Instructor’s Manual and Test Bank with Teaching Tool

for

DeVito

The Interpersonal

Communication Book

Eleventh Edition

prepared by

Rebecca Bailey Valparaiso University

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Hong Kong Singapore Tokyo Cape Town Sydney

Copyright © 2007 Pearson Education, Inc. All rights reserved. The contents, or parts thereof, may be reproduced with The Interpersonal Communication Book, Eleventh Edition, by Joseph A. DeVito, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner. To obtain permission(s) to use the material from this work, please submit a written request to Allyn and Bacon, Permissions Department, 75 Arlington Street, Boston, MA 02116 or fax your request to 617-848-7320. ISBN 0-205-48457-3 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 10 09 08 07 06

CONTENTS

Instructor’s Manual 1

Introduction 2 Chapter 1: Universals of Interpersonal Communication 21 Chapter 2: Cultural in Interpersonal Communication 28 Chapter 3: The Self in Interpersonal Communication 35 Chapter 4: Perception in Interpersonal Communication 44 Chapter 5: Listening in Interpersonal Communication 52 Chapter 6: Universals of Verbal and Nonverbal Messages 59 Chapter 7: Verbal Messages 67 Chapter 8: Nonverbal Messages 75 Chapter 9: Messages and Conversation 86 Chapter 10: Universals of Interpersonal Relationships 94 Chapter 11: Interpersonal Relationships: Growth and Deterioration 99 Chapter 12: Interpersonal Relationships: Friendship, Love, Family, and Workplace 109 Chapter 13: Conflict in Interpersonal Relationships 119 Chapter 14: Power in Interpersonal Relationships 127

Teaching Tool 135 Chapter 1 136 Chapter 2 139 Chapter 3 142 Chapter 4 145 Chapter 5 149 Chapter 6 151 Chapter 7 154 Chapter 8 157 Chapter 9 161 Chapter 10 165 Chapter 11 168 Chapter 12 172 Chapter 13 176 Chapter 14 179

Test Bank 183

Instructor’s Manual

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Introduction The goal of this instructor’s manual is to make teaching your Interpersonal Communication course as fun, exciting, easy, and productive for you and your students as possible. I’ve been using The Interpersonal Communication Book for nine years, and I’m confident you’ll find it the best blend of theory and practice on the market. This manual contains these major components to help you tailor The Interpersonal Communication Book to your teaching style: Sample Syllabi Two sample syllabi are included in this introduction to the manual. The first is the syllabus I’ve developed through the years, including a course calendar with deadlines included; the second is a more general, web syllabus. Both syllabi present different philosophies about Interpersonal Communication and ideas for course structure, grading, and assignments. Of course, you can pick and choose what works best for you. By their nature, syllabi are works in progress. Applications and Exercises Students learn best when they learn actively. Through the years, I’ve found the students have learned the most and had the most fun – and my evaluations have been the highest – when I limited my lectures to about thirty or forty-five minutes of what I considered the most important material. Those lectures are interspersed with classroom exercises, which comprise the rest of the 65-minute period. The exercises contained herein have proven highly successful through the years. Here’s what you’ll find for each unit: Chapter outlines These parallel the textbook’s organization. You can remove them from the manual to use as handouts or your class notes. If you present a study guide for exams, this would be ready made. These outlines are formatted for readability and accessibility during classroom presentations. The open format allows the professor or student to include additional notes. The outlines may also be enlarged and used as transparency masters. The notation for the outlines allows quick reference to the levels of the headings. Major concepts and definitions give a structured overview of the unit. References to tables, self-tests, and figures, which prove helpful while presenting a unit, are included parenthetically. The outlines are primarily skeletal, but sentences are included for clarity and additional interpretation when necessary.

