NCO 2020 Strategy

1. Create an informative paper (5 pages) that include abstract, introduction, main body and conclusion.

2. Three or more references .

3. APA format

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format.

Noncommissioned Officer 2020 Strategy
Tuesday, February 23, 2016

What is it?

Leader development is fundamental to the readiness of the U.S. Army. The Noncommissioned Officer 2020 (NCO 2020)
Strategy [http://www.tradoc.army.mil/FrontPageContent/Docs/NCO2020 ] provides vision and guidance on the ends, ways and
means for developing NCOs who are prepared for the challenges of an uncertain future.

Led by U.S. Army Training and Doctrine Command’s Institute of Noncommissioned Officer Professional Development
[http://www.tradoc.army.mil/INCOPD/index.html], NCO 2020 will fundamentally change the Noncommissioned Officer Education
System into the NCO Professional Development System, or NCOPDS.

What has the Army done?

The NCO 2020 Strategy was developed through a data-driven, analytical process that examined the current NCO development
model using the Army Leader Development Strategy, the Enlisted Desired Leader Attributes for Joint Force 2020, the Army
Learning Concept and the Army Learning Model.

Central to this strategy is that all leaders understand their responsibility for developing new leaders by teaching, training and
providing the supporting experiences Soldiers need to grow. Leaders must also emphasize career-long learning as essential to
development and force readiness.

NCOPDS will adhere to seven leader development imperatives that guide policy and actions in developing NCOs with enduring
leader characteristics:

Commitment to the Army Profession [http://armypubs.army.mil/doctrine/DR_pubs/dr_a/pdf/adrp1 ], lifelong learning and
development.

Balance the Army’s commitment to the training, education and experience of leader development.

Manage talent to benefit the institution and the individual.

Select and develop leaders with positive leader attributes and proficiency in core leadership competencies.

Prepare adaptive and creative NCOs capable of operating within a complex operational environment.

Embed mission command principles in leader development.

Value a broad range of leader experiences and developmental opportunities.

What continued efforts are planned for the future?

In this decade, the NCO Corps must evolve to optimize human performance.

NCOPDS will operationalize the concepts outlined in the NCO 2020 Strategy, which is organized into three efforts:

(1) Development. NCOs develop as leaders through deliberate processes, incorporating training, education and experience
throughout the Soldier lifecycle.

(2) Talent Management. NCOs expand core military occupational specialty proficiency through developmental opportunities.

(3) Stewardship of the Profession. NCOs strengthen the corps by emphasizing their role in building and sustaining trust;
improving military expertise; exemplifying honorable service; and fostering esprit de corps.

To inform Soldiers on the latest in NCOPDS, on March 3, 2016, from 5-7 p.m. EST, TRADOC will host a State of NCO Development
Town Hall. Topics of discussion include promotions, NCO evaluation reports, broadening and course changes.

Why is it important to the Army?

TRADOC is revolutionizing how the Army develops NCOs through Soldier feedback, modern teaching techniques, combat

https://www.army.mil/standto/archive_2016-02-23 1/17/18, 9A15 PM
Page 1 of 2

lessons learned and civilian academic institutions.

RESOURCES:

U.S. Army Training and Doctrine Command [http://www.tradoc.army.mil/]

Institute of Noncommissioned Officer Professional Development [http://www.tradoc.army.mil/INCOPD/index.html]

RELATED DOCUMENTS:

NCO 2020 Strategy

ADRP 1: Army Profession

TRADOC Pam 525-8-2: The U.S. Army
Learning Concept

RELATED BLOG:

Straight from the CSM

7 Changes to NCO Development

STEP provides noncommissioned officers
roadmap to promotion

RELATED STAND-TO!

NCO Evaluation Report

Select-Train-Educate-Promote (STEP)

The Army Learning Concept – 2015

Army Leader Development Strategy 2013

Subscribe to STAND-TO! to learn about

the U.S. Army initiatives.

EVENTS

FEBRUARY 2016

Black History Month: Visit African

Americans in the U.S. Army (#BlackHistory

or #AfricanAmericanHistory)

Heart Health Month: Visit MEDCOM

(#HeartHealth and #HealthyHeart)

MARCH 2016

Brain Injury Awareness Month

(#BrainInjuryAwareness)

Women’s History Month (#WomensHistory

and #WomensHistoryMonth)

March 3: TRADOC State of NCO

Development Town Hall (#talk2TRADOC)

March 25: National Medal of Honor Day

(#MedalOfHonor)

(Note: Recommended hashtags for social media

promotion provided in parenthesis.)

