COM105: INTERPERSONAL COMMUNICATION March 19 May 13, 2017
COM105: INTERPERSONAL COMMUNICATIONMarch 19 – May 13, 2017INSTRUCTOR:OFFICE HOURS:CONTACT INFO:Dr. Patricia W. NormanNo restrictions on availability for consultation (ideally, 5 a.m.-9 p.m. any day).DO NOT contact the instructor through the email system in the classroom. Please call (919-634-1697), text (same number) or email: pnorman@egcc.edu. Feel free to call anytime between 5 a.m. and 9 p.m. I will respond immediatelyif I am free or as soon as I am free, which is usually within 8 hours.COURSE DESCRIPTIONInterpersonal communication invites students to explore their present communication skills and improve theircompetency in communicating with other people. Through reading and participating in class exercises, students willexamine the basic elements of interpersonal communication including the self-concept, perception, listening, verbaland non-verbal expression, emotional expression, personal relationships and conflict resolution.TEXTBOOK: Looking In, Looking Out. Authors: Ronald B. Adler and Russell F. Proctor II.NOTE: The Cengage course resources will NOT be used. Do not purchase the access code.COURSE OUTCOMES:By the end of this course, students should demonstrate increased knowledge and confidence in the following areas:1. Understanding how perceptions of the self can influence communication and relationships2. Applying knowledge of how perceptions influence behavior to communication challenges3. Recognizing the role emotions, beliefs and values play in interpersonal relationships4. How language can be used to bridge or widen misunderstandingsUsing nonverbal communication behavior and interpretation to improve relationships5. Applying listening skills to produce more effective communication outcomes6. Recognizing the role of relationship dynamics in communication7. Understanding how to use effective communication to avoid or resolve conflictGRADING:ExercisesForumsMidterm ExamFinal ExamTerm PaperSet of 12 – 10 points eachSet of 12 – 10 points each55 questions – one point each65 questions – one point each7-9 pages, plus source listBuilt-in: 20 bonus pointsBuilt-in: 20 bonus pointsBuilt-in: 5 bonus pointsBuilt-in: 5 bonus pointsTOTAL:100 pts100 pts50 pts50 pts200 pts500 ptsLetter grade conversion: A 450 , B 400-449, C 350-399, D 300-349, F 300ATTENDANCE POLICY:Students in online courses are required to ‘attend’ class and participate just as if they were in a traditional face-toface course. Weekly attendance is mandatory in all EGCC online courses. In this course, posting a response in aforum or submitting an assignment or test constitutes attendance. Students who do not attend class each week-that is, if you consistently do not complete assignments, tests, respond to forum or turn in other work--you will benotified that you may be dropped or withdrawn from the class for non-participation. Remember, you are expected tolog into your online course weekly, but simply logging in does not constitute attendance. Progress towardssatisfactory completion of weekly assignments is expected on a weekly basis. No progress could jeopardize yourgood standing and your financial aid.LATE ASSIGNMENT POLICY:Assignments have due dates posted on Blackboard. One point will be deducted for each day that graded work islate. For example, graded work due on a Wednesday will be considered late and one point will be deducted (for oneday late) if it is submitted after 11:59 p.m. Wednesday. Please also notice that there are 40 bonus points in thiscourse. These points exist to make up for the unexpected and for the different experiences, including levels ofpreparedness, which students bring to the course.Course requirements are subject to change at the discretion of the instructor/college. Any changes to thesyllabus will be communicated to the class by the instructor.
