COM 251 COMMUNICATION THEORY
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ROUND ALL THE BASES (TABLE OF CONTENTS)
UNIT 3
UNIT 4
UNIT 2
UNIT 1
THE DUgOUT Syllabus...............pages 4-9 Schedule..............pages 10-11 (also at the end of the course pack)
UNIT 4 - PAgES 56-69 MEDIA & CULTURAL
Uses & Gratifications.........................................58 Cultivation Theory.............................................60 Agenda-Setting Theory......................................62 Communication Accomodation Theory..........64 Face Negotiation Theory....................................66 Genderlect Styles Theory...................................68
UNIT 3 - PAgES 42-55 Dramatism.............................................................44 Elaboration Likelihood Model............................46 Cognitive Dissonance Theory.............................48 Functional Perspective of Decision-Making.....50 Cultural Approach to Organizations..................52 Critical Theory of Comm. in Org.......................54
INFLUENCE & ORgANIZATION
UNIT 2 - PAgES 28-41 INTERPERSONAL COMMUNICATION
Social Penetration Theory..................................30 Uncertainty Reduction Theory..........................32 Social Information Processing Theory.............34 Affection Exchange Theory...............................36 Communication Privacy Mgmt Theory .........38 Relational Dialetics Theory...............................40
UNIT 1 - PAgES 12-27 Communication VS. Theory.............................14 Approaches..........................................................16 Standards for Judging Theory............................20 Traditions.............................................................22 Symbolic Interactionism Theory.......................24 Expectancy Violations Theory ..........................26
THEORY OVERVIEW
COM 251 Foundations of Communication Theory (Spring 2016) Instructor: Dr. Alysa Lucas (first name pronounced: uh-lee-sah) Office: 348 Moore Hall Phone: (989) 774-3950 Email: lucas3a@cmich.edu (I check my email twice a day M-F until 5:00pm and once on Sundays). Office Hours: T/TH’s 11:00am-12:00pm, W’s 10:00am-1:00pm, and by appointment Twitter: @drlucascmu Graduate Teaching Assistant: Ryan Rooney Office: 202 Moore Hall Phone: (989) 774-7187 Email: roone1rt@cmich.edu Office Hours: Ryan’s hours announced on first day. (Write here: ___________________________________) Required Course Materials: 1. Griffin, E., Ledbetter, A., & Sparks, G. (2015). A first look at communication theory, 9th Edition. New York, NY: McGraw-Hill. (Companion URL: http://www.afirstlook.com/book & Textbook Twitter: @commtheorybook). Note: Two copies of the textbook are on reserve at the CMU Library. 2. COM 251 Course Pack: Located in CMU Bookstore. 3. Blackboard (BB) course web page (https://blackboard.cmich.edu/), CMU email, and Twitter*(optional). Course Goal & Objectives: This course examines the major theoretical approaches to the study of communication. Theories from various branches of the field, including: interpersonal, influence, group, organizational, public, mass media, and cultural communication will be explored. Coursework is designed to encourage students to give critical consideration to the place of theory within the communication discipline and to apply communication theories to everyday experiences. Students should be able to meet the following objectives by the end of the semester: 1. Recognize and apply a broad range of communication theories that vary in type and are applicable to a variety of contexts; 2. Understand the relationships among theory, research, and the practice of communication; 3. Gain a greater sense of the possibilities for study presented by the field of communication; 4. Identify, explain, and critique the theoretical concepts central to the study of interpersonal, influence, group, organizational, public mass media, and cultural communication, and to identify the communication behaviors that reflect those concepts; 5. Identify and explain the different methods used to study communication; 6. Use appropriate standards to judge objective and interpretive theories; and 7. Evaluate the message strategies used in interpersonal, public, and organizational contexts. Why Theory? What does theory do? Where can I find it in my everyday life? Well, theory is everywhere – we’re using it all the time; whenever we explain, rationalize, justify, argue, compare notes, predict, critique, recommend and so on. When it comes down to it, people don’t do much without at least a vague, implicit, theory-like notion that leads us to believe that one action is better than another. What I’m offering you this semester takes form on two distinct levels. First, I hope that I can provide for you an understanding of what theory is and how it works. Second, I will take you on a tour of some of the prominent theories at work in the field of communication (and its several subfields). I believe that an understanding of and appreciation for theory will help you participate more fully and more constructively in the vital dialogues of our times, and that a solid, broad awareness of communication theory will enrich your learning in all of your communication courses as well as enliven your awareness of how communication works in your everyday life. Important Note: Students must pass COM 251 with a grade of “C” or better to take COM 301 and to graduate with a Communication major or minor. To earn a “C,” students must earn at least 255.5 points in this class.
