Course Description

In this introductory course, we consider the ways in which people create, maintain, repair, and transform interpersonal relationships through communication within particular historical, social, economic, and cultural contexts. Through class activities, reading assignments, and course projects, we explore a variety of aspects of interpersonal communication including identity, language, nonverbal communication, perception, listening, and conflict. In addition, we address challenges to the creation of healthy identities and relationships including substance abuse, domestic violence, and poverty. Throughout the course, we emphasize the impact of ethnicity, class, and gender on interpersonal communication.

A fundamental assumption of this course is that our exploration of interpersonal communication will help us to understand the myriad ways in which communication skills can be acquired, developed, and/or improved. Consideration of these communication strategies and techniques will help us to explore our own interpersonal relationships with family, lovers, friends, co-workers, and community members.

This course fulfills the social science general education requirement and is required for all Communication Arts majors. This course also satisfies degree requirements for a Communication major in Durham.

Course Objectives

Course Readings

Course grades will be determined as follows:

Class Participation:		10%
Quizzes (approx 5):		10%
Identity Project:		20%
Mid Term On-Class Exam:		20%
Group Project:		20%
Final Exam:		20%

Class Participation (15%):

Learning is an active process in which we all participate. Viewing learning as an active process implies several significant distinctions between many traditional classroom interactions and what I hope this course will become for us. First, an active process suggests the importance of understanding and experiencing ideas as they relate to our own lives, rather than just remembering a list of facts. This course will provide us plenty of material upon which to reflect as we consider the role of interpersonal communication in our lives and relationships.

Second, a process continually evolves with no clear beginning or end. Hence, this course will become a dialogue among all of us as we reflect upon the material presented and its relevance to our experiences. Such a conversation includes responsibilities to which we must all agree. Clearly, our initial responsibility includes being in class regularly. But merely being in class is not enough. Being prepared for class is also necessary. A quick reading of the assigned material will do little to prepare for class. Please come to class prepared to offer at least one thoughtful comment on the assigned reading.

An additional important responsibility involves a willingness to be open. Each of us must consider the thoughts and ideas of others in the class. If there are thirty of us in this course, then there will be at least thirty different perspectives. No one experience or viewpoint is more valuable than any other. You may not agree with the views expressed by others in the course, but you must agree to respect each individual’s right to have and share her/his own opinions. Listening to the perspectives of others will help to create greater understanding of the diversity of experience in contemporary society.

Finally, self-disclosure is not a prerequisite for this class. You will not be expected to share intimate details of your life. But if you feel comfortable doing so, you can expect your classmates--and me--to respect your privacy. Any personal information shared during this class will remain private.

Simply stated, THIS IS YOUR CLASS so your participation is essential. The more voices heard the better. But don’t forget that quality matters. Every so often, I will give you short creative assignments that will be completed either in class or at home. These assignments will be graded on a pass/fail basis and will count toward your participation grade.

Quizzes (10%):

Quizzes will be based on the assigned reading and will include multiple choice, true/false, and short answer questions. Students will be expected to exhibit a basic understanding of the main points of assigned readings. I expect to give approximately five unannounced quizzes during the semester. I will drop your lowest quiz grade.

Identity Project (20%):

In this project, you will answer the question “Who am I?” in any way you choose.

You might consider the following questions (BUT realize that you do not have to answer any or all of these questions–they are merely suggestions):

You may use any form of presentation you prefer including (but not limited to) analytical essays, creative writing (poetry, short stories, etc.), painting, photography, drawing, video, song writing, and performance. Written analytical essays must be 2-3 pages in length.

If you choose to do a non-essay project, you must ALSO write a 1-2 page analysis of your project. Please use double-spacing, 12-point font and 1" margins.

We will discuss criteria for evaluation in class.

Mid-Term Exam (20%):

The mid-term exam will be an in-class exam consisting of multiple-choice, true/false, short answer, and essay questions. The exam will cover material discussed in class and in course readings.

Group Film Project (20%):

Every student will participate in a group film project. Groups will include approximately five students and will be assigned after the second week of class. Assignments will be based on common interest and compatible schedules.

For this project, each group will chose a feature film that deals with some aspect of interpersonal communication discussed in this course. The project must address one of the topics we consider during the semester. After your group has chosen a film and a topic, please be sure to okay your selection with me BEFORE you begin the project. I will be meeting with your group at least three times during the semester to receive progress reports.

Suggested films include: Short Cuts, Jungle Fever, Annie Hall, Ruby in Paradise, The Hours, Iris, The Joy Luck Club, You Can Count On Me, Amy’s O, Field of Dreams, Fight Club, Save the Last Dance, Requiem For A Dream, American History X, Diner, Four Little Girls, Reality Bites, Tom and Viv, Fried Green Tomatoes, Barcelona, Singles, Unfaithful, What’s Eating Gilbert Grape, The Farmer’s Wife, Searching for Bobby Fischer, Rear Window, Sleepless in Seattle, Anastasia, Good Will Hunting, The Truth About Cats and Dogs, In the Bedroom, American Beauty, The Good Girl, Wonder Boys, Spring Forward, Steel Magnolias, Boys Don’t Cry, Real Girls Have Curves, Deconstructing Harry, Chicken Run, Shrek, Shrek 2, The Station Agent, Japanese Story, Mean Girls, All the Real Girls, and Bridget Jones’s Diary.