COM 105 Readings, Videos, Exercises and DiscussionsReadVideoExercisesWeek 101/1701/21Ch. 1DoneCOMMUNICATIONSKILLS INVENTORYWeek 201/2201/28Ch 2Ch 3Chapter 2Communication and Identityhttps://www.youtube.com/watch?v H8p2dYpeO6UWatch this very short video and then answer these questions: Why? Whydoes the woman need to talk to a stranger about the subject, what wouldbe the best way for her audience to respond, and why do you think thatyour solution is “the best”?Chapter 3Perceptionhttps://www.youtube.com/watch?v a91eiu eer4You’re undoubtedly familiar with the basis of this video: the woman/hagoptical illusion. But can you translate that conflicting concept into a realworld situation? Can you describe a situation in which you or someoneyou know responded inappropriately due to faulty perception? Why isawareness of perception issues important in interpersonalcommunication?EGO BOOSTERS ANDBUSTERSPERCEPTIONWeek 301/2902/04Ch 4Ch 5Chapter 4Emotionshttps://www.youtube.com/watch?v OOpOhlGiRTMWhat were your impressions of this child’s emotions? What might explainthe different emotions the little girl expressed? Which ones did you findyourself responding to the most? The least?Chapter 5Languagehttps://www.youtube.com/watch?v Df25r8pcuI8What are some practical consequences of the Sapir Whorf hypothesis, ifyou think it is an accurate or useful way to explain how different culturescommunicate? Can you give some examples from your own experienceson the job, with your friends or from what you have witnessed? If youdon’t see any value in the Sapir Whorf theory, why not? Support yourviewpoint with examples that contradict the theory.EXPRESS THEFEELINGSBEHAVIORALLANGUAGEWeek 402/0502/11Ch 6Chapter 6Nonverbal Communicationhttps://www.youtube.com/watch?v VMDHD-fHz0QWatch this video with no audio through 1:37. Then watch the rest of thevideo with sound. Finally, go back to the beginning and script the dialogbetween Monica and Joey based only on what you saw at the end of thevideo and the actors nonverbal communication at the beginning of thevideo. Explain differences between your script and at least two of yourclassmates’ scripts by considering the impact perception, emotion andlanguage had on your ability to put words in the actors’ mouths.AMBIGUITY,CONTRADICTIONMIDTERM EXAMWeek 502/1202/18Ch 7Ch 8Chapter 7Listeninghttps://www.youtube.com/watch?v sr1uS8KZbtoUse the reading materials to explain the listening faults of eachparticipant in this conversation and how each could change to make theirinteraction more productive and positive.Chapter 8Communication and Relational Dynamicshttps://www.youtube.com/watch?v y6g1w02AmwgWatch this video as a warm up for a really challenging discussion. Usespecific examples from your own experiences or from what you havewitnessed to explain how communication can change in each of the fivestages of a relationship that the video ESWeek 602/1702/25Ch 9Ch 10Chapter 9Communication in Close Relationshipshttps://www.youtube.com/watch?v 4Rd8Tm9ETUE4One of the objectives of this chapter in the textbook is that after reading it,you should be able to “Describe the possible strategies for repairing agiven relational transgression.” Ok, then. Have at it. Watch this video,describe one or more relational transgressions it dramatizes, and use theCULTURAL ANDGENDER INFLUENCESDEFENSIVE ANDSUPPORTIVELANGUAGE
readings to identify at least two strategies either individual or both coulduse to repair any “damage.” Make sure you also cover what that damageis, was or could become.Chapter 10Improving Communication Climateshttps://www.youtube.com/watch?v 7Q1DnbkQ N8Each of the judges in these American Idol clips use an analogy.to criticizeand even mock weak contestants. Write out the analogy and then userecommendations from the readings to rephrase the criticism so that it isaccurate yet positive.Week 702/2603/04Ch 11Week 803/0503/11NoneChapter 11Managing Interpersonal Conflictshttps://www.youtube.com/watch?v Gl3e-OUnavQThis last discussion will be—or could be—the shortest post you’vepresented all semester. However, it may also be the hardest. Ready? Aspecific type of communication was used in this video to represent acommon source of many communication-based conflicts. Name it andexplain what it means relative to communication and conflict?UNDERSTANDINGCONFLICT STYLESTERM PAPER DUEFINAL EXAMExercise Grading RubricCriteriaCompletionExcellent 4All elementscompletedResponses showedexcellent use andUnderstandingunderstanding oflearning resourcesInsightfulnessPresentationVery Good 3Fair 2Poor 1A couple of elementswere skippedSeveral elementswere skippedMany elements wereskippedA few responses didnot use or indicateunderstanding oflearning resourcesSeveral responsesdid not use or indicateunderstanding oflearning resourcesMany responses didnot use or indicateunderstanding oflearning resourcesStudent effort showed Student effort showed Student effort showed Student effort did notexcellent insight notgood insight not just fair insight not justshow any insight, justjust ngThe presentation ofthe exercise wasexcellentThe presentation ofthe exercise showedlittle carelessnessThe presentation ofthe exercise showedsome carelessnessPointsX2The exercise wascarelessly presentedTOTAL (converted to a 10-points scale)Discussion Grading RubricContributionsare ProvocativeSubstantialDescription of Responses(Original post and replies to at leastTWO classmates’ posts.)Response goes beyond simply answering the prompt or replyingto other posts by attempting to stimulate further thought and/ordiscussion.Response provides most of the content required by the prompt orin replying to other posts, but does not encourage further analysisor Response provides obvious information without further analysis ofthe subject or post; it lacks depth of knowledge and/or reasoning.411IncorrectResponse does not accurately address the prompt or the post; itis rambling, shallow and/or without consistency.1.5.5No response provided to the prompt within the associatedtimeframe000NoneTotal (o/o 10):- more -