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Classroom activities DeVito’s experiential learning vehicles are listed for each chapter, with at least one additional classroom activity per chapter. Also included in this section are proposed small-group discussions. Practically every class likes to talk, and each class has a collective personality. Depending on your class size, you can split students into small groups, assign – or have them pick – a topic to pursue, and then have them report to the large class. You’ll want to travel around the room periodically to keep students on task or to stimulate further discussion. If you keep an on-line discussion board or listserv discussion forum for your class, you could also assign these questions to be pursued there as well. Video suggestions Included are at least five movies that exemplify chapter content in some way. You’ll have so much important material to cover, you may not want to devote an entire class to watching a movie. You may wish to show illustrative clips from the list of suggestions here. You also may wish to have the students watch the film independently (In a movie night? With popcorn and pizza? It’s up to you!) and critically encounter it in light of the chapter concepts under consideration. You then can discuss the movie afterward, on-line, or in class. Journal assignments Due to the introspective nature of an interpersonal communication course, you may wish to have students keep journals on their personal computers. The questions you see here prompt students to apply text concepts to their own experience or observations of interpersonal relationships. You can pick questions for the students to complete – feel free to alter them however you wish – or you can have the students choose. It’s up to you and what you perceive the students’ needs or interests to be. In the past, when I’ve assigned journals, I’ve been hesitant to tell students how long their answers must be. Instead, I tell them their answers must be long enough to address the question sufficiently and thoroughly. You may wish to have the students turn in their journals by e-mail or hard copy, at the end of each chapter, at midterms and finals, or once, at the end of the semester. That decision is up to you and your work load. Because Interpersonal Communication also deals with nonverbal subjects, you can tell students to be creative. They might keep computer files. They also can buy ready-made journals or decorate them with fabric, feathers, cartoons, or paperclips – whatever they find most self-expressive.

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Test Bank This manual has an electronic test bank. Allyn & Bacon will provide the TestGen program compatible with your IBM or Macintosh computer. To order, contact your local representative. The test bank contains more than 1,100 items, with an average of more than 50 items per unit. Each unit contains at least 15 true/false and 20 multiple-choice items plus a few short-answer essay questions. A variety of question types and levels of difficulty are included. The essay questions may supplement the other testing or provide application and factual demonstrations of understanding on some of the emphasized concepts in the textbook. Answers and page references are noted immediately after each test item. TestGen-EQ’s friendly graphical interface enables you to easily view, edit, and add questions; transfer questions to tests; and print tests in a variety of fonts and forms. Search and sort features let you quickly locate questions and arrange them in your preferred order, including the ability to print the same test with questions and multiple choice alternatives in different order. QuizMaster-EQ enables you to create and save tests and quizzes using Testgen-EQ so students can take them on a computer network. You can set preferences for how and when tests are administered. QuizMaster-EQ automatically grades the exams and allows you to view or print a variety of reports for individual students, classes, or courses. You may customize the test with factual recall, applied, and interpretive test items. Students will use critical thinking skills to select inclusive and exclusive items on the multiple-choice questions. The choices are constructed so that you may analyze students’ answers according to the depth of their learning. Many items have “reasonable but not best” choices and obviously contradicting choices. The content tested in both the multiple-choice and true/false items spans the unit. You may choose to use the true/false items for daily quizzes. PowerPoint Slides For use as transparency masters or slideshow presentations, PowerPoint files have been created for each unit. Each has a different background and color scheme for added interest. More than 180 individual slides build a teaching resource that is flexible and adaptable to your needs. They follow sound visual principles of communication. They may be used to help students identify major ideas and to enhance a lecture presentation in which students focus on your explanations. They also may be used for discussion formats or student presentations. You may want students to develop presentations on particular concepts and can provide the students with this visual support.

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The material is available in two versions of PowerPoint presentation packaging. The presentations emphasize key ideas and facilitate lectures, discussions, and note taking. Slides may be deleted, rearranged, or supplemented with the slides. Color transparencies are easily produced from the same disk. Overview for Using the Text The Interpersonal Communication Book is very user friendly for students and teachers. The units are approximately equal in length, self-contained, and can be arranged in the order you prefer to teach them. Your students will enjoy the self-tests, inserted readings, and various activities. Excellent, formatted summaries at the end of each unit highlight the major concepts and terms. Enlarged, these summaries make good visuals for class use. You also will find them useful when you’re writing quizzes and exams or when you’re designing your lecture. Be sure to explore the experiential learning vehicles so you can select ones to use with your class. A list of these vehicles with suggestions for unit use is included in this manual, as well. The author of The Interpersonal Communication Book, Dr. Joseph A. DeVito, has developed the text’s material with his in-depth, up-to-the minute knowledge of interpersonal communication and his years of teaching. As you use the text, you should feel as if you have a silent teaching partner. He has argued that the following relationship skills are essential for all, but especially for teachers: • The ability to communicate effectively in interpersonal interactions • The ability to initiate and encourage meaningful dialogue that progresses from

