Hours):
Given instructions, and previously learned material, learners deliver a briefing on a key
message from Air Force leadership successfully as evidenced by them earning a passing
score on the briefing assessment instrument.
5. DOMAINS OF CULTURE - WRITING (4 Hours):
Given instructions, and previously learned material, learners compose a background paper
successfully as evidenced by them earning at least 35 points on the writing evaluation
instrument.
6. DOMAINS OF CULTURE - BRIEFING (8 Hours):
Given instructions, previously learned material, and their previously composed background
paper, learners compose and deliver a briefing successfully as evidenced by them earning
at least 35 points on the briefing evaluation instrument.
7. GROUP INTERPERSONAL (0 Hours):
Given instructions, a scenario, peers who play assigned roles, and previously learned
material, learners lead a small group session successfully as evidenced by them earning at
least 35 points on the evaluation instrument.
8. PERSONAL LEADERSHIP DEVELOPMENT PLAN (4 Hours):
Given instructions, previously learned material, and a personal development plan outline,
learners complete a Personal Leadership Development Plan no later than DOT ___.
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PART IB
LESSON OUTLINE:
CONTENT
INTRODUCTION: Attention, Motivation, and Overview
MP 1. Introduction To Managerial Communicator Assignments
MP 2. Assignments And Assessment Instruments
MP 3. Homework Review
MP 4. Effective Communication
CONCLUSION: Summary, Remotivation, and Closure
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PART II
STUDENT READING
Just like the previous level of Enlisted Professional Military Education (EPME), the
NCOA offers plenty of opportunities to improve your communication skills. The learning
outcome for this module is NCOs who communicate rank appropriate tasks more
effectively.
Conduct a quick review of the objectives and samples of behavior and you will discover
they do not addresses grammar, sentence structure, paragraph development, and other basic
communication concepts. At this level of EPME, NCOs should be able to demonstrate
effective communication skills. However, we recognize some students may need a
refresher in basic communication concepts so we have provided some material and
homework to assist in this area.
The formal and informal communication assignments focus on effective communication
emphasizing the importance of proactively seeking feedback, demonstrating a willingness
to consider the feedback, and considering how feedback can improve behavior and
communication effectiveness. Formal communication assignments are graded and count
towards graduation requirements. Informal communication opportunities include small
and large group out briefs and other impromptu briefings and speeches. Since formal
communication assignments count towards graduation, we will look at them right after a
short discussion on effective speaking and writing.
Effective Speaking and Writing
Effective communication is focused. It addresses an issue directly and completely without
getting sidetracked and uses the least amount of words necessary to get the point across.
High quality, well-focused communication follows the rules of language and grammar,
presents ideas in a logical, systematic manner, does not hide ideas in a jungle of words, and
takes the audiences experience, background, and expectations into account. Moreover,
effective communication uses logic and credible support to inform, persuade, or entertain
an audience.
During your time at the NCOA, you will complete a series of communication projects.
The projects help increase proficiency at synthesizing, composing, and framing messages
to meet the needs of audiences from all organizational levels, using terms, examples, and
analogies that are meaningful to these same audiences while simultaneously adjusting your
delivery style based on the needs of the audience and the type of message. In short, these
projects will make you better at applying effective communication concepts in all
communication situations.
The purpose of this guide is to set you up for success, but it cannot possibly answer all
questions concerning the communication projects. Therefore, we have also scheduled a
flight room discussion to provide clarification. As you read, take notes and be prepared to
ask questions during this session. We will begin with an overview of the assignments and
evaluation instruments.
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Reflective Thinking Essays (covered in flight room)

Overview: For this project, students compose reflective thinking essays that capture what
they think and how they feel about the previous weeks activities. Students share and
discuss essays with other flight members each Monday (typically) in small group sessions.
After a brief discussion, each group synthesizes the commonalities and significant
differences to compose a short briefing. Next, each group selects one member of the group
to brief the rest of the flight. This project occurs five times during the course.
Purpose: Reflective thinking causes deeper and longer lasting learning. It is not an addon to the learning process; rather, it is integral to the complex process of becoming an
effective leader.
Reflection:
-
enables self-awareness.
enables personal and professional growth.
helps us realize why our successes were successful and why our failures occurred.
helps us reformulate personal goals and beliefs.
helps us make life choices consistent with our beliefs.
Questioning is the essence of reflection. During this process, you will question what you
have learned throughout the course as you reflect on the previous weeks activities, to
include lessons, briefings, discussions, exercises, study groups, and independent work.
Although the process of reflection can be uncomfortable at first, it is the catalyst for real
change and growth.
Assessment: Rated as a Go / No-Go; No-Go must re-fire, and it is a Summative (counts
towards graduation).
Specific Requirements (3 Parts):
Part 1: Self-directed activity that occurs outside the classroom
1. Work alone and use the guidance provided in attachment 1 to compose essays.
2. Bring essay to class on assigned date.
Part 2: Group Discussion/Briefing Composition
Working in groups of three or four depending on class size, students review and
discuss their essays looking for commonalities and differences; each group synthesizes
its discussion and then develops a 3 to 5 minute briefing.
Note 1: Briefings must synthesize the groups discussion. Simply stating each
members individual thoughts and ideas does not meet the intent of this exercise.
Note 2: Essays are typically due the first academic day of each week, just prior
to the start of the first flight room session (see schedule for actual due dates).
Note 3: Though instructors do not assign grades, they do collect essays to 1)
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ensure every student accomplishes the assignment, 2) ensure essays meet the
assignments intent, and 3) provide students with candid, straightforward
feedback.
3. Be prepared to discuss your essay with other students (see attachment 2 for essay
discussion example).
Note: All assigned reflective thinking essays are shared openly in the flightroom.
Although not a requirement, students are welcomed and encouraged to maintain a
separate personal reflective notebook to record their private thoughts and ideas.
Part 3: Briefing
A spokesperson from each group delivers his/her groups briefing (see attachment 2
for essay briefing example).
Note 1: Use terms, examples, and analogies that are meaningful to the audience.
Note 2: Spokesperson must be someone who has not yet given an essay briefing.
Note 3: When a student briefs, all other students must actively listen and be
prepared to provide informal peer-to-peer feedback to the speakers about their
performance. Likewise, those who deliver briefings should actively seek feedback
from their peers. The idea here is to improve active listening skills, help one
another become effective speakers, and reinforce the habit of developing others
and ourselves.
That wraps up the first communication project lets move on to the Personal AF
Narrative Briefing.
Personal AF Narrative Briefing (covered in flight room)
Overview: Students develop a 3-5 minute Personal Air Force narrative. The assignment
focuses on responding to questions from key audiences that want to know what you do for
the Air Force, why you joined, why you are still a member, and so forth.
Purpose: NCOs need to understand the requirement and rationale for all Airmen to
engage the American public to tell the Air Force story. Therefore, NCOs must be
prepared to tell their own positive Air Force story to key audiences. To do this
successfully, NCOs must compose a personal narrative that tells their story while also
staying in their lane and without compromising OPSEC. This assignment gives students
an opportunity to demonstrate/hone/improve their writing and speaking skills.
Assessment: Instructors assess this briefing using the Go- No-Go Briefing Assessment
Instrument (attachment 3). To pass this project, briefings must receive a Go on 17 of the
25 items on the instrument. This is a summative assignment and counts towards
graduation.
Note: Students who fail to achieve an overall GO rating must re-fire the briefing
and become ineligible for awards.
Specific Requirements:
This briefing is informational in nature.
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1. Students compose a positive personal Air Force narrative that is in their lane and
that does not compromise OPSEC.
2. No acronyms.
Note: No two students may have the same topic unless authorized by instructor.
3. A talking paper is mandatory (see attachment 9 and The Tongue and Quill).
Note: A talking paper must be turned in to the instructor prior to the briefing.
This paper is used by the instructor as a roadmap to follow the students briefing.
As a memory jogger, students may use a copy of the talking paper, note cards, or
a keyword outline. The note cards and keyword outline do not have to mirror the
talking paper. No manuscript reading allowed; students must be prepared to
deliver a briefing with minimal memory aids and very little reading. Limit
reading to quotes and information that must be read to be accurate.
4. Visual aid(s) prohibited!
5. Briefing is 3 to 5 minutes.
Note: Briefings less than 3 or more than 5 minutes earn a NO-GO rating.
6. If using sources other than yourself, fully integrate and qualify each source.
Note: No outside sources required, and although sources can add support to your
briefing, primary support should come from your own experience.
That is it for the Personal Leadership Narrative briefing. Next, we will briefly touch on the
Strategic Initiative Briefing.
Strategic Initiative Briefing (covered in flight room)
Overview: Students develop a 3-5 minute briefing based on an Air Force Strategic
Initiative.
Purpose: NCOs must be prepared to brief Air Force strategic initiatives to subordinates
and other key audiences. To do this successfully, NCOs must be able to conduct research
about strategic initiatives and then prepare briefings that capture the essence of the
initiatives. This assignment gives you the opportunity to demonstrate, hone, and improve
your research, writing, and speaking skills sets.
This assignment focuses on responding to questions from key audiences who want to know
what the Air Force is doing around the world and the human relations issues the Air Force
is involved with and why. Students may use strategic initiatives that are up to three-years
old.
Assessment: Instructors assess this briefing using the Go-No-Go Briefing Assessment
graduation.
MC01SG - 8
1. Student selects an Air Force strategic initiative to brief.
Note: A talking paper must be turned in to instructor prior to the briefing. This
paper is used by the instructor as a roadmap to follow the students briefing. As a
memory jogger, students may use a copy of the talking paper, note cards, or a
keyword outline. The note cards and keyword outline do not have to mirror the
deliver a briefing with minimal memory aids and very little reading. Limit reading
to quotes and information that must be read to be accurate.
3. Visual aid(s) are prohibited.
Note: Briefings less than 3 or more than 5 minutes earn a NO-GO rating.
5. At least one outside source is required; students must fully integrate and qualify
each source.
Examples of USAF Strategic Initiatives include:
a. Stand up of the AF Culture and Language Center
b. Contingency Support (AEF and JET)
c. Financial Initiatives
d. Support for Survivors (war, accidents, suicides, etc.)
e. Cyberspace
f. Nuclear Enterprise
g. Institutional Competencies List
h. Air Force Learning Council
i. Wingman (Sexual Assault, Suicide Prevention, etc.)
j. Policy Changes (Manning, recruiting, re-training, dont ask-dont tell)
k. Chaplain issues (Religious Freedom/diversity)
l. Communication issues (security, infrastructure, training, etc.)
m. Weapons programs (Ground, Air, Space, etc)
n. Environmental Issues
That is it for the Strategic Initiative briefing. Next, we will briefly touch on the briefing
assignment, the Key Air Force Leadership Message.
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Key Air Force Leadership Message Briefing (covered in flight room)