SYLLABUS • 4
Course Format: My classes are generally relaxed and I teach in a relatively informal manner. Do not mistake my informality for a lax attitude toward teaching, learning, the class, the content or the evaluation of assignments. In fact, I take the course, the content, and my responsibilities as a teacher very seriously. My first priority is to create an environment for students made up of respect and comfort, which I find grows and cultivates from a more relaxing classroom atmosphere. If students are more comfortable speaking up in class, we are more likely to learn a great deal from each other as well as have some fun! Moreover, I have high expectations for my students. It is my strong opinion that you learn the most if you can apply class material and that you learn the least if you are not, simultaneously, pushed to work hard. Furthermore, I expect students to approach this class and come to class with an open, positive attitude. Communicating negatively, whether verbally or nonverbally, hurts your credibility as a student, disrupts the atmosphere of the classroom, and, in general, is disrespectful. The positive attitude you bring will contribute to a comfortable, supportive, and positive classroom environment as well as a more successful learning experience for all. Course Policies for COM 251: Foundations of Communication Theory Come to Class – COM 251 is the gateway class to the rest of your Communication major and minor. Specifically, students must pass this class with a grade of “C” or better to take COM 301, which is the next class in the sequence of COM 251-COM 301-COM 401/400-500 level classes). Therefore, it is critical for students to prioritize this class and the first step in that prioritization is attending every class session. Being in class ensures students have the opportunity to obtain critical course content, participate in activities that will help confirm their understanding of content, and ask questions about the content. The expectation is that students will attend every class and be engaged in the class content, activities, and discussions. Attendance will be taken every day for university administrative purposes. Come to Class On Time, Stay, and Do Not Pack Up Early – Arriving early or on time and staying in class is critical for at least two reasons, including: (1) Students will have the opportunity to obtain critical course content and announcements as well as participate in the minute responses that may occur at the beginning, middle, or end of class, and (2) Students will be contributing to a positive learning environment by not being disruptive or disrespectful to classmates, professor, and teaching assistant. Out of respect for your professor, teaching assistant, and classmates, do not arrive late and/or leave early. This is very disruptive to the classroom experience and expresses disrespect. Finally, Ryan or I will dismiss you from class, which will be a signal for you to begin packing up your belongings and exit the room. Turn Work in on Time – All assignments are due on time (i.e., late work is not accepted). COM 251 primarily entails Quests and Minute Responses, which all take place during our scheduled class time, Tuesdays and Thursdays 12:30-1:45pm. However, any assignments completed by students like the quizzes, optional Final Paper, One-Week Minute Response make-up paper, extra credit, etc. are due by the specified date and time. Use Office Hours – Ryan and I have office hours set aside each week to work with students who have questions about concepts, quests, policies, expectations, etc. Meeting face-to-face allows for an efficient way to achieve optimal shared meaning between professor and student. If you cannot attend scheduled office hours, please schedule a special appointment. Additionally, Dr. Lucas will host “Happy (Office) Hours” before quests. These extra office hours are just for Theory students and will be announced in class. Finally, to maintain student privacy and due to limited time available before/after class, student performance will not be discussed in the classroom, or via email. If students would like to discuss grades and absences, or provide valid and official documentation (e.g., for accommodations), they should stop by office hours or schedule a special office hours appointment. Use Email Responsibly – Your CMU email is the official and primary tool for correspondence at this university so students are expected to check their email daily. Announcements, updates, and cancellations due to inclement weather (or other emergencies) will be sent via CMU email as well as posted on our Blackboard web page. Plan your emails.