surface to deeper levels • The ability to control degrees of openness and self-disclosure • The ability to compliment, reinforce, and reward • The ability to establish, maintain, and relinquish control • The ability to deal effectively with conflict and to utilize conflict strategies that are

productive of meaningful dialogue • The ability to listen actively and to use what is said to create a meaningful dialogue • The ability to decipher relational and content messages and to develop a sensitivity to

the verbal and nonverbal cues through which relational messages are often sent, and • The ability to repair relationships as needed. Of course, you will be learning alongside the students. You might find it helpful to give yourself a “midterm” and a “final” in which you review the above checklist and determine how you perform the above behaviors well and how you can improve. Don’t be discouraged if every presentation doesn’t flow flawlessly. Growth isn’t always linear, and it’s not always discernible. Pat yourself on the back for your improvements and increased mindfulness of your effectiveness.

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Acknowledgements Thanks to Joe DeVito for writing this terrific interpersonal communication book. Because I’ve used this book for so long, he’s really taught me as a teacher. Thanks to Andrea Christie, my Associate Editor at Allyn & Bacon. She is upbeat, gets back to me in a flash, and is super helpful. She exemplifies great interpersonal effectiveness as an editor. Muchas gracias to the previous Instructor’s Manual writers. Together, these people gave me an awesome foundation from which to work on this project. I’m also grateful to my departmental chairman, Doug Kocher, who is always very supportive and provides great intellectual and creative freedom. Most importantly, I want to thank my family: my beloved husband, Andrew; my positive, supportive parents, Earl and Darlene Pfettscher; my sister, Jill, herself a veteran teacher; and my sweet little ones, Jacob, Joshua, Max, and Madeline. This manual continues as a “work in progress,” and I welcome comments from you. Please send suggestions and/or corrections to profrbailey@aol.com. I look forward to incorporating your ideas in future editions.

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Syllabus for COMM 145 All Sections Fast Facts Professor: Rebecca Bailey Required Text: DeVito, Joseph A., The Interpersonal Communication Book. Tenth Edition. Pearson Education Inc. 2004. Text website: www.ablongman.com/devito Phone number: 465-7968. E-mail: profrbailey@aol.com (great way to contact me). Office hours: 12:30 to 1:20 p.m. Tuesdays and Thursdays, and by appointment. Office: Schnabel 13. Class: 8 to 9:15 a.m., 9:45 to 11 a.m., 1:20 to 2:35 p.m., and 2:50 to 4:05 p.m. Tuesdays and Thursdays, in Kallay-Christopher Hall 108. Credit Hours: 3. Phone Number/E-Mail of Friend From Class: _________________________. 1. INTRODUCTION. GOALS. By spring, when this course is closed, I want you to have accomplished two broad objectives: theoretical and practical. They are not mutually exclusive. First, I want you to develop awareness and understanding of communication theory. You will learn many facts in this course. They are important. But just as important is that you deepen your ability to think and know yourself. You should deepen your awareness of intrapersonal communication and its relationship to the development of your self-concept. I want you to examine facts presented in class with regard to your personal experience. I want you to improve and solve challenges you face in relationships with yourself and others. This course has no less a goal than improving your daily life and empowering you to communicate better with yourself and others. My goal is not to change you – to make a Democrat from a Republican, an extrovert from an introvert – unless you want that. My goal is to make you think why you are the way you are.

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I expect the same high standards from students in this class that would be expected on the job. Indeed, much material in this class directly impacts future job performance. The rest of this syllabus contains my expectations for students. Your final grade in this class is based on how well you fulfill those expectations. Those are my goals. You will receive handouts on how to make and achieve goals. Please consider them addenda to this syllabus. I want you to type your goals on a separate sheet of paper. I will ask you to turn in a periodic progress report of your goals, for which you need only turn in the previous draft and, on another piece of paper, type a sentence or two about each goal regarding why you were successful or what you must do to overcome obstacles barring your way to achieving a goal. When you achieve a goal, make a new one. Your effort in this process will be one factor I will use to evaluate the participation part of your grade. These goals should deal with all facets of your life: in school, on the job, or in your personal life. Your goals are your choice. 2. THE GRADING SCALE. One research paper = 100 points Ten quizzes = 100 points One midterm = 100 points + One final exam = 100 points Student growth/participation/attendance = 100 points