Overview: Students develop a 3-5 minute briefing based on a Key Air Force Leadership
Messages (e.g. Aim Points).
Purpose: NCOs must be prepared to brief Key AF Leadership Messages to subordinates
and other key audiences. To do this successfully, NCOs must be able to conduct research
about key messages and then prepare briefings that capture the essence of the messages.
This assignment gives you the opportunity to demonstrate, hone, and improve your
research, writing, and speaking skills.
Assessment: Instructors assess this briefing using the Go-No-Go Briefing Assessment
graduation.
1. Student selects a Key AF Leadership Message to brief.
3. Visual aid(s) are prohibited.
Note: Briefings less than three or more than five minutes earn a NO-GO rating.
5. At least one outside source required, must fully integrate and qualify each source.
Sources for Key USAF Leadership Message include but are not limited to:
a. HAF (SECAF and CSAF)
b. CMSAF
c. MAJCOM Commanders or Command Chiefs
d. Combatant Commanders or Command Chiefs
e. Direct Reporting Unit Commanders or Command Chiefs
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f. Field Operating Agency Commanders or Command Chiefs

g. Number Air Force Commanders or Command Chiefs
h. Civil Air Patrol (National Commander only)
That is it for the Key AF Leadership Message briefing. Next, we will briefly touch on the
next assignment, the Domains of Culture writing and speaking assignments.
12 Domains of Culture - Writing and Speaking Assignments (covered in flight room)
Overview: Students compose a background paper on American culture using one of the
12 domains of culture and then, after receiving feedback on the paper, develop and deliver
a 5-7 minute briefing based on the background paper.
Purpose: The first step to becoming cross-culturally competent is awareness of ones own
culture. Therefore, this assignment requires NCOs to conduct research in order to gain a
better understanding of American culture and to reinforce cross-cultural competence (3C)
principles, specifically the 12 domains of culture.
Assessment: Instructors assess the writing assignment using the Domains of Culture
Writing Evaluation Instrument (attachment 5) and assess the speaking assignment using
the Domains of Culture Briefing Evaluation Instrument (attachment 6). To pass these
projects, students must earn at least 35 out of 50 points on each instrument. Each of these
projects is a summative evaluation and counts towards graduation.
Note: Students who fail to earn 35 points must re-fire and become ineligible for
awards.
Specific Requirements (Background Paper):
1. Select one of the 12 Domains of Culture;
Note: Instructors assign all 12 Domains before allowing two students to have the
same domain. In cases where two students have the same domain, they must report
on different topics wherever possible. Students must pick at least two of the
elements of their assigned domain (see Attachment 4).
2. Use EPMEs background paper format shown in attachment 8. (See page 215-216
of The Tongue and Quill for additional information on background papers, but DO
NOT use The Tongue and Quill format).
3. Papers will be no more than two pages plus citation page.
a. Document all sources used in the paper on the citation page.
b. Papers must contain at least two outside sources
4. Integrate and cite all sources.
5. Place identification line (ID) in footer of first page. ID lines must include:
a. Authors rank and last name: TSgt (Adam Andrew) Amazing
b. Organization: Use Flight designation, e.g. Flight A
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c. Office Symbol: Use student number, e.g. A16

d. Phone Number: Use Flight Instructors seven-digit phone number, e.g. 4165678
e. Typist initials: aaa
f. Date: Use project due date, e.g. 1 May 11
ID Line Example: TSgt Amazing/Flight A/A16/416-5678/aaa/1 May 11
Specific Requirements (Briefing)
1. Developed from students background paper
2. A talking paper is mandatory, one page limit (see attachment 9 and The Tongue
and Quill)
3. Visual aid(s) prohibited
4. Briefings must be between 5 and 7 minutes long
Note 1: There is a 2-point penalty for each 30 seconds (or part thereof) for going
under or over the time limit.
Note 2: Instructors stop grading at 7 minutes and stop speakers at 8 minutes.
5. Fully integrate and qualify all sources (except self)
Note: Briefing must contain at least two outside sources (sources used in
background paper).
6. Videotape briefing (optional), but highly encouraged.
Note: In schools where videotaping is possible and occurs, students are expected
to review their tapes and to seek feedback on strengths and areas for improvement
from instructor and peers.
Now that we have covered the Domains of Culture Speaking and Writing Assignments, let
us move on to the Group Interpersonal Sessions.
Group Interpersonal Sessions (covered in flightroom)
Overview: For this assignment, students use knowledge gained from the 5-hour
Interpersonal Communication for the Manager lesson to conduct two (formative and
summative) small group sessions. Sessions are based on previously assigned scenarios and
include at least three other students who role-play assigned roles.
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Purpose: NCOs regularly exchange information with peers, subordinates, and

supervisors; good interpersonal skills play a key role in the success of these exchanges.
Poor interpersonal skills can cause others to become confused, frustrated, and even angry.
This assignment gives students two formal opportunities to demonstrate, hone, improve
and their interpersonal skills.
Assessment: Instructors assess both sessions using the Group Interpersonal Evaluation
Instrument (attachment 7). To pass this assignment, students must earn at least 35 out of
50 points on the instrument during the summative evaluation.
1. Become thoroughly familiar with the formative and summative scenarios. The
formative scenario is handed out during MP 2 of this lesson. The summative scenario
is handed out after all students have delivered the formative group interpersonal.
2. Conduct a small-group interpersonal session based on the scenario.
Note: Fellow students role-play parts from your assigned scenario.
3. Role players do not see scenarios until the day of the evaluation.
4. Students have 15 minutes to complete their sessions.
Now it is time to cover the final assignment, the Personal Leadership Development Plan.
Personal Leadership Development Plan (PLDP) (covered in flight room)
Overview: For this assignment, you will develop a Personal Leadership Development
Plan or PLDP, and participate in an open discussion of your plan. Plans take into account,
information from any of the lessons, results of your assessments, and reflection of your
NCOA experience. among other things, your reflections over your NCOA experience.
You will create your plan using the format provided in the Leader Influence lesson. Your
plan will be graded using the PLDP Assessment Instrument (attachment 10).
Purpose: Effective leadership does not just happen; it requires planning and a great deal
of effort. Once developed, personal leadership plans require continuous updating to
remain effective. This project allows students to develop a PLDP tailored to their
professional goals.
Assessment: Instructors assess PLDPs on a Go/No-Go basis and it is a summative
assignment and counts towards graduation. To pass this project, students must receive a
Go on 15 or more items on the instrument.
Note: Students who receive a No-Go rating must re-fire and are no longer eligible
for the awards program.
Specific Requirements: These will be covered in UM04, Leader Influence.
Common Factors For Writing
1. Keep OPSEC in mindno classified information.
2. Primary source for formatting papers is The Tongue and Quill (2004).
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3. Do not share graded papers and feedback with other students.

4. Return all graded papers to your instructor before graduation.
5. Format:
a. Use plain bond paper.
b. Font: use Times New Roman, 12 point.
c. Spacing: Double-space sentences.
d. Margins: Use 1-inch (approximately) margins (top, bottom, and sides).
e. Identification Line: Included in the footer of the first page, placed 0.50
(approximately) from bottom of page, and left justified.
Example: TSgt Amazing/Flight A/A16/416-5678/aaa/1 May 11
f. Page Numbers: Include page numbers in the footer of the second, third, etc.
page, placed 0.50 (approximately) from bottom of page and left justified.
6. Outside Sources (if applicablesee individual projects for details).
Note: Student Guides, The Tongue & Quill (2004), and other books issued by the
NCOA may be used as sources, but do not count as outside sources.
7. Always obtain permission from NCOA speakers BEFORE quoting them.
8. Use endnotes as your citation method; refer to The Tongue and Quill (2004), pages
344 and 345, and the example on page 353. Electronic copies of The Tongue and
Quill are available online.
a. Label the endnotes page with Notes (no quotes) centered at top of page.
b. Triple space between Notes and first entry.
c. Single space within and between each entry.
(1) Number each entry in the same sequence as it appears in the document.
(2) Do not go overboard: although we expect students to format citations
correctly, minor errors (commas, periods, etc.) are acceptable as long as they do
not distract from the users ability to locate the source.
9. Common Format Errors:
a. Citation (notes) page entries out of order or incomplete and entries used in
paper but missing on citation (Notes) page.
b. Margins too big/small (minor adjustments +/- allowed due to differences in
computer and printer settings).
c. Font is wrong size/type.
d. Page numbers missing, incorrectly numbered, and incorrectly justified (e.g.
center or right justified--should be left justified).
e. Spacing incorrect (minor adjustments +/- allowed due to differences in
computer and printer settings).
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f. Missing or incorrect identification line.

10. See schedule for all project due dates.
Common Factors For All Speaking Assignments
1. Keep OPSEC in mindno classified information.
2. Do not share graded speaking evaluation instruments with other students.
3. Return all graded speaking evaluation instruments to instructor before graduation.
4. Limit reading to quotes and other information where it is important to be precise.
5. Use one or two outside sources (when applicable see individual projects for
details).
Note: Student Guides, The Tongue & Quill (2004), and other books issued by the
NCOA may be used as sources, but do not count as outside sources.
6. Always obtain permission from speakers BEFORE quoting them.
7. See schedule for assignment due dates.
Tips for Success
1. Time Management is the key to success! Use the schedule to plan time for
research, writing, and practicing;
2. Use each others strengths (writing, editing, researching, formatting, speaking
etc.).
3. Practice! Practice! Practice! Practice speaking in front of each other and be
prepared to give and willing to receive constructive/specific feedback.
Note: Giving ambiguous feedback or telling peers they are doing great when they
are not is a disservice to them, and more importantly, a disservice to their
subordinates.
4. Have others review your work.
5. Share resources (paper, printing, computers, etc.).
6. Edit (NOT rewrite) each others written work. Changing a word is rewriting,
while putting an s-v above the sentence for a subject-verb disagreement is editing.
Each student must do his or her own work!
7. A positive attitude is the key to gaining the most from your NCOA experience.
8. Challenge yourself to find a take away from every lesson, lecture, and activity.
Independent Research
The schedule includes time for independent research (IR). This is time set aside for
students to conduct the research necessary to complete specific communication projects.
The IR hours are associated with the following projects:
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1. Strategic Initiative Briefing: 1 hour on DOT ______

2. Key AF Message Briefing: 1 hour on DOT ______
3. Domains of Culture Paper 1 hour on DOT ______
4. Personal Leadership Development Plan (PLDP) 1 hour on DOT ______
Additional Guidance
Elements of Effective Communication
The sender is the originator of the communication process. A speaker, writer, artist,
musician, or even an architect can be the sender of communication. The sender must select
and arrange symbols (words, sounds, gestures, etc.) to create an accurate message in the
receivers mind and to meet the audiences needs.
The message is the idea, feeling, or information that the sender transfers to his or her
audience using written or spoken words and nonverbal communication.
The receiver is the target for the sender's message. We receive messages through reading,
listening, observing, and even touching. To be a good receiver, we should use as many of
our senses as possible, practical, and appropriate to make sure the message we get is the
one the sender intended.
Feedback completes the communication process and begins the process all over again.
It is a reaction to the received message. You must correctly interpret the receivers
level of understanding by seeking input and validating understanding of written and
verbal communication. It allows for adjustments, when necessary, to ensure the
message is clear. Feedback has two formsverbal and nonverbal. Verbal feedback is
the receiver expressing feedback to a certain message with words. Nonverbal feedback
is the receiver expressing feedback to a certain message with body language or facial
expressions. Both of these forms of feedback give the sender ideas of how well the
receiver understood the message.
Source Support
To use sources appropriately and legally you must document them properly and give credit
where credit is due. The following information explains the requirements for source
support documentation in written and spoken projects. See page 344 of The Tongue and
Quill for detailed information on how to cite your sources.
Written Projects
Integration and citation are the two requirements for source support in written projects.
Integration: This is the inclusion of the source directly into the text. Far too many
times the writer depends on a citation page or other attachments to provide support.
This is not an effective way to communicate. The document should stand on its own
by having the source directly integrated.
Example: Dr. Green said that stress accounts for over 60% of heart attacks.
Citation: This is a reference to a book, article, webpage, or other published item with
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sufficient detail to identify the item uniquely. At the NCOA endnotes are used to
indicate where you got your information.
There are several ways to cite sources shown in the reference books, but the NCOA
mandates using the sources name in the text and the source information in the
endnote entries. The Tongue and Quill, pages 344 and 353, provides guidance on
endnotes.
Example: Dr. Green said that stress accounts for over 60% of heart attacks.1
In this example, superscript 1 (citation) number sends the reader to the endnote
entry located at the end of paper where the source of the information resides.
Spoken Projects
Integration and qualification are the two requirements for source support in spoken
projects.
Integration: This lets the listening audience know where you obtained your
information. If you were using Dr. Greens material, you could say:
Dr. Green said that stress accounts for over 60% of heart attacks.
Qualification: Your audience will not have the benefit of a citation page so
qualification is the only way to indicate the validity of your material. Let us look
at the best way to qualify Dr. Greens material in a briefing.
Example: Dr. Green, a heart specialist at the Mayo Clinic, says stress accounts
for over 60% of all heart attacks.
The qualification of Dr. Green as a heart specialist at the Mayo Clinic tells the
audience he is a credible expert on heart attacks.
To be clear, integrate and cite source support in papers and integrate and qualify
source support in speeches/briefings. Now let us examine what to do when you need
to use a source more than once in a project.
Using Sources More Than Once
Papers: When you want to use a source more than once in the same project,
reintroduce the source in the text (integrate) and endnote the source information
(citation). For an example of this look for the names Bassett and Leedy on page 353
of The Tongue and Quill.
Speeches/Briefings: You do not have to fully integrate and qualify the source each
time. In other words, once you have qualified the source in your presentation, simply
reintroduce the name of the author, book, etc. to communicate the source information.
Support Material
Examples: The Tongue and Quill states, An example is a specific instance
chosen to represent a larger fact in order to clarify an abstract idea or support a
claim. Examples must be appropriate, brief, and attention arresting.i
Types of support material include real life examples, imaginary, brief examples,
statistics, testimony, comparisons, and explanations.
MC01SG - 17
Real life (historical or current events)