COM 105 – INTERPERSONAL COMMUNICATIONTERM PAPER ASSIGNMENT: RELATIONSHIP DEVELOPMENTOverviewNo matter what type of relationship we are in—whether in terms of friendship, romance, orfamily members, all relationships are in the process of either developing or dying. This paperrequires you to analyze an interpersonal relationship using communication concepts/theoriesand principles from the text and lectures (as well as incorporating the social context ofgeneration and culture).PurposeThe purpose of this assignment is to familiarize students with all of the course objectives (seesyllabus). You are to analyze interpersonal communication principles and concepts in thedevelopment, maintenance, and possibly, the deterioration of a long term significant relationship.The relationship you choose to write about can be one that you are currently engaged in, or onethat has already ended. It should, however, be a fairly recent one, not a relationship you had ingrade school. It can be a friendship relationship or a romantic relationship. You don’t need todisclose any information you are not comfortable with disclosing.ContentThis paper involves more than just simply summarizing the development of a relationship. Whileyou will want to offer some description of the relationship; the main emphasis should be on howit has developed in communication between two people. You should organize your paper intothe following three parts:1. Introduction: Describe the relationship. Who are the participants? What is the history ofthe relationship? What is the current status of the relationship? This information shouldbe relatively brief. Next, preview the body of the paper by indicating the terms/conceptsyou will use to analyze the relationship.2. Body: In this section of the paper you will analyze the relationship using interpersonalcommunication concepts, terms, topics, etc. This is by far the longest section of thepaper. First organize the body of the paper around the stages of friendship or romanticrelationship development. These stages can provide an excellent outline for thepaper. The key here is to talk about how the stages are created through the processof communication. How did communication change to move the relationship toanother stage, and how did communication define a certain stage? Select at least three concepts that we’ve discussed in class and apply them to yourrelationship. You may discuss these concepts and how they affected thecommunication in your relationship as you take us through the stages, or you maywant to discuss them apart from the stages in terms of how they have played out inyour relationship. Use evidence to support your claims and use it in each stage--using direct quotes from the text, and specific examples from yourrelationship. If you fail to give evidence, it will significantly lower your grade. Some concepts you should consider using are: nonverbal communication, verbalcommunication, relational messages, conflicting perceptions, listening, self-fulfilling
prophecies, social roles, gender communication, influence of culture, self-concept,self-esteem, self-disclosure, relational dialectics, confirming/disconfirming messages,interpersonal attraction, expressing emotions, trust, rituals, commitment, investment,managing conflict.3. Conclusion: This section includes a brief summary of the body of the paper. End thepaper with some reflections on your relationship, and what you learned as a result ofwriting this paper.EvaluationSee grading rubric.RequirementsThe paper must be typed, double spaced, 12 font, one inch margins all around. Acceptablecollege level of grammar, punctuation, sentence structure, paragraph structure, and spelling isto be utilized. Be sure to edit your paper carefully before turning it in. Length should be 7-9pages, PLUS works cited.Sample Term paper/apa/interpersonal-communicationCOM 105 – INTERPERSONAL COMMUNICATIONGRADING RUBRIC FOR A TERM PAPER2015Introduction andThesis StatementScore x2:Exceptionalintroduction thatgrabs interest ofreader and statestopic. Thesis isexceptionally clear,arguable and welldeveloped.Proficientintroduction that isinteresting andstates topic.Thesis is clear andarguablestatement ofposition.Basic introductionthat states topicbut lacks interest.Thesis issomewhat clearand arguable.Weak or nointroduction oftopic. Paper’spurpose isunclear/thesis isweak or missing.Quality ofInformation/EvidenceScore:Paper isexceptionallyresearched,extremely detailed,and accurate.Information clearlyrelates to thethesis.Information relatesto the main topic.Paper is wellresearched indetail and from avariety of sources.Information relatesto the main topic,few details and/orexamples aregiven .Shows alimited variety ofsources.Information haslittle or nothing todo with the thesis.Information hasweak or noconnection to thethesis.Support ofThesis/AnalysisScore x2:Exceptionallycritical, relevantand consistentconnections madebetween evidenceand thesis withexcellent analysis.Consistentconnections madebetween evidenceand thesis Goodanalysis.Some connectionsmade betweenevidence andthesis. Someanalysis.Limited or noconnections madebetween evidenceand thesis. Lack ofanalysis.CATEGORYS105