500 points Course grades will be based on the following point breakdowns. … A = 475 (95 percent) A- = 400 (80 percent) D+ = 335 (67 percent) A- = 450 (90 percent) C+ = 385 (77 percent) D = 325 (65 percent) B+ = 435 (87 percent) C = 375 (75 percent) D- = 300 (60 percent) B = 425 (85 percent) C- = 350 (70 percent) To answer one question you’ll have occasionally: Yes, you can know how you are doing in our course. Keep all your graded papers together. Then, when you want to know your performance, add the number of points you have that day. Separately add the number of points possible had you gotten a perfect score on everything. Take the total of your actual points, and divide them by the total possible. Last, match your result to the grade list above. I will not provide any estimates of your final grade later than Dec. 1.

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3. EXTRA CREDIT. Work fast! You’re in competition with your fellow students to claim topics, speakers, and the like! Important notice: The last week of class, we will take no more than three extra credit presentations per class. So, get them done before the last week of class, or schedule yours well in advance! 2 points 101 Things to Do Before You Die. What do you want to do before you die? Where do you want to travel? What do you want to accomplish? Type them down, and turn them in. Better get started now. 5 points Wellness Rodeo. Choose one of the topics, and make a presentation that is no less than 10 minutes. You can only do one presentation, and the presentation topics will be given out first-come, first-served. You must schedule your presentation no less than one class in advance. The eligible topics are Managing Stress, Dating, Transitioning to a College Lifestyle, Optimizing Me Time, Your Spiritual Life, Finding Your Vocation, Dealing With Diet, Dealing With Exercise, Transitioning Into the Real World, and Personal Finance. You must distribute handouts with useful material for your fellow students. Your presentation must include at least one activity for them. 5 points Intercultural Exchange. Find someone from another culture, and ask them to talk and be prepared to answer questions from the audience. You cannot duplicate speakers or cultures. You must schedule these presentations at least one class in advance. Potential topics they may address include the following:

• Their culture’s attitude toward the United States. • Dating and marriage in their culture. • Raising children/parent-child relationships in their culture. • The workforce in their culture. • Nonverbal communication/body language in their culture. • Important rituals and traditions in their culture. • Manners and etiquette in their culture. • Religious differences in their culture. 2 points Show and Tell. Bring someone who represents an important relationship in your life, and explain how facets of your relationship relate to class concepts. Afterward, your guest can stay with our class as long as he or she wants.

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5 points Hostess With the Mostess. Arrange with us – and the appropriate authorities! – to have our class somewhere other than our regularly scheduled room. You must give us one week advance notice, and your location must have a dry-erase or black board. Arrange for us to have beverages and refreshments. Your location should be bright, well-lit, reasonably comfortable, and quiet. STUDENTS WITHOUT CARS MUST BE ABLE TO WALK TO YOUR LOCATION, OR YOU MUST PROVIDE FOR A CARPOOL! 1 point Host With the Most. Provide beverages and snacks for one class. Please schedule this with me one week in advance. You must provide all ice, a coffee maker, cups, napkins, and the like. 10 points Get Out There! This extra-credit assignment aims for you to learn the perspective of someone whose life is different from yours. To do this, you must volunteer for 10 hours at a local organization. You must OK your organization in advance with me, and you must have an authority write a letter attesting you have served 10 hours. You cannot “double-dip,” that is, use volunteer work that you’ve already done for a sorority, say, or a school assignment. 1 point each Connect With the Class. Why did I choose a particular song for the beginning of class? How does a quote or cartoon relate to the subject matter? You can amass up to five of these extra credit points. 5 points for one person Professional Presentation Award Every piece of work that you turn in should look as professional as possible. Nevertheless, to encourage you to do your very best, I will award one student five extra credit points at the end of the semester for the most beautifully turned-out work. 4. YOUR RESEARCH PAPER. In the course calendar you will find your deadline for the research paper. This paper is to be ten or more pages in length, not counting the cover page or your bibliography or works cited page. Your bibliography should cite at least six sources. You cannot use your textbook as one of the five sources. This paper – as with all submissions in this course – must be typed. The subject for this paper can be any topic in the study of interpersonal communication that you find interesting or that you could have personal experience with. Unlike most research papers that mandate you write in third person, you are welcome to write in first person. Of course, you need not do so. You can apply your research to your personal experience and relate this journey, if you wish.