1. How powerful books can beUncles Toms Cabin started a war.
2. How costly a DWI can beincreased insurance rates, loss of life or limb,
and dead-end careers.
3. Results of increased operation temporetention problems, increased
family problems and decreased morale.
Imaginary (jokes or parables)
1. David Letterman, Conan OBrien, or Jay Leno commentaries.
2. Aesops fables.
Brief examples
Brief examples are normally presented in short clusters of two or three. Brief
examples are more effective if they are specific instead of general. Brief examples
can be used as clarification support, proof support, or to condense a massive
amount of narrative information.
1. Clarification Support: Defined as making it easier to understand: Air
University often looks at critical processes. For example, staff and faculty
are currently looking at ways to leverage technology to reduce costs across
the university.
2. Proof Support: Defined as establishing something as true and/or factual.
Because of inadequate PCS reimbursements, Sergeant Green was not
reimbursed for $1,500 in moving expenses. His loss is evidence that a
problem exists.
3. Narrative: Defined as an example that provides very effective support.
Normally a narrative example involves a specific incident and includes
names, dates, and details. An effective narrative example makes the story
real and believable.
Statistics
Statistics are primarily used as proof of a particular point or assertion. Theyre
also used to clarify, to show relationships, and to summarize large collections
of data. Lets examine the use of statistics for support:
The Rules of Statistics:
1. Keep statistics simple and easy to understand.
2. Use terms and analogies the audience can understand.
3. Round off when possible.
4. Give complete informationproviding all the facts and letting the
audience draw its own conclusion adds credibility and reinforces your
argument.
5. Most important, provide the source.
Here are a few examples using statistics:
MC01SG - 18
- Ratio examples:
a. She makes three times more a year than I do.
b. Only 1 in 10 people floss their teeth daily.
c. Insurance companies estimate 1 in 10 drivers do not wear their
seatbelts consistently.
- Raw Number examples:
a. Nine Alabamians died on the highways to date.
b. He spent $400 on a new DVD player.
c. She is 39 years old.
- Percentages:
a. In 85% of accidents, human error was involved.
b. Ninety percent of the worlds population has no health care.
c. The current promotion rate to Chief Master Sergeant is 12
percent.
d. Clarification support: "Seventy five percent of NCOA test
failures can be attributed to....
e. Proof support: The F-117 flew only 2 percent of all the Desert
Storm sorties, but caused 40 percent of the bomb damage.
Testimony
A few basic methods of providing testimony include:
1. Direct Quote: using words exactly as they appear or were said. Quote only
the parts you need. Use ellipsis as needed: Ellipses () are used in writing
to indicate an omission of words or phrases not necessary for understanding
or purpose.
2. Paraphrase: using your own words to restate what the author said.
3. Testimony can be used as proof and/or clarification support.
Note: If your quote contains an error (incorrect date, grammatical error,
etc.), put the letters sic in brackets, for example [sic], after the error. This
is Latin and means, thus to indicate that you are copying the quote as
written, although you recognize the error.
Example: and George Washington, the vice president [sic] was
4. Testimony must be relevant and appropriate.
5. Testimony Rules:
a. Keep testimony as brief as possible.
b. Use testimony in context.
MC01SG - 19
c. Integrate testimony fully.

d. Give credit where credit is due even if you paraphrase or summarize.
Comparisons
1. Focus on similarities.
2. Make a statement about the relationship between two or more things; stated
fully to ensure clarity.
For example, Auditory learners are distracted by noise more than visual
learners are or Noise distracts auditory learners more than it distracts
visual learners.
3. Always state what is being compared.
For example, The F-22 is faster than the F-16 , Her paper is better than
mine.
4. Comparisons are most frequently used to clarify relationships, but they can
also be used effectively to prove a point. There are several types of
comparisons:
a. Metaphor: the fast burner.
b. Simile: like a tree, we die from the top.
c. Analogy: a comparison between two essentially unlike things for the
purpose of definition or illustration. An analogy explains an
unfamiliar or abstract thing with a familiar or concrete thing.
d. Literal Example: The landing surface of an aircraft carrier is equal
to the length of 3.5 football fields.
e. Figurative Example: He floats like a butterfly; stings like a bee.
f. Contrast, a form of comparison, is very effective when trying to
prove a point: old vs. new, here vs. there, ours vs. theirs, etc.
g. Comparisons can be used as proof and/or clarification support.
h. Most importantly, comparisons must be relevant and appropriate.
Explanations
1. Definitions are primarily used to explain or clarify unfamiliar terms, jargon,
processes, or to establish a common core of experience.
2. Use as proof support. For example, they can show that a certain policy or
rule existed in a regulation or other document.
3. Use as clarification support. For example, use a definition to explain
unfamiliar jargon in an EPR.
4. Rules for using definitions:
a. If your audience knows or understands the term, dont define it.
MC01SG - 20
b. If your audience does not understand the term or jargon, define the
term or jargon in words the audience will understand.
Explanations must be relevant and appropriate. There are two types of
explanations: analysis and description.
c. Analysis: break into small parts and provide the who, what, why,
where, when and how.
d. Description: similar to definition but adds more adjectives or adverbs
and lets the audience see, hear, or feel the expanded definition.
While understanding the types of support is important, understanding how to evaluate
sources is critical and doing it effectively requires you to analyze, interpret, synthesize, and
evaluate your sources.
Analyze: separate the reading into parts or elements. Ask yourself why you are
reading the materialwhat question are you trying to answer?
Interpret: determine the meaning or understand the significance of the elements and
how the elements fit into the whole. To interpret means to make assumptions, to form
opinions or beliefs.
Synthesize: put different elements together to form a new whole; to draw conclusions
about the relationships and implication.
Evaluate: make judgments about the workto judge a work as it stands and as it
seems to you, against your own unique bundle of experiences, observations, and
attitudes.ii
Now let us use what we have learned so far to examine and evaluate content in sources.
Evaluating Sources
Sometimes the hardest part of a task is getting started. Here is a guideline from Purdue
University Online Writing Lab that may help evaluate the content in your sources.
An online article, Evaluating Content in the Source from the Purdue University Online
Writing Lab (OWL) states:
1. Read the preface: What does the author want to accomplish?
2. Browse through the table of contents and the index:
a. Overview the source
b. Is the topic covered in enough depth
3. Look for related material
4. What is the intended audienceabove or below your level
5. Make a judgment callis the material factual
a. Are the facts clear
b. Is there enough evidence
MC01SG - 21
c. Is the coverage comprehensive

d. Is the language free from emotion and opinion
e. Are broad generalizations avoided
f. Does the author have a good mix of primary and secondary sources
g. If the author takes a position, is the position supported
6. Accuracy
a. How timely is the material? Does the copyright date matter? Is the research
still valid
b. Can you crosscheck the informationfind it in another source
7. How credible is the author
a. If there is no author, how credible is the publisher, the web site, the organization
8. Are generalizations supported
9. Are both sides of arguments supported?iii
These evaluating guidelines serve a dual purposethey help you determine if the source
material is relevant and reliable.
Relevance:
1. Fowler and Aaron define relevance (as it applies to evaluating sources) as
determining what you need and determining if the source material meets this need.iv
2. The material should adequately cover your topic and should also meet the level of
your need. Although it may take some effort on your part, you should be able to
understand the material. In addition, the material should increase your knowledge of
the material.
Reliability:
1. Fowler and Aaron say reliability is even harder to judge than relevance. To judge
reliability you have to dig deep.
2. You must research the background of the materials author.
3. You must determine if the author has sufficient expertise in the area to be
considered reliable. You must also determine if the author is biased.v
While the above guidelines are adequate for determining the relevance and reliability
of published works, you must go farther if you are evaluating an on-line source.
Evaluating On-Line Sources
Online sources can range anywhere from academic and government sponsored sites to
frauds and personal agendas.
1. Examples:
a. EBay: (an online auction house);
MC01SG - 22
b. The Center for Critical Thinking (nationally recognized association);