FOCUS QUOTE FOR THE DAY

NCO’s will be as critical as ever in

our Army’s abilities to win our

nation’s wars. We must leverage

our experiences to prepare our

Soldiers and develop the future

NCO Corps to meet those

challenges and remain ready as

the world’s premier combat force.

– Commanding Gen. David G. Perkins and
Command Sgt. Maj. David S. Davenport

Sr., U.S. Army Training and Doctrine
Command, in their joint foreword in the

NCO 2020 Strategy, regarding the
operation of non commissioned officers

in a complex world

NCO 2020 Strategy

MENU SEARCH
HOME

1/17/18, 9(16 PM
Page 1 of 1

”

Year of the NCO
2020 to be rolled
out
By Martha C. Koester, NCO
Journal
July 14, 201

Download the PDF

Soldiers are recognized for their contributions to the Army
2020 Physical Demands Study in March 2014 in the
Marne Garden at Fort Stewart, Georgia. The Soldiers were
part of a study that the Company D “Dragons,” 1st
Battalion, 30th Infantry Regiment, 2nd Armored Brigade
Combat Team, 3rd Infantry Division spearheaded for the
2nd ABCT, in conjunction with U.S. Army Training and
Doctrine Command, and the U.S. Army Research Institute
of Environmental Medicine. (Photo by Staff Sgt. Richard
Wrigley / 2nd ABCT, 3rd ID, Public Affairs NCO)

The last time the Army celebrated the Year of
the NCO was 2009, praising the
accomplishments and contributions of the
revered noncommissioned officer. Then
came the NCO 2020 Strategy, ushering in
changes to the leadership development of all
NCOs. With the logical conclusion point of
NCO 2020 in view, Sgt. Maj. of the Army
Daniel A. Dailey and Command Sgt. Maj.
David Davenport, command sergeant major
of U.S. Army Training and Doctrine
Command, agreed that it’s time for the Year
of the NCO 2020.

“It just makes sense to take a moment, take
stock of what the NCO does, what the NCO
has done and where the NCO is going
tomorrow,” said Sgt. Maj. Jose Velazquez,
sergeant major of U.S. Army Public Affairs.

Much has occurred in Army leadership since
the Noncommissioned Officer 2020 Strategy
was unveiled in December 2015, requiring
that all leaders understand their responsibility
for developing NCOs. Over the years,
Soldiers have learned about the strategy’s
three major efforts: development, talent
management and stewardship of the
profession.

These efforts place emphasis on providing
NCOs with the training, education, and
experiences needed to conduct the complex
missions they will face in the future. Leaders
are also urged to emphasize career-long
learning as essential to Soldier development
and force readiness.

In February, the Army approved Fragmentary
Order 4 to the Army Execution Order 236-15,
which updated the third effort of the NCO
2020 Strategy. During the fourth State of
NCO Development Town Hall in March at
Fort Eustis, Virginia, subject matter experts
discussed those updates, which included the
Year of the NCO 2020.

“As everyone knows, 2009 was the last one
we did and what we found was that it was
incredibly important and powerful to stop for
a moment for a year and recognize the
accomplishments and how far NCOs have
come, to recognize their professionalism,”
Velazquez said. “With the NCO 2020 initiative
and the impacts that NCO 2020 has had and
continues to have, we felt that it was an
appropriate time to once again stop, take
stock of everything that we have done, in
particular through the NCO 2020 program,
how far we’ve come even since 2009, and
then celebrate and appreciate the
accomplishments of the NCO.”

The plan for Year of the NCO 2020 will soon
take shape, with help from the force.

“The idea is to highlight numerous NCO 2020
events and initiatives as they are coming to
fruition over the next coming years and
capture that across the spectrum of the year
2020,” Velazquez said. “It’s going to be
based on the things that are being
accomplished: Soldiers in new courses,
Soldiers competing to be more relevant and
ready, and of course NCOs leading the way.

“My hope is that the Army embraces the Year
of the NCO from a grass-roots kind of level,
to where every platoon sergeant and every
squad leader in the Army has a regular desire
to stop and recognize the NCOs who are
leading their units,” he said. “That way, we
can highlight it in far more detail and far
better from the Army level.”

