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COMM 1500-1 INTRODUCTION TO MASS COMMUNICATION

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         COMM 3190-1 / ETHNC 3400-1: INTERCULTURAL COMMUNICATION
                            Fall 2006 – Tuesdays & Thursdays, 2:00p – 3:20p – OSH 107

Instructor                                             Course Information
Daren C. Brabham                                       Office: LNCO 2960, Cubicle D
Phone: (801) 633-4796                                  Office Hours: TH 11:00a – 1:30p or by appointment
Personal Email: daren.brabham@utah.edu *               Course Website: Available through WebCT
Mailbox: in Department of Communication                Course Email: COMM3190@gmail.com *

                                 * Please use the course email, not my personal email

Overview
According to the course catalogue, this course will cover the ―systematic study of communication processes that
involve contact and interaction between people of different cultures.‖ We will accomplish this by examining
theories and case studies surrounding intercultural exchange, but our goal will also be to place these questions into
the context of real politics in today’s world. In an age where technology and other factors have created an existence
where space is shrinking, time is speeding up, and formerly (relatively) solid boundaries of nationality, language,
religion, race, economy, gender, and even the body are dissolving, intercultural communication is more important
than ever, especially as it relates to resolving conflict and improving people’s lives. Thus, this approach to
intercultural communication will be inherently critical, aiming to improve upon the conditions of the world’s people
by exposing normative assumptions, overarching narratives, and ultimately questioning the balance of power that
exists in intercultural exchange. We will use as the base of our discussions and assignments traditional scholarly
articles, artifacts from popular (news) press, television clips, films, face-to-face interactions with people of varying
cultural identities, and site visits to places that may have previously seemed foreign—or even off limits—to you.
And, as with most courses in this discipline, you will hopefully emerge as better writers, researchers, and citizens.
There are no prerequisites listed for this course, though you are encouraged to draw upon previous coursework—in
and outside of communication and ethnic studies—for ideas, discussion, and papers.

Required Text
Martin, J.N., & Nakayama, T.K. (2007). Intercultural communication in contexts (4th ed.). New York: McGraw-
         Hill.
(Also any readings on reserve or films/radio programs/TV shows/etc. required in this course)

Expectations
In this course you will be expected to think deeply, work hard, write well, and contribute to your classmates’
learning through discussion and participation. The first few days of the course may involve more lecture than
discussion, but rest assured that most of the course will be discussion based and made possible only through all of
your efforts. As for rules, please be on time, be awake, be ready to engage. Turn cell phones all the way off (not
just to vibrate). Please do not text message, play games on your phone or laptops, or read a newspaper or
assignments for other classes while in class. Finally, I expect you to keep me ―in the know‖ and to talk with me if
you are having difficulty with this course, family emergencies and personal issues, or anything that would lead to an
unusual performance in this class. Most problems can be solved when there is ample notification. Also, in that
light, I take your criticisms seriously, so please do not hesitate to let me know if there is a way I can teach this
course better for you.

Communicating and Notes
I will, from time to time, send emails out to the entire class through the Campus Information Server; these emails go
directly to the email address you have listed with the university. Please be sure you have the right email on file,
please be sure that email box is not too full to receive an email from me, turn off anti-spam software that requires me
to go through multiple replies to make sure you receive it, and check this email regularly. Not receiving an email
from me is not an excuse to ignore the information in that email. As for notes, if you miss a day of class, it is your
responsibility to get notes from a colleague. Except in rare cases, I will not post class notes on WebCT or otherwise
make them available outside of class. As for WebCT, it’s not the easiest software to use; some computers will have
problems with it and some will not. It is your responsibility to access WebCT regularly from an on-campus
computer that receives WebCT well, or to figure out how to make your home computer work with WebCT; consult
WebCT’s ―Help‖ section or contact the university’s computing help desk for troubleshooting tips. Finally, I ask that
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you please communicate with me during this semester using the email I have set up especially for this course:
COMM3190@gmail.com. This email has a large capacity and will keep communications from you organized for
me. Do not email me through WebCT.

Honesty
I take honesty seriously, academically and otherwise. Plagiarism, cheating, or any other means whereby you acquire
a grade through wrongdoing will not be tolerated. In the event of such a case, I will pursue the strictest route
possible through the process and appeals set forth in the Student Code (found here:
http://www.admin.utah.edu/ppmanual/8/8-10.html). Honesty, also, extends beyond the content of assignments;
please deal with me honestly and fairly in the event of absences, late assignments, etc. We’re all human, and in the
spirit of what this department is all about, let’s communicate!