c. The NCOA on Air Universitys web page; and
d. Bubbas Chat Room
2. Fowler and Aaron provide the following advice for evaluating online web sites:
a. Check the electronic address
b. .edu (educational institution)
c. .gov (government body)
d. .org (non-profit organization)
e. .mil (military)
f. .com (commercial organization)
3. Determine the authorship or sponsorship.
4. Gauge the purpose of the site.
a. Sell ideas or products
b. Build knowledge
c. Use scare tactics
5. Evaluation of the whole web site.
a. Design
b. Easy to read and understand
c. Clear and relevant graphics
d. Links (Where do they go? Do they work?)vi
Plagiarism
Dont plagiarize. Using someone elses writing as if it were your own. This serious
offense can lead to severe professional and legal consequences. If using another persons
material, identify the borrowed passage and credit the author. This statement from The
Tongue and Quill presents plagiarism as a bad thing.vii However, what makes it bad?
Consider the definition of plagiarism according to Websters II New Riverside University
Dictionary. Webster says to plagiarize is to steal and use (the idea or writings of another)
as ones own.viii Now that you understand plagiarism is really stealing, you need to
understand how to avoid it.
To avoid plagiarism you must give credit where credit is due. To determine when credit is
due, or in other words when a source must be acknowledged, you must understand the three
types of sources. These three sources are: (1) your personal knowledge and experiences, (2)
common knowledge, and (3) the works of others. We cover these next so you will know
when acknowledgement is and is not required.
Personal Knowledge and Experiences
When looking for source support, consider your personal knowledge and experience first.
MC01SG - 23
With that said, most students immediately ask, Do I have to acknowledge myself as a
source?
Suppose you met CMSAF (Retired) Rodney J. McKinley, decided to write an article about
the experience, and then submit it to your base paper. In the article, you wrote about your
feelings and impression of the chief. Additionally, you conducted research to find out how
many of the other former Chiefs have visited your base. If all the information in your
article is your own knowledge, experience, and research, there is no requirement to formally
acknowledge yourself as the source.
Common Knowledge
Common knowledge can be used in the same manner as your own personal knowledge and
experiences; there is no need to acknowledge the source. Some examples of common
knowledge are:
Standard Information
Sometimes you know a fact, but you dont know how you know it, where you learned it, or
where you could find it to give the source credit. According to the Little Brown Handbook
(LBH), standard information includes facts commonly known, including historical facts.ix
For instance, on 7 December 1941 Japanese aircraft attacked the naval base at Pearl Harbor,
on 18 September 1947 the Air Force became an independent service, and on 3 April 1967
Paul W. Airey became the first CMSgt of the Air Force.
How many references do you think acknowledge these facts, dozens, or perhaps hundreds?
The LBH states you dont have to acknowledge the source even if you had to look the
information up.x While standard information can often be found in multiple references, the
second area of common knowledge, folk literature, has more elusive origins.
Folk Literature
Folk literature can be thought of as folklore, myths, legends, and traditions. As you can
imagine the origins of folk literature are almost impossible to trace. Folk literature does not
require the author to acknowledge the source. The most obvious reason is because the
author generally doesnt know the source. As the LBH notes, folk literature is popularly
known and cannot be traced to a particular writer.xi
For example, you could compare former CMSAF Aireys strength to Hercules, his
vision to Superman, and his wisdom to Aristotle, and you wouldnt need to
acknowledge any sources. Sometimes folk literature just doesnt have the analogy you
need.
If you wanted to discuss how former CMSAFs have continued to support the Air
Force even after retirement, you could say the former CMSAFs had miles to go
before they slept. Do you recognize the phrase? Perhaps you doits from Robert
Frosts poem Stopping by Woods on a Snowy Evening. Even if you slightly
modified the well-known sentiment, you used Robert Frosts work and you must
acknowledge the source {annotated in the endnote (qtd. in Fowler: 571).
So folk literature need not be acknowledged but published literature belonging to an author
does. Does that mean anything that is published must be acknowledged? The answer
MC01SG - 24
isnot necessarily.
Commonsense Observations
It is not necessary to acknowledge commonsense observations. As the LBH states,
Commonsense observations are something most people know, such as that inflation is
most troublesome for people with low and fixed incomes. An economists idea about the
effects of inflation on Chinese immigrants is not a commonsense observation.xii
To continue our example using the former CMSAFs, lets suppose you said, To be the first
at anything is a great honor, but it also carries a great responsibility. With all the articles
and books written about former CMSAF Airey, youre confident you could find a
supporting source, but you dont need toits commonsense.
Work of Others
You must always acknowledge the work of others. Does that mean articles, books, and
documents? Yes. How about movies and interviews? Yes. How about? Yes! Yes!
Yes! Whether you quote verbatim, paraphrase, or put an authors words into your own
words, you must give credit to the author.
According to The LBH, put quotes around a writers exact words making sure you dont
make grammatical changes. This applies to single words, short phrases, and even if the
writer used it in a special or central way.xiii To do otherwise would be considered
plagiarism.
The LBHs Checklist for Avoiding Plagiarism
- Are you using your own independent material, common knowledge, or someone
elses independent material? Always acknowledge another authors material
- If you are quoting someone elses material:
-- Is the quotation exact?
-- Have you inserted quotation marks around the quoted material?
-- Are graphs, statistics, and other borrowed data identical to the source?
-- Have you shown omissions with ellipses and additions with brackets?
- If you are paraphrasing or summarizing someone elses material, have you:
-- Used your own words and sentence structures?
-- Does your paragraph or summary employ quotation marks where you use
the authors exact language?
- Is each use of someone elses material acknowledged in your text?
- Are all your sources complete and accurate?
- Does your list of works cited include all sources used?xiv
ELEMENTS OF EFFECTIVE COMMUNICATION
All good communications include three main components: introduction, body, and
conclusion. In the next few pages, we examine each component and provide a few tips
MC01SG - 25
for success along the way.

INTRODUCTION
Good introductions include an Attention Step, Purpose Statement, Motivation/Hook,
and Overview. These elements capture the audiences attention and inform them of the
purpose of the communication. A good introduction also provides a roadmap so the
audience knows where your communication is headed.
To begin your briefing, you are required to introduce yourself.
The first step is to let your audience know its time to focus on your message. What
follows are several techniques to gain your audiences attention.
Rhetorical Question: Used to prompt listeners or readers to seek answers in their
own minds and to stimulate them to think about the matters you want them to deal
with.
Example: Insurance agent speaking to a group of potential customers, might say,
What would you do if your house burned down tonight? This question gains
the audiences attention and gets them thinking about insurance.
Quotation: An excellent way to begin a speech or paper as long as it is relevant to
what follows.
Joke: Must be appropriate for your audience and relevant to what follows. Do not
use jokes if there is any chance that someone will be offended.
Startling Statement: Used to jar the audience into paying attention.
Example: You can eat in a different restaurant three times a day for 15 years
and still not eat in every restaurant in New York City.
Gimmick: Used to quickly gain the audiences attention.
Example: Speaker holds up a clenched fist, and states, I have in my hand
something that no human being has ever seen before, and, a moment after I open
my hand, no one will ever see it again. The speaker opens his hand revealing a
peanut in a shell. He opens the shell, eats the peanut, and then makes the point
that ideas are as useless as peanuts in a shell unless they are properly expressed.
Common Ground: Audiences tend to pay more attention when they have something
in common with the speaker.
Purpose Statement
Your purpose statement must clearly and succinctly address your purpose for
communicating. It must be well focused because it provides the underlying theme for
the rest of your communication and addresses your reason for communicating.
A well-developed purpose statement does three things. First, it narrows the subject.
Second, it makes an assertion or states a precise opinion about the subject. Third, it
lets the reader or audience know your reason for the communication to inform, to
persuade or to motivate in a smooth, seamless manner.
As the LBH states, avoid saying the purpose of my paper or the purpose of my
MC01SG - 26
speech (27). Using phrases such as these are clear, but very heavy-handed and
mechanical. xv
Jefferson D. Bates in his book, Writing with Precision, provides the following
questions to answer while you are developing your purpose statement:
a. What is the real reason I am writing this?
b. What is the main idea I want to convey?
c. What response do I desire to elicit from the reader?xvi
Motivation/Hook
An effective motivation/hook tells WHY the audience needs to listen, HOW they can
use the information, and makes the audience WANT to listen.
Overview
A good overview provides a road map for the audience. It gives clues to the structure
of the communication (main points), tells the audience where you will begin (main
point 1) and end (main point X), and tells how youre going to accomplish your
purpose. A good overview not only sets up your audiences expectations about the
length and direction of your communication, it smoothly moves your audience
forward as you transition to your first main point.
The introduction is critical to gaining an audiences attention, but keeping it requires
good organization and support. With that in mind, lets explore the next component of
basic communication, the Body.
BODY
The body is where you deliver your message and achieve your objective (inform,
motivate, persuade, etc.). A well-written body systematically guides the audience
through your communication using a logical pattern.
The body is made up of an orderly sequence of main ideas (main points) using one or
more paragraphs. Each paragraph has unity. That is everything in the paragraph relates
to a single idea. The body also has coherence, which means it follows an appropriate
pattern, contains effective transitions, and uses nouns, pronouns, and verbs correctly.
Unity
Unity means all sentences support the topic sentence, which, in turn, supports the main
point. One of the most effective methods for checking unity is called the because
test. Simply place the word because at the end of each supporting sentence, to see
if it supports the topic sentence. Likewise, place because at the end of the topic
sentence to see if it supports your purpose.
Read the following paragraph and use the because test to determine whether
everything in paragraph supports the topic sentence.
Texas is a hunters paradise. Fox, quail, and other small game abound in the piney
woods of east Texas. In the high plains of northwest Texas, coyotes, jackrabbits,
and prairie dogs challenge the hunter who prefers the wide-open spaces. In south
Texas hill country, numerous small lakes, and rivers invite the angler to try his
MC01SG - 27
hand at catching bass and trout. In the hills and dry washes of west Texas, the
hunter must be constantly alert for desert cats and rattlesnakes as he stalks wild
goats and sheep. There is probably no other place in the world in which such a
diversity of game is so near at hand as in Texas.
Did you catch it? The sentence about fishing flunks the because test.
In south Texas hill country, numerous small lakes, and rivers invite the angler to
try his hand at catching bass and trout because Texas is a hunters paradise.
At this point, the writer should either remove the line about fishing, or revise the topic
sentence. What would you do?
Note: Although some colleges allow topic sentences to be placed anywhere in a
paragraph, here the topic sentence is ALWAYS the first line of paragraphs in the
Body of your communication projects. This standardizes the process for grading.
Remember, topic sentences introduce the main idea (theme) of a paragraph by
summarizing what the paragraph is all about. They provide focus for the paragraph,
order for the audience, and they tie back to the overview by answering the why, how,
or when of the purpose statement.
Coherence
Internal transitions help ensure your communication is coherent by tying ideas and
sentences together. They can be simple (and, but, nor, for, yet, or and so) or complex
(however, moreover, nevertheless, therefore, hence, anyway, furthermore and on the
other hand). External transitions are sentences used to provide a link between
paragraphs within your communication. Transitions help an audience know where
youve been and where youre going, and they allow the audience to shift mental
gears as you proceed through your communication.
Read the following two paragraphs out loud for a demonstration of how transitions
can make a difference in coherence.
MC01SG - 28
Why I Like to Fish

(without transitions)
There are reasons why I like to fish. I enjoy the pull of a three-pound bass at the
other end of the line. My enjoyment increases if the fish is out in the open waters
of the lake. I dont like him close to shore among the weeds. Fishing prods my
spirit of adventure to seek the lesser-known pools and the cool waters beneath some
underwater rocky ledge. I like to have a well-oiled and smooth-running motor to
drive my boat from spot to spot. I like the quiet under the open sky away from the
weekend campers and two-week vacationers. I think my last reason is best. I fish
at several locations.
Why I Like to Fish

(With Transitions)
There are three reasons I like to fish. First, I enjoy the pull of a three-pound bass
at the other end of the line. Moreover, my enjoyment increases if the fish is out in
the open waters of the lake, rather than close to shore among the weeds. Second,
fishing prods my spirit of adventure to seek the lesser-known pools and the cool
waters beneath some underwater ledge. Still, I like to have a well-oiled and
smooth-running motor to drive my boat from spot to spot. Finally, I like the quiet
under the open sky away from weekend campers and two-week vacationers. Of
the three, I think my last reason is the best. There are several locations I go to
fish in order to enjoy the quiet.
External Transition: Although telling you why I like to fish was fun, it would not
be right if I did not tell you where to catch the biggest fish.
The two paragraphs clearly demonstrate how internal and external transitions not only give
paragraphs coherence; they help to move an audience smoothly along the communication
path. With the body covered, let us now look at the final component of basic
communication.
MC01SG - 29
CONCLUSION
The last element of a good communication is the conclusion. Many professional speakers
and writers consider the conclusion the most important part of the communication because
its the final thought and because research shows people remember best what is said last.
A good conclusion lets the audience know where youve been, how they can benefit, and
that the communication is over. All good conclusions include three elements: summary,
restatement of purpose and/or remotivation, and closure.
Summary
A summary is a brief and concise review of all main points and supporting ideas
that are critical to achieving your goal. Well-developed summaries show a logical
relationship between the main points and the purpose of the communication. In
addition, summaries act like brake lights alerting your audience the presentation is
about to end. Finally, summaries must never contain new information.
Restatement of Purpose/Remotivation
If your purpose was to inform, tell the audience why they should remember or use
the information. If your purpose was to persuade, you have two options. 1) Make
a recommendationtell the audience what you want them to do with the
information. 2) Restate your position and make a final appeal to the audience. The
most effective restatement/remotivation ties back to the motivation used in the
introduction while clearly indicating how the audience can benefit from the
information presented.
Closure
An effective closure signals the paper or speech is over. It brings the paper or
speech full circle by reminding the audience of your introduction. Therefore, you
must plan a definite, obvious ending that provides a sense of finality.
Techniques used in the opening can be used to close as well. One of the most
effective techniques is to tie closing remarks back to your opening statement. For
example, Let me close by asking a single question. Can we live with the results if
this problem isnt fixed? I say no!
Mind-Mapping
Many writers struggle when it comes to developing main points. Fortunately, there is a
very simple, powerful technique called mind-mapping that not only helps you come up with
main points, it often results in supporting content as well.
MC01SG - 30
The rules are simple:

1. Have a well-focused topic.
2. Have a well-developed purpose statement.
3. Perform a brain dump; in other words, write everything down as it comes to your
mind (brainstorming), without analyzing, or at least very little analyzing.
4. Connect like items/thoughts as you go along (getting organized).
5. Erase and/or redraw lines and correct items as you go, but dont dwell on
corrections.
6. Allow one thought to lead to another and another and keep connecting ideas until
you run out of ideas.
7. When you are finished, youll have a fairly accurate blueprint of all your
thoughts and with patterns of organization practically completed.
8. Group like topics/items into same categories.
Free-Writing
One other very useful tool to help you get started writing is called free writing.
When we write, most of us let our internal critical judge criticize and correct our work,
which often results in writers giving up in frustration. Free writing is an effective method
for overcoming our internal critical judge.
Just like mind-mapping, the rules are simple:
1. Type/write whatever comes to mind do not worry about its relationship to the
topic - suspend all judgment.
2. Do not look back at what you wrote - keep typing/writing.
3. Do not worry about spelling, grammar, complete sentences/thoughts, paragraphs,
transitions, etc.
4. After exhausting your thoughts, walk away without looking over your work take
a cooling-off period. After youve rested, come back and edit/organize.
Term and Definitions
Audience Experience/Background: Defined as the total of an audiences common
knowledge and/skill gained through being involved in or exposed to something over time.
Example: Speaking to Airmen who are about to deploy for the first time requires a
very different approach than speaking to NCOs who have deployed multiple times.
Audience Expectations: Defined as the anticipated beliefs of what they expect to receive
from the communicator.
Example: PME graduations, audiences expect to be entertained, perhaps even
inspired a little. On the other hand, at briefings covering suicide, sexual
harassment, workplace violence, and so forth, audiences expect to be informed in a
MC01SG - 31
straightforward manner and hear only what they need to know and nothing more.
Terms, Examples, and Analogies Meaningful to the Audience: Defined as familiar
expressions (words, phrases, acronyms, etc), illustrations, and comparisons that are
typically used by members of the audience based on their collective knowledge, skills, and
experiences.
Example: Most Air Force audiences would understand, I start PME tomorrow at
the NCOA on Maxwell AFB; most non-Air Force audiences would not.
Example: Enlisted members wear stripes to indicate rank, similar to civilian police
and fire department members. In corporate settings, business attire often indicates
rank, e.g. management.
Compose Message: Defined as putting similar thoughts, words, ideas, etc, together to form
a complete meaning about a specific subject for a specific audience.
Example: The first sergeant composes a message to inform the organization about
the commanders new training policy with special emphasis on supervisor
responsibilities.
Synthesize Message: Defined as combining different ideas, concepts, and influences into
one new message.
Example: When asked by her commander to provide one best solution to a security
issue, a SNCO uses her own thoughts along with input from several subordinates to
compose one succinct message/solution for the commander.
Frame Message: Defined as communicating in a context that the audience (or any
receiver) can best understand and/or relate to and accept.
Example: How one communicates bad news to one person directly affected by the
news can be considerably different than communicating the same bad news to
another person unaffected by the bad news.
Adjust Message: Defined as changes made to a message (content, length, timing, tone,
quality, etc.) in order to best meet the needs of an audience.
Example: Pre-briefings to supervisors/commanders are typically very detailed, but
when presented as a final briefing to higher authorities, the brief is often very brief
and concise.
Example: Communicating with peers may be informal and free flowing, where
communicating with supervisors, commanders, and other military or civilian
leaders would more than likely be quite formal.
Delivery Style: Defined as the manner and tone in which speakers choose to
communicate. Examples include formal vs. informal (conversational), serious vs.
lighthearted, factual vs. emotional, prepared vs. impromptu, enthusiastic vs. inspirational,
jovial vs. somber, and so forth.
Example: While communicating the circumstances surrounding his subordinates
near-fatal automobile accident, the NCO uses a formal style, sticks to the facts, and
speaks in a very serious tone to deliver his message.
MC01SG - 32
Conclusion
Although we have briefly covered writing assignments, evaluations instruments, and tips
for success, we strongly encourage you to review chapters 1 through 8 of The Tongue and
Quill for more detailed information as you prepare each communication assignment. As
you develop your assignments, refer back to the assessment/evaluation instruments to help
ensure you are hitting the points you need to.
Lack of good communication skills will not only diminish your abilities as NCOs and
managerial communicators, but can be detrimental to your organizations performance.
Therefore, you must be concerned with communicating effectively. To do this, you will
need to use your understanding of the communication process to ensure the message,
whether written or spoken, is received as you intend. Regardless of your current
communicative skills, you are bound to improve your abilities if you focus on the basics
presented in this lesson.
MC01SG - 33
Homework (English Exercises)

Complete the following homework prior to the flightroom portion of the MC01 Introduction to Communication lesson.
Exercise #1 - Identifying nouns, pronouns, verbs, adjectives, and adverbs
Identify each part of speech by placing the following letter/letters above the word
corresponding with the correct part of speech:
N=Noun
P=Pronoun
V=Verb
ADJ=Adjective
ADV=Adverb
1. The surgeon bought a beautiful, new house.

2. Sam and I wore our suits.
3. John is swimming very well.
Exercise #2 - Identifying the subject and predicate.
Draw a line between the subject and predicate.
1. A sporty, blue car stopped in front of our house.
2. We pitched and hit the ball back and forth.
3. My only key to the house fell through a crack in the steps.
Exercise #3 - Correcting subject-verb agreement.
For items, 1-4, select the correct verb and for items, 5 and 6 fix the subject-verb agreement.
1. TSgt Smith and SSgt Jones of the wing safety office (is / are) giving the briefing.
2. The instructions in the regulation (confuse / confuses) everyone.
3. One of the members of each group (was / were) identified as the senior person.
4. Positive attitudes from everyone (is / are) necessary for the morale of any
organization.
5. The gas station is open on Saturday and (stay / stays) closed Sunday.
6. The firefighters (has / have) reacted very fast to every emergency.
Exercise #4 - Identifying independent and dependent clauses
Draw a line between the independent and dependent clauses.
1. When the whistle blew, I stopped the car.
2. Our sales increased when we lowered our prices.
3. The manager was very happy with the outcome.
MC01SG - 34
Exercise #5 - Identifying passive versus active voice.

Indicate whether a sentence is passive or active voice by writing A for active voice or
P for passive voice beside each sentence.
1. The tornado warning at Scott AFB scared me.
2. We will be lectured by General Black.
3. The announcement about the change caused quite a stir.
4. A letter of recommendation must be forwarded to the commander by his
supervisor.
5. His harrowing experiences in the Air Force were related by Chief Jones.
6. Airman Flynn, from the MPF, won the Airman of the Month Award.
Exercise #6 - Identifying Mechanics
Correct the mechanics problems in the sentences below.
1. on monday august 7 we left phoenix arizona and headed for el paso
2. i tried to explain he was too angry to listen
3. when you hear all the facts you will change your mind
4. i told my supervisor that the following are my most time-consuming tasks systems
inventory customer inquiries and records management.
5. The 13th Fighter Squadron commander said we will have a distinguished visitor in
the area this afternoon
6. This award is yours.
7. Its the most appropriate time to hold the operational Readiness inspection.
8. There was sand on the floor, in our beds, and in our food.
Exercise #7 - Identifying Misplaced Modifiers
Rewrite the following sentences to correct problems with misplaced modifiers.
1. The face of the man looking through the window which was cruel and sardonic
startled Tim.
2. Mary said during the meeting Joe acted like a fool.
MC01SG - 35
Exercise #8 - Identifying Dangling Modifiers

Rewrite the following sentences to correct problems with dangling modifiers
(Note: add or delete words/text as needed)
1. Running down the street, the package was dropped at the corner.
2. While shaving, his lip started to bleed.
3. Peering over the cliffs, the canyon seemed gigantic.
Exercise #9 - Identifying Faulty Parallelism
Rewrite the following sentences to correct problems with faulty parallelism.
1. John paid little attention to what he ate or his clothes.
2. Writing is faster than to print.
3. One of the accident victims suffered a broken arm, several broken ribs, and one of
his lungs was punctured.
4. The first sergeant had a harsh voice, a weather-beaten face, and was very stocky in
build.
Exercise #10 - Identifying Plain Language
Rewrite the following sentences using plain language.
1. In this work center, we are altruistic for our customers and their specific situations.
2. You should heretofore be made aware that your signature verifies receipt and is not
an admission of culpability.
3. Prior to the automobile accident, the Airmen were deferential, acquiescent, and
always willing to execute their duties on a daily basis.
MC01SG - 36
Exercise #11 - Identifying Topic Sentences

In the space provided, write the letter of the sentence that best expresses the main idea
(topic sentence) of the paragraph.
(a) Is the training provided for these air traffic controllers adequate? (b) Are there
sufficient regulations on private aircraft to reduce the possibility of their flying in
airspace used by commercial airlines? (c) Questions abound about the safety of air
travel in todays crowded skies. (d) Finally, are the current regulations covering
the aging equipment of commercial airlines sufficient to ensure the safest possible
air travel? (e) Are there enough air traffic controllers to regulate the current flow of
air traffic?
Topic sentence is _____
Exercise #12 Identifying Unity 1
In the space provided, write the letter of the sentence that does not belong in the following
paragraph.
(a) The practice of veterinary medicine today is becoming increasingly more
specialized. (b) Thus, it is not uncommon, even in midsize cities, to find
veterinarians certified as specialists in dentistry, cardiology, and surgery. (c) Many
veterinarians have not read James Herriots books on the practice of unspecialized
veterinary medicine in England in the 1920s. (d) These specialists must take
additional course work after they have completed their D.V.M., must pass rigorous
exams in their chosen area, and must practice veterinary medicine for a minimum
of 2 years. (e) Both the number of specialties and the number of doctors electing to
become certified in specialties are increasing, promising to change the nature of
veterinary medicine in the near future.
Sentence ______ does not belong.
Exercise #13 Identifying Unity 2
The following paragraph contains ideas or details that do not support the central idea.
Circle the number next to the sentence that best expresses the main idea (topic sentence) of
the paragraph and draw lines through any unrelated content in the paragraph.
(1) Next to most homes, there is a garden where fresh vegetables are gathered for
canning. (2) They use coal or wood burning stoves for heating and cooking.
(3) Their homes do not have electricity or indoor bathrooms or running water.
(4) The towns cant afford to put in sewer or power lines, because they dont
receive adequate funding from the state and federal governments. (5) In the
southern part of the state, some people still live much as they did a century ago.
(6) Small, nearby pastures support livestock, including cattle, pigs, horses, and
chickens. (7) Most of the people have cars or trucks, but the vehicles are old and
junky from traveling on unpaved roads.
MC01SG - 37
Topic Sentence is ______ Unrelated content in sentences _____________