Notes
1. Command Sgt. Maj. David Davenport in discussion

with the author, March 2017.
2. Sgt. Maj. Jose Velazquez in discussion with the

author, May 2017.
3. “NCO 2020 Strategy, NCOs operating in a complex

world.” United States Army Training and Doctrine
Command. Dec. 4, 2015.
http://www.tradoc.army.mil/FrontPageContent/Docs/NCO2020

4. Ibid.
5. “Stand To! Noncommissioned Officer 2020

Strategy.” TRADOC News Center. March 24, 2017.
http://tradocnews.org/stand-to-noncommissioned-
officer-2020-strategy-2/

6. Velazquez, Jose, May 2017.
7. Ibid.

Website Feedback

1/17/18, 9(16 PM
Page 1 of 1

SLC WRITING ASSIGNMENT PERFORMANCE EVALUATION
AS OF 06 October 2017

Student Name Class

SGL’s Name Topic

Title Page Unsatisfactory : Has three or more errors.

Satisfactory: Has one or two errors.

Superior: Has no errors.

Instructor Comments:

Abstract Unsatisfactory : Has three or more errors and / or
no abstract included.

Satisfactory: Has one or two errors.
Superior: Has no errors.

Instructor Comments:

Introduction Unsatisfactory : Does not present the problem.

Satisfactory: Introduction presents the problem in
a weak or unclear manner.

Superior: Introduction presents the problem and is
relevant to the paper topic.

Instructor Comments:

Main Body: Purpose Unsatisfactory: The purpose is generally unclear.
Central purpose is not clearly identified. Analysis
is vague or not evident. Reader is confused may
be misinformed.

Satisfactory: The writing has a clear purpose, but
may sometimes digress from it. Information
provides reasonable support for a central purpose
and displays evidence of basic analysis of a
significant topic. Reader gains some insight.

Superior: The writers central purpose is readily
apparent to the reader. Balanced presentation of
relevant and legitimate information that clearly
supports a central purpose and shows a
thoughtful, in-depth analysis of significant topic.
Reader gains important insights.

Instructor Comments:

Main Body:
Organization

Unsatisfactory: The writing is not logically
organized. Frequently, ideas fail to make sense
together. The reader cannot identify a line of
reasoning and loses interest.

Satisfactory: The ideas are arranged logically to
support the central purpose. They are usually
clearly linked to each other. For the most part, the
reader can follow the line of reasoning.

Superior: The ideas are arranged logically to
support the purpose. They flow smoothly from one
to another and are clearly linked to each other.
The reader can follow the line of reasoning.

Instructor Comments:

In-text Citations in
APA Format:

Unsatisfactory: References are seldom cited to
support statements and / or excessive quoted
material.

Satisfactory: Professionally legitimate sources that
support claims are generally present and
attribution is, for the most part, clear and fairly
represented.

Superior: Compelling evidence from professionally
legitimate sources is given to support claims.
Attribution is clear and fairly represented. In-text
citations used and correctly formatted.

Instructor Comments:

Transitions Unsatisfactory: No transitions.

Satisfactory: Transitions are weak or not clear.

Superior: Transitions effectively connect major/
minor points.

Instructor Comments:

Conclusion:
Supporting Topic

Unsatisfactory: No conclusion or one that does not
support the paper topic.

Satisfactory: Conclusion partially supports paper
topic.

Superior: Conclusion is clear and reinforces paper
topic and major parts.

Instructor Comments:

Conclusion: Restates
Problem

Unsatisfactory: Conclusion does not restate the
problem.

Satisfactory: Conclusion partially restates the
problem.

Superior: Conclusion clearly restates the problem.

Instructor Comments:

Conclusion: Further
Research / A-way
forward

Unsatisfactory: Conclusion does not offer area for
further research.

Satisfactory: Conclusion partially offers area for
further research.

Superior: Conclusion offers area for further
research and / or a-way forward.

Instructor Comments:

Style and Grammar:
Sentence Structure

Unsatisfactory: Numerous, wordy, vague, and/or
irrelevant sentences.

Satisfactory: Some sentences or paragraphs are
vague.

Superior: Clear, concise sentences and
paragraphs.

Instructor Comments:

Style and Grammar:
Active Voice / 3rd
Person

Unsatisfactory: More than 7 instances of passive
voice and / or 1st person.

Satisfactory: No more than 5 instances of passive
voice and / or 1st person.