Americans With Disabilities Act (ADA) Compliance
The University of Utah seeks to provide equal access to its programs, services, and activities for people with
disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center
for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor
to make arrangements for accommodations. All written information in this course can be made available in
alternative format with prior notification to the Center for Disability Services.

Content Accommodations
In the spirit of higher education, this course should present challenges, some of which may be ideological in nature,
and you are encouraged to empower yourself to engage these challenges; ignoring or backing down from such
challenges runs, in my opinion, counter to the mission of higher education. Readings and materials assigned for this
class have been carefully scrutinized and selected. As we study communication in its various forms and contexts,
we will apply the concepts we engage to a variety of examples, including those that occur in the venue of popular
culture. Popular culture, as you are certainly aware, can contain potentially objectionable material. I make every
effort to give notices before showing potentially objectionable material in class, often with disclaimers about
language, violence, or sexual content. Please understand that all material that I will present in this class or require
you to know has been selected for its overall value and its applicability to the course, and my colleagues in the
department have reviewed and approved of all of the content to be presented in the course. That said, I will not
make content accommodations for any material scheduled for this course. It is your responsibility to review the
syllabus, readings, assignments, and materials to be sure that this is a course you wish to take. Should you have
questions or concerns, please see me immediately. Details on the university’s accommodation policy are available
here: http://www.admin.utah.edu/facdev/accommodations-policy.pdf

A Safe Environment
First and foremost, we need to strive for a safe discussion environment. When contributing to a discussion, make
statements that are respectful to other students in the class and different groups of people. Be careful not to
personalize your arguments and be aware that not all of your classmates are as comfortable as you may be in
presenting ideas in a classroom setting. I highly encourage different viewpoints to be brought to a discussion. Do
not avoid conflict merely because you feel you will be in the minority in presenting your opinion. Learning can only
happen when you’re looking at more pieces in the puzzle. This, however, can and will be done respectfully. In
addition, I am available to discuss anything you need to, with complete confidentiality, and I will attempt to provide
any resources you may need if you are facing a personal issue, especially an issue that may eventually interfere with
your focus in this class. I am certified through the Lesbian, Gay, Bisexual & Transgender (LGBT) Resource
Center’s Safe Zone Program and am closely involved with the LGBT community in this state; also, I have worked
closely with the Center for Ethnic Student Affairs (CESA), the Women’s Resource Center, and other university and
community groups, and I hold a degree in religion studies. Diversity and tolerance are my thing—and they’re the
focus of this course—so please use me as a resource in any of these areas and don’t feel like you’re bothering me.
As Prof. Glen Feighery told me once, ―You are not an interruption of my work—you are the purpose of it.‖

Grading
Please consult the grading guidelines available in the Student Handbook:
http://www.acs.utah.edu/sched/handbook/grpolicy.htm. ―A‖ grades are earned, not assumed. Also, the quality of
your writing in written assignments will factor into the grade for each assignment; consult a spell-checking program,
the University Writing Center (in the library), and proofread your papers. Each assignment will be graded
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holistically with letter grades, without a rigid rubric, and I do not grade assignments against the rest of the class’
performance. When I assign a letter grade, I equate it to its grade point value in order to calculate it into a formula;
for example, an A- is worth 3.67 grade points, a B is worth 3.00 grade points, a B-/C+ is worth 2.50 grade points,
and so on. All assignments must be turned in in order to receive a passing grade for the course. Your course grade
will be determined in the following manner:

Quizzes……….………………………..15%
Article Summary………………………15%
Paper…………….……………...….…..25%
Group Project……………………….…30%
Participation…………………………...15%
                     ----------------------
                           100%


Assignments

Quizzes
Since so much of this course is dependent on everyone in the class having fully engaged the reading assigned for
each class, quizzes will be administered at random to check your reading habits. I will not announce quizzes
beforehand, so please come prepared. If you arrive to class late or are absent (unexcused), you will not be allowed
to make up the quiz.

Participation
I will take attendance daily, but participation means participating in class—you must speak up at some point. This is
not simply a grade given for showing up. I really will track when you contribute to a discussion, so make it a point
to chime in every class.