Exercise #14 Identifying Coherence 1
When arranged correctly, the following sentences form one coherent paragraph. Write the
correct order in the spaces provided.
(1) Halfway down the hill, they came to a screeching halt when they saw a large
elephant standing in the middle of the road. (2) The elephant started running at an
alarming rate of speed up the hill towards a fountain on the front yard of a large
estate. (3) One late spring morning, Jane and Jill decided to drive to their favorite
park in the Berkshire Hills, to have a picnic. (4) When the elephant reached the
yard, it began to spray the water from the fountain with its trunk; obviously, the
playful elephant presented no danger, so they drove on. (5) It was a scenic route
through a broad river valley, up and down a winding road, which surrounded the
valley.
The correct order is: ___, ___, ___, ___, ___
Exercise #15 - Identifying Coherence 2
When arranged correctly, the following sentences form one coherent paragraph. Write the
correct order in the spaces provided.
(1) Then Maggie throws her head back and slaps her thigh. 2) When something
strikes her as funny, she first lets out a shriek of surprise. 3) The most amazing
thing about Maggie is her laughter. 4) After that, she breaks into loud hoots. 5)
When the laughter stops, she shakes her head from side to side and says, Lord
have mercy.
The correct order is: ___, ___, ___, ___, ___
MC01SG - 38
Attachment 1
Reflective Thinking Essay Questions
Reflective thinking essays do not need a formal introduction or conclusion. However, all
essays must be typed, double spaced, use 12 point Times New Roman font, have one inch
margins all around, be no longer than two pages, include an identification line, and be on plain
bond paper.
Essay One: Your Leadership Manifesto
Answer the following questions:
1. How would your subordinates describe you as a leader?
2. How would your supervisor describe your followership?
3. What leadership style do I use? Do you consider it to be effective or ineffective? Why?
4. How would you describe yourself as a NCO?
5. How would your supervisor describe you as a NCO?
6. What are my strengths?
7. What is my essence? (what qualities make you who you are)
Essays Two through Four
Consider the statements and questions below as guides and/or prompts to help you compose
your essays. Although there is no requirement to use them, previous students found them to be
quite useful in addressing the central issue of, what insights have you gained from the
previous weeks activities, to include lessons, briefings, discussions, exercises, study groups,
and independent work?
The most significant thing I learned last week was
- My aha moment was
- What have I learned that is causing me to interact differently?
- What new behaviors do I plan to exhibit and why?
- If I could change one thing about my leadership, it would be
- The most frustrating part of last week was
- I contributed to the learning process by
- My dj vu moment was
- What new behaviors am I exhibiting?
- What have I learned from my individual projects?
- What have I learned from group projects?
- What coursework is/was frustrating and why?
- Do I consider alternative perspectiveswhy or why not?
- How has my problem solving skill changedwhy or why not?
Essay Five
For your final essay, review your first essay concerning your leadership manifesto and look
back to your experience at the NCO Academy. Consider what you have learned about yourself
as an NCO and leader, and what you can change or take with you. Explain how you can use the
information and why/how it can benefit you.
Note: All assigned reflective thinking essays are shared openly in the flightroom.
Although not a requirement, students are welcomed and encouraged to maintain a
separate personal reflective notebook to record their private thoughts and ideas.
MC01SG - 39
Attachment 2
Essay Discussion Example
Essay Group Members: TSgt Brown, SSgt White, and TSgt Green
Discussion: Essays and discussion centered on aha moments and most frustrating part of
last week
Significant Commonality:
- TSgt Brown discovered her Four Lenses Temperament is just like her supervisors
temperament, which finally explains why they get along so well.
- SSgt White figured out his subordinates temperament and now he understands why
she behaves the way she does.
- TSgt Green learned that his primary temperament serves him well most of the time,
but some aspects of his temperament create conflict with his peers.
Significant Differences:
- TSgt Brown found the most frustrating part of last week was the pace of the course
because she was constantly playing catch-up.
- SSgt White, who is a tactile learner, was frustrated by the length of time spent in the
auditorium and he feels the pace of the course is too slow.
- TSgt Green believes the pace of the course is just right but was frustrated because he
had a hard time following lectures and discussions due to the amount of Air Force
verbiage.
Essay Briefing Example
Introduction
Attention: Good morning, Im TSgt Green and
Purpose: Im going to brief what my group discovered during our essay discussion
Overview: Ill cover significant commonalities first and then go over significant differences.
Transition: We were surprised to learn that all three of us focused on Four Lenses and that
our aha moment was nearly identical.
Body
MP 1: All three of us realized by knowing our own temperaments and the
temperaments of our subordinates, peers, and supervisors, we are better prepared to
interact with these individuals. We agreed Four Lenses provided us with insight into
how to adjust our actions, decisions, and behaviors to lead and follow more
effectively.
Transition: As interesting, as it was discovering our similar aha moments, it
was even more interesting to find out what each of us found to be the most
frustrating part of last week.
MC01SG - 40
MP 2: We learned what frustrates one may actually motivate others. This helped us
realize that, since each of us perceives different parts of the course as either
frustrating or motivating, we should tap into this knowledge. For example, those who
like the pace of the course, or even believe it to be too slow, should consider taking
on more additional duties to stay motivated and to help those of us who are struggling
with the pace.
Transition: Discovering our peers have similar feelings about lesson
principles and that we all have totally different perceptions about the course
has been an eye-opening experience, one we look forward to next week.
Conclusion (Summary)
In conclusion, my group discovered one significant commonality was how we can
adjust our actions, decisions, and behaviors using Four Lenses principles to lead and
follow more effectively. We also realized we all perceive the course differently, and
we might be able to reduce frustrations all around by tapping into this knowledge.
MC01SG - 41
Attachment 3
Briefing Assessment Instrument
_____________________
Topic
__________
Student No.
____
Rank
_______________________________
Last Name
__________
Flight No.
Check one
Strategic Initiative: ______
Category
Key AF Message: ______
Item
No-Go
Personal AF Narrative: ______
Item
Failed to introduce self
Introduced self
No sense of purpose/confusing
Purpose
clear/understandable
No overview or MP(s) omitted
Overviewed all MP(s)
No Transition to first MP
Transition to first MP
Organization
No identifiable
pattern/confusing
Identifiable pattern/not
confusing
Flow
Choppy flow
Smooth flow
Transitions
Hindered flow
Transitions aided flow
INTRODUCTION
BODY
TECHNICAL ACCURACY & COVERAGE

Support
No personal and/or external

support
Used personal and/or

external support
Appropriate for
audience
Not appropriate
Appropriate
Stayed in lane
Outside lane
Stayed in lane
OPSEC
Violated OPSEC
NO OPSEC violation
Scope of
responsibility
Outside scope of responsibility
Within scope of
responsibility
Support
integrated and
qualified
Not integrated and/or qualified
Integrated and qualified
Total Page 1:
MC01SG - 42
Go
PRESENTATION & DELIVERY
No-Go
Go
Note usage
Distracting
Not distracting
Eye contact
Most people left out; use

of notes distracting
Included most of everyone;

notes did not distract when used
Body
movement
Distracting
Not distracting
Hand gestures
Distracting
Not distracting
Acronyms
Not defined*
Defined
Voice Variation
Little voice variation

(monotone)
Variation added to message
Words
mispronounced
3 or more
0-2
Vocal pauses
3 or more
0-2
Tailored to
audience
Not appropriate
Appropriate
Time
<3 or >5 minutes
3-5 minutes
Summary
1 or more MP(s)
missing; no key ideas
from MP(s)
Included all MP(s) included 1 or

more key ideas from MP(s)
Closure
Audience had no idea

speaker had reached the
end; unsure it was over
Ended on a note of completion;

closure related to subject
CLOSING
Total Page 2
Total Page 1
Overall Total
No-Go
Final Disposition
Go
17 or more marked Go is passing

*Since acronyms are not allowed during a Personal Narrative, if a student uses them,
regardless if they are defined or not, mark as a No-Go.
Evaluator Rank/Last Name: _____ __________________________
MC01SG - 43
Attachment 4
Domains of Culture are broad categories under which humans commonly organize
cultural knowledge, belief, and behavior. It is through cultural domains that NCOs can
understand and identify these critical elements of cultural differences.
The 12 Domains of Culture
The twelve domains of culture are broad categories (domains) under which humans
commonly organize cultural knowledge, belief, and behavior. These domains are rarely
mutually exclusive and almost never independent. Understanding these domains requires
that we first understand a cultures worldview, that is, how people within a culture see the
world. Listed below are some aspects of culture that shape worldviews:
Family & Kinship: This domain refers to both blood descent and marriage. It provides
continuation of society through the generations and defines a universal other that a
person depends on for aid. In most societies, inheritance (transfer of property) and
succession (transfer of social position) take place within kin groups. Elements: marriage,
children, family size, & structure, mating, descent, inheritance, residence, and relations.
Religion & Spirituality: Religion is a process every culture uses to provide meaning,
unity, peace of mind, and control over events in society. It often helps preserve the social
order. By defining the individuals place in society, religion provides people a sense of
personal identity and belonging. Elements: origins, deities, worship, community,
birth/death/life/afterlife, rules, and rituals.
Sex & Gender: While sex refers to the biological differences between male and female,
gender provides the cultural and social classification of masculine and feminine. Every
culture distinguishes between male and female, although different societies attach their
own social meanings to these categories. Gender often determines social relations
involving power, individuals, group identities, and meaning and value. Elements:
categories, roles, identities, responsibilities, reproduction, labor, etc.
Political & Social Relations: Political organization is the patterned way society applies
power to regulate behavior lawfully. It exists in all societies, yet different cultures have
unique complexities and accepted methods of social interactions. Cultures also include
various social groups that interact differently in each society. The authority to make
decisions that affect public interest is part of social relations and is linked to kinship,
economics, and religion. People become leaders because of their positions (heads of
families, lineages, or clans or based on claims of divine right to rule). In some societies,
the coordination and regulation of behavior are in the hands of a religious practitioner.
Elements: community, ethnic, regional, national, status/leadership, and law.
Economics & Resources: These refer to ways in which society produces, distributes, and
consumes goods and services. They reflect choices people make regarding their
livelihood. Notably, economics and resources are equally influenced by culture, traditions,
technologies, and environment. Related Elements: Productions, redistribution,
accumulation, and exchange.
MC01SG - 44
Time & Space: Time management differs among cultures. A culture with a highly linear
orientation towards time, as is customary in America, sees it as a limited commodity to be
used efficiently towards problem solving or coming to agreement. Non-linear cultures,
such as Iraqs, have a more expanded view of time. Consequently, there may be less
pressure to accomplish things quickly. Elements: orientation, purposes, measurement, and
relations.
Language & Communication: Human language is a unique system of communication.
Although all animal species exchange information to survive, only human language
actually recreates complex thought patterns and experiences in words. Without human
language, human culture could not exist. Language is crucial to establishing social
relationships. By translating experience into language, humans gain knowledge that can be
communicated to new members of the group or societywe use language to teach culture.
Elements: verbal & non-verbal, direct & indirect, high & low context, emotional &
neutral.
Technology & Material: Societies use technology to transform the material environment.
Technology includes the raw materials, tools, knowledge, and procedures needed to
produce and manufacture material goods, whether in a basic agrarian or a complex
industrial society. The development and uses of technology is determined by cultural
values. Values and patterns in this domain have a significant impact on the environment.
The management of the natural environment is clearly one of the most pressing concerns in
the industrialized world. Two of the most important sources of environmental impact are
consumer desires and the energy needs of industrial nations. Elements: production,
adoption, functions, and changes.
History & Myth: History is the study of the past. It is a component of human knowledge
in general, along with cultural and scientific knowledge. Pioneer historians relied on
peoples stories about their first-hand experiences as primary sources, rather than
secondary accounts or hearsay. They then validated source reliability by comparing stories
and examining different perspectives. Myth and history are interrelated. While myth is
often associated with fiction and the supernatural, it also embodies popular ideas about the
natural world and historical events in a given culture. It implies that a group or society
telling a myth believes that it is true, and in societies throughout the world, these mythical
truths become customs that are passed on through the generations. Elements: creation,
origins, ends, events, individuals, and agency.
Sustenance & Health: Societies have different methods of transforming natural resources
into food. The different food-getting or subsistence strategies are an essential part of
human culture and serve as a basis for cultural differences. Sustenance influences
residential patterns, family life and kinship systems, methods of exchange, and structures
of power and prestige. Elements: food & drink production, distribution, collection,
consumption, illness, healing, and wellness.
MC01SG - 45
Aesthetics & Recreation: In every society, people express themselves in ways that
surpass the need for physical survival. Every culture has its own forms of creative
expression that are guided by aesthetic principles of imagination, beauty, skill, and style.
We see these expressions in art, music, sport, clothing, rest, and leisure. Examples: art,
music, sport, clothing, adornment, rest, and leisure.
Learning & Knowledge: Human beings depend on the social, not biological,
transmission of knowledge for survival. Teaching children the skills and knowledge they
will need to function as adults in society is practiced in every culture, although societies
vary in their teaching approach. Human social organization and group living provide the
basic context for growth and learning whereby we learn from our parents. In Western
societies, the long period of human childhood dependency provides for cultural learning.
Examples: experiential, community, professional, and formal.
MC01SG - 46
Attachment 5
Domains of Culture Writing Evaluation Instrument
Student No. ______
Rank/Last Name: ______ ______________________________
Date: __________________
ARRANGEMENT & FLOW (The Big Picture)

