Interpersonal, Spring, 2012, 1 Communication 304 Interpersonal Communication Spring, 2012, 11:00 to 12:20 Tuesdays and Thursdays, ASC 231 January 9, 2012 Michael J. Cody, 326C Annenberg Nancy Chen, Ph.D. Office (GL, Annenberg) Office hours: Thursdays, 1 - 3:00 Office hours: Before or after class, by appointment or by appointment Nancy Chen <email@example.com> firstname.lastname@example.org, 213-740-3936 (o) 213-568-7955 310-376-8565 (h) Texts: Canary, DJ, Cody, M.J., and Manusov, V. (2008). Interpersonal Communication: A goals-based approach. NY: St. Martin’s Press (4th edition). NOTE: I have copies of this book for you to borrow. I have about 40 copies, numbered, you can check out on the first day of class. You must sign out for them and return them. As noted below, we will be working on a Wikispaces program to order to create and maintain over time an Annenberg Interpersonal Relationship Wiki. One reason for doing so is to leave the world of expensive and dated textbooks behind, and to provide updated materials embedded with relevant visuals. Grading Paper 1: Analyzing popular media/trends (individual grade) 20% of grade Paper 2: Wiki pages on content areas, presentation to class (group grade) 20% of grade Paper 1: Review of literature paper (individual grade) 20% of grade Test 1 (multiple choice, true/false) 20% of grade Test 2 (multiple choice, true/false) 20% of grade The two tests are not cumulative. There is no “final” examination, but students may take Test 2 on the last class day or on the date and time of the scheduled “final” examination. Course Objectives This course deals with communication in interpersonal relationships, including friendships (same sex and opposite sex), dating and romantic relationships, family relationships, and work relationships. We adopt a “goal orientation,” and we organize our discussions on three over-arching goals – how one presents an image to the public (face-to-face, voicemail, Facebook, twitter, etc.), how to initiate, maintain and terminate relationships (friendship or romantic), and how to achieve instrumental goals (sell, buy, get into law or graduate school, etc.). Students enrolled in this course should understand communication processes underlying self-presentation, relational maintenance and achieving instrumental goals, explanations for why people behave the way they do and, ideally, improve their own skills. Interpersonal, Spring, 2012, 2 The topics we will discuss include friendship formation, self-disclosure, relational growth, escalation, decay, self-presentation, maintenance of friendships, face-to-face influence, conflict styles and/or conflict, online relationships, family influences in studying communication patterns [intergenerational], the effects of divorce (as a “stressor” or “disrupter”), “blended” families, interracial dating, intercultural relationships, and “social support” derived from intimates, family members and even strangers. The instructors will provide a broad-based exposure to research and theory in the area of interpersonal communication, providing examples along the way (one exemplary study each lecture, some videos, etc.). Second, the instructors will advise and assist students in their paper projects (described below). In this class, we want you to understand theories and communication processes draw conclusions that are based on research findings, and apply the theory and research to practical examples. Paper 1. Analyzing popular media/trends. Every topic we discuss is relevant to daily life, and you should see issues we discuss in popular media – news, movies, television, online, music and even advertising. Each chapter in our book starts with one news story about an important area of interpersonal life. But there are a lot of these. Facebook stories, modern romance, apologies, etc. Select one chapter from the text book. Read it and compile a list of video clips (movies, television, music videos, even advertisements, online viral projects that can be used to highlight principles from the chapter – examples of messages, examples reflecting theories or research outcomes (reactions; severing relationships, failed flirting, successful apologies vs. failed; etc.). )[I do not think you need to include SNL digital shorts, which are amusing but not sufficiently academic.] Examples: Poor listening skills, relational breakup, “disconfirming” message: http://www.youtube.com/watch?v=VQ440xOiyho In the film, The Notebook, Noah and Allie come from two different worlds. Noah is a poor worker in the truck yard, while Allie is the daughter of aristocrats. Although the pair fall