The outline should follow the outline format we have used in the past.
I intro: attention getter, thesis, operational definition, preview
(screen commercials)
II. body: main points (6 areas)
(highlight the individuals contributions in bold face or parenthesis)
III. conclusion: restate thesis, screen commercials, final thoughts
The summary should be in paragraph form identifying the individual and their participation and roles in the group interactions.
I need one copy from each group!!!
Thursday, June 16, 2011
Wednesday, June 15, 2011
Grade breakdown
As I told you all at the start of the class, there would have to be certain modifications made over time. As I went to input your grades into blackboard, I became aware of some discrepencies. This is how the grades are broken down.
Speeches: Inform 100
Persuasive 100
Group 150
Mini app: 100
Writing assign. 50
Tests: Unit one 100
Unit two 100
Unit three 200
Participation: 100
This meets criteria for the course and I intend to grade you accordingly. If you have any concerns, please feel free to talk with me.
Speeches: Inform 100
Persuasive 100
Group 150
Mini app: 100
Writing assign. 50
Tests: Unit one 100
Unit two 100
Unit three 200
Participation: 100
This meets criteria for the course and I intend to grade you accordingly. If you have any concerns, please feel free to talk with me.
Final Exam
For your final essay, describe your group interactions over the course of this semester using these characteristics. Make sure to respond to all of the 5 areas and be as specific and thorough as possible in your explanations. To earn full credit, you will need to provide a synthesis of your experiences and definitions from the book in your analyses. You may write the final exam in essay form or number your paper and respond accordingly. This exam is heavily weighted and will require you to use critical thinking and proper citations from the text.Your final exam is worth 200 points. 40 points for each response. This exam is due by noon on Friday, June 24th via blackboard mail. I will post the test and send it as an email on Thursday, June 23rd following class.
1. Type of group (Define the type of group and purposes)
2. Formation (Analyze your group interactions in terms of the following areas: forming, storming, norming, performing, and adjourning. See page 182.)
3. Interaction: Identify your group's feature in terms of:
- Togetherness: interdependence, cohesiveness
- Peformance: norms, sanctions, culture
4. Leadership: Identify your group leadership in terms of:
- Power: formal/ informal
5. Decision Making: Identify the forms of communication used in decision making in terms of:
- Promotive, Disruptive, and/ or Counteractive
Extra Credit:
Compare and contrast your experiences in your group for this class with one that you have had in a group interaction in another course. Worth 10 points. Briefly address the above areas for full credit.
1. Type of group (Define the type of group and purposes)
2. Formation (Analyze your group interactions in terms of the following areas: forming, storming, norming, performing, and adjourning. See page 182.)
3. Interaction: Identify your group's feature in terms of:
- Togetherness: interdependence, cohesiveness
- Peformance: norms, sanctions, culture
4. Leadership: Identify your group leadership in terms of:
- Power: formal/ informal
5. Decision Making: Identify the forms of communication used in decision making in terms of:
- Promotive, Disruptive, and/ or Counteractive
Extra Credit:
Compare and contrast your experiences in your group for this class with one that you have had in a group interaction in another course. Worth 10 points. Briefly address the above areas for full credit.
Tuesday, June 14, 2011
This is the rest...
Thursday, June 16
- Chapter 9/10 mini apps and discussion
- Group time
Monday, June 20
- Post Final exam criteria/ rubric to blog
- Group workday
Tuesday, June 21
- Evaluations (group/ course)
- Meetings with me
Thursday, June 23
- Presentations
Friday, June 24
- Final exam due by noon.
- Chapter 9/10 mini apps and discussion
- Group time
Monday, June 20
- Post Final exam criteria/ rubric to blog
- Group workday
Tuesday, June 21
- Evaluations (group/ course)
- Meetings with me
Thursday, June 23
- Presentations
Friday, June 24
- Final exam due by noon.