Superior: No more than 3 instances of passive
voice and / or 1st person.

Instructor Comments:

Style and Grammar:
Spelling

Unsatisfactory: More than 6 errors in grammar,
punctuation, or spelling.

Satisfactory: No more than 4 errors in grammar,
punctuation, or spelling.

Superior: No more than 2 errors in grammar,
punctuation, or spelling.

Instructor Comments:

Style and Grammar:
APA Format
Includes; but not
limited to, headings,
spacing, indentations,
and page numbers.

Unsatisfactory: More than 6 errors in APA format.

Satisfactory: No more than 3 errors in APA format.

Superior: No more than 2 APA errors.

Instructor Comments:

End of text reference
page in APA format:
A minimum of 3
references must be
used.

Unsatisfactory : Has three or more errors and / or
no references used. No in-text citations
referenced.

Satisfactory: Has one or two errors and / or less
than 3 references were used. Some in-text
citations referenced.

Superior: Has no errors and a minimum of 3
references were used. All in-text citations listed
on reference page.

Instructor Comments:

Appendix Page Unsatisfactory : Has three or more errors and / or
no appendix included.

Satisfactory: Has one or two errors.
Superior: Has no errors.
Instructor Comments:

Page Requirement:
Does not include, title,
reference, and
appendix pages.

Unsatisfactory : Less than 3 full pages.

Satisfactory: Exactly 3 full pages.

Superior: More than 3 or no more than 5 pages.

Instructor Comments:

Quoted Material Unsatisfactory : More than 26% quoted material.

Satisfactory: No more than 25% quoted material .

Superior: No more than 10% quoted material.

Instructor Comments:

Due Date Unsatisfactory : Turned in 2 or more days late.

Satisfactory: Turned in 1 day late.

Superior: Turned in on time.

Instructor Comments:

OVERALL RATING UNSATISFACTORY: 13 or less Superiors and / or more than 4 Unsatisfactorys.

SATISFACTORY: 14 – 16 Superiors

SUPERIOR: 17-19 Superiors

Improvement Areas:

Strengths:

SGL Signature Student Signature

fc-int01-generateAppearances:
Student Signature_cn*RDFkd9dpckOT7VSHYxw:
SGL Signature_RrX80C9rzxA-VWhZeKQulw:
Strengths:_a0RrUUWUg9w81WzScCVRFw:
Improvement Areas: _xzVib7lmcUCAzIz9UQMB2g:
OVERALL RATING_oOwigSukWkCprFzSrSVHVA:
Instructor Comments:_kS-1wkUl0hHdF6Pusm-T3Q:
Due Date_7XJTb9HdF7UqdQUV5pbPEA:
Instructor Comments:_GoOIA0x0UCmRn7opM25*jw:
Quoted Material _W3u80ohW6E5zjiVsyB4-ZA:
Instructor Comments:_zSqi2u39esGGN4w9bPwqjg:
Page Requirement: Does not inc_ZHkqUIqe8FOmgZpgqLzI1w:
Instructor Comments:_9oqjUhOerByREgtI2JJRUw:
Appendix Page_AgaSEGhFf8QEtoyCr*Fe*w:
Instructor Comments:_nKnHto2O-I8dFr9seusdpQ:
End of text reference page in _xhSZ3cNCBhj5bFbC9zZDpQ:
Instructor Comments:_rSZnjy5o-m*wpq4UwFkf7g:
Style and Grammar: APA Format _qwiN*n-3kh67-3FF49PP6Q:
Instructor Comments:_UnXwZXUujBYcGycbz7JHRg:
Style and Grammar: Spelling_8LY908UHmEDN2tLv3mEOyA:
Instructor Comments:_f2au*y6Tx2HpKPBEEbPjQA:
Style and Grammar: Active Voic_yZxxBWeKF5we5enOAwB*Tw:
Instructor Comments:_YHVrsFdnbOMSn5xgOSbejw:
Style and Grammar: Sentence St_8pTlSuP8vqAcoXud259Z3A:
Instructor Comments:_4WsBnjDv9XTaZusvglP-5w:
Conclusion: Further Research /_pNG6XIzoiRbydqixcG*cpg:
Instructor Comments:_mvCJCOfLL2ggK*uDisUQ7Q:
Conclusion: Restates Problem_Ze8nlFCYrdqn2**zRPtWMw:
Instructor Comments:_moWxRLXDB-iliGUgc49uwg:
Conclusion: Supporting Topic_6-9R82bNyMKfF9q4w4y2VQ:
Instructor Comments:_RUFoTIAB1oWWR3oVw9J6nw:
Transitions_f4rmatC7XC1wMgCtIzDt1w:
Instructor Comments:_GsauosuVnqxxlu7B*TGzGQ:
In-text Citations in APA Forma_4AAUPooWl4FNJDrHgjQkqg:
Instructor Comments:_il6dugtANYBquETYDAQrKg:
Main Body: Organization _XAe6X6ol6wrIs7nkDqSN5Q:
Instructor Comments:_FBcX0b2LfwJTrIT8CG06vA:
Main Body: Purpose_b8htuQvr-eUeAFQ3JlragQ:
Instructor Comments:_LSb7jU-Piiv5HlHoWbod3g:
Introduction_YptPBYaFqmDG1ZsJgtIHYA:
Instructor Comments:_pMEj6fsDBfd62vUis5GoQQ:
Abstract_EIgEmtY4CpR7UpE4y2JkAQ:
Instructor Comments:_kHBFNYZHPctMmfaqIUnANQ:
Title Page_ngKP42oMjjuSMO6mpn3aMA:
Topic_wTmEz2e6MBb*ezdRjP-i7A:
SGL_s Name_veEsC3s3KVDzmmcI6YrMcQ: SFC BRYANT
Class_pm7viS0ADNELcgUPB7jZxw: 18-002
Student Name_O6WEa9Itb2LUtSBeyLtFug: TORRES, DAVID