quickly in love, their difference in social class causes a rift between them, especially after Allie’s parents call Noah trash. After hearing this, Noah moves to leave Allie’s estate, but n ot before she can stop him. Noah is the underbenefited partner [this is part of Equity theory], and thus does not try to fight Allie when she appears to break up with him. (http://www.youtube.com/watch?v=Sc43eAEAaLM) On-and-off Gossip Girl couple, Blair Waldorf and Nate Archibald, break-up after issues regarding commitment. However, in the days before their cotillion ball, Nate begins to see that Blair has grown and is not the same girl he dated in the past, reigniting his attraction to her. In a mature move, Nate goes to visit Blair and asks that she allow him to be her escort Interpersonal, Spring, 2012, 3 even though she already has one. Blair agrees on the condition that they go just as friends. This demonstrates how both characters push their past behind them to make the first move in developing a friendship after their break-up. Research on forgiveness indicates that after a person apologizes we are more likely to forgive the harmdoer if the apology is “full,” and sincere, and we still feel “empathy” or can recall happier times; Nate’s wearing the sweater with the Blair’s pin is quite strategic here: (http://www.youtube.com/watch?v=KFVW6WXHpPc) Sex and the City: Carrie and Alexander break up in Paris (Sex and the City). Carrie is the “more involved” partner, the “underbenefited” – doing more and getting less out of the relationship; the Principle of Least Interest states: the individual with the least interest in initiating and maintaining a relationship has more power in the relationship, as the individual who is more interested in it puts in more effort and resources to initiate and maintain the relationship: http://www.youtube.com/watch?v=M6DPEpJw6bU Be alert: there will be a lot of break ups in the spring: http://mathiasmikkelsen.com/2010/10/amazing-facts-about-facebook-and-breakups/ While we gave some examples of breaking up above, note that there are great examples in other areas, like personalities, flirting and more: Narcissist personalities/using “negs” http://melodymaker.posterous.com/the-reason-some-girls-stay-single-very-funny Know your flirting style: http://connect.ku.edu/tests/flirt/ Here is the study: http://www.tandfonline.com/doi/abs/10.1080/01463373.2010.524874 The Paper. Your paper should be a set of paragraphs that “set up” or describe the importance of a video clip, song, blog page, etc. That is, describe why the example is a example of a “disconfirming” message; it is an example of a good, effective apology; it is a poor apology. The link can also reveal an important element of a theory or an outcome. There is no page limit or limit on the number of examples, and the content of some chapters will involve more media links (self-presentation, relational escalation, maintenance, disengagement, self-disclosure, non-verbal communication), etc. The grade is based mostly on your description of the relevance of the clip to content in the chapter; followed by whether the grader (Dr. Cody) agrees with you that it is a good example. This paper should be e-mailed to Dr. Cody by midnight both instructors by Midnight February 10 (email@example.com). Dr. Cody grades this and will give feedback right away. Don’t forget that you can include music (songs, videos), and narratives from any particular source (blogs on “modern romance”). Interpersonal, Spring, 2012, 4 You may want to visit the “Wiki Pages” folder on Blackboard for ideas, other examples…. There are many examples placed on Blackboard…..see “Wiki pages.” Paper 2. Developing Wiki Pages (Group) After each person compiles his/her ideas about visual, mediated examples on a specific topic (the content of one chapter, or parts of a chapter) people who selected similar, parallel and related topics will be placed into groups and Dr. Cody will distribute the students’ individual Paper 1 papers (Analyzing popular media/trends) to the students in the groups for them to view. However, feel free to e-mail Dr. Cody if you have preferred group members enrolled in the class; and e-mail him with this information around February 9 – 14. Groups will work collaboratively on “wiki” pages for that content after test 1 (see schedule). In fact, we will allocate two class days on the Wiki assignment – March 6 and March 8, the days before Spring Break. One person in each group should e-mail the document to the two instructors before midnight Friday, March 9th. Grade of “A:” the creation of pages bridging theory and