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High marks will go to papers with superior analysis/synthesis/critical thinking, appropriate research, well supported arguments, thoroughness, and excellent examples. 5. MIDTERM/FINAL EXAM. To study for exams, know the section in the back of each unit called “Reviewing Key Terms and Concepts.” Take extensive notes in class, and study those. On the textbook’s website, the URL of which is listed above, is a helpful on-line study guide. You will not receive a study guide in class; your class notes are your study guide. But students are welcome at any time to visit or write me to discuss issues pertaining to exams. The final exam is not cumulative. The date for the midterm is indicated in the class calendar. You may take an exam early, but you cannot take it after your scheduled date and time. 6. QUIZZES. You will have 10 quizzes worth 10 points each. The quizzes will consist of many different types of questions, but without essays. The unit reviews in the back of each chapter and your lecture notes are your best sources to review for each quiz. 7. OTHER ASSIGNMENTS. Although these assignments will not earn a formal score, they will be factors I use to evaluate the participation portion of your grade. Isms in the Media. -Isms are patterns of discrimination against a group of people regularly seen in the media. The media we consume shape our thoughts, reality, and self-concept in ways we can only begin to imagine. The objective of this assignment is to help students interact more actively and thoughtfully with the media they encounter daily. Consequently, students must bring in two media examples of racism, sexism, ageism, classism, lookism, or the like before the last day of class. Media artifacts can be from any medium, including but not limited to books, magazines, video or audiotapes. On an average day, the classroom is only equipped with an overhead projector and TV/VCR, so students with artifacts that utilize other technology must give the professor prior notification. Students must be prepared to explain, discuss, and perhaps defend their artifact. Listserv Discussions. At least once a week, a student must ask a question or continue a discussion about a topic related to that which we talk about in class or that is contained in our readings. To do this, a student need only go to e-mail and address their question to … comm-145-a-l@valpo.edu comm-145-b-l@valpo.edu OR comm-145-c-l@valpo.edu comm-145-d-l@valpo.edu If you wish to respond to someone’s comment, just hit “reply.” N. B.: If you wish to address an e-mail to me, personally, do not hit “reply.” Your e-mail will then go to everyone on the listserv. If you wish to address only me, make out a separate e-mail to me using the above address.

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8. ATTENDANCE, MAKE-UPS, AND DEADLINES. Attendance in this class is crucial to your success in it because its experiences are

so important to your progress. You are allowed one “personal day” in which you can be absent for class with no points deducted. You cannot use a personal day for a class in which an exam will be given or a paper due. When you take your personal day, no prior notification is needed, make-ups will be allowed, and no attendance points will be missed. You can attend another section of this class with no deduction of points; you do not need to give me prior notification. In case of illness, a student must obtain a doctor’s note for the absence to be excused. When this occurs, the student preserves his or her personal day for another time and no points will be deducted. Illnesses not severe enough to warrant a visit to a physician will not be excused. Students can only make up work missed during an excused absence. More than one class missed will result in the deduction of three points from your overall score per class missed. If you are more than five minutes late for class or leave more than five minutes early, I will deduct one point from your overall score. No excuses are allowed. This is because students who enter late or leave early disrupt the flow of the class. In addition, tardiness at work would not be tolerated. Thus, it will not be here. In cases such as death of a family member, contact the instructor. Such instances will be analyzed on a case-by-case basis. I do not accept excuses for vacations, transportation difficulties, or the oversleeping of alarms. Students of this class who cannot find alternative child-care arrangements are welcome to bring their children to class if those children are old enough to be quiet and non-disruptive to the rest of the students and if fellow students do not object. Guests and family also are invited and welcome to visit the entirety of a class. Regarding the deadlines policy: You have until I leave for the day to hand in an assignment. Assignments handed to me as I leave campus will be considered on time. With every day that passes, a student will forfeit one letter grade from the assignment’s final grade. Except for death of a family member or severe personal illness verified by doctor’s note, I will neither grant any exceptions nor extend a deadline. 9. STUDENT GROWTH/PARTICIPATION/PRESENTATION.