Article Summary
In the first few days of class, you will choose one non-textbook article assigned for one of the class days and
produce a brief article summary (you may choose from any of the articles in the schedule where the author’s name is
in bold). In addition to turning this summary in, you will also be expected to act as a discussion leader for that day
and to help facilitate conversation among your classmates on the article. Your summary, which is due the day your
article is assigned, should be 2-3 pages long (see formatting guidelines) and should clearly address all of the
following items: a) In a sentence or two in your own words, summarize the author’s main point or thesis. b) relate
this article to other readings we have done for this class, including any textbook chapters that are relevant; does this
article support or depart from what other authors have said regarding certain issues pertaining to intercultural
communication? How? c) relate this article to other readings you have done for other classes and/or to any current
events that have been in the news lately; do real-life news events and/or other readings for other classes support or
depart from this article’s main argument? d) how does this article contribute to the study of intercultural
communication; why is it important for us to be reading it in this course? e) finally, list at least two good discussion
questions that can be introduced in class at the end of your article summary.

Group Project Case Study
This project aims to help you understand the way intercultural communication plays out in real life. At the
beginning of the semester you will be assigned to a project group. Each group must conduct a case study of a
specific cultural group by engaging in an intercultural activity. You are free to design the project yourselves and use
whatever resources your group members have. For instance, you can conduct library research about a minority
group, interview people within the group and compare what you learn from the books with what you find out from
the interview. You can also attend cultural events different than the ones you usually attend (such as a fair, religious
service, community gathering, political rally, sporting event, etc.) to experience being outsiders or newcomers and
then compare and contrast this experience with one that you are familiar with. You can also draw on different group
members’ cultural background to compare and contrast each member’s experience of the same cultural event. To
avoid having several groups focusing on the same cultural event, all groups must run their topic by me; I will go by
a first-come-first-pick policy on choosing topics. Your group will then produce a 8-10 page paper based on the case
study, detailing the process, the findings, and conclusions of your study. You are free to choose among social
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scientific, interpretive, critical, or dialectical approaches. Your written argument(s) should draw primarily from your
group’s cultural field experience (use specific examples) and must be supported through library research. Use at
least three scholarly sources (in addition to articles we have read in this class). Be sure to relate your paper and
presentation to intercultural theories and concepts. The group must give a 15-20-minute presentation to the class
based on their findings. The paper must be submitted for evaluation immediately after the presentation. Presentation
and paper format and guidelines will be discussed further in class. The group will receive a grade based primarily
on the quality of the research paper, and based secondarily on the quality of the oral presentation. Confidential self
and peer evaluations that document individual performance in the group dynamic will account for any variance in
the grade among different group members, therefore it is your responsibility to keep track of what you contribute
and what your fellow group members contribute. Key dates: 8/31 – groups assigned; 9/21, 11/16, 11/30 – in-class
group meeting days; 9/26 – group project topics due; 10/26 – group consultations in class; 12/5, 12/7 – group
presentations in class

Paper
This assignment aims to help you use intercultural theory and research to examine and understand intercultural
communication. Choose one paper option (A, B, or C). Use at least two library sources as part of your paper. In
addition, you may use as many of the readings from class as you want. Key date: 10/31 – Paper due

Option A. Write a 5-6 page paper after you have participated in and attended two events coordinated, presented,
sponsored by, organized by, and performed by members of a culture other than your own. You must have the events
approved by me before you attend them. You may not use previous intercultural experiences for this assignment
(like the one(s) related to your group project). Examples of these cultural events include cultural fairs, volunteer
experiences, church socials, weddings, performances, etc. You can locate events by looking in the school and local
newspapers, contacting student and local organizations, and through friends, family, or classmates. Your objectives
in attending these events are 1) to learn as much as possible about the culture within the confines of the event
experience and 2) to reflect on your position as a nonmember of a culture. This can be accomplished by using
effective observations skills, by talking with cultural members (if they are willing) about the significance of the
event in their culture, and by gauging your responses (emotional, behavioral, cognitive) to the event. You should
note your own reactions, thoughts, and feelings elicited by the experience. You should then make connections
between what you learn at the event and concepts/theories of intercultural communication discussed in class.

Option B. Write a 5-6 page critical review of a film that deals with some aspect of intercultural communication.
(See ―Instructions for Options B & C‖ on page 5 of this syllabus). The goal of this review is for you to apply your
understanding of intercultural communication to cultural interactions depicted in films. A list of possible movies is
provided. Be sure to approve other films with me before beginning your review.