Film and topic choices are on a first-come, first-serve basis. Films are available in the library or at local video stores. You might also check out the online DVD rental service Netflix at www.netflix.com. If you have trouble locating a particular film, please let me know.

Your group will write a 5 -7 page paper (double spaced, 12-point font, and 1”margins) and deliver a 10-minute presentation. In the paper, you will examine the film’s representation of the topic you have chosen.

Your paper MUST include research from 3 scholarly sources. There are a variety of interpersonal communication textbooks on reserve in the library to consult for scholarly references. Textbooks will not count as references. You can also locate relevant scholarly sources through databases in the UNHM Library at University Center or at the UNH Dimond Library in Durham. A member of the library staff will visit our class to discuss the use of library resources. If you have trouble finding information in the library, please ask one of UNHM’s librarians for assistance. You may only use ONE Internet source. Please make sure that the site you use is credible. I will be happy to assist you with any questions you may have.

Your paper should include:

I. Introduction and statement of purpose:

This section should introduce the reader to your topic and the film you have chosen to examine. Make sure you have a thesis (main point) and that you highlight it in the introduction. By stating your thesis up front, you let the reader know where you are going. Key questions include:

II. Review of the relevant literature:

This section should provide an overview of the scholarly research you have examined. Key questions include:

III. Analysis of the film:

This section should include an overview of the film (a brief recapping of the story) and an analysis of the film that applies the aspect of interpersonal communication you have chosen to study. Key questions include:

IV. Conclusion:

This section should include a brief summary of your main points and some concluding remarks. Key questions include:

Each paper MUST be fully cited and include a bibliography in Modern Language Association format (see http://www.mla.org or check with a reference librarian for assistance). Papers should clearly demonstrate your understanding of interpersonal communication concepts, your familiarity with the relevant literature, and your ability to critically apply your knowledge of interpersonal communication to a film text. As with any paper, organization, grammar, and spelling do count. Please remember that your paper must have a thesis!!!

The group presentation is designed to provide you with the opportunity to share your research with the class. Presentations should be well planned, well rehearsed, and above all, informative. Make sure to cover your main points in your presentation and provide time for questions. You will probably want to include a clip of the film in your presentation, but do not rely to heavily on film clips to make your points.

REMEMBER: You have less time than you think you do. The actual presentation generally takes longer than your rehearsal did. I will cut off presentations at the 10-minute mark so please make sure you have timed your presentation accordingly.

Each group will receive ONE grade based upon your paper (75%) and presentation (25%). As a result, you are responsible for encouraging the participation of all group members. You may divide the work any way you see fit. You will have the opportunity to evaluate all group members (including yourself) at the end of the project. I reserve the right to lower individual grades due to insufficient work.

Group projects are always challenging. They can also be richly rewarding both intellectually and personally. The responsibility for the success of your project lies in your collective hands. Make it work! I am always available for assistance. Please don’t hesitate to come to me with any questions or problems. All conversations between students and myself are confidential.

Final Exam (25%):

The final exam will be based upon material from the entire course, including readings and class discussions. The in-class portion of the exam will include multiple choice, true/false, and short answer questions. The take-home portion will be an essay question. Students will be given the essay question one week in advance. All essays must be typed using double-spacing, 12-point font, and 1” margins.

Grading Criteria

Grades are earned based on the following scale:

A (94 and above): Extraordinary
A- (90-93): Exceptional
B+ (87-89): Superior
B (84-86): Great
B- (80-83): Very Good
C+ (77-79): Good
C (74-76): Average/Satisfactory
C- (70-73): Below Average
D+ (67-69): Inferior
D (64-66): Unsatisfactory
D- (60-63): Very Unsatisfactory
F (59 and below): Unacceptable and Failing

Attendance Policy

You are expected to attend each and every class. Of course, we all have lives beyond this class. Given that reality, each person receives one complementary absence. I don’t need to know where you were or why you couldn’t attend class; I will assume you had a perfectly good reason.

However, if you are absent more than once, I reserve the right to lower your grade by one letter grade for EACH additional absence. Bottom line: if you miss more than one class, you probably want to talk with me.

Assignments are due at the beginning of the class period. Late assignments will not be accepted. There are no make-up quizzes. If you know that you will be unable to take the mid-term exam or the in-class final exam on the scheduled date, you must make arrangements for a make-up exam at least TWO WEEKS in advance. Mid-term and final exam make-ups due to illness or emergency will be considered on a case-by-case basis.

Assistance

I am ready, willing, and able to help you with your questions and concerns regarding the course. Please feel free to see me during my office hours, to call me at 641-4106, or to email me at bjago@comcast.net.

Additionally, the Learning Center provides tutoring services. I strongly encourage you to take advantage of the resources available there. You can reach the Learning Center at 641-4113.