SYLLABUS • 5
Maintain Academic Integrity – Dishonesty of any kind is unacceptable in this course. Dishonesty includes, but is not limited to, plagiarism, fabricating information or citations, facilitating acts of dishonesty by others, having unauthorized possession of examinations, submitting work of another or work previously used, or tampering with the academic work of other students. All academic work is expected to be in compliance with Central Michigan University’s Policy on Academic Integrity (http://ethics.cmich.edu/ACADEMIC_INTEGRITY_POLICY.pdf). Lack of knowledge of the academic integrity policy is not a reasonable explanation for a violation. Questions related to course assignments and academic integrity policy should be directed to Dr. Lucas. Students who commit academic dishonesty will be subject to the following: 1. Your actions will be reported to the Office of Student Conduct. This report will remain on your disciplinary report until you graduate, and potentially longer. 2. You will receive a zero on the assignment. For example, if you violate academic integrity on a Quest, then that Quest grade will equal 0/60 (and you will not have the option of dropping your lowest test/paper grade). 3. You must write a formal letter/email apologizing for your behavior. To commit academic dishonesty is to disrespect your classmates, teaching assistant, academic community at CMU, and me. Use Student Disability Services (if applicable) – CMU provides students with disabilities reasonable accommodation to participate in educational programs, activities, or services. Students with disabilities requiring accommodation to participate in class activities or meet course requirements should first register with the office of Student Disability Services (120 Park Library; telephone: 989-774-3018; Telecommunications Device for the Deaf: 989-774-2568), and then contact me as soon as possible. Students may find additional ADA (Americans with Disabilities Act) information and forms at http://www.cmich.edu/student_disability_services.htm. Note: Documentation for accommodations should be received by the professor during office hours within the first two weeks of class so that appropriate accommodations can be immediately implemented. Maintain Positive Classroom Environment (Classroom Civility) – Each student is encouraged to help create an environment during class that promotes learning, dignity, and mutual respect for everyone. Students who speak at inappropriate times, sleep in class, display inattention, take frequent breaks, interrupt the class by coming to class late engage in loud or disrupting behaviors, use cell phones or other technology inappropriately, use inappropriate language, are verbally abusive, display defiance or disrespect to others, or behave aggressively towards others could be asked to leave class and be subjected to disciplinary action under the Code of Student Rights, Responsibilities, and Disciplinary Procedures. In other words, take responsibility for your actions in class and be respectful of this learning environment and those around you. Use Technology Appropriately – Technology use is significantly correlated with student performance. Simply put, the use of cell phones negatively impacts students’ ability to listen in class, understand class content, retain class content, and perform well on quests, activities, and other assignments. Therefore, Dr. Lucas and Ryan strongly encourage students to put their phones away during class time. Any misuse of technology that is disruptive to other students, the teaching assistant, or the professor is considered a violation of the Classroom Civility policy outlined above. Students are encouraged and expected to: 1. Put their cell phone on silent and put away from 12:30-1:45pm. 2. Leave the classroom if an emergency call comes in during class time. 3. Take photos of diagrams or charts (if students want to or need to), but only after Dr. Lucas indicates the class can do so or you ask for permission to do so. Students do not need permission to take photos of announcement slides. 4. See Dr. Lucas during office hours to ask for permission to use laptops or tablets for note taking. 5. Eliminate all texting, messaging, tweets, status updates, Snapchats, Tinder swipes, etc. during class time. These behaviors do not positively contribute to an individual’s or the entire class’ learning environment and, thus, are deemed disruptive and unacceptable. Students may consider trying the free app called Pocket Points, which allows students to earn points (coupons and discounts for local businesses) for keeping their phone locked during class time.