Varying Definitions of Online Communication and

Their Effects on Relationship Research

Elizabeth L. Angeli

State University

Author Note

Elizabeth L. Angeli, Department of Psychology, State University.

Elizabeth Angeli is now at Department of English, Purdue University.

This research was supported in part by a grant from the Sample Grant

Program.

Correspondence concerning this article should be addressed to Elizabeth

Angeli, Department of English, Purdue University, West Lafayette, IN 55555.

Contact: author@boiler.edu

The running
head cannot
exceed 50
characters,
including spaces
and
punctuation.
The running
head’s title
should be in
capital letters.
The running
head should be
flush left, and
page numbers
should be flush
right. On the
title page, the
running head
should include
the words
“Running head.”
For pages
following the
title page,
repeat the
running head in
all caps without
“Running head.”

The title
should be
centered on
the page,
typed in 12-
point Times
New Roman
Font. It
should not be
bolded,
underlined, or
italicized.

The author’s
name and
institution
should be
double-
spaced and
centered.

The running
head is a
shortened
version of the
paper’s full title,
and it is used to
help readers
identify the
titles for
published
articles (even if
your paper is
not intended for
publication, your
paper should
still have a
running head).

The title
should
summarize
the paper’s
main idea and
identify the
variables
under
discussion
and the
relationship
between
them.

Green text boxes
contain explanations
of APA style
guidelines.

Blue boxes contain
directions for writing
and citing in APA
style.

Running head: VARYING DEFINITIONS OF ONLINE COMMUNICATION 1

The author note should appear on printed articles and identifies each author’s
department and institution affiliation and any changes in affiliation, contains
acknowledgements and any financial support received, and provides contact
information. For more information, see the APA manual, 2.03, page 24-25.
Note: An author note is optional for students writing class papers, theses, and
dissertations..

An author note should appear as follows:
First paragraph: Complete departmental and institutional affiliation
Second paragraph: Changes in affiliation (if any)
Third paragraph: Acknowledgments, funding sources, special circumstances
Fourth paragraph: Contact information (mailing address and e-mail)

VARYING DEFINITIONS OF ONLINE COMMUNICATION

Abstract

This paper explores four published articles that report on results from research conducted

on online (Internet) and offline (non-Internet) relationships and their relationship to

computer-mediated communication (CMC). The articles, however, vary in their

definitions and uses of CMC. Butler and Kraut (2002) suggest that face-to-face (FtF)

interactions are more effective than CMC, defined and used as “email,” in creating

feelings of closeness or intimacy. Other articles define CMC differently and, therefore,

offer different results. This paper examines Cummings, Butler, and Kraut’s (2002)

research in relation to three other research articles to suggest that all forms of CMC

should be studied in order to fully understand how CMC influences online and offline

relationships.