Alvarez, Louis and Kolker, Andrew, American Tongues
Blue Tullip Production, SLC Punk
Caro, Niki, Whale Rider
Clooney, George. Syriana
Costner, Kevin and Wilson, Jim. Dances with Wolves
Cronenberg, David. M Butterfly
Eastwood, Clint. Midnight in the Garden of Good and Evil
Eyre, Chirs. Smoke Signals
Feng, Hsu, Farewell My Concubine
Hughes, John. The Breakfast Club
Kanievska, Mark. Another Country
Katz, Ross and Coppola Sofia. Lost in Translation
Kershaw, Andy. To Kill a Mockingbird
Lee, Spike. School Daze
Lee, Spike. Do the Right Thing
London, Michael. The House of Sand and Fog
Nayar, Deepak and Chadha, Gurinder, Bend it like Beckham
Nichols, Mike. The Remains of the Day
Peters, William. A Class Divided
Tanovic, Danis, No Man’s Land
                                                                                                                       5

Trevino, J. Salvador. Birthwrite: Growing Up Hispanic
Wang, Wayne. The Joy Luck Club
Wombat Film & Video. Visible Target

Option C. Write a 5-6 page critical review of a novel that deals with some aspect of intercultural communication.
(See ―Instructions for Options B & C‖ on page 5 of this syllabus). The goal of each of the review is for you to apply
your understanding of intercultural communication to cultural interactions within novels. A list of possible novels is
provided. Be sure to approve other titles with me before beginning your review.

James Baldwin, Another Country
Alice Walker, The Temple of My Familiar and Possessing the Secret of Joy
Dorothy West, The Wedding
Zora Neale Hurston, Their Eyes Were Watching God
Richard Wright, Black Boy
Langston Hughes, The Ways of White Folks
Maxine Hong Kingston, The Woman Warrior: Memories of a Girlhood among Ghosts
Amy Tan, The Kitchen God's Wife
Carlos Bulosan, Americas in the Heart
Gish Jen, Typical American
Louis Adamic, Laughing in the Jungle: The Autobiography of an Immigrant in America
O.E. Rolvaag, Giants in the Earth: A Saga of the Prairie
Barbara Ehrenriech, The Hearts of Man
Leslie Marmon Silko, Ceremony
Louise Erdrich, The Beet Queen
N. Scott Momaday, House Made of Dawn
Paula Gunn Allen, The Woman Who Owned the Shadows
Julia Alvarez, How the Garcia Girls Lost their Accent
Sandra Cisneros, The House on Mango Street
Ana Castillo, So Far From God
Rudolfo Anaya, Bless Me, Ultima
Judith Ortiz Cofer, The Line of the Sun
Américo Paredes, With His Pistol in His Hand
Luis J. Rodriguez, Always Running
Steve Martin, Shopgirl
José Antonio Villareal, Pocho

Instructions (option B and C)
As you watch the film/read the novel, you should be reflecting on the ideas we have read for class and discussed in
class. Although you will be giving examples from the film/novel to help you explain your ideas, the review is not a
film/book summary. At most, you might include a beginning paragraph that summarizes the story line. However,
your focus should be on making arguments about some aspect(s) of the film/novel as they relate to intercultural
communication topics discussed in this course, such as ethnicity, gender, identity, language, class, sexuality, and/or
power. For example, if you believe that the film/novel explains how prejudices are formed and how categorical
thinking and fear of difference impact intercultural communication, then your thesis would state this and your paper
would explain the relationships you see between prejudice and intercultural communication, with some examples
from the film/novel to illustrate. Perhaps your film/novel illustrates the importance of language to identity. If so, you
might explain the relationship between language and identity, again including relevant examples. To help structure
your thoughts, begin with one, some, or all of the following questions. You may choose to specifically answer one
or some of the questions provided; however, you are not tied to them. They may help you determine a thesis that is
informed by them but not constrained by them.

1. Is language a means of preserving identity?
2. How do the characters (or the character) resist being completely oppressed and disempowered by the
   dominant culture?
3. What, if anything, does the film/novel’s style tell us about the world view of the
    author?
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4. What does this film/novel suggest about cultural differences? Similarities across cultures?
5. What is the relationship between the main characters in the film/novel and the mainstream or dominant
    culture? How does the main character negotiate that relationship?
6. What insights can we draw from this film/novel about intercultural communication?
7. How does this film/novel help us understand the relationships among culture, communication, context,
   and power

Formatting
All written assignments must be in Times New Roman 12 pt. font, double-spaced, with one inch margins all around.
You must conform to the most current guidelines of the American Psychological Association (APA) or the Modern
Language Association (MLA); consult one of these style manuals in the library if needed. You must put page
numbers on every page, and you must also have a reference page for everything you cite within your paper. Do not
fuss with the leading, tracking, stretch, or any other formatting factor, as it will be noticeable. Finally, everything
you turn in must have all the pages stapled together; there’s a stapler in the Communication Department if you need
one. Failure to format your papers accordingly will affect your grade.