INTRODUCTION--How well did intro grab attention of the reader, establish rapport, and provide a clear purpose?
2 or 3
4 or 5
6 or 7
A marginal intro will:
- Be problematic (go straight into
purpose, never tie attention step to
topic, or leave out attention step)
- Not attempt to keep readers
interested in topic or motivated to
read paper
- Have no sense of purpose or leave
the readers confused about the
papers direction (no overview)
A good intro will:

- Focus readers attention on the topic
from the start
- Tell readers why they should read the
paper; inform readers whats in it for
them
- State the purpose telling what will be
covered and how it will be done
An excellent intro will:

- Spend some time using creative methods to
relate attention step to topic
- Generate interest to read further in a way
that shows the readers whats in it for them
(versus telling them in those words)
- Smoothly integrate the purpose in way that
shows what and how material will be
covered
Comments:_______________________________________________________________________________________________
_______________________________________________________________________________________________________
ORGANIZATION--How well was the paper organized? How well developed were paragraphs? How well were
paragraphs and ideas linked together?
6 or 7
8 or 9
10 or 11
A marginal paper will:
- Have main points unrelated to
intro, confuse readers, etc.
- Use facts, source support, etc. as
topic sentences
- Use topic sentences that dont
cover theme of paragraph
- Not use transitions or use some
that are choppy and undeveloped
A good paper will:

- Have main points that align with the
intros purpose
- Use comprehensive topic sentences that
cover most supporting sentences
- Unite support sentences into coherent
thoughts/ideas
- Use transitions that are mechanical, but
effectively move reader to next
idea/element
An excellent paper will:

- Use main points that move the readers
effortlessly from intro to conclusion
- Use superb topic sentences that cover all
support sentences
- Develop one thought/idea per paragraph
- Build unity and coherence in sentences
- Use smooth transitions throughout paper
that are backward-and-forward looking links
Comments:_______________________________________________________________________________________________
_______________________________________________________________________________________________________
CONCLUSION--How well did the conclusion summarize the main ideas, sub points, and key ideas? How well did the
conclusion re-motivate readers? How smooth was the ending?
4 or 5
6 or 7
8 or 9
A marginal conclusion will:
- Have no summary, leave out main
points; fail to show key ideas, etc.
- Not attempt to re-engage readers
- Leave readers confused or unsure
as to completion of paper
A good conclusion will:

- Review all main points and some key
ideas and/or conclusions
- Tell readers how the papers content
will benefit them
- End on a note of completion
- Focus closure on topic
An excellent conclusion will:

- Fully expand; review all main points, key
ideas, and conclusions
- Show readers a way the papers content
will enhance their knowledge/ability
- Have a positive sense of completion
- Find a creative method to relate close back
to intro and/or topic
Comments:_____________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
TOPIC:____________________________________________________
MC01SG - 47
TOTAL PAGE 1: _________
TECHNICAL ACCURACY AND COVERAGE (Paragraph Structure & Clarity)

CONTENT--How well did the writer support the PURPOSE of the paper? How well did the writer make his/her point?
To what extent was the support accurate, relevant, and appropriate?
7or 8
9 or 10
11 or 12
A paper with marginal content will
A paper with good content will clearly A paper with excellent content will
digress from the purpose and:
convey the purpose and:
strongly convey the purpose and:
- Use weak support to validate main
- Validate most main points with
- Validate/support all main points with
points (i.e. unrelated to topic)
personal support, credible outside
personal support, credible outside
sources,
or
a
combination
of
both
sources, or a combination of both to
- Contain errors when integrating and
support topic
citing outside sources
- Properly integrate and cite most
outside
sources
- Properly integrate and cite all outside
- Not convey original thoughts/ideas
sources (if used)
(e.g. copied and pasted information
- Convey original thoughts/ideas
from outside source without input)
- Omit some or all outside sources
Comments:___________________________________________________________________________________________
READABILITY AND MECHANICS

READABILITY--How well did the sentences convey meaning?
MECHANICS--How correct was grammar, spelling, and punctuation?
5 or 6
7 or 8
A marginal paper has many
A good paper has several distracters,
distracters and hinders
but effectively communicates.
communication.
9 or 10
An excellent paper has minimal
distracters and enhances
communication.
Word choice: Marginal
Word choice: Good
Word choice: Excellent
- Mostly passive voice

- Many unfamiliar words, acronyms, and
redundancies
- Very little passive voice

- Very few unfamiliar words, acronyms,
and redundancies
- Passive voice used only when

necessary
- No unfamiliar words; acronyms
defined as needed; no redundancies
Sentence structure: Marginal
Sentence structure: Good
Sentence structure: Excellent
Major (7 or more overall):

- Subject/verb/tense disagreements
- Sentence fragments/run-ons
- Modifier errors
- Parallelisms
- Pronoun antecedent errors
- Punctuation errors
- Spelling/capitalization errors
Minor (4 to 6 overall):
- Modifier errors
- Parallelisms
Trivial (no more than 3 overall):

- Modifier errors
- Parallelisms
Comments:___________________________________________________________________________________________
FORMAT
How well do the identification line, page numbers, margins, text spacing, citation (Notes) page, paragraph numbering,
citation, typeface follow the prescribed format?
5+ format errors = 0 Points
Format Points
4 or less format errors = 1 point
Total Page 1:
Passing Score = 35 Points
Total Page 2:
Final Score:
Evaluator Rank/Last Name: _________ ____________________________________
MC01SG - 48
Attachment 6
Domains of Culture Briefing Evaluation Instrument
Student No. ______
Rank/Last Name: _________ ____________________________
Date: ________________
ARRANGEMENT & FLOW

INTRODUCTION: How well did the briefer state the purpose and overview and transition to first main point
2 or 3
4 or 5
Marginal intros:
Are problematic (e.g. go straight into
purpose, briefer failed to introduce
themselves)
Have no sense of purpose or leave
audience confused about purpose
Omit one or more main points in
overview
6 or 7
Good intros:
Have briefer introduction
Tell reason for briefing by
stating, purpose of speech is,
Identify main points
mechanically First, second,
third, etc.
Excellent intros:
Have briefer introduction
Are motivational and linked to intent of
the briefing
Clearly and smoothly integrate overview
of main points w/key ideas
Comments:________________________________________________________________________________________________________
ORGANIZATION: How well did the briefer organize the message? How suitable was the pattern? How logical was the
arrangement? Did transitions link ideas together?
6 or 7
8 or 9
10 or 11
Marginal briefings:
Good briefings:
Excellent briefings:
Have main points that are unrelated to
Have main points that align with
Use main points that move audience
intro, confuse listeners, etc.
the purpose of briefing
effortlessly from intro to conclusion
Frustrate audience with unrelated
Allow audience to follow
Flow so well that audience is able to
material, rambling, etc.
briefers pattern with no
follow pattern and anticipate next
confusion
thought/idea
MP1
MP2
MP3
MP4
MP1
MP2
MP3
MP4
MP1
MP2
MP3
MP4
Organizational Coverage of Main Points (Circle one rating per MP)

Have no transitions or have some that
are choppy and/or underdeveloped
MP1
Use smooth backward - forward transitions

throughout speech, easily moves audience
to next idea/element
or
or
or
Transitions
I
Have mechanical transitions or

transitions that successfully move
listener to next idea/element.
MP2
MP3
MP4
MP1
MP2
MP3
MP4
MP1
MP2
MP3
MP4
Comments:________________________________________________________________________________________________________
CLOSING: How well did the briefer provide a summary and final remarks Was any new information introduced?
4 or 5
Marginal closures:
Have no summary, leave out main
points; fail to include key ideas, etc.
Introduce new information
Final remarks leave audience confused
or unsure the briefing has ended
6 or 7
Good closures:
State main points
Do not introduce new information
End on a note of completion
8 or 9
Excellent closures:
Fully summarize all main points with key
ideas
Final remarks are positive, inspirational,
and/or motivational
No new information presented
Have a positive sense of completion
Comments:______________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
TOPIC:______________________________________________________
MC01SG - 49
TOTAL PAGE 1
TECHNICAL ACCURACY AND COVERAGE: How well did the briefer provide adequate and relevant support and
use support to promote main ideas?
6 or 7
8 or 9
10 or 11
Briefings with marginal content:
Briefings with good content:
Briefings with excellent content:
Have support that is not accurate or
May have 1 or 2 pieces of support
Has accurate and relevant support
relevant
thats not accurate or relevant
Promotes main points
Do not support main ideas
Adequately promote main ideas
Properly integrates and qualifies all
outside sources (if used)
PRESENTATION and DELIVERY
PHYSICAL BEHAVIOR: How well did the briefer convey meaning via the use of: Eye contact, body movement, and
gestures? VOICE: How well did the briefer use voice quality, intelligibility, and variety?
7or 8
9 or 10
11 or 12
Marginal briefing:
Good briefing:
Excellent briefing:
Read manuscript, note cards, etc.
Reading limited to essential quotes
Minimal use of memory joggers (talking
throughout briefing
and/or pertinent information
paper)
Eye contact: Marginal;
many people left out; notes distracting;
or eyes on notes most of presentation
Eye contact: Good;

involved nearly everyone; notes did
not distract when used
Eye contact: Excellent;

direct and impartial; notes not noticeable
Body movement: Marginal;

locked at lectern or movements
distracting
Body movement: Good;

most movement purposeful, sometimes
distracting
Body movement: Excellent;

natural and purposeful; enhanced message
Gestures: Marginal;
poorly timed; none at all; distracting, or
repetitive
Gestures: Good;
most were natural; sometimes
awkward, robotic/mechanical
helped clarify and show emphasis
Gestures: Excellent;
spontaneous; clarified and emphasized
message
Word choice:
Marginal; many unfamiliar words,
acronyms undefined, and redundancies
Word choice:
Good; few unfamiliar words,
acronyms, and redundancies
Word choice:
Excellent; clear understandable language;
acronyms defined as needed; no
redundancies
Articulation/Variation: Marginal;
- Little voice variation (monotone,
little/no enthusiasm, unconvincing,
insincere)
Articulation/Variation: Good;
- Voice variation added to message
(appropriate, somewhat pleasant,
some enthusiasm, sincere)
Articulation/Variation: Excellent;
- Voice variation enhanced message
(pleasant, enthusiastic, inspirational,
convincing sincerity)
- Word usage (several misused (4 or

more), mispronounced, acronyms Many
errors (7 or more overall)
- Word usage
(few misused words (1 3,
mispronounced, undefined acronyms)
- Word usage (no misused,

mispronounced, undefined acronyms)
- Vocal Pauses (more than 11)
- Vocal pauses (4-10)
- Vocal pauses (3 or less)
Time: Minutes: _______, Seconds: _____ (-2 points 30 sec <5 or >7 min)
Total Page 1:
Total Page 2:
Areas not covered receive zero points!
Sub Total:
Passing Score = 35 Points
Time Deduction:
Grand Total:
Evaluator Rank/Last Name: _________ ______________________
MC01SG - 50
Attachment 7
Formative _______
Student No. ______
Group Interpersonal Evaluation Instrument