Monday, June 13, 2011
ch 7 SG
Chapter 7Communication- Groups*
Small groupcommon purposeorganization, membership, communicationcommunication varies among groups (formal- casual)*
Types:formal (task oriented, legislative, restricted membership, Congress- Gov't)
advisory (task specific, best outcome focused, restricted membership, Committees- Boards)creative (evaluation/ creation, lacking structure, invited membership, Brainstorm- Project)support (comfort/ advice, sharing, voluntary membership, AA- support groups)networking (relationship build/ sustain, undefined membership, chatroom- Facebook)
Give specific examples of the small groups you have been a part of. What kind will it be in this class?? (179-181)*
Formation of Groups:*
Forming: initial gathering*
Storming: creative process- goals*
Norming: define purpose, roles, procedures*
Performing: demonstrates goal*
Adjourning: end of interactions*
Orientation: getting to know one another*
Conflict: argument about approaching problem*
Emergence: consensus starts*
Reinforcement: consolidates consensus to finish project
What are your experiences with these formations?
Which path would you rather take? Why?? (182)*
Group Features: (185- 197)*
Togetherness (interdependence, division of labor)*(cohesiveness, teamwork)*
Expectations (group norms, group sanctions- punishment, culture)*
Leadership (formal power- designated leader, informal power- liking based)*task oriented vs. socioemotional leadership*
Decision Making (voting, consensus, straw polls, mandates etc.) (promotive- move toward goal, disruptive- diverts from goal, and counteractive comm- back on track.)
What would seem like the optimal outline of these features for your small group in this class? Why? What would be the most detriminal outline of these features...why?
Small groupcommon purposeorganization, membership, communicationcommunication varies among groups (formal- casual)*
Types:formal (task oriented, legislative, restricted membership, Congress- Gov't)
advisory (task specific, best outcome focused, restricted membership, Committees- Boards)creative (evaluation/ creation, lacking structure, invited membership, Brainstorm- Project)support (comfort/ advice, sharing, voluntary membership, AA- support groups)networking (relationship build/ sustain, undefined membership, chatroom- Facebook)
Give specific examples of the small groups you have been a part of. What kind will it be in this class?? (179-181)*
Formation of Groups:*
Forming: initial gathering*
Storming: creative process- goals*
Norming: define purpose, roles, procedures*
Performing: demonstrates goal*
Adjourning: end of interactions*
Orientation: getting to know one another*
Conflict: argument about approaching problem*
Emergence: consensus starts*
Reinforcement: consolidates consensus to finish project
What are your experiences with these formations?
Which path would you rather take? Why?? (182)*
Group Features: (185- 197)*
Togetherness (interdependence, division of labor)*(cohesiveness, teamwork)*
Expectations (group norms, group sanctions- punishment, culture)*
Leadership (formal power- designated leader, informal power- liking based)*task oriented vs. socioemotional leadership*
Decision Making (voting, consensus, straw polls, mandates etc.) (promotive- move toward goal, disruptive- diverts from goal, and counteractive comm- back on track.)
What would seem like the optimal outline of these features for your small group in this class? Why? What would be the most detriminal outline of these features...why?
Group Speech criteria/ rubric
For your final presentation, you will work in groups on a analysis/ compare- contrast of two commercials. You will use what you have learned in chapters 8-10 in your analysis. You will then find a creative and fun way to present your conclusions to the class. The format will be as follows:
I. Introduction: -
Introduce commercial ( perhaps reasons for choosing it or process leading up to choice) -
Screen commercial ( perhaps ask audience to focus or consider certain aspects) - Preview speech and present thesis
II. Body: - Choose six areas from chapters 8-10 to analyze the commercial.
( ex: culture in terms of identity, ethnocentric bias, transaction--BE SPECIFIC)
( ex: technology in terms of relations, social networks, cell phone application--BE SPECIFIC)
( ex: mass media in terms of active usage, enacting, gratification and usage-- BE SPECIFIC)
You will use 2 areas from each chapter!!!!!!!!!!!!!
III. Conclusion: - Summarize and review your speech.
- Screen commercial again to allow audience to apply your analysis
- Offer further study or direction for further analysis Remember: - Consider your audience when choosing a commercial!!!
- Work together as a team, each person must equally present and work on the project.
- Each person will show their work as an individual and within the group.
- The grade is based on individual and group effort
- 20- 25 minutes in length!! ( no less!)
- Be clean and respectful and have fun!!!!