Keywords: computer-mediated communication, face-to-face communication

The
abstract
should be
between
150-250
words.
Abbre-
viations and
acronyms
used in the
paper
should be
defined in
the
abstract.

The
abstract is
a brief
summary of
the paper,
allowing
readers to
quickly
review the
main points
and
purpose of
the paper.

The word
“Abstract”
should be
centered
and typed
in 12 point
Times New
Roman. Do
not indent
the first
line of the
abstract
paragraph.
All other
paragraphs
in the
paper
should be
indented.

VARYING DEFINITIONS OF ONLINE COMMUNICATION

Varying Definitions of Online Communication and

Their Effects on Relationship Research

Numerous studies have been conducted on various facets of Internet relationships,

focusing on the levels of intimacy, closeness, different communication modalities, and

the frequency of use of computer-mediated communication (CMC). However,

contradictory results are suggested within this research because only certain aspects of

CMC are investigated, for example, email only. Cummings, Butler, and Kraut (2002)

suggest that face-to-face (FtF) interactions are more effective than CMC (read: email) in

creating feelings of closeness or intimacy, while other studies suggest the opposite. To

understand how both online (Internet) and offline (non-Internet) relationships are affected

by CMC, all forms of CMC should be studied. This paper examines Cummings et al.’s

research against other CMC research to propose that additional research be conducted to

better understand how online communication affects relationships.

Literature Review

In Cummings et al.’s (2002) summary article reviewing three empirical studies on

online social relationships, it was found that CMC, especially email, was less effective

than FtF contact in creating and maintaining close social relationships. Two of the three

reviewed studies focusing on communication in non-Internet and Internet relationships

mediated by FtF, phone, or email modalities found that the frequency of each modality’s

use was significantly linked to the strength of the particular relationship (Cummings et

al., 2002). The strength of the relationship was predicted best by FtF and phone

In-text
citations
that are
direct
quotes
should
include the
author’s/
authors’
name/s,
the
publication
year, and
page
number/s.
If you are
para-
phrasing a
source,
APA
encourages
you to
include
page
numbers:
(Smith,
2009, p.
76).

If an article
has three
to five
authors,
write out all
of the
authors’
names the
first time
they
appear.
Then use
the first
author’s
last name
followed by
“et al.”

APA
requires
you to
include the
publication
year
because
APA users
are
concerned
with the
date of the
article (the
more
current the
better).

The title of
the paper is
centered
and not
bolded.

The introduc-
tion presents
the problem
that the
paper
addresses.
See the OWL
resources on
introduc-
tions:
http://owl.en
glish.purdue.e
du/owl/resou
rce/724/01/

The title
should be
centered on
the page,
typed in 12-
point Times
New Roman
Font. It
should not be
bolded,
underlined, or
italicized.

VARYING DEFINITIONS OF ONLINE COMMUNICATION

communication, as participants rated email as an inferior means of maintaining personal

relationships as compared to FtF and phone contacts (Cummings et al., 2002).

Cummings et al. (2002) reviewed an additional study conducted in 1999 by the

HomeNet project (see Appendix A for more information on the HomeNet project). In

this project, Kraut, Mukhopadhyay, Szczypula, Kiesler, and Scherlis (1999) compared

the value of using CMC and non-CMC to maintain relationships with partners. They

found that participants corresponded less frequently with their Internet partner (5.2 times

per month) than with their non-Internet partner (7.2 times per month) (as cited in

Cummings et al., 2002). This difference does not seem significant, as it is only two times

less per month. However, in additional self-report surveys, participants responded

feeling more distant, or less intimate, towards their Internet partner than their non-

Internet partner. This finding may be attributed to participants’ beliefs that email is an

inferior mode of personal relationship communication.

Intimacy is necessary in the creation and maintenance of relationships, as it is

defined as the sharing of a person’s innermost being with another person, i.e., self-

disclosure (Hu, Wood, Smith, & Westbrook, 2004). Relationships are facilitated by the

reciprocal self-disclosing between partners, regardless of non-CMC or CMC. Cummings

et al.’s (2002) reviewed results contradict other studies that research the connection

between intimacy and relationships through CMC.

Hu et al. (2004) studied the relationship between the frequency of Instant

Messenger (IM) use and the degree of perceived intimacy among friends. The use of IM

instead of email as a CMC modality was studied because IM supports a non-professional

Use an
appendix to
provide
brief
content
that
supplement
s your
paper but is
not directly
related to
your text.