My goals for each student regarding his or her growth are stated in the introduction to this syllabus. All ideas are welcome to be expressed in class. They are to be treated confidentially and with the greatest respect. I do not require or ask students to change their beliefs, only to examine their lives with regard to facts presented in this class. One way to do this is to participate thoroughly in class discussions and exercises, some unannounced, most of which I hope will be fun and interesting. Another way to participate is to confer with me before or after class. I welcome any questions or suggestions you have regarding the class, and I’m interested in encouraging you to explore any topic in the book you find compelling. Likely this class will differ dramatically from any you’ve taken before. Active, thoughtful participation is expected for the highest grades; there are, however, many ways to participate.

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In small groups, students will develop presentations to teach sections of units. I hope this will give students experience speaking publicly and crafting lesson plans. This also will give students the chance to discuss sections, teach each other, and learn more actively. To help you in creating your presentation, use the Presentation Guidelines given you on the first day of class. Please consider them an addendum to this syllabus. These presentations will contribute to the participation part of your grade. Absences in which one presentation team member “stands up” the second team member will be dealt with severely, typically with the absentee losing half his points. Presentation grades cannot be made up. Consequently, if you know you must be absent when a presentation is given, arrange to do most of the preparation, and notify all of us ahead of time. 10. THE TEXTBOOK.

I encourage you to take copious notes on the text, Joseph A. DeVito’s The Interpersonal Communication Book: in its margins or in a separate note book. Jot down questions, comments, reactions, anything. This will help you internalize the text’s information. It also might help you discover a research paper topic. Often text notes turn into issues you wish to explore further. Admittedly, much of the information in the book seems self-evident. This does not diminish its value. This textbook becomes quite useful for anyone when they read the book with an eye toward self-assessment – for example, how well do I listen? How can I improve my listening? What positive listening skills do I already demonstrate? Accordingly, I encourage you to read the textbook critically, constantly asking yourself what implications its material has for your life or the lives of those around you. 11. THE COURSE CALENDAR. CLASS DATE UNIT/READINGS ASSIGNED 1. Aug. 23 Introductions, syllabus, learning contract 2. Aug. 25 Universals of Interpersonal

Communication (Chapter 1) 3. Aug. 30 Axioms of Interpersonal Communication

(Chapter 1, Cont.) Students teach/present this class! Potluck 4. Sept. 1 Culture (Chapter 2)

Quiz 1 on Chapter 1. 5. Sept. 6 Culture (Chapter 2, Cont.) Mission statement and first draft of

goals due today! 6. Sept. 8 The Self (Chapter 3) Quiz 2 on Chapter 2. 7. Sept. 13 The Self (Chapter 3, Cont.) 8. Sept. 15 Perception (Chapter 4) Quiz 3 on Chapter 3. 9. Sept. 20 Perception (Chapter 4, Cont.) 10. Sept. 22 Listening (Chapter 5)

Quiz 4 on Chapter 4.

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11. Sept. 27 Universals of Verbal and Nonverbal Messages (Chapter 6)

12. Sept. 29 Verbal Messages (Chapter 7) Students teach this class.

13. Oct. 4 Verbal Messages (Chapter 7, Cont.) Students teach this class. 14. Oct. 6 Rich Spicer, Guest Speaker on

Nonverbal Communication Quiz 5 on Chapters 5, 6, and 7

Goal updates due! 15. Oct. 11 MIDTERM! 16. Oct. 13 Nonverbal Messages (Chapter 8) 17. Oct. 18 Nonverbal Messages (Chapter 8, Cont.) 18. Oct. 20 FALL BREAK. NO CLASS! 19. Oct. 25 Messages and Conversation (Chapter

9) Quiz 6 on Chapter 8. 19. Oct. 27 Universals of Interpersonal

Relationships (Chapter 10) and Growth in Interpersonal Relationships

(Chapter 11) 20. Nov. 1 Relationship Maintenance,

Deterioration, Repair, Dissolution (Chapter 11 Cont.)