Deadlines and Turning in Assignments
On days that assignments are due, they are due in class at the beginning of class, 2:00 p.m. You must turn in all
assignments on time to get full credit, and you must eventually turn in all assignments—late or on time—in order to
get a passing grade for the course. If you miss class on a day an assignment is due and have a legitimate excuse, I
will accept the assignment without penalty at my discretion. I will accept late assignments, but they will earn an
―E‖—that is, 60% of possible points, minus any errors in the assignment, and I must receive late assignments within
two weeks of the original due date; assignments turned in past that point will start at 30% of possible points. Please
be aware that excuses such as ―my printer wasn’t working,‖ ―I had to go to a wedding,‖ or ―I was on vacation‖ will
never earn you an extension on a paper; if I accept a paper late without penalty, that means you or someone very
close to you gave birth, died, or was hospitalized. When printer jams prevent you from completing assignments on
time, it means you put the assignment off for too long and didn’t leave cushion time for these kinds of possible
errors. And if your computer crashes and you lose your paper, you’ll have to produce some documentation for that
(i.e., Best Buy’s Geek Squad or some other technician will have to vouch for your erased hard drive). Unless you
get specific advance permission, I will only accept hard copy versions of your paper. Also, unless you get specific
permission from me, I will not accept papers turned in to my department mailbox.

Attendance
Being here is the first step to learning. I will adhere to the university’s attendance policy (found here:
http://www.acs.utah.edu/sched/handbook/attend.htm) and will take attendance every day, with few exceptions, and
this will factor in to your participation grade. Unexcused absences will affect your course grade to some degree—
there are no ―free days.‖ I will have an attendance sign-in sheet either up by where I lecture, by one of the exit
doors, or it will circulate after class is underway. It is your responsibility to sign in to be counted as present; I will
not retroactively let you sign in if you forget one day. If you expect in advance you will miss a day, let me know as
soon as you know. If you unexpectedly miss a day, notify me as soon as possible; do not merely wait until next
class to tell me. If you anticipate missing class for an extended family vacation or anything that will require you
missing more than, say, three days total this semester, this will not work out well—please see me immediately.
Also, you may not double book this class and have it overlap with another course time or with work obligations.
Finally, work-related absences (like training, business trips, or internships) are never excused. Illness, family
emergency, and similar circumstances will be excused, preferably with documentation, at my discretion. You may
not leave early or arrive late for class, unless you’ve notified me in advance; as a rule, if you’re going to come into
class more than 5 minutes late, please don’t come.

A Final Note
The schedule for the term follows (all items are due the day they are listed in the schedule, unless otherwise noted).
The schedule will no doubt change as the course unfolds; if so, changes will be announced in class and emailed. It
is your responsibility to stay current with changes in the course and with all due dates and readings. It is best to
always look ahead to see if a reading crunch is coming up; reading ahead is never discouraged! Also, all readings
that are not from the textbook can be found on e-reserve through the Marriott Library webpage. If a reading cannot
be found there, check WebCT; if you still can’t find it, contact the instructor as soon as possible.
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                           SCHEDULE – UPDATED OCTOBER 10, 2006