Rubric:Total of 150
75 Presentation
- 35 individual ( physical elements, structure, and clarity)
- 40 group (cohesiveness, flow, and equality)
75 Research
- 35 individual ( demonstrates an area of focus and thorough application of concepts to the commercial)
- 40 group ( demonstrates contribution and teamwork) Your final paper will reflect your interactions within your group. Take good notes!!!!
I. Introduction: -
Introduce commercial ( perhaps reasons for choosing it or process leading up to choice) -
Screen commercial ( perhaps ask audience to focus or consider certain aspects) - Preview speech and present thesis
II. Body: - Choose six areas from chapters 8-10 to analyze the commercial.
( ex: culture in terms of identity, ethnocentric bias, transaction--BE SPECIFIC)
( ex: technology in terms of relations, social networks, cell phone application--BE SPECIFIC)
( ex: mass media in terms of active usage, enacting, gratification and usage-- BE SPECIFIC)
You will use 2 areas from each chapter!!!!!!!!!!!!!
III. Conclusion: - Summarize and review your speech.
- Screen commercial again to allow audience to apply your analysis
- Offer further study or direction for further analysis Remember: - Consider your audience when choosing a commercial!!!
- Work together as a team, each person must equally present and work on the project.
- Each person will show their work as an individual and within the group.
- The grade is based on individual and group effort
- 20- 25 minutes in length!! ( no less!)
- Be clean and respectful and have fun!!!!
Rubric:Total of 150
75 Presentation
- 35 individual ( physical elements, structure, and clarity)
- 40 group (cohesiveness, flow, and equality)
75 Research
- 35 individual ( demonstrates an area of focus and thorough application of concepts to the commercial)
- 40 group ( demonstrates contribution and teamwork) Your final paper will reflect your interactions within your group. Take good notes!!!!
Thursday, June 9, 2011
A look ahead
Monday, June 13th
- We will be introducing group unit, primarily the group speech.
- Discuss final exam
- Group time brainstorming ideas
- Return Unit 2 grades: speeches, mini apps, and writing assignments
Tuesday, June 14th
- Mini- apps for chapters 7/8 due and reading for chapters 7 and 8
- Group time
Thursday, June 16th
- Mini- apps for chapters 9/10 due and reading for chapter 9 and 10
- Group time
- We will be introducing group unit, primarily the group speech.
- Discuss final exam
- Group time brainstorming ideas
- Return Unit 2 grades: speeches, mini apps, and writing assignments
Tuesday, June 14th
- Mini- apps for chapters 7/8 due and reading for chapters 7 and 8
- Group time
Thursday, June 16th
- Mini- apps for chapters 9/10 due and reading for chapter 9 and 10
- Group time
Communicator position
There is an opening for an editor for News and Politics at the Communicator, IPFW's news print publication. If you are interested, please send your resume and cover letter to Kristen Mensch at contact@ipfwcommunicator.org or contact the office!!
Monday, June 6, 2011
Speeches
I am surprised at how some of you were unprepared today for speeches. Although, I may have implied that speeches would still be going on tomorrow, the expectation was to be ready today as many of you were even those close to the end. I am not sure how I will proceed in order to be fair to all students.
I hope to see you all tomorrow.
I hope to see you all tomorrow.
A look at this week
Monday: persuasive speeches
Tuesday: Start chapters 4-6 ( mini apps due)
MAKE SURE YOU HAVE READ THESE CHAPTERS!!!
Thursday: Review chapters 1-6
Return Persuasive Speech grades
All written assignments due in class
Release TEST 2: Due before class on Monday!!
Tuesday: Start chapters 4-6 ( mini apps due)
MAKE SURE YOU HAVE READ THESE CHAPTERS!!!
Thursday: Review chapters 1-6
Return Persuasive Speech grades
All written assignments due in class
Release TEST 2: Due before class on Monday!!
Persuasive Speech rubric
Just a reminder:
The points are as follows:
15- organization/outline
10- introduction
15- main points
10- conclusion
10- ppt
15- proofs
25- physical attributes
100 points possible
The points are as follows:
15- organization/outline
10- introduction
15- main points
10- conclusion
10- ppt
15- proofs
25- physical attributes
100 points possible
Writing Assignment
The writing assignment should be an elaborated version of the outline. It should be 3-4 pages in length with typical margins and double spaced. Make sure to include an accurate and detailed works cited page and use proper intext citations as well. APA or MLA formats are acceptable. To be clear, your paper will be graded following this rubric.