SYLLABUS • 6
Gain Permission for Recording Class Sessions – In order to protect the intellectual property interests of the instructor, the privacy interests of student members in the class, and to encourage an open and fair exposition of all student views in the classroom without fear that student views expressed will be recorded and possibly posted in another forum, recording of classroom lectures and conversations (audio and/or visual) is not permissible without the expressed, prior written consent of the instructor. Unauthorized recording of classroom activity should be considered a violation of the CMU Student Code of Rights, Responsibilities, and Disciplinary Procedures as disruptive of a student’s right to hear under 3.2.3 Disruption of Learning. Take Copious Notes – Being engaged and involved also means being an active and responsible note taker. This means taking detailed notes in class. In other words, do not simply write down the text on the Powerpoint; rather, add in the examples we discuss, describe the activities we do, and elaborate on the conversations we have in class. Ask If You Need Help – Ryan and I are available (see office hours) and willing to help, but we cannot help if you do not ask. Deconstructing communication theories is often more challenging than students initially believe. More to the point, the subject of this class (i.e., communication) can inaccurately lead students to believe this class affords them an “easy A.” Be forewarned that is not the case. Although one may use communication daily, it is a mistake to necessarily presume expertise in identifying and describing the theoretical processes that underlie human interaction. To that end, you are strongly encouraged to review course material frequently (e.g., assigned readings, notes, etc.) and speak with us outside of class time. Moreover, let discussions about your course progress be a continual event; we have very few options if you only come to see Ryan or I at the end of the semester. Course Evaluation Criteria for COM 251: Foundations of Communication Theory Quests (worth 60 points each; 4 quests for a total of 240 points): There will be five exams (called quests) given during the semester. Your lowest grade of the five will be dropped; the combined total for the four remaining quests is 240 points. To be clear, if you MISS/SKIP a quest at any point in the semester, that will be your lowest score and it will be dropped. Therefore, there are no make-up exams. - The format of each quest is primarily multiple-choice questions (including matching). - There will be 60 questions on the first four quests. There may be up to 120 questions on the final exam. - The first four quests are NOT CUMULATIVE. The final exam (i.e., the fifth quest), which will be given during finals week, WILL BE CUMULATIVE. - Quests must be taken on the day that they are given in class or you will receive a zero on the quest. - Note: If you are satisfied with your grade going into the final exam, you do not have to take it. (OPTIONAL) Final Paper: If taking a cumulative final exam isn’t your thing, then you have the option of writing a final paper instead. In other words, you can take a final exam OR you can write a final paper (i.e., you cannot do both; rather, you must choose one or other). Again, only your top four scores will be used to calculate your final grade. In other words, your final grade can be calculated in one of two ways: - Top 4 quest scores = your final grade (i.e., lowest quest grade dropped) OR… - Top 3 quest scores + final paper grade = your final grade (i.e., lowest quest grade or paper grade dropped). The final paper should be 8-10 pages in length (not including cover page or reference list); double-spaced, Times New Roman/12-point font, 1-inch margins, and no extra spaces between paragraphs. Please use APA style and include no less than 10 scholarly sources (i.e., not Wikipedia, etc.); scholarly journal articles or textbooks are acceptable sources. The textbook or class notes can be used, but are not included as one of the ten sources. Please see Blackboard for the paper topic and requirements. Minute Responses (Number and point value of minute responses will vary; total 60 points): Throughout the course of the semester, you will be asked to respond to a number of inquiries about a variety of theories during class time. These questions are meant to probe our discussions and provide you with the opportunity to offer written responses to issues concerning the theories we cover in class. Minute responses may vary in point values from 5-10 points. In total, these responses will be worth 60 points.
SYLLABUS • 7
If you miss a minute response, you have the option of writing a short paper to make up the points. It is your responsibility to turn this paper in by within ONE WEEK (by 5:00pm) of the day grades for the minute responses are posted on Blackboard. - The paper should be 3-5 pages (not including cover page and reference list); double-spaced, Times New Roman/12-point font, 1-inch margins, and no extra spaces between paragraphs. Please use APA style and include 5 scholarly sources (i.e., not Wikipedia, etc.); scholarly journals articles or textbooks are acceptable sources. The aim of the paper is to summarize the main points of the theory covered the day you missed. Quizzes (20 quizzes @ 2.5 points each; total 50 points): To assist with course reading, class discussion, and content comprehension, students will complete 20 quizzes during the semester. The quizzes will be taken place online via Blackboard and will include five multiple choice items relating to the reading scheduled for that day. Note: The due dates for quizzes are not explicitly stated on the Course Schedule because there is a quiz for each day of content on the syllabus. - Each quiz will be available for 48 hours with students having 8 minutes to complete the quiz by 12:00pm on the day we discuss that topic in class. For example, our first class topic is “What is Communication?,” which is associated with textbook chapter one. The quiz, with five multiple choice questions about this content, would be made available on Tuesday 1/12/16 and would be due by 12:00pm on Thursday 1/14/16 (the day we discuss this content in class). - Students have one attempt for each quiz. Do not start the quiz until you are ready to take it. Once the quiz is started, students must complete it within the given time. - If students experience technical difficulties, they should take a screen grab of the web page and email Dr. Lucas immediately. Starting the quiz minutes before the deadline is not a technical difficulty. - There are 24 days of content, but students will be evaluated on 20 quizzes. Therefore, students can DROP or SKIP 4 quizzes. Because students can drop or skip 4 quizzes, there are no make-ups for missed quizzes.