Students teach this class! Quiz 7 on Chapters 9 and 10. 21. Nov. 3 Chapter 11, Cont. Students teach this class! Goal updates due! 22. Nov. 8 Interpersonal Relationships, Friendship,

Love (Chapter 12) Quiz 8 on Chapter 11. 23. Nov. 10 Family Communication (Chapter 12,

Cont.) 24. Nov. 15 Workplace Communication (Chapter 12,

Cont.) RESEARCH PAPERS DUE! 25. Nov. 17 Conflict in Interpersonal Communication

(Chapter 13) Quiz 9 on Chapter 12. NOVEMBER 19-27 THANKSGIVING BREAK! 26. Nov. 29 Power in Interpersonal Communication

(Chapter 14) Final goal updates due! 27. Dec. 1 Effectiveness in Interpersonal

Communication Quiz 10 on Chapters 13 and 14.

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28. Dec. 6 Ethics in Interpersonal Communication 29. Dec. 8 Betty Gehring, guest speaker.

Conversations: Artists, Their Culture, and Their Media. Please meet in front of the Brauer Museum. Turn in your handout at the end of class!

12. A FINAL NOTE.

Again, this class focuses on personal growth and learning the science of communication. Because of these objectives and the class’s format, flexibility is essential. Students will perform exercises in groups of many sizes: alone, for introspection; dyads; triads; and all class. Lectures will be interspersed between activities. At least one guest speaker usually talks to the class about how a communication-related issue affects his or her career. Students are expected to interact thoughtfully with all guests. Also part of students’ learning experience will be a video series taught by renowned sociolinguist Deborah Tannen regarding intergender communication. I look forward to a great semester with you! Yours sincerely, Rebecca Bailey

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Sample Syllabi Example Two—15 Week Web Syllabus

Interpersonal Communication

To My Home Page

class meets: office hours: (other hours can be arranged if necessary) Campus Mail: E-mail: office phone: home phone: On this page, you will find the following topics: Course description Required text My policies in this class Assignments Grading Tentative schedule Course Description The purpose of this course is to acquaint you with interpersonal communication theory and research. Upon completion of this course, you should have developed an understanding of the nature of communication during face-to-face encounters. You should also understand yourself, and how the exchange process influences the outcome of your own interpersonal relationships. This class will specifically focus on you knowing yourself; the way you perceive, talk, and listen to others, the rules you follow, and what errors you typically make. We will talk about how relationships with friends, family, and significant others fulfill you, how they develop, and how culture, conflict, and power confound them. Because this course is one of the classes within the gender minor here at our college, we devote a considerable amount of time in this class to gender issues and interpersonal communication. Throughout this course, the guiding principle of our interaction will be that all of us can improve our communication with others through awareness and competence strategies. In a complex and civilized society, it is essential that you become a competent communicator. This course will introduce you to methods of competent interpersonal communication that will be valuable to you at work, at home, and at play.

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Texts DeVito, J. A. (2004). The Interpersonal Communication Book (10th ed.). Boston: Allyn &

Bacon. Evaluation Your final grade will be based on your knowledge of interpersonal theory, evidence of the application of this theory to your experiences, and your active participation in class discussions/activities: 3 tests (1 = 90, 2 = 70, 3 = 90) 250 points (50%) 1 interpretive paper 50 points (10%) 3 journal collections 50 points each / 150 points (30%) Participation 50 points (10%) Total 500 points (100%) At any time, determine your letter grade by dividing the number of points you have earned by the number of points possible. (%) 87-89 = B+ 77-79 = C+ 67-69 = D+ 0-59 = F 93-100 = A 83-86 = B 73-76 = C 63-66 = D 90-92 = A- 80-82 = B- 70-72 = C- 60-62 = D- Assignments Tests KNOW YOUR STUFF! Three exams will constitute half of your grade in this class. All material that we cover will be fair game, including texts and any supplemental material discussed or handed out in class. You will have to keep up on readings to know the content well. Make sure to clarify any questions that you have about text material before the test. You can check the review sheet on this site anytime before the tests. Expect a mixture of multiple choice, some true-false, matching, short answer, and one to two short essay questions on each exam. go to test review page Interpretive Paper For this paper, you will choose at least three major concepts from the course content and relate those to the assigned novel. The paper will be graded for style, as well as the thoughtful and thorough nature of your analysis. The paper should be 5-7 pages in length, using a 10 or 12 point font, double spaced, with one-inch margins all around. You will present your paper to your classmates as part of the overall grade. go to paper assignment page