10 APA format ie structure ( intro, body, conclusion etc.)
25 Depth of analysis and support for your argument/topic
15 Proper sourcing and citations
50 points total
10 APA format ie structure ( intro, body, conclusion etc.)
25 Depth of analysis and support for your argument/topic
15 Proper sourcing and citations
50 points total
Sunday, June 5, 2011
Chapter 4 Notes:
Chapter 4 Notes:
Listening is the most frequently engaged in form of communication.
Listening objectives:
relational development and enhancement: directly or indirectly
gaining and comprehending information
critical listening: accuracy, details, clarity
enjoyment and appreciation: (music)
therapeutic: empathy, support
What objective resonates with you most? Why? (85-88)
Listening process:
hearing: passive, listening: active
receiving: physical reception
attending: focus on message
interpreting: assign meaning (multiple senses)
responding: reaction
What are the senses involved with listening, specifically interpreting? (90)
Engaged: making a personal connection with the source through mutual effort to attain deep level of communication (transactional), Relational: recognizing, understanding and addressing the interconnection of relationships and comm.
Disengaged listening: non participatory interaction
What are the instances that we are disengaged listeners? What might prompt this? (91-92)
Listening Obstacles: ineffective communication
environmental distractions: physical attributes
medium distractions: the technical barriers
source distractions: auditory or sensory issues of the source
factual diversion: too much attention to detail, lose main idea
semantic diversion: unfamiliar or negative content deters attention
content (representational) listening: literal listening
selective listening: focus on content that you prefer
egocentric listening: focusing on ourselves in an interaction rather than respondent
wandering thought: daydreaming
experiental superiority: close off listening due to feeling of superiority or prior possession of same content
status of the other: when rank, reputation or social status deters attention to their message
past experience with other: previous experiences affect listening
message complexity: too much information
Could this section be considered message complexity? How or why? (95-99)
Critical listening: process of analyzing and evaluating the accuracy, legitimacy, and value of messages
Elements: evaluations
plausability (legitimacy)
source (credibility, relevance)
argument (consistency- internally compliant, appropriately supported, adequately supported)
evidence (verifiability)
How often do we use these evaluations? When do we? Why do we? (100-104)
Fallacious Arguments: appear legitimate, but are faulty in reasoning and evidence
against the source: personal attack (ad hominen)
appeal to authority: using authority, credibility, or celebrity as support (spokesperson)
appeal to people – bandwagon: something is good because everyone agrees or uses it (public opinion)
appeal to relationships: definitions of relationships define expectations of behavior (roles, types)
Post hoc ergo propter hoc: cause and effect (premise- conclusion)
Cum hoc ergo propter hoc: simultaneous action determines coincidental action (superstition)
hasty generalizations: basing conclusions on single occurrences
red herring: diverting attention with another issue
false alternatives: when two options are presented, neither of which are accurate or appealing
composition and division fallacies: parts are same as whole (representative)
division fallacy: whole is the same as the parts
equivocation: ambiguous language usage
What are some examples of composition and division fallacies? Cum hoc ergo propter hoc? (109/106)
Listening is the most frequently engaged in form of communication.
Listening objectives:
relational development and enhancement: directly or indirectly
gaining and comprehending information
critical listening: accuracy, details, clarity
enjoyment and appreciation: (music)
therapeutic: empathy, support
What objective resonates with you most? Why? (85-88)
Listening process:
hearing: passive, listening: active
receiving: physical reception
attending: focus on message
interpreting: assign meaning (multiple senses)
responding: reaction
What are the senses involved with listening, specifically interpreting? (90)
Engaged: making a personal connection with the source through mutual effort to attain deep level of communication (transactional), Relational: recognizing, understanding and addressing the interconnection of relationships and comm.