SYLLABUS • 8
Grading Policies for COM 251: Foundations of Communication Theory Evaluation Questions: If you are dissatisfied with a grade on a quest, quiz, minute response, or final paper, you must wait at least 24 hours and no more than SEVEN days to discuss the issue with your instructor once you have received the evaluated assignments or the grade has been posted on Blackboard. Students must email Dr. Lucas and then discuss the assignment during an office hour appointment (keep in mind that grades will not be discussed in the classroom or via email). The attitude brought to the instructor at that time should be focused on what can be done to improve your performance on the next assignment, rather than disputing the grade itself. I spend vast amounts of time ensuring that grades are fair and consistent, and, if anything, err in your favor when evaluating assignments. Please feel free to speak with Ryan and I about ways to improve your performance during the course. I strongly suggest that you do not wait until the end of the semester to discuss strategies for improvement. There are 350 possible points in this course and final grades will be assigned by summing all scores according to the following grading scale: Student Grades will consist of: Quizzes Minute Responses Quest #1 Quest #2 Quest #3 Quest #4 Final Exam or Final Paper (Lowest score or final paper dropped) TOTAL POINTS
50 60 60 60 60 60 60 (-60) 350
Grading Scale: A 329.0-350.0 A315.0-328.9 B+ 304.5-314.9 B 290.5-304.4 B280.0-290.4 C+ 269.5-279.9 C 255.5-269.4 C245.0-255.4 D+ 234.5-244.9 D 220.5-234.4 D210.0-220.4 E 000.0-209.9
4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.7 0.0
In order to receive any letter grade as specified, students must have at least the number of points listed (after summing all scores). Your final grade is final. Please do not request a change of grade for reasons other than mathematical error. Applying subjective standards after-the-fact invalidates the standards applied to the entire class and is unfair. Furthermore, no “extra” or “special” assignments will be offered to any one student. Extra credit assignments, if available, are offered to all students and are only offered during the semester (not during finals week, etc.). And, because such extra credit is offered throughout the semester, points will not be “given” to bump students to the next letter grade.
SYLLABUS • 9
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Tuesday
Topic
What to Read & What to Do
Welcome to the Course Course Syllabus & Expectations
READ: Course Syllabus (in Course Pack) and review Blackboard web page
Unit One: Theory Overview 1-14
Thursday
What is Communication?
READ: Ch. 1 DUE: Syllabus Contract & Passport
1-19
Tuesday
What is Theory?
READ: Ch. 1
1-21
Thursday
Thinking about Theory: Approaches to Theory
READ: Ch. 2
1-26
Tuesday
Thinking about Theory: Standards for Judging Theories
READ: Ch. 3
1-28
Thursday
Thinking about Theory: Seven Traditions in the Field of COM Theory
READ: Ch. 4
2-2
Tuesday
Theory in Practice: Objective vs. Interpretive Theories
READ: Ch. 5 & 7
2-4
Thursday
Quest One
STUDY: Review Sheet on Blackboard
Unit Two: Theories of Interpersonal Communication 2-9
Tuesday
Social Penetration Theory
READ: Ch. 8
2-11
Thursday
Uncertainty Reduction Theory
READ: Ch. 9
2-16
Tuesday
Social Information Processing Theory
READ: Ch. 10
2-18
Thursday
Affection Exchange Theory
READ: AET reading on Blackboard
2-23
Tuesday
Communication Privacy Management
READ: Ch. 12
2-25
Thursday
Relational Dialectics Theory
READ: Ch. 11
3-1
Tuesday
Quest Two
STUDY: Review Sheet on Blackboard
Unit Three: Theories of Influence & Organizational Communication 3-3
Thursday
3/7 – 3/11/16
SYLLABUS • 10
Dramatism
READ: Ch. 23
Spring Break
Enjoy your break!
