INTERPERSONAL COMMUNICATION PROCESSES

36C:142 FALL 1996
Instructor information: Professor Steve Duck
Room 105B BCSB, Tel: 335-0579
Class Times: Tues./Thurs. 1.05-2.20 203-BCSB
Office Hours: Tues./Thurs. 2.30-3.30 and other
times as listed on the board outside my office,
or by appointment in special circumstances

COURSE DESCRIPTION

This course will focus on the communication processes in interpersonal interaction and the theories that are used to explain communication between people in intimate and non-intimate settings. My research and theoretical interests are largely in everyday communication, the connection between everyday interaction and rhetoric, and personal relationships. That will mean that the course largely settles on those topics and concerns, of course, so that it will illustrate theory and research by means of examples and situations that occur in everyday life, especially in personal relationships.

This is a course for advanced students who seek a fuller understanding of theories and research on such matters. The course does not focus on development of concrete skills in interpersonal communication, although it does seek to develop your critical awareness and understanding of the experiences that make up everyday life in interpersonal communication and personal relational settings. We will concentrate on gaining a conceptual understanding of such things as personal identity, power structures in everyday talk, the ways in which social structure is represented in our habits of talk in personal relationships of daily life, and the ways in which theories shed light on the practical interpersonal experiences of daily life. I will be trying to get you to think about the everyday activities that we take for granted and trying to get you to apply some advanced communication theoretical concepts to explaining how and why they work. I shall be encouraging you to look around you and become more aware of the communication that takes place in daily life without you otherwise noticing it and to come to understand it in terms of the structuring of social life, the ordering of social practice and the status, liking, and power issues that it demonstrates. As a part of this consideration we will be looking at such things as Nonverbal behavior, features of talk, and relationship conduct. The course will include some lectures, discussion, and reading about some controversial topics such as snubs, insults, cursing, swearing, and gossip, and you should be aware that these topics are coming up before you finally make the informed personal choice to commit yourself to taking the course.

A feature of the class will be its informality, and emphasis on co-operation in the educative experience, despite the fact that it will be taught largely by lectures. Each lecture period will include time for discussion. Outside of classes, my Office Hours are posted above and I'll obviously be available then to see people. Be aware, however, that as DEO I have many meetings to attend and sometimes things happen that need my urgent attention unexpectedly. I will keep my posted Office Hours to the best of my ability and am available to see people by appointment also.

I expect input from students, both during the class and afterwards; I expect students to talk to one another, as well as to me, about the material that they study: it's everyday life that we're going to be dealing with, after all. The assessment of your performance on the course will reflect this conviction that people learn by doing and by thinking for themselves, not just by having information rammed down their throats. For this reason also, you will be encouraged to develop your own work on the topics rather than following the letter of a set text -- indeed the set text is deliberately chosen as more basic than you will need to complete the course successfully so that you follow up things for yourself, attend to the lecture materials more closely and develop an independence of learning that is the mark of an advanced student. Accordingly the testing and grading of the course will be based also on more advanced assumptions of your abilities and there will be NO MULTIPLE CHOICE TESTS. All assessments will involve you writing prose reports or essays, as befits the advanced level of the course. The average grade is likely to be in the B-C range, and you will get C grades for answers that show competence and a grasp of the basics but without clear evidence of extra work on your part; you will get B grades for answers that show competence and imagination in your own efforts to complete assignments and think about or do critical evaluation of the course topics; you will get A grades for answers that show competence, imagination, and substantial creativity in your own efforts to complete assignments and a developed understanding of the theoretical underpinnings of interpersonal communication.

Each member of the class will read and write a paper on a minimum of three books devoted to a single topic area related to everyday communication. Appropriate topic areas include, but are not limited to, the following: Time and the structure of interpersonal communication; closeness; the dark-side of interpersonal communication; loneliness; language and identity; metaphors in everyday talk; language and social grouping; informal power in relationships; teacher-pupil communication; professional client communication; parent-child communication; culture and communication; magazine advice about communication.

Papers should be restricted to 10 pages of typed double spaced text, plus notes and references if you need them. The paper should rely on research, theory, and concepts covered in class to render a critical analysis and assessment of the books. Students should also do research on the authorsâ backgrounds and offer an assessment of the authorsâ qualifications to write on the topic. The paper is due on OCTOBER 24TH AT THE END OF THE CLASS and is worth 40% of your grade.

The final examination will require you to write prose answers to two questions selected from a larger set that will be provided at the start of the examination. You will be assessed for your knowledge of the topics, the quality of your arguments, and your style of writing. The exam, being an assessment of your ability to evaluate, organize and deal with material rather than just remember it, is important and therefore carries a higher loading in the overall assessment score. The exam will count for 60% of your grade.