Disengaged listening: non participatory interaction
What are the instances that we are disengaged listeners? What might prompt this? (91-92)
Listening Obstacles: ineffective communication
environmental distractions: physical attributes
medium distractions: the technical barriers
source distractions: auditory or sensory issues of the source
factual diversion: too much attention to detail, lose main idea
semantic diversion: unfamiliar or negative content deters attention
content (representational) listening: literal listening
selective listening: focus on content that you prefer
egocentric listening: focusing on ourselves in an interaction rather than respondent
wandering thought: daydreaming
experiental superiority: close off listening due to feeling of superiority or prior possession of same content
status of the other: when rank, reputation or social status deters attention to their message
past experience with other: previous experiences affect listening
message complexity: too much information
Could this section be considered message complexity? How or why? (95-99)
Critical listening: process of analyzing and evaluating the accuracy, legitimacy, and value of messages
Elements: evaluations
plausability (legitimacy)
source (credibility, relevance)
argument (consistency- internally compliant, appropriately supported, adequately supported)
evidence (verifiability)
How often do we use these evaluations? When do we? Why do we? (100-104)
Fallacious Arguments: appear legitimate, but are faulty in reasoning and evidence
against the source: personal attack (ad hominen)
appeal to authority: using authority, credibility, or celebrity as support (spokesperson)
appeal to people – bandwagon: something is good because everyone agrees or uses it (public opinion)
appeal to relationships: definitions of relationships define expectations of behavior (roles, types)
Post hoc ergo propter hoc: cause and effect (premise- conclusion)
Cum hoc ergo propter hoc: simultaneous action determines coincidental action (superstition)
hasty generalizations: basing conclusions on single occurrences
red herring: diverting attention with another issue
false alternatives: when two options are presented, neither of which are accurate or appealing
composition and division fallacies: parts are same as whole (representative)
division fallacy: whole is the same as the parts
equivocation: ambiguous language usage
What are some examples of composition and division fallacies? Cum hoc ergo propter hoc? (109/106)
Chapter 5 Notes:
Chapter 5*
Identity:history, roles, characteristics defined by our interactionsmulti- layered (private – self concept: core (121) / public)
How does self concept and identity compare ?
Do you think these are accurate assessments?
How much of your identity depends on the ways others perceive you? (p. 117- 118)*
Jahari Window:arena: open, blind: known to others, facade: hidden, unknown to allSelf disclosure: revealing info to make it known ( norm of reciprocity, p. 126)
How is the Jahari window dynamic? (p. 123)
How does self disclosure operate within the window? (p. 124)
What role does the norm of reciprocity play in self disclosure.*
self disclosure- identity= relationship context (dynamic process) (p. 125)*
dialectic tensions: autonomy vs. connectednessopenness vs. closednessnovelty vs. predictability*
What do these tensions look like in your relationships?
Which is more common to what kind of relationship (familial, intimate, friendly)*
Narrative: we tell about ourselves through stories ( memory/ history based)*
epistemology (how I think about the world...),
ontology (how I came to be...), individual construction, and relational process (127)
narratives, accounts, social reportsorigin- continuity (127-128)
loaded memory (biased) based on coherence and acceptability
labeling: identifying ourselves (Brandy or Mrs. Reincke, Ms. R) (129)
altercasting: language forces identies upon us that we must live up to..(129)
How does the form of narrative here differ from chapter 2?
Give an example of an epistemological narrative and/ or an ontological account?? (127)Relationships influence who we are to ourselves and others...*
Symbolic self: socially based and constructed self that exists primarily for the benefit of others...adapt your definition of yourself to that of societal frames (131)*
Symbolic interaction: how societal forces affect our image of one's self...we derive judgments and observations from our interactions
Attitude reflection: to think about how you appear in the eyes of others (131)
Cultural influence: we develop cultures within our relationships (132)
Performative self: “Doing your identity in front of others and well to “look good”” (135) influenced by social needs, social situation, social frame, and social circumstances.. (136)
front region: professional/ proper, back region: relaxed/ social cues (restaurant ex.) (136)Predicaments challenge the performative self
Teamwork: working together to maintain social face
Accountable self: identity being morally judged by others
Moral accountability: Society as a whole makes judgments about our actions
Do you agree with the statement: “Much of our identity is constantly constructed by our interactions.” Why or why not?? *
Summary selves: (140)*
reflective self: inner self reflected through behavior*
symbolic: self through the interactions we have*
performative: present social situation affect how we enact our identity*
practical: materiality affects identity*
accountable: social context and expectations affect behavior*
improvisational: ideology based behavior (rhetoric)
Which self do you think is the most authentic? Why?