Scenario_________
Rank/Last Name: _________ ____________________________
Summative _______
Date: ________________
OPENING SKILLS
How well did the manager: Establish rapport, convey purpose/objective of meeting, encourage participation?
2 or 3
4 or 5
6 or 7
MARGINAL:
GOOD:
EXCELLENT:
- Establish rapport: (cursory or
insincere effort)
- Establish rapport: thorough but

mechanical
- Establish rapport with confidence and

ease
- Purpose/objective expressed in an
unclear manner
- Purpose/objective defined early in

session
- Group participation mentioned but

does not stress expectations
- Group participation expectations

explained
- Purpose/objective defined clearly;

explained benefits of reaching
purpose/objective
- Group participation expectations
clearly expressed; established ground
rules
ATTENDING SKILLS
How well did manager: Maintain eye contact, use body posturing, acknowledge gestures, receive verbal/nonverbal cues?
7 or 8
9 or 10
11or 12
MARGINAL:
GOOD:
EXCELLENT:
- Eye contact: inconsistent; left out
- Eye contact: consistent yet non- Eye contact: conveyed connection and
some group members
threatening
personal involvement
- Body posturing: contradictory or not - Body posturing: conveyed interest
- Body posturing: appropriate, enticed
responsive to situation or group
and support
subordinate to speak
member comments
- Gestures: appeared natural and
- Gestures: conveyed understanding
- Gestures: appeared awkward or
appropriate
- Reception of verbal/nonverbal cues:
mechanical
conveyed acceptance and support
- Reception of verbal/nonverbal
cues: appropriate and responsive
- Reception of verbal/nonverbal
cues: often inconsistent with message
RESPONDING SKILLS
How well did the manager: Prompt group members to open up (disclose and/or explore) throughout the session? Use
verbal skills (tone, volume, articulation, word usage)? Use non-verbal skills (facial expressions, proximity, gestures,
demeanor)?
Were the managers
respectful)? Consistent (agreement
between verbals
6 or 7responses: Suitable (appropriate, responsive,
8 or 9
10 or 11
and
nonverbals)?
MARGINAL:
GOOD:
EXCELLENT:
- Disclosure and/or exploration:
only initially prompted some group
members
- Tone, volume, articulation and
word usage often counterproductive
- Facial expressions, proximity,
gestures and demeanor difficult to
interpret; most were ineffective
- Suitability: several responses not
suitable, awkward, slightly delayed,
abrasive
- Consistency: occasional
inconsistency between verbals and
nonverbals

occasionally prompted some group
members
- Tone, volume, articulation and
word usage well-suited to situation
- Facial expressions, proximity,
gestures and demeanor easy to
interpret and most were effective
- Suitability: responses are suitable,
situationally fitting, conveyed in a
timely manner, civil
- Consistency between verbals and
nonverbals

consistently prompted all group
members
- Tone, volume, articulation and word
usage promoted goal achievement
- Facial expressions, proximity, gestures
and demeanor promoted a receptive
and accepting climate
- Suitability: all responses suitable,
appropriate, responsive, and respectful
- Consistency between verbals and
nonverbals promoted a strong sense of
sincerity
TOTAL FROM PAGE 1
MC01SG - 51
RESOLVING SKILLS
How well did the manager facilitate the group: To resolve problems and/or reach goals? To generate solutions?
Were the solutions: Comprehensive? Appropriate? Feasible?
6 or 7
8 or 9
10 or 11
MARGINAL:
GOOD:
EXCELLENT:
- Resolving problems and/or reaching

goals: merely asked group members
to accept managers predetermined
actions to resolve problems and/or
reach goals

goals: occasionally prompted some
group members to engage in
resolving problems and/or reaching
goals

goals: consistently prompted all group
members to become involved in
resolving problems and or reaching
goals
- Generating solutions: Rarely

prompted group members to generate
solutions
- Generating solutions: occasionally

prompted group members to generate
solutions
- Solutions not comprehensive;

several key issues overlooked
- Solutions somewhat
comprehensive; address most key
issues
- Generating solutions: consistently

prompted group members to become
involved in generating solutions
throughout session
- Appropriate: most solutions were

not appropriate
- Solutions lacked feasibility;
solutions required unnecessary effort,
coordination and/or cost
- Solutions extremely comprehensive;

all key issues thoroughly addressed
- Appropriate: Most solutions were

appropriate
- Feasible solutions; however,
solutions require reasonable
investment in time and energy
- Appropriate solutions
- Feasibility of solutions maximized
potential for success; all solutions were
easy and affordable
CLOSING SKILLS
How well did the manager: Summarize the session? Assign taskings to achieve goals/solutions? Provide closure?
Refrain from introducing new material?
4 or 5
6 or 7
8 or 9
MARGINAL:
GOOD:
EXCELLENT:
- Summary omitted key points
- Summary include all key points
- Goals/solutions restated but failed to

assign taskings to group members
- Assigned taskings to group members

but did not make clear connection to
goals/solutions
- Closure abrupt or ineffectively

tapered off
- New material introduced in closing;
scheduled or postponed; scheduled for
later date/time
- Closed on a note of completion

- New material introduced in closing;
mutually agreed upon as necessary;
caused no confusion
- Summary comprehensive; included

points made by both supervisor and
group members
- Assigned taskings to all members and
explained relevance to achieving
goals/solutions
- Closure: strong sense of closure;
positive sense of completion
- No new material introduced
Comments: ___________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Total from this page:
Passing Score is 35
Total from page 1:

Grand Total:
Evaluator Rank/Last Name: _____________ ________________________________
MC01SG - 52
Attachment 8
BACKGROUND PAPER
ON
NCOA BACKGROUND PAPERS
Introduction: (Contents may be rearranged to enhance effectiveness of your paper. Do

Not write introduction at beginning of paragraph.)
1. Begin the introduction with a sentence that grabs your readers Attention. Use a
Motivating statement and then explain the Purpose of your paper. Provide an Overview of
your main points and then close out the paragraph with a Transition to the first main point.
Body: (Do Not write body at beginning of paragraph.)
2. Begin this paragraph with a Topic Sentence that captures Main Point One (e.g., element
1). Make all subsequent sentences Supporting Sentences (i.e. clarification and/or proof
support) for topic sentence. Use the last sentence to Transition from this main point to the
next main point.
3. Begin this paragraph with a topic sentence that captures Main Point Two (e.g., element
2). Make all subsequent sentences Supporting Sentences (i.e. clarification and/or proof
support) for topic sentence. Use the last sentence to Transition from this main point to the
conclusion.
Conclusion: (Do Not write conclusion at beginning of paragraph.)
4. Begin the conclusion by Summarizing main points using key ideas from paragraph two
and three. Then Remotivate your reader by paraphrasing your motivation from the
introduction. Close the paper (leaves the reader with a sense of finality) by revisiting your
attention step.
TSgt Amazing/Flight A/A16/416-5678/aaa/1 May 11
MC01SG - 53
Attachment 9
TALKING PAPER
ON
NCOA TALKING PAPERS
- The title above should be double-spaced and the spacing between the line NCOA
TALKING PAPERS and this bullet is triple-spaced.
- Use one dash in front of bullets, two in front of sub-bullets, and three in front of sub-subbullets. Also, use the space bar to put two spaces between the dash and the first letter of the
first word in the bullet.
- Use a single space between lines and a double-space between bullets.
-- Indent sub-bullets so the first dash of the sub-bullets aligns with the first letter of the
first word in the bullet above it.
--- Indent sub-sub-bullets so the first dash of the sub-sub-bullets aligns with the first
letter of the first word in the bullet above it.
- Use single-dash bullets for main points and sub-bullets and sub-sub-bullets for supporting
points.
- Add the Identification Line (ID) in the footer using the format outlined in the student
guide.
TSgt Amazing/Flight A/A16/416-5678/aaa/1 May 11

MC01LP - 54
Attachment 10
PLDP Assessment Instrument
_______ ______________________________
_______
Student Rank
Last Name
____________
Student ID
Format
GO
Date
NOGO
Comments
Cover page
Narrative style writing (no bullets)
Times New Roman 12 point font
Double spacing between paragraph
Each section on separate page
Part I: Personal Values
Top 5 personal values in order of importance
Brief description of what values means to student
How top 5 values impact students life
How top 5 values impact students leadership
effectiveness
Part II: Leadership Vision Statement
Describes the type of leader student wants to be
Describes what student wants to accomplish as a leader
Part III: Strengths and Improvement Areas
3 strengths and explains why each is a strength
3 improvement areas & explains why area needs work
Part IV: Development Action Plan
3-5 year action plan
Addresses at least 3 strengths (identified in Part III)
Addresses at least 3 improvement areas (identified in Part III)
Action plan answers the following 5 questions
1. What student plans to improve/develop?
2. How student plans to improve/develop?
3. Whenhow long will it take (timelines)?
4. Resources identified (training, Edu, etc.)?
5. How will student measure success?
15 or more marked GO is passing
Total
__________ _______________
________ __________________________
Instructor Rank Last Name
Flight No.
Instructors Signature
Final Disposition GO / NO-GO
MC01SG - 55
NOTES
The Tongue & Quill. (AFH 33-337) Maxwell AFB AL: Air Command and Staff College, 01 August 2004, 44.
ii
Fowler, H. Ramsey and Jane E. Aaron, The Little, Brown Handbook. 9th Ed. Addison-Wesley Educational
Publishers Inc., New York: 2003, 120.
iii
http://owl.english.purdue.edu
iv
v
Ibid., 669
vi
Ibid., 670-671.
vii
The Tongue & Quill. (AFH 33-337) Maxwell AFB AL: Air Command and Staff College, 01 August 2004,
269.
viii
ix
x
Websters II New Riverside University Dictionary. 898.
Ibid., pg 688.
Ibid., pg 688.
xi
xii
Ibid., 688.
xiii
Ibid., 689.
xiv
Ibid., 687-689.
xv
xvi
Bates, Jefferson D. (1993) Writing With Precision, How to Write So That You Cannot Possibly Be
Misunderstood. Acropolis Books LTD., Washington DC: pp 203.
MC01SG - 56

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DEPARTMENT OF THE AIR FORCE

Thomas N. Barnes Center for Enlisted Education (AETC)

NONCOMMISSIONED OFFICER ACADEMY

CRITERION REFERENCED OBJECTIVES:

Reflective Thinking Essays (covered in flight room)

enables personal and professional growth.

helps us reformulate personal goals and beliefs.

helps us make life choices consistent with our beliefs.

Key Air Force Leadership Message Briefing (covered in flight room)

f. Field Operating Agency Commanders or Command Chiefs

c. Office Symbol: Use student number, e.g. A16

Purpose: NCOs regularly exchange information with peers, subordinates, and

3. Do not share graded papers and feedback with other students.

f. Missing or incorrect identification line.

1. Strategic Initiative Briefing: 1 hour on DOT ______

Real life (historical or current events)

c. Integrate testimony fully.

c. Is the coverage comprehensive

b. The Center for Critical Thinking (nationally recognized association);

for success along the way.

Why I Like to Fish

Why I Like to Fish

The rules are simple:

Homework (English Exercises)

1. The surgeon bought a beautiful, new house.

Exercise #5 - Identifying passive versus active voice.

Exercise #8 - Identifying Dangling Modifiers

Exercise #11 - Identifying Topic Sentences

Topic Sentence is ______ Unrelated content in sentences _____________

Key AF Message: ______

Personal AF Narrative: ______

Failed to introduce self

No overview or MP(s) omitted

Overviewed all MP(s)

Transitions aided flow

TECHNICAL ACCURACY & COVERAGE

No personal and/or external

Used personal and/or

Outside scope of responsibility

Not integrated and/or qualified

Integrated and qualified

PRESENTATION & DELIVERY

Most people left out; use

Included most of everyone;

Little voice variation

Variation added to message

<3 or >5 minutes

Included all MP(s) included 1 or

Audience had no idea

Ended on a note of completion;

17 or more marked Go is passing

Rank/Last Name: ______ ______________________________

ARRANGEMENT & FLOW (The Big Picture)

A good intro will:

An excellent intro will:

A good paper will:

An excellent paper will:

A good conclusion will:

An excellent conclusion will:

TOTAL PAGE 1: _________

TECHNICAL ACCURACY AND COVERAGE (Paragraph Structure & Clarity)

READABILITY AND MECHANICS

Word choice: Marginal

Topic Sentence is Unrelated content in sentences _______

Rank/Last Name: ________________________

Evaluator Rank/Last Name: _ ____________________________

Rank/Last Name: _ ____________________

Evaluator Rank/Last Name: _ ______________

Rank/Last Name: _ ____________________

Evaluator Rank/Last Name: _ ____________________