Involvement The quality of the course will depend directly on class membersâ thoughtful and relevant participation in discussing the ideas that we will consider. Some period of time in each class will be devoted directly to discussion of the ideas presented in the books or in lectures. There will of course be different, sometimes conflicting, points of view expressed and we should encounter different life styles, values, and priorities. Learning about communication in everyday life is enhanced if we can all create a classroom atmosphere that is respectful of different perspective and experiences and that invite genuine dialogue and serious reflection. The course will be based on the lectures and if you miss the lectures you miss the course; I often "rewrite the textbooks" in lectures and in any case we shall discuss examples and go through details that are not in the books. The course exam will include specific questions about the lectures, including questions about comments made by members of the class. Part of what I am getting at here is to train you to listen out and observe what goes on in your everyday life, so that you can apply communication theory to it. [Remind yourself about your listening skills by reading the required text pp. 149-175]

Course Text

Since this is a Designer Course, there is not really a text that covers everything we shall cover here, as noted above. The required text is however:

Wood, J. T. (1996) Everyday Encounters. Wadsworth.

This text is useful because it covers most of the topics that we will address and provides a basic starting point for you to explore further the ways to investigate a topic at greater depth. It is bang-up-to-date and uses many materials that you will easily find in other places such as the Main Library in order to follow up your reading. It is also quite a basic text that you will need to follow up. That means your reading of the text should be relatively easy and you can devote your time to doing your own research and follow-up; I will gladly guide that work , but you have to actually do it yourself.

Recommended reading for you to follow up topics as you choose. You should use these as starting points and follow the advice in Lecture 1 (or in the appendix to Human relationships Second Edition -- see below) on other tools you can use:

Bergmann, J. R. (1993) Discreet Indiscretions. Aldine de Gruyter

This text gives a very thoughtful analysis of gossip in terms of its major characteristics and also its role as a moral force in interpersonal life and as a producer of structure and social order. It is written at quite a high level and is theoretically insightful.

Duck, S. W. (1992) Human Relationships, 2nd Edition. SAGE

This book gives coverage of some of the topics in the course, particularly nonverbal behavior and language and social grouping. This is an advanced introductory book.

CLASS POLICY ON DEADLINES AND EXTENSIONS

You will lose ONE GRADE STEP (+/=/-) for each period or part period of 24 hours that the assignment is late. For example the essay that is due on 24th October at the end of class, and is ãreallyä worth B+, will be graded B if it is received after 2.30 on 24th but before 2.30 on 25th, B- after 2.30 on 25th but before 2.30. on 26th, C+ until 2.30 on 27th, C until 2.30 on 28th, C- until 2.30 on 29th, D+ until 2.30 on 30th, D until 2.30 on 31st. After one week late ALL inexcused late essays will be graded F. Do not leave everything to the last minute. Remember that people -- including you -- can have accidents or miss the bus they were going to catch to deliver the paper to me, books sometimes cannot be found, family members may unexpectedly fall ill and so on. I am giving you over EIGHT WEEKS to prepare for this assignment. If you need an extension then you must have received permission from me to extend the deadline: it is not enough for you to assume that "it will be all right" -- it will not be. To qualify for an extension you must see me personally by the end of the class on 15th October. I do not give extensions over the phone or by mail: you must come to see me personally. If you are granted an extension then you will be given a signed form that must be attached to the assignment when you hand it in: if you leave the form off then you will be penalized as if the extension had not been given (i.e., one grade step per 24 hours late). That form will have on it the time and date by which the assignment must be completed. After 15th October, I will not consider granting any extensions and late work will be penalized as above. If you break a leg or get called home or you have a cold or get taken to hospital for a liver transplant, that is your problem, so THINK AHEAD.

NOTE:

The set readings for the different weeks are given on the attached class listing and these are the most important things to look at. Essentially, during the course you will have to read most of Wood and some of other books. You are strongly encouraged to do your own reading and learning more about the topic by your own researches in the Library -- if you need help doing this then come to see me and talk about it.

Student complaints concerning faculty action

The University Operations Manual states that ãat the beginning of each courses students should be informed of departmental and collegiate complaint procedures.ä A student who has a complaint against any member of the Collegeâs teaching staff is responsible for following the procedures described below. Complaints may concern inappropriate faculty conduct (including inappropriate course materials), incompetence in oral communication, inequities in assignments, scheduling of examinations at other than authorized and published times, failure to provide disability accommodations, or grading grievances. In complaints involving assignment of grades, it is college policy that grades cannot be changed without the permission of the department concerned. · The student should ordinarily try to resolve the matter with the instructor first; · If the complaint is not resolved to the studentâs satisfaction, the student should discuss the matter further with the ..... Departmental Executive Officer, or in some departments the person designated to hear complaints. [On this course since I am both the instructor and the DEO I will appoint a person from the Undergraduate Affairs Committee to review any unresolved complaints about this course that fall into this category] · If the matter remains unresolved, the student may submit a written complaint to the Associate Dean for Academic Programs, James Lindberg, 128 Macbride Hall (335-2633). The Associate Dean for Academic Programs will attempt to resolve the complaint and if necessary may convene a special committee to recommend appropriate action. He will respond to the student in writing concerning the disposition of the complaint. · If the complaint cannot be resolved though the mechanisms described above, the student may file a formal complaint, which will be handled under the procedures established for dealing with alleged violations of the statement on professional ethics and academic responsibility in the University Operations Manual. A description of these procedures may be obtained in the Office of Academic Programs, 128 Macbride Hall (335-2633). If complaints at the departmental or college level involving reasonable academic accommodations for students with disabilities cannot be resolved through the mechanisms described above, the student may consult the Office of Affirmative Action. Plagiarism and cheating Plagiarism is, among other things, the unacknowledged use of the ideas of another person. Cheating is, among other things, copying from someone elseâs work, using sorority or fraternity records of previous answers to essays in a class, or downloading work from an electronic database without citation. I also interpret this to mean the borrowing of substantial parts of essays that you have written for other courses for which you have received or will receive credit. An instructor who suspects a student of plagiarism or cheating must inform the student (preferably in writing) as soon as possible after the incident has been observed or discovered. Instructors who detect cheating or plagiarism may decide, in consultation with the Departmental Executive Officer, to reduce the studentâs grade for the assignment or in the course, even to assign an F. Fuller details of this policy are available from the Office of Academic Programs, in the Schedule of Courses, and in the Liberal Arts Bulletin.