research (from text) with exemplary cases from diverse media clearly illustrating communication principles. The topics can be quite diverse, but we want to be inclusive. You are free to incorporate one of the Wiki pages already begun by previous students (see Blackboard) – download one, say on “Forgiveness,” edit on it in Word with “tracking mode” on, and then add new content and examples. Also, feel free to use or paraphrase sections from the text book (cite the book), and references when creating the wiki pages (again, see the first drafts on Blackboard). Typically, as you all know, a Wiki page will contain a “contents” or “table of content” box, and a discussion of history, definitions, theories, and research spanning years, lots of citations and a “sources” section (which you may call “sources cited,” “references,” etc.). Our class Wiki will differ in that there should be media examples highlighting “exemplars” (clear examples of the definitions of terms, or communication processes). The media examples can come from any source – clips from programs, news, music videos, or interactive or online quizzes. We will be posting your Wiki pages on Wikispaces over the Spring Break. Each contributor should have a “Credit line” (i.e. “Updated by XXX, YYY, ZZZZ, March 9, 2012,” etc.) Paper 3. Classic Term Paper The third paper is a traditional term paper; a “review of the literature.” Some term paper topics from recent semesters include Attachment styles Personalities (apprehensiveness, etc.) Intergenerational communication Friendships among older people Friendship formation Mate selection Interpersonal, Spring, 2012, 5 Same sex and opposite sex friendships Relational maintenance (business, friends, lovers) Flirting, success and mistakes Attachment theory Controlling intimacy Escalating relationships Disengaging from relationships Maintaining relationships Self-disclosure Politeness theory Need complementarity/compatibility Conflict escalation and control Conflict coping styles Forms of “love” Accounts (and forgiveness) Stereotypes and their impact Friendships over the life span Online friendships Long distance relationships Online self-presentation Accuracy of self-presentation Self-presentation and employment interviews Humor in dating, work Self-disclosure of secrets There are many other topics…. Select one topic that is of interest to you, and possibly one that has a bearing on the real world or has real world implications, perhaps one relevant to your future career. Do the following: (1) Research the interpersonal area of your choice using library databases. (We recommend Google Scholar, First Search or ProQuest. PsychInfo provides limited Full Text articles. There are a number of choices.) NOTE: Use the citations in the text book. There will also be some folders on “impression management,” “attachment,” etc. uploaded on Blackboard. (2) Identify 12 to 20 primary sources you will use in your paper, download those papers and read them. (3) Write a paper following APA guidelines. Papers are graded on how well you followed the steps above, and by demonstrating that you have learned to research primary sources, read publications and synthesize the main findings, write a well-written coherent paper in APA format, and incorporate your findings into a line of research. It is to your advantage to link the findings to at least one theory. The paper you write will include (1) A cover page [page 1] (2) An Introduction. This is often a one or two paragraph discussing the problem, its significance, and justifying the reason for conducting the study. (3) Body. The literature reviewed should be 12 to 20 studies, usually organized chronologically, or grouped on the basis of content area. For example, “friendships” can be defined and discussed in general (common interests, perceived support, etc.), and then one can write on “same sex friendships” and then on “opposite sex friendships,” followed by a conclusion. The 12 – 20 studies is an arbitrary designation – some excellent papers are written based on 2 books, a book chapter and 8 publications (journal articles in peer-reviewed journals). (4) A Summary and Conclusion section contains one paragraph in which you overview the goals of the paper. There may be a paragraph discussing any unusual findings. This is an academic paper, but you can express your opinions in the conclusion and in the Interpersonal, Spring, 2012, 6 introduction. The grade is based largely on how well written it is, that you have demonstrated reasonable exhaustiveness and comprehensiveness in your review, and that you have demonstrate that you