Date      Topic                                             Assignments and Readings Due
H 8/24    Course introduction and overview; handle
          add/drop business
T 8/29    Introduction to the study of intercultural        M&N Chapter 1
          communication – Why study it?
H 8/31    Introduction to the study of intercultural        M&N Chapter 2
          communication – History of the study of           GROUPS ASSIGNED
          intercultural communication
T 9/5     Culture, Communication, Context, and Power        M&N Chapter 3
H 9/7     History and intercultural communication           M&N Chapter 4
                                                            Takaki – ―A Different Mirror‖
T 9/12    Language and culture; and clips from Do You       M&N Chapter 6
          Speak American?
H 9/14    Language and culture; and more clips from Do
          You Speak American?
T 9/19    Nonverbal codes and cultural space; wrap up       M&N Chapter 7
          language and culture unit                         Also read University of Sheffield’s webpage for
                                                            international students called ―Living with the British,‖
                                                            available here:
                                                            http://www.shef.ac.uk/ssid/international/living/culture.
                                                            html
H 9/21    Meet in your groups during class time
T 9/26    Identity and intercultural communication          M&N Chapter 5
                                                            GROUP PROJECT TOPICS DUE
H 9/28    Identity and intercultural communication – Race   Orbe & Hopson – ―Looking at the Front Door:
          and class                                         Exploring Images of the Black Male on MTV’s The
                                                            Real World‖
                                                            McIntosh – ―White Privilege: Unpacking the Invisible
                                                            Knapsack‖
T 10/3    Identity and intercultural communication – Race   Engen – ―Invisible Identities: Notes on Class and
          and class                                         Race‖
                                                            Anjaria – ―Urban Calamities: A View from Mumbai‖
                                                            Koinage – ―Katrina,‖ available here:
                                                            http://www.cnn.com/2006/US/08/30/btsc.koinange/ind
                                                            ex.html
H 10/5    NO CLASS – Fall Break                             Enjoy your time off
T 10/10   Identity and intercultural communication –        Mulvaney – ―Gender Differences in Communication:
          Gender and sexuality                              An Intercultural Experience‖ (available here:
                                                            http://www.cpsr.org/prevsite/cpsr/gender/mulvaney.txt/
                                                            )
                                                            Zimmerman & Geist-Martin – ―The Hybrid
                                                            Identities of Gender Queer: Claiming Neither/Nor,
                                                            Both/And‖
H 10/12   Identity and intercultural communication –        Riggs – ―Black Macho Revisited: Reflections of a
          Gender and sexuality                              Snap! Queen‖
T 10/17   Identity and intercultural communication -        Clare – ―Stolen Bodies, Reclaimed Bodies: Disability
          Disability                                        and Queerness‖
                                                            Breckenridge & Vogler – ―The Critical Limits of
                                                            Embodiment: Disability’s Criticism‖
H 10/19   Identity and intercultural communication –        Readings TBA
          Religion and politics
                                                                                                                8

T 10/24   Identity overload. Where do we go from here?    Cleveland – ―The Limits to Cultural Diversity‖
          Why does diversity matter?                      Bok – ―Why Diversity Matters‖ (available here:
                                                          http://www.ksg.harvard.edu/news/opeds/2002/bok_div
                                                          ersity_121102_bg.htm)
H 10/26   Group consultations with Daren in class         Progress updates – 10 minutes each group
T 10/31   Intercultural conflict                          M&N Chapter 11
H 11/2    Intercultural relationships                     M&N Chapter 10
                                                          PAPER DUE
T 11/7    Cultural imperialism, tourism, and              Said – from the introduction to Orientalism
          commodification of culture                      Ono – ―Deciphering Pocahontas: Unpackaging the
                                                          Commodification of a Native American Woman‖
H 11/9    Cultural imperialism, tourism, and              Desmond – ―Cultural Bodies: Hawaiian Tourism and
          commodification                                 Performance‖ & ―Let’s Luau‖

T 11/14   Understanding diasporas and intercultural       M&N Chapter 8
          transitions                                     Limon – ―The Other American South: Southern
                                                          Culture and Greater Mexico‖
H 11/16   Meet in your groups during class time           (Daren out of town at a conference)
T 11/21   Globalization, imagination, and the future of   Appadurai – ―Here and Now‖
          intercultural communication                     Excerpts from Mau’s Massive Change
H 11/23   NO CLASS – Thanksgiving Holiday                 Enjoy your time off
T 11/28   Globalization, imagination, and the future of   M&N Chapter 12
          intercultural communication
H 11/30   Meet in your groups during class time
T 12/5    Group Presentations                             Group presentations are strictly 15-20 minutes each
                                                          PROJECT DUE for these presenting groups
H 12/7    Group Presentations                             Group presentations are strictly 15-20 minutes each
                                                          PROJECT DUE for these presenting groups
W         Grades available on the Web
12/27

Additional resources you should know about:

http://www.imdb.com – for tracking down actors, directors, and other production information for
film and television texts

Communication & Mass Media Complete – communication article database available through the
Marriott Library online (many are full-text)

JSTOR-Arts & Sciences Collection – large article database available through the Marriott Library
online (many are full-text)

Academic Search Premier – large article database available through the Marriott Library online
(many are full-text)

http://library.osu.edu/sites/guides/apagd.php - a basic guide for APA citations

http://www.liu.edu/CWIS/CWP/library/workshop/citmla.htm - a basic guide for MLA citations

See WebCT for resources I have posted, including a list of citations of all of our non-textbook
readings; a guide on how to write a media analysis paper (handy for options B&C on the paper!);
and terminologies and glossaries for LGBT culture, disability culture, and more.

								
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