In this course you will:

• Examine the process of theory-building.
• Develop criteria for assessing theories of relational communication.
• Critically explore and evaluate a variety of relational communication theories.
• Apply relational theories to "real-life" situations.
• Develop critical and creative thinking skills.
  

• Don DeLillo. 2001. The Body Artist. New York: Scribner.
• Debra J. Dickerson. 2000. An American Story. New York: Anchor.
• Kenneth J. Gergen. 1991. The Saturated Self: Dilemmas of Identity in Contemporary
  Life. New York: Basic.
• Erving Goffman. 1959. The Presentation of Self in Everyday Life. New York: Anchor.
• Natalie Goldberg. 1986. Writing Down The Bones. New York: Shambhala.
• Caroline Knapp. 1996. Drinking: A Love Story. New York: Delta.
• Daniel Quinn. 1995. Ishmael. New York: Bantam.

Course grades will be determined as follows:

This is a seminar-style course so your preparation, presence, and participation are vital. I expect you to arrive in class each evening fully committed to discussing the week=s readings. Participation means involving both yourself and others in discussions which not only critically assess the readings but also exhibit respect for fellow class members. THIS IS YOUR CLASS. The more voices heard the better. But don=t forget, quality matters.

As you read the week=s assignment, you should consider the following questions:

1. What are the basic questions this theorist is asking?
2. Where does s/he go to explore those questions?
3. What answers does s/he propose? What is the main point the author makes? What other claims are made?
4. How is the argument structured? What evidence is used? Is it sufficient? Why or why not?
5. What kind of language does the theorist use to describe the communicative phenomena under consideration? What metaphors are employed?
6. Do you agree with the arguments the author makes? Why or why not?
7. Does the theory meet the criteria of Agood@ theory? Why or why not?

I expect you to come to class with specific questions based upon the readings. These questions will be used to facilitate class discussions and clarify any confusion you might have about the readings. I'll warn you--some of the texts we will be reading are dense so if you find yourself wanting to hurl them across the room, DON'T. Just keep reading and jot down detailed questions about what you don't understand (terms, concepts, examples). We will plough through your confusion.

Finally, self-disclosure is not a prerequisite for this class. You will not be expected to share intimate details of your life. However, 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. In other words, what is shared in class stays in class.

Students will be responsible for leading approximately two hours of class discussion at some point during the semester. You will do this in small groups which I will assign in the second week of class. Basically, the idea is for you to do something which helps students to understand and critique the theoretical perspective under consideration.

Your group might want to bring in film or video examples to aid in the exploration of the particular theory we are discussing (BUT: Please don't rely on a film to fill time. Keep film clips as short as possible). You might want to bring in a guest speaker (for a brief presentation) as a springboard for class discussion. You might want to create a role-playing exercise or put on a play . . . the possibilities are endless! Use your imaginations to come up with pedagogical strategies to help your classmates understand, apply, and critically evaluate the theory of the week

Each group will receive one grade. Grades will be based upon the group=s ability to help classmates to comprehend, apply, and evaluate the theory of the week. Class activities should be guided by the principles of thoroughness, clarity, and creativity. I will also evaluate your efforts based on your success in stimulating productive class discussion.

I will meet with each group during the last fifteen minutes of class the week before you are to lead class. During this meeting I expect the group to present me with a solid and detailed plan for the following week's discussion. This meeting will allow me to oversee your efforts and make appropriate suggestions for improvement.

Each student will keep a theory journal. You will write nine entries in your journal. Each entry must be 2-3 succinct pages in length and will address the topic or theory of the week. Make sure each journal entry has a meaningful main point or thesis.

Use the reading questions detailed above to help you develop journal entries. Make sure that every entry offers a brief summary of the theory of the week. Additionally, you might offer a real-life example to illustrate or challenge the theory. This example might focus on research you conduct using autobiographical, interview, ethnographic, and/or life history methods. You might analyze the strengths and/or weaknesses of the theory, why you think it works and/or why you think it doesn't. You might compare and contrast the theory of the week with one or more of the other theories we have discussed. In short, I want you to wrestle with these theories and demonstrate that you understand (at the very least) the fundamentals of each approach to illuminating the dynamics of relational communication. Your journal entries may take any written form you wish. They may be essays, stories, prose poetry, dialogues, or any other form of written expression. I am not requiring your writing to be "academic." Please remember that this is a journal and not a research paper. While I expect specific citations for quoted material, I expect to hear YOUR VOICE coming through loud and clear. Please write in a voice which feels comfortable.

Journal grades will be based upon your demonstrated comprehension of the theory under consideration, your ability to apply theoretical concepts to real-life situations, your success in critically evaluating and synthesizing the various theoretical approaches, and your ability to clearly communicate your thoughts via the written word. Grading will take into account the degree of difficulty and importance of the task you undertake. Remember to keep journal entries well-focused so that you can adequately support your main point within the 2-3 page limit. REMEMBER: Grammar and spelling do count.

Please type your journal entries. Use a reasonable font so I don't go blind (12 pt.) and double space your lines. I suggest printing two copies immediately after completing an entry so that you don't lose any vital work to the ghosts who lurk in all computers. I will collect your journals three times during the semester. Please assemble then in a binder or folder so that they don't run the risk of becoming cat toys.

Three times during the semester we will devote class time to Writing Workshops. Writing Workshops are peer reviews sessions which will assist you in the journal writing and editing process. You will be required to turn in at least two peer reviews of a single journal entry every time you turn in your journal. I will give you the appropriate forms to complete. My hope is that you will use one another's constructively critical comments to improve your writing.

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