If you are
including an
appendix,
refer to it
in the body
of your
paper.

VARYING DEFINITIONS OF ONLINE COMMUNICATION

environment favoring intimate exchanges (Hu et al., 2004). Their results suggest that a

positive relationship exists between the frequency of IM use and intimacy, demonstrating

that participants feel closer to their Internet partner as time progresses through this CMC

modality.

Similarly, Underwood and Findlay (2004) studied the effect of Internet

relationships on primary, specifically non-Internet relationships and the perceived

intimacy of both. In this study, self-disclosure, or intimacy, was measured in terms of

shared secrets through the discussion of personal problems. Participants reported a

significantly higher level of self-disclosure in their Internet relationship as compared to

their primary relationship. In contrast, the participants’ primary relationships were

reported as highly self-disclosed in the past, but the current level of disclosure was

perceived to be lower (Underwood & Findlay, 2004). This result suggests participants

turned to the Internet in order to fulfill the need for intimacy in their lives.

In further support of this finding, Tidwell and Walther (2002) hypothesized CMC

participants employ deeper self-disclosures than FtF participants in order to overcome the

limitations of CMC, e.g., the reliance on nonverbal cues. It was found that CMC partners

engaged in more frequent intimate questions and disclosures than FtF partners in order to

overcome the barriers of CMC. In their 2002 study, Tidwell and Walther measured the

perception of a relationship’s intimacy by the partner of each participant in both the CMC

and FtF conditions. The researchers found that the participants’ partners stated their

CMC partner was more effective in employing more intimate exchanges than their FtF

VARYING DEFINITIONS OF ONLINE COMMUNICATION

partner, and both participants and their partners rated their CMC relationship as more

intimate than their FtF relationship.

Discussion

In 2002, Cummings et al. stated that the evidence from their research conflicted

with other data examining the effectiveness of online social relationships. This statement

is supported by the aforementioned discussion of other research. There may be a few

possible theoretical explanations for these discrepancies.

Limitations of These Studies

The discrepancies identified may result from a number of limitations found in the

materials reviewed by Cummings et al. These limitations can result from technological

constraints, demographic factors, or issues of modality. Each of these limitations will be

examined in further detail below.

Technological limitations. First, one reviewed study by Cummings et al. (2002)

examined only email correspondence for their CMC modality. Therefore, the study is

limited to only one mode of communication among other alternatives, e.g., IM as studied

by Hu et al. (2004). Because of its many personalized features, IM provides more

personal CMC. For example, it is in real time without delay, voice-chat and video

features are available for many IM programs, and text boxes can be personalized with the

user’s picture, favorite colors and text, and a wide variety of emoticons, e.g., :). These

options allow for both an increase in self-expression and the ability to overcompensate

for the barriers of CMC through customizable features, as stated in Tidwell and Walther

Because all
research
has its
limitations,
it is
important
to discuss
the
limitations
of articles
under
examination
.

A Level 2
heading
should be
flush with
the left
margin,
bolded, and
title case.

A Level 1
heading
should be
centered,
bolded, and
uppercase
and lower
case (also
referred to
as title
case).

A Level 3
heading
should
indented
0.5” from
the left
margin,
bolded, and
lower case
(except for
the first
word). Text
should
follow
immediately
after. If you
use more
than three
levels of
headings,
consult
section 3.02
of the APA
manual
(6th ed.) or
the OWL
resource on
APA
headings:
http://owl.en
glish.purdue.
edu/owl/reso
urce/560/16
/

VARYING DEFINITIONS OF ONLINE COMMUNICATION

(2002). Self-disclosure and intimacy may result from IM’s individualized features,

which are not as personalized in email correspondence.

Demographic limitations. In addition to the limitations of email, Cummings et

al. (2002) reviewed studies that focused on international bank employees and college

students (see Appendix B for demographic information). It is possible the participants’

CMC through email was used primarily for business, professional, and school matters

and not for relationship creation or maintenance. In this case, personal self-disclosure

and intimacy levels are expected to be lower for non-relationship interactions, as this

communication is primarily between boss and employee or student and professor.

Intimacy is not required, or even desired, for these professional relationships.