Organization/Development ofThesisScore:Exceptionally clear,logical, mature,and thoroughdevelopment ofthesis withexcellenttransitions betweenand withinparagraphs.Clear and logicalorder that supportsthesis with goodtransitionsbetween andwithin paragraphs.Somewhat clearand logicaldevelopment withbasic transitionsbetween andwithin paragraphs.Lacksdevelopment ofideas with weak orno transitionsbetween andwithin paragraphs.ConclusionScore:Excellent summaryconcluding ideasthat impact reader.Introduces no newinformation.Good summary oftopic with clearconcluding ideas.Introduces no newinformation.Basic summary oftopic with somefinal concludingideas. Introducesno newinformation.Lack of summaryof topic.Style/VoiceScore:Style and voice arenot onlyappropriate, butalso showoriginality andcreativity. Wordchoice is specific,purposeful,dynamic andvaried .Sentencesare clear, active(subject-verbobject), and to thepoint.Style and voiceappropriate to thegiven audienceand purpose.Word choice isspecific andpurposeful, andsomewhat variedthroughout.Sentences aremostly clear,active (svo), and tothe point.Style and voicesomewhatappropriate togiven audienceand purpose. Wordchoice is oftenunspecific,generic,redundant, andclichéd. Sentencesare somewhatunclear; excessiveuse of passivevoice.Style and voiceinappropriate or donot address givenaudience, purpose,etc. Word choice isexcessivelyredundant, clichéd,and unspecific.Sentences arevery l ofgrammar, usage,and mechanics.Meets lengthrequirement.Almost entirely freeof spelling,punctuation, andgrammatical errors.May contain fewspelling,punctuation, andgrammar errors.Length is 2-3pages underrequirement.Contains severalspelling,punctuation, andgrammar errorsthat detract fromthe paper’sreadability. Lengthis 4-5 pages underrequirement.So many spelling,punctuation, andgrammar errorsthat the papercannot beunderstood.Length is morethan 5 pagesunder requirement.Citation FormatScore:Conforms toAPA/MLA rules forformatting andcitation of sourcesare perfect.Excellent use ofsources.Conforms toAPA/MLA rules forformatting &citation of sourcesw/ few exceptions.Acceptable use ofsources.Frequent errors inAPA/MLA format.Minimal use ofsources.Lack of APA/MLAformat, numerouserrors and/or nosources used.TOTAL:COMMENTS: SEE COMMENT AREA IN BLACKBOARD
COM105: INTERPERSONAL COMMUNICATION March 19 – May 13, 2017 INSTRUCTOR: Dr. Patricia W. Norman OFFICE HOURS: No restrictions on availability for consultation (ideally, 5 a.m.-9 p.m. any day). CONTACT INFO: DO NOT contact the instructor through the email system in the classroom. Please call (919-634-1697), text (same number) or email: pnorman@egcc.edu.
1. Define interpersonal communication. 2. Discuss the functional aspects of interpersonal communication. 3. Discuss the cultural aspects of interpersonal communication. In order to understand interpersonal communication, we must understand how interpersonal commun
A. Interpersonal Communication Interpersonal communication is the communication that takes place between people who are in some way "connected". Although largely dyadic (two-person) in nature, interpersonal communication is often extended to include small intimate groups such as the family. Even within a family, however, the communication that
1. To gain knowledge about interpersonal communication and interpersonal processes: interpersonal communication principles and competencies; the role of culture and the self in interpersonal communication; the importance of listening and social perception processes; features of effective verbal and nonverbal messages; 2.
3 The skills of interpersonal communication 33 4 Communication skills in context 57 Section B: Understanding the components of interpersonal communication 5 The social context 79 6 Social identity 107 7 Social perception 127 8 Codes 149 Section C: Moving beyond the interpersonal 9 Communication and groups 173
body of research dedicated to exploring interpersonal communication, communication competence, effective interpersonal communication, and mastery learning. However, there is a considerable gap in the literature focused on the process behind achieving mastery in the realm of interpersonal communication; it is this gap, which this study explored.
Dean C. Barnlund (2001), says that interpersonal communication is interpersonal communication which is always connected with the meeting between the two, three or maybe four people happened spontaneously and is not structured. While Everett M. Rogers (2004 defines that Interpersonal communication is communication by word of
Interpersonal Connections Although communication involves multiple people, the role of interpersonal relationships is not well explained in media selection theories. However, several studies have investigated how communication technologies impact interpersonal relationships. Nardi [22] explains that successful interpersonal communication depends on a person’s communicative readiness. Many .
Introduction to Academic Writing This study pack is designed to take about 50 minutes. It will give you an introduction to academic writing, sharing the most important principles that will guide you through writing during your degree at UCL. It was put together by the Writing Lab, which is the section of the Academic Communication Centre(ACC) that serves students from Bartlett; Psychology .