Student Conduct

UNH’s Student Code of Conduct and Judicial Process states that, “community standards of behavior are intended to preserve and protect the University’s educational mission of teaching, research, and public service, as well as promote every student’s academic achievement and personal development. To attain these aspirations, students must live, work, and learn in an environment of civility and respect where both rights and responsibilities are deeply valued and highly cherished.”

In light of the Student Code, the following rules are in effect for this course:

1. The use of cell phones or pagers during class is not allowed. Please turn them off for the duration of class meetings.

2. Disruptive conversation is forbidden. If you aren’t talking about course material, you shouldn't’t be talking during class.

3. Please come to class on time. Lateness will not be tolerated.

4. Cheating, plagiarism, or other forms of academic dishonesty are strictly forbidden.

Violations of the above rules will be handled on a case-by-case basis. Penalties might include: a reduction in your class participation grade; a failing grade on an assignment; a failing grade for the course; or a formal charge resulting in University disciplinary proceedings. I reserve the right to ask any student to leave class if his/her behavior disrupts the educational process.

Course Schedule

T Sept 7:
Part 1: Introduction: Why study interpersonal communication?

Part 2: Communication and the Learning Process
IN-CLASS ASSIGNMENT: Learnable Moments Assignment

Part 1: Foundations

T Sept 14:
Part 1: Historical Perspectives
READ:
-John Welwood, “Introduction” to Challenge of the Heart

Part 2: Economic Perspectives
READ:
-Barbara Ehrenreich, “Nickel and Dimed”

T Sept 21:
Part 1: Cultural Perspectives
READ:
-Deborah Cameron, “Good to Talk? The Cultural Politics of
‘Communication’” at http://www.ioe.ac.uk/lie/files/dctalk.html
ASSIGNMENT DUE: Pop Culture Assignment

Part 2: Identity

Part 2: Who Am I?
In-Class Drawing Project (bring crayons and paper to class)

T Sept 28: Theorizing Identity and Narrating the Self
READ:
-Dalton Conley, Honky
IN-CLASS FILM: Lily and Jim by Don Hertzfeldt, SHORTS 4

T Oct 5:
Part 1: Identity Project Presentations
ASSIGNMENT DUE: Identity Project

Part 2: Library Info Session
Guest Speaker: Carolyn White, Assistant Professor/ Library Specialist
ASSIGNMENT DUE: Library INFOBOOST “Citing Sources” Quiz

Part 3: Group Film Project Meetings

Part 3: Exploring the Basics

T Oct 12: Language
READ:
-Ernest Hemingway, “Hills Like White Elephants”
-Laurel Sutton, “Bitches and Skankly Hobags”
ASSIGNMENT DUE: Nonsexist Language Worksheet

T Oct 19:
Part 1: Nonverbal Communication
READ:
-Lisa M. Tillmann-Healy, “A Secret Life In A Culture of Thinness”
VISIT: The Center for Nonverbal Studies in Spokane, Washington at: http://members.aol.com/nonverbal2/index.htm. Pay particular attention to “The Nonverbal Dictionary”

Part 2: Group Film Project Meetings
ASSIGNMENT DUE: Group Film Project Topic

Part 3: Mid-Term Review
Please come to class with prepared questions.

T Oct 26: In-Class Mid-Term Exam

T Nov 2:
Part 1: Perception
READ:
-Paul Watzlawick, “Punctuation”

Part 2: Listening

T Nov 9: Emotion
READ:
-Daniel Goleman, excerpts from Emotional Intelligence
-Arlie Russell Hochschild, “Exploring the Managed Heart”
IN-CLASS FILM: Excerpt from Steel Magnolias
ASSIGNMENT DUE: Emotion Drawing Project

T Nov 16:
Part 1: Synthesizing the Basics
READ:
-Anne Lamott, Operating Instructions

Part 4: Relationship Challenges

Part 2: Dialectical Tensions
READ:
-Joyce Carol Oates, “Au Sable”

Part 3: Group Project Workshop
ASSIGNMENT DUE: Group Film Project Thesis Statement

T Nov 23: Conflict
READ:
-Connie May Fowler, When Katie Wakes
IN-CLASS FILMS: Billy’s Balloon by David Birdsell, SHORTS 6 and excerpts from Short Cuts and Good Will Hunting
ASSIGNMENT DUE: Conflict Drawing Project

Part 5: Relational Spaces

T Nov 30: IN-CLASS FILM: Home Movies
READ:
-Adrienne Salinger, excerpts from Living Solo
-Jonathan Franzen “Imperial Bedroom”
ASSIGNMENT DUE: Relational Spaces Photo Assignment

Part 6: Meditations

T Dec 7:
Part 1: Group Film Project Presentations
ASSIGNMENT DUE: Group Film Projects Due

Part 2: Contradiction and Paradox
READ:
-Adam Philips, Monogamy
ASSIGNMENT DUE: Monogamy Aphorism Analysis

Part 3: Final Comments
Final Exam Take-Home Essay Question distributed

T Dec 14: In-Class Final Exam
Final Exam Take-Home Essay Question Due