Identity:history, roles, characteristics defined by our interactionsmulti- layered (private – self concept: core (121) / public)
How does self concept and identity compare ?
Do you think these are accurate assessments?
How much of your identity depends on the ways others perceive you? (p. 117- 118)*
Jahari Window:arena: open, blind: known to others, facade: hidden, unknown to allSelf disclosure: revealing info to make it known ( norm of reciprocity, p. 126)
How is the Jahari window dynamic? (p. 123)
How does self disclosure operate within the window? (p. 124)
What role does the norm of reciprocity play in self disclosure.*
self disclosure- identity= relationship context (dynamic process) (p. 125)*
dialectic tensions: autonomy vs. connectednessopenness vs. closednessnovelty vs. predictability*
What do these tensions look like in your relationships?
Which is more common to what kind of relationship (familial, intimate, friendly)*
Narrative: we tell about ourselves through stories ( memory/ history based)*
epistemology (how I think about the world...),
ontology (how I came to be...), individual construction, and relational process (127)
narratives, accounts, social reportsorigin- continuity (127-128)
loaded memory (biased) based on coherence and acceptability
labeling: identifying ourselves (Brandy or Mrs. Reincke, Ms. R) (129)
altercasting: language forces identies upon us that we must live up to..(129)
How does the form of narrative here differ from chapter 2?
Give an example of an epistemological narrative and/ or an ontological account?? (127)Relationships influence who we are to ourselves and others...*
Symbolic self: socially based and constructed self that exists primarily for the benefit of others...adapt your definition of yourself to that of societal frames (131)*
Symbolic interaction: how societal forces affect our image of one's self...we derive judgments and observations from our interactions
Attitude reflection: to think about how you appear in the eyes of others (131)
Cultural influence: we develop cultures within our relationships (132)
Performative self: “Doing your identity in front of others and well to “look good”” (135) influenced by social needs, social situation, social frame, and social circumstances.. (136)
front region: professional/ proper, back region: relaxed/ social cues (restaurant ex.) (136)Predicaments challenge the performative self
Teamwork: working together to maintain social face
Accountable self: identity being morally judged by others
Moral accountability: Society as a whole makes judgments about our actions
Do you agree with the statement: “Much of our identity is constantly constructed by our interactions.” Why or why not?? *
Summary selves: (140)*
reflective self: inner self reflected through behavior*
symbolic: self through the interactions we have*
performative: present social situation affect how we enact our identity*
practical: materiality affects identity*
accountable: social context and expectations affect behavior*
improvisational: ideology based behavior (rhetoric)
Which self do you think is the most authentic? Why?
Chapter 6 Notes:
Chapter 6*Communication- Relationships: Talk emotion knowledge ways of understanding the worldways of connecting symbols (language- meaning)ways of symbolically connecting to others
Does communication define relationships or do relationships influence communication? (147-149)*
Relationship Provisions:
Belonging and a sense of reliable alliance
Emotional integration and stability
Opportunity for communication about ourselves
Provision for assistance and physical support
Provision for reassurance of our worth and value
What is meant by “provision for assistance and physical support/ worth and value”? (151)
Talk- Relationships:*
Types of talk (distinctions)
Social relationships (replaceable individuals)
Personal relationship (irreplaceable individuals)*
Maintaining relationships – Talk (153-155)
Relational Continuity Constructional units: relationships continue in the absence of the partner
Prospective unit: future sense recognition of absense to happen (goodbye, next time..)Introspective unit: present sense recognition of absense
Retrospective unit: signals an end of absence (kiss, hug, handshake, hello...)
Hypertext: referencing information, relationship building (155)
Crossing boundaries: changing relationship types (friend- sig. Other) (155-156)
Relating: talking on cell phones (156)
We change relationships by talk and subtle communication... (157)
direct talk: explicit discussion about relationship
indirect talk: ambiguous forms of relationship communication (flirting)
Do you agree that we sustain relationships through talk and subtle communication?