Modality limitations. Instead of professional correspondence, however,

Cummings et al.’s (2002) review of the HomeNet project focused on already established

relationships and CMC’s effect on relationship maintenance. The HomeNet researchers’

sole dependence on email communication as CMC may have contributed to the lower

levels of intimacy and closeness among Internet relationships as compared to non-

Internet relationships (as cited in Cummings et al., 2002). The barriers of non-personal

communication in email could be a factor in this project, and this could lead to less

intimacy among these Internet partners. If alternate modalities of CMC were studied in

both already established and professional relationships, perhaps these results would have

resembled those of the previously mentioned research.

VARYING DEFINITIONS OF ONLINE COMMUNICATION

Conclusions and Future Study

In order to gain a complete understanding of CMC’s true effect on both online

and offline relationships, it is necessary to conduct a study that examines all aspects of

CMC. This includes, but is not limited to, email, IM, voice-chat, video-chat, online

journals and diaries, online social groups with message boards, and chat rooms. The

effects on relationships of each modality may be different, and this is demonstrated by

the discrepancies in intimacy between email and IM correspondence. As each mode of

communication becomes more prevalent in individuals’ lives, it is important to examine

the impact of all modes of CMC on online and offline relationship formation,

maintenance, and even termination.

The
conclusion
restates
the
problem
the paper
addresses
and can
offer areas
for further
research.
See the
OWL
resource on
conclu-
sions:
http://owl.
english.pur
due.edu/ow
l/resource/
724/04/

VARYING DEFINITIONS OF ONLINE COMMUNICATION

References

Cummings, J. N., Butler, B., & Kraut, R. (2002). The quality of online social

relationships. Communications of the ACM, 45(7), 103-108.

Hu, Y., Wood, J. F., Smith, V., & Westbrook, N. (2004). Friendships through IM:

Examining the relationship between instant messaging and intimacy. Journal of

Computer-Mediated Communication, 10, 38-48.

Tidwell, L. C., & Walther, J. B. (2002). Computer-mediated communication effects on

disclosure, impressions, and interpersonal evaluations: Getting to know one

another a bit at a time. Human Communication Research, 28, 317-348.

Underwood, H., & Findlay, B. (2004). Internet relationships and their impact on primary

relationships. Behaviour Change, 21(2), 127-140.

Start the reference list on a new page, center the title “References,” and
alphabetize the entries. Do not underline or italicize the title. Double-space all
entries. Every source mentioned in the paper should have an entry.

VARYING DEFINITIONS OF ONLINE COMMUNICATION

Appendix A

The HomeNet Project

Started at Carnegie Mellon University in 1995, the HomeNet research project has

involved a number of studies intended to look at home Internet usage. Researchers began

this project because the Internet was originally designed as a tool for scientific and

corporate use. Home usage of the Internet was an unexpected phenomenon worthy of

extended study.

Each of HomeNet’s studies has explored a different facet of home Internet usage,

such as chatting, playing games, or reading the news. Within the past few years, the

explosion of social networking has also proven to be an area deserving of additional

research. Refer to Table A1 for a more detailed description of HomeNet studies.

Table A1

Description of HomeNet Studies by Year
Year
of
Study
Contents
of
Study

1995-‐1996
93 families in Pittsburgh involved in school

or community organizations
1997-‐1999
25 families with home businesses
1998-‐1999
151 Pittsburgh households
2000-‐2002
National survey

Begin each
appendix
on a new
page., with
the word
appendix in
the top
center. Use
an
identifying
capital
letter (e.g.,
Appendix
A,
Appendix B,
etc.) if you
have more
than one
appendix. If
you are
referring to
more than
one
appendix in
your text,
use the
plural
appendices
(APA only).

The first
paragraph
of the
appendix
should flush
with the
left margin.
Additional
paragraphs
should be
indented.

Label tables
and figures
in the
appendix as
you would
in the text
of your
manuscript,
using the
letter A
before the
number to
clarify that
the table or
figure
belongs to
the
appendix.

VARYING DEFINITIONS OF ONLINE COMMUNICATION

Appendix B
Demographic Information for Cummings et al. (2002)’s Review

If an
appendix
consists
entirely of
a table or
figure, the
title of the
table or
figure
should
serve as
the title of
the
appendix.

Turn in your highest-quality paper
Get a qualified writer to help you with

“ NCO 2020 Strategy ”

Get high-quality paper

NEW! AI matching with writer

Still stressed with your coursework?

Get quality coursework help from an expert!

Order now