can synthesize materials from the different source materials. Typical papers are 12 to 15 pages in length—starting with the cover page as page one and references at the end – meaning that the length of the text is 9 to 11 pages. The instructors have copies of papers previously written for this course. You should submit paper 3 to Dr. Cody (firstname.lastname@example.org) and to the Drop box on Blackboard by midnight Friday April 13th. Schedule Day 1; January 10. Introductions. Day 2; January 12. Read chapter 1. Fundamentals of Interpersonal Communication In class: An Active Listening exercise Day 3; January 17. Read chapter 2. Fundamentals of Verbal Messages The focus is on Grices’s Principle of Co-operation, Staying on Topic, Changing Topics and Confirming and Disconfirming Messages, and Communication Accommodation Theory Day 4; January 19. Read chapter 3. Fundamentals of Nonverbal Communication Take the test: http://www.bbc.co.uk/science/humanbody/mind/surveys/smiles/index.shtml Day 5; January 24. Culture and nonverbal communication Day 6; January 26. Read chapter 4. Fundamentals of Listening Day 7; January 31. Read chapter 5. Fundamentals of Social Cognition The focus is on Schemata, Interpersonal Expectancies, and Stereotypes Day 8; February 2 Read Chapter 14, Self and Society Focus is on personalities and communication principles: Machiavellianism, Self-monitoring, locus of control (skip argumentativeness), Communication Apprehension, Loneliness and Narcissism Day 9; February 7. Read Chapter 15. Family and Life-Span Issues Focus is on Attachment Styles and interpersonal goals over the life span Day 10; February 9. Read Chapter 6. Presenting the self – Strategies of self- presentation Paper 1 submitted electronically to Professor Cody (email@example.com) midnight Friday February 10 Interpersonal, Spring, 2012, 7 Day 11; February 14. Review for test 1. Introduce group members for “wiki” Paper. Day 12; February 16. Test 1 [no lecture follows] Day 13; February 21. Test Returned. Groups meet about “wiki” Paper. Day 14; February 23. Read Chapter 7. Disclosing the Self Day 15; February 28. On line self-presentation and self-disclosure Day 16; March 1. Read Chapter 8. Defending the self The formal lecture on this chapter will take place after Spring Break. On this date we want to discuss visual examples of successful and failed apologies and ways of defending the self in Entertainment, Sports and Business. Day 17; March 6. Class time is devoted to Groups working on Wiki page(s). Day 18; March 8. Groups should finish wiki page(s) Paper. Submit digital version this day or by midnight Friday March 11. Spring Break We will be posting your Wiki pages on Wikispaces over the break. Access is open only to individuals enrolled in the course. Day 19; March 20 The formal lecture on Chapter 8, Defending the self, will take place on this date. Day 20; March 22 Read Chapter 9. Escalating Relationships Today: The classic literature on “flirting” Day 21; March 27 We will watch the first half of Science of Sex Appeal Day 22; March 29 We will watch a few more segments of the Science of Sex Appeal, the brain and “love;” Do pheromones work? Day 23; April 3 Read Chapter 10.Maintaining Relationships Day 24; April 5 The literature on Long Distance Relationships Day 25; April 10 Platonic Friendships and Love Day 26; April 12 This day is intentionally left open for us to finish the classic term paper – no lecture is given and no attendance is taken – but both of us are in class to talk about final issues for the term paper. Paper 3 is due Midnight Friday April 13th. E-mail it to Professor Cody (firstname.lastname@example.org). Dr. Cody will grade the tests in the order they are turned in and give feedback. You may revise paper 3 once to improve grade, if needed. Day 27; April 17 Read Chapter 11. De-escalating Relationships Day 28; April 19 Coping with trauma and loss Interpersonal, Spring, 2012, 8 Day 29; April 24 Review for Test 2 Day 30; April 26 Test 2* *Students may also take Test 2 during the normally scheduled “Final examination” if they select to do so. _______________________________________________________________________________ Students requesting academic accommodations based on a disability are required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP when adequate documentation is filed. Please be sure the letter is delivered to the instructors as early in the semester as possible. DSP is open Monday- Friday, 8:30 AM – 5:00 PM. The office is in Student Union 301 and their phone number is 213- 740-0776.
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