What does this mean to you?? (157)
Relationship Stages of Development: (158-159)Theory: based on individual feelings or attitudes, as emotion deepens- relationship progresses.
Intensified feelings (emotions) are translated into behavior and relationship moves on effortlessly.
Measured as an increase in intimacy.
They vary in depth, shyness, strength etc...Everyone is different and respond differently to relationships based on several factors: background, personality, culture..
What does the author and Jesse Delia find problematic about this theory? (158-159)
*Relationship Filtering Model: (RFM) (159-161)We filter people by evaluating their attributes (1.physical appearance, 2.NVC, behavior 3.roles 4. psychological similarity)Duck mentions that “the relationship grows not from the information that you learn about the other person, but from how you “go beyond it” .
The RFM suggests that our goal is ultimately to understand one another.
Do you agree with the RFM and recognize this pattern in your own interactions? How?
Does communication define relationships or do relationships influence communication? (147-149)*
Relationship Provisions:
Belonging and a sense of reliable alliance
Emotional integration and stability
Opportunity for communication about ourselves
Provision for assistance and physical support
Provision for reassurance of our worth and value
What is meant by “provision for assistance and physical support/ worth and value”? (151)
Talk- Relationships:*
Types of talk (distinctions)
Social relationships (replaceable individuals)
Personal relationship (irreplaceable individuals)*
Maintaining relationships – Talk (153-155)
Relational Continuity Constructional units: relationships continue in the absence of the partner
Prospective unit: future sense recognition of absense to happen (goodbye, next time..)Introspective unit: present sense recognition of absense
Retrospective unit: signals an end of absence (kiss, hug, handshake, hello...)
Hypertext: referencing information, relationship building (155)
Crossing boundaries: changing relationship types (friend- sig. Other) (155-156)
Relating: talking on cell phones (156)
We change relationships by talk and subtle communication... (157)
direct talk: explicit discussion about relationship
indirect talk: ambiguous forms of relationship communication (flirting)
Do you agree that we sustain relationships through talk and subtle communication?
What does this mean to you?? (157)
Relationship Stages of Development: (158-159)Theory: based on individual feelings or attitudes, as emotion deepens- relationship progresses.
Intensified feelings (emotions) are translated into behavior and relationship moves on effortlessly.
Measured as an increase in intimacy.
They vary in depth, shyness, strength etc...Everyone is different and respond differently to relationships based on several factors: background, personality, culture..
What does the author and Jesse Delia find problematic about this theory? (158-159)
*Relationship Filtering Model: (RFM) (159-161)We filter people by evaluating their attributes (1.physical appearance, 2.NVC, behavior 3.roles 4. psychological similarity)Duck mentions that “the relationship grows not from the information that you learn about the other person, but from how you “go beyond it” .
The RFM suggests that our goal is ultimately to understand one another.
Do you agree with the RFM and recognize this pattern in your own interactions? How?
Thursday, June 2, 2011
Class notes 6/ 2
Okay,
I failed to discuss the writing assignment in class so... if you do it and turn it in-- Great! If not, I will assign another writing assignment that you may complete. Therefore if you do not have one on Monday, you will not lose points. However, if you do--turn it in with your speech.
Second,
We discussed the change in schedule! To reitorate:
Monday and Tuesday: Persuasive Speeches
Tuesday and Thursday; Mini apps for ch 4-6 and discussion. In addition, we will review for the test on Thursday. I will then release the test after class on Thursday and you will have until the start of class on Tuesday to complete it.
Tuesday, 13th we will begin unit three: Group communication!!!
I failed to discuss the writing assignment in class so... if you do it and turn it in-- Great! If not, I will assign another writing assignment that you may complete. Therefore if you do not have one on Monday, you will not lose points. However, if you do--turn it in with your speech.
Second,
We discussed the change in schedule! To reitorate:
Monday and Tuesday: Persuasive Speeches
Tuesday and Thursday; Mini apps for ch 4-6 and discussion. In addition, we will review for the test on Thursday. I will then release the test after class on Thursday and you will have until the start of class on Tuesday to complete it.
Tuesday, 13th we will begin unit three: Group communication!!!
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