Communication 101: The Communication Process
Fall 2008
Prof. Christian Spielvogel
Office: 128 Martha Miller Center
Phone: Ext. 7596
E-mail: spielvogel@hope.edu
Office Hours: M, W, F 11:00-11:50 a.m.

READINGS

1. COMM 101 Reading Packet
2. Fisher, Roger, et al. Getting to Yes: Negotiating Agreement Without Giving In. New York, NY: Penguin, 1991.
3. Tannen, Deborah. I Only Say This Because I Love You: Talking to Your Parents, Partner, Sibs, and Kids When You're All Adults. New York: Ballantine Books, 2002.

COURSE DESCRIPTION

This course focuses on communication competence—the ability to produce effective messages and critically analyze the messages you receive. The goals of this course are to make you a more effective communicator and a more critical receiver of messages. We will read communication research and engage in communication exercises to increase your understanding of the filters of self, relationships, culture, gender, and ethnicity on the sending and receiving of messages. The course will be organized around two ways of acquiring knowledge about communication. Throughout the course we will explore the ethical implications associated with producing and receiving messages and conducting communication research.

COURSE OBJECTIVES

1. To identify and describe two essential communication competencies (message adaptation and message deconstruction) and several skills associated with each.
   a. To develop message adaptation skills, including: perspective-taking, perception, nonverbal encoding, intentional planning of symbols and meaning, conflict management, expressions of feelings, and affirmation of others.
   b. To develop message interpretation skills, including: listening, interpreting messages using ideological, nonverbal, and mythic analysis.
   
2. To recognize and critique the filters that influence communication production and reception, including: self, relational culture (including family), culture, gender, ethnicity, race, and class.

INSTRUCTIONAL STRATEGY

Although I would prefer that this course be organized as a seminar, the large number of students enrolled in this course prevents us from doing that. Despite the high enrollment, I will avoid lecturing in this class as much as possible. Instead, we will utilize a diverse range of learning techniques, including the use of multimedia, small group discussion, role-playing, activities and exercises, and student led discussion. Much of the learning in this course is “applied,” meaning that theories and concepts are frequently related to personal and group experiences to help us understand, challenge, and extend those theories and ideas.

ATTENDANCE POLICY

I expect that you will attend class regularly. The learning process in this course requires your constant participation as a speaker, listener, group member, and peer critic. More than two unexcused absences will result in a deduction of a half letter grade off your final course participation grade for each class missed. Arriving to class late and leaving class early is disruptive and will result in a loss of participation points.

ELECTRONIC COMMUNICATIONS

We are living in a virtual world, and this class is no exception. I will be relying on KnowHope Plus (www.hope.edu/knowhope/plus/) to send out email messages to the entire class regarding schedule changes, special announcements, project updates, etc. Please check your email on a daily basis. Email is also a convenient way to get in touch with me, although I strongly advise you to restrict your questions to important matters rather than questions about subject matter covered in the syllabus or in class.

RESPONSIBILITIES OF STUDENTS

• Honesty: Plagiarism is the use of another person’s words or ideas without appropriate acknowledgment. Plagiarism and cheating will result in immediate failure of the course and possible action by the department, dean, or college.
• Reading and Participation: Assigned readings should be read prior to class. You are expected to be able to engage in-class assignments and discussion that are dependent on the assigned readings. Keep a record of reading notes and make a list of discussion questions for each reading.
• Assignments and Exams: Assignment due dates are indicated in the syllabus. Late assignments will not be accepted more than one week past the stated due date. Late papers cannot receive a grade higher than a B. Exams must be taken during the scheduled exam time. If you miss an exam due to a critical medical or family emergency, you must notify me prior to the scheduled exam. In-class assignments and exercises cannot be made-up.
• Seeking Extra Help: If you do not understand a reading or assignment, please see me as soon as possible.

CLASS PARTICIPATION

Since participation is so central to a liberal arts education, let me be clear about what I expect from you. The following represents a scale for grading classroom participation:

From John C. Bean and Dean Paterson, “Grading Classroom Participation,” in Changing the Way We Grade Student Performance. Jossey Bass 1998 page 36.

A A student receiving an A comes to class prepared; contributes readily to the conversation but doesn’t dominate it; makes thoughtful contributions that advance the conversation; shows interest in and respect for others’ views; participates actively in small groups; consistently pushes discussion to a “deeper” level of analysis.

B Comes to class prepared and makes thoughtful comments when called upon; contributes occasionally without prompting; shows interest in and respect for others’ views; participates actively in small groups.

C A student receiving a C comes to class prepared, but does not voluntarily contribute to discussions and gives only minimal answers when called upon. Nevertheless these students show interest in the discussion, listen attentively, take notes, and attend class regularly.

D A student receiving a D participates occasionally in discussion, but in a problematic way. Such students may talk too much, make rambling or tangential contributions, and sidetrack the discussion. Students in this range may also continually interrupt others with digressive questions, failing to acknowledge cues of annoyance from instructor or students. Students who receive a D also have a spotty attendance record, show up for class late on occasion, and are inattentive during the class period.

F Students in this range often don’t participate because they haven’t read the material or done the homework. Students receiving an F miss class frequently, provide incorrect answers when called upon, reflect a negative attitude towards learning while in the classroom, and rarely, if ever, participate in class discussion or group work.

GRADING

There will be 500 total points in this course. They will be divided as follows:

ASSIGNMENTS

Oral Participation (see above description)

Quizzes
Five quizzes will be given over the course of the semester. The format for the quiz will vary. You cannot make up a quiz unless you provide a written excuse for an absence on quiz day. There will be no exceptions to this rule—if you miss a quiz and cannot provide a written excuse for your absence then you will receive a 0 for that quiz. Quizzes will cover assigned readings, lectures, and discussions.

Small Group Presentations
Students, working in groups of six, will prepare two 15-18 minute presentations in our media criticism unit. Group grades will be based on the quality of both the style and content of the presentations.

Exams
The final will be cumulative. Exams cover both overlap between the readings and concepts and ideas discussed in class. I will distribute a review sheet before each exam.

Family Communication Essay
In a 3-4 page essay, you should apply Deborah Tannen’s concepts of the connection and control continuums to a pattern of communication in your own families.

CLASS SCHEDULE