SCHEDULE OF CLASSES AUGUST

Aug. 27th Lecture 1: Intro. to course and general matters. Course patterns and outlines (meta-communication about the teaching style. Introduction to Course, Instructor, and personal teaching style, plus a few ideas about finding reading in the Library. Remind yourself of the nature of listening skills (Wood, pages 149-175) to prepare yourself to use them for class discussions later in the semester. Read Wood pages 149-175 and Chapter 1 after this class. They are not difficult.

Aug. 29th Lecture 2: The study of Everyday Life conversation: An assumption of competence Think about Woodâs definition of interpersonal communication; tie it to listening skills. This class will explore context and competence, assessments of quality of communication, and the nature of (in)competence. Do theories of communication too often assume that communication is skillful when we know from real life that it isnât? Think about the ways in which skilled performance breaks rules rather than follows them appropriately. Think about what makes communication boring. Make sure you have read Wood Chapter 1 by now. Follow up by finding other work about communication competence

SEPTEMBER

Sep. 3rd Lecture 3: Structure in everyday life interpersonal communication: Time and place In this class I will overview some of the Big Contexts that affect our communication behavior, things like the way humans think, the importance of Time and Place and Expectation about behavior. Find and bring to the class material from any popular magazine that relates to time and place in interpersonal communication. Bring as many examples as you can from different sorts of relationships and interpersonal communication settings.

Sept. 5th Lecture 4: Structure in everyday life interpersonal communication: Standpoint and identity In this class I will overview the role of communication in creation and management of identity, the role of standpoint, symbols and meaning, and the metaphors of relationships that direct and constrain our talking to one another. Read Wood chapter 2. Follow up by finding and reading at least one paper on metaphor in everyday speech.

Sep. 10th Lecture 5: Identity and using others as reference points Some influences of group and cultural membership on identity and beliefs about interpersonal communication with other people. Read Wood Chapter 3. Read and bring to the class a copy of any magazine that contains advice about identity, managing your appearance or image.

Sep. 12th Lecture 6: Networks and accountability This lecture deals with norms and expectations for communication as an influence on social conduct. If we are all accountable to others, in a general sense, then any understanding of interpersonal communication has to consider the specific ways in which that accountability arises and is performed in everyday communication. Read Wood chapter 4 on symbols as guides to social conduct. Wood treats symbols as meanings shared in a society, but subtly shifts later in the chapter to the ways in which symbols persuade and structure social life. Think about the ways in which that can be explained and how it works. Come to class with some examples of instances where other people in your network affect the way you ãcommunicateä.

Sep. 17th Lecture 7 NVC1: Symbols of structure, solidarity and status ãIn love there are two things: bodies and wordsä Joyce Carol Oates. Nonverbal communication [NVC], as you will already have learned in other classes, is important in interpersonal communication. Wood lays out some of the ways in which NVC supplements or replaces verbal communication. We need also to think of ways in which NVC illustrates the main themes of this course about social structure. Read Wood chapter 5, Duck Chapter 1, pp. 1-17.

Sep. 19th Lecture 8: NVC2: Regulation of social behavior and relationship What is signaled about identity and status by NVC and its relation to verbal communication? This lecture looks at NVCâs role in regulating speech and in modifying the impact of speech patterns. It therefore also implicitly deals with issues of control and identity and prepares us to consider speech and social grouping. Make sure that by now you have read Wood chapter 5, Duck Chapter 1, pp. 1-17.

Sep. 24th Lecture 9: Language I: Language and Social grouping This lecture explores the ways in which terms for social grouping are employed both obviously and subtly. We will discuss the forms of speech associated with different identities and power levels and indications of identity that arise from choosing particular languages or forms of speech Reread Wood p. 95 and read Duck Chapter 1 pp. 18-31. Follow up by finding a compelling example of the ways in which language groups people.

Sep. 26th Lecture 10: Language II: Language and power This lecture explores the dynamics of speech forms and the ways in which these convey messages of power. Read Human Rels 2nd Ed Chapter 1, pp. 18-31. Follow up by finding an example from everyday life.

OCTOBER

Oct. 