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Topic
What to Read & What to Do
3-15
Tuesday
Elaboration Likelihood Model
READ: Ch. 15
3-17
Thursday
Cognitive Dissonance Theory
READ: Ch. 16
3-22
Tuesday
Functional Perspective of Decision-Making
READ: Ch. 17
3-24
Thursday
Cultural Approach to Organizations
READ: Ch. 19
3-29
Tuesday
Critical Theory of Communication in Organizations
READ: Ch. 21
3-31
Thursday
No Class
4-5
Tuesday
Quest Three
STUDY: Review Sheet on Blackboard
Unit Four: Theories of Media & Cultural Communication 4-7
Thursday
Uses & Gratifications
READ: Ch. 28
4-12
Tuesday
Cultivation Theory
READ: Ch. 29
4-14
Thursday
Agenda-Setting Theory
READ: Ch. 30
4-19
Tuesday
4-21
Thursday
Face-Negotiation Theory
READ: Ch. 32
Tuesday
Genderlect Styles Theory
READ: Ch. 34
Thursday
Quest Four
STUDY: Review Sheet on Blackboard
Thursday
Cumulative Final Exam: 12:00-1:50pm
STUDY: Review Sheet on Blackboard
4-26 4-28
5-5
READ: Ch. 31
Communication Accommodation Theory
Good luck on your finals and enjoy your summer break!
SYLLABUS • 11
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PAgE 23
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Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
INTERPERSONAL Theory PAgE 38
CRITIQUES:
NOTES/ACTIVITY
PAgE 39
2-6
3FMBUJPOBM %JBMFDUJDT 5IFPSZ Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
INTERPERSONAL Theory PAgE 40
CRITIQUES:
NOTES/ACTIVITY
PAgE 41
6 / * 5 * / ' - 6 & / $ & & 0 3 ( " / * ; "5 * 0 /
3-1
%SBNBUJTN Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
INFLUENCE Theory PAgE 44
CRITIQUES:
NOTES/ACTIVITY
PAgE 45
3-2
&MBCPSBUJPO -JLFMJIPPE .PEFM Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
INFLUENCE Theory PAgE 46
CRITIQUES:
NOTES/ACTIVITY
PAgE 47
3-3
$PHOJUJWF %JTTPOBODF 5IFPSZ Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
INFLUENCE Theory PAgE 48
CRITIQUES:
NOTES/ACTIVITY
PAgE 49
3-4 'VODUJPOBM 1FSTQFDUJWF PO %FDJTJPO .BLJOH Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
ORGANIZATIONAL Theory PAgE 50
CRITIQUES:
NOTES/ACTIVITY
PAgE 51
3-5
$VMUVSBM "QQSPBDI UP 0SHBOJ[BUJPOT Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
ORGANIZATIONAL Theory PAgE 52
CRITIQUES:
NOTES/ACTIVITY
PAgE 53
3-6
$SJUJDBM 5IFPSZ PG $PNN JO 0SH Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
ORGANIZATIONAL Theory PAgE 54
CRITIQUES:
NOTES/ACTIVITY
PAgE 55
6 / * 5 .&%*" $6-563"$0..6/*$"5*0/
4-1
6TFT (SBUJรถ DBUJPO 5IFPSZ Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
MEDIA Theory PAgE 58
CRITIQUES:
NOTES/ACTIVITY
PAgE 59
4-2
$VMUJWBUJPO 5IFPSZ Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
MEDIA Theory PAgE 60
CRITIQUES:
NOTES/ACTIVITY
PAgE 61
4-3
"HFOEB 4FUUJOH 5IFPSZ Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
MEDIA Theory PAgE 62
CRITIQUES:
NOTES/ACTIVITY
PAgE 63
4-4
$PNNVOJDBUJPO "DDPNPEBUJPO 5IFPSZ Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
CULTURAL Theory PAgE 64
CRITIQUES:
NOTES/ACTIVITY
PAgE 65
4-5
'BDF /FHPUJBUJPO 5IFPSZ Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
CULTURAL Theory PAgE 66
CRITIQUES:
NOTES/ACTIVITY
PAgE 67
4-6
(FOEFSMFSFDU 4UZMFT 5IFPSZ Theory at a Glance:
Concepts:
Stats at a Glance: Theorist
Approach: Example:
Tradition:
ASSUMPTIONS:
CULTURAL Theory PAgE 68
CRITIQUES:
NOTES/ACTIVITY
PAgE 69
$0. t $PVSTF 4DIFEVMF t 4VCKFDU UP $IBOHF Date 1-12
Tuesday
Topic
What to Read & What to Do
Welcome to the Course Course Syllabus & Expectations
READ: Course Syllabus (in Course Pack) and review Blackboard web page
Unit One: Theory Overview 1-14
Thursday
What is Communication?
