In this course you will:

• Critically explore current topics and issues in the study of language and interaction.
• Develop an appreciation of the way our personal and social realities are created, maintained, repaired, and transformed through communicative interaction.
• Apply a social constructionist perspective to a variety of everyday contexts and concerns.
• Develop creative and critical thinking skills.

• Thomas Berger and Thomas Luckmann. 1967. The Social Construction of Reality. New York: Anchor.
• Emily Martin. 2001/1995.The Woman In The Body. New York: Beacon.
• Rainer Maria Rilke. 1993. Letters To A Young Poet. New York: Norton.
• Deborah Tannen. 1998. The Argument Culture: Moving From Debate to Dialogue. New
  York: Random House.
• Alan Watts. 1966. The Book. New York: Vintage.

Course grades will be determined as follows:

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 language 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. You must come to class prepared to analyze and critique the readings.

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 twenty of us in this course, then there will be at least twenty 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 we must all agree to respect each individual's right to have and share her/his own opinions. Hearing and listening to the perspectives of others should do nothing more than 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, quality matters.

There will be approximately 3-4 unannounced quizzes during the semester. Quizzes will be based on the assigned reading and will include multiple choice and short answer questions. Students will be expected to exhibit a basic understanding of the main points of assigned readings. Quizzes will be unannounced.

During the semester, each student will write TWO critical response papers. Critical response paper #1 must be based on Part 2: Constructing Realities. Critical response paper #2 must be based on Part 4: Debate Vs. Dialogue. Papers should be 3-4 pages in length (double-spaced, 12 pt. font, 1" margins).

Critical response papers provide you with the opportunity to explore course readings through critical analysis. Your paper should include a brief and concise summary of the author=s ideas and your response to them. Make sure to support your summary with examples from the text but use quotations sparingly. A paper of this length should include only two or three quotations. Quotations should be either prefaced or followed by an explanatory sentence demonstrating your understanding of the author's statement. Your response to the ideas discussed by the author will provide your paper with its main point or thesis. Your paper may take the form of an essay or story. I do not require your writing to be "academic." Basically, I want you to write in a voice which feels comfortable to you.

A close and critical reading of articles and books will provide you with a solid foundation for your response papers. A critical reading includes your interpretation and evaluation of the authors's argument. Below are some tips and questions to ask when reading critically. You do not need to answer all of the questions in your response. But, if you ask yourself these questions as you read, you will have a better understanding of the author's purpose and arguments, giving you a stronger starting point for writing your response.

1. Highlight, write in the margins, and/or take notes as you read.
2. Make notes when you agree and disagree with the author's claims.
3. What are the main points of the article or book?
4. Why do you think the author chose to make this argument? What would s/he like you to learn from her article? How do you know?
5. Look for ways the author uses evidence to support her/his argument. How is the argument structured? Does s/he provide sufficient evidence? Are you convinced? Why or why not?
6. Is the author working from any assumptions? What are they?
7. What are the strengths and weaknesses of the article or book?
8. What other arguments could be made on this subject? Does the author consider opposing ideas?
9. How do your beliefs affect your interpretation of the article? Try to step outside of those beliefs and evaluate the argument through the lens of communication. Does this change your interpretation?

As you are writing (and editing), keep these points in mind:

1. Choose a narrow focus. You cannot possibly discuss every argument/point of the article/book, so select one or two points for your response.
2. Be very specific. Make every sentence relevant to your main point. Reread and remove unnecessary or repetitious sentences.
3. Don't make broad generalizations you cannot support. Reread your response and look for words like never, always, must, etc. Often this type of language is too strong and can weaken your argument.
4. Avoid attacking language and tone.
5. Convince the reader you have something to say. Tell the reader why your response matters. This response is an opportunity for you to use your voice and express your ideas.
6. Have confidence in your ideas.
7. READ YOUR PAPER ALOUD. This is possibly the best editing tool you have. It will call your attention to confusing and incomplete sentences, awkward word choice or phrasing, and structural problems. Does your paper flow smoothly? Basic mechanical/grammatical errors will detract from the clarity of your argument. You all have good ideas ? don't let a lack of editing get in the way of expressing them!

Papers will be evaluated using the following criteria:

1. Demonstrated an understanding of the author's argument.
2. Presented a meaningful response to the author's argument, supported by reasonable evidence from the article or book, or from your own personal experience.
3. Clearly and succinctly communicated ideas in written form. REMEMBER: Grammar and spelling do count.
4. Did not exceed required 3-4 page length (double-spaces, 12 point margins, 1" margins).
   

Each student will conduct a project applying course concepts and theories in a critical analysis of language use in everyday life. You may choose to analyze the language used in a conversation from a real-life encounter in which you participated, a conversation from a real-life encounter you witnessed, a conversation from a television show or film, an advertisement or series of advertisements for a product, the lyrics of a song, a children=s book, a novel, a magazine article, etc. THESE ARE MERELY SUGGESTIONS. Use your imagination. All topics must be okayed by me.

Each student will write a 2-3 page (double-spaced, 12 pt. font, 1" margins) project summary and deliver a 2 minute presentation of her/his project to the class. Your paper must have a main point/thesis that is well-supported by evidence. Make sure your main point is focused enough to be adequately supported in 2-3 pages.

Grades will be based upon your ability to apply course content through an analysis of the ways in which the meaning of the conversation, advertisement, song, etc. was constructed though language. Grades will also take into account the degree to which you clearly communicate your thoughts in written and spoken forms. Presentation evaluations will be conducted by me as well as your classmates.

The final exam will be an in-class exam. The final exam will include multiple choice, true/false, short answer, and essay questions. I will distribute possible essay questions two weeks in advance of the final.

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