READ: Ch. 1 DUE: Syllabus Contract & Passport
1-19
Tuesday
What is Theory?
READ: Ch. 1
1-21
Thursday
Thinking about Theory: Approaches to Theory
READ: Ch. 2
1-26
Tuesday
Thinking about Theory: Standards for Judging Theories
READ: Ch. 3
1-28
Thursday
Thinking about Theory: Seven Traditions in the Field of COM Theory
READ: Ch. 4
2-2
Tuesday
Theory in Practice: Objective vs. Interpretive Theories
READ: Ch. 5 & 7
2-4
Thursday
Quest One
STUDY: Review Sheet on Blackboard
Unit Two: Theories of Interpersonal Communication 2-9
Tuesday
Social Penetration Theory
READ: Ch. 8
2-11
Thursday
Uncertainty Reduction Theory
READ: Ch. 9
2-16
Tuesday
Social Information Processing Theory
READ: Ch. 10
2-18
Thursday
Affection Exchange Theory
READ: AET reading on Blackboard
2-23
Tuesday
Communication Privacy Management
READ: Ch. 12
2-25
Thursday
Relational Dialectics Theory
READ: Ch. 11
3-1
Tuesday
Quest Two
STUDY: Review Sheet on Blackboard
Unit Three: Theories of Influence & Organizational Communication 3-3
Thursday
3/7 – 3/11/16
PAgE 70
Dramatism
READ: Ch. 23
Spring Break
Enjoy your break!
$0. t $PVSTF 4DIFEVMF t 4VCKFDU UP $IBOHF Date
Topic
What to Read & What to Do
3-15
Tuesday
Elaboration Likelihood Model
READ: Ch. 15
3-17
Thursday
Cognitive Dissonance Theory
READ: Ch. 16
3-22
Tuesday
Functional Perspective of Decision-Making
READ: Ch. 17
3-24
Thursday
Cultural Approach to Organizations
READ: Ch. 19
3-29
Tuesday
Critical Theory of Communication in Organizations
READ: Ch. 21
3-31
Thursday
No Class
4-5
Tuesday
Quest Three
STUDY: Review Sheet on Blackboard
Unit Four: Theories of Media & Cultural Communication 4-7
Thursday
Uses & Gratifications
READ: Ch. 28
4-12
Tuesday
Cultivation Theory
READ: Ch. 29
4-14
Thursday
Agenda-Setting Theory
READ: Ch. 30
4-19
Tuesday
4-21
Thursday
Face-Negotiation Theory
READ: Ch. 32
Tuesday
Genderlect Styles Theory
READ: Ch. 34
Thursday
Quest Four
STUDY: Review Sheet on Blackboard
Thursday
Cumulative Final Exam: 12:00-1:50pm
STUDY: Review Sheet on Blackboard
4-26 4-28
5-5
READ: Ch. 31
Communication Accommodation Theory
Good luck on your finals and enjoy your summer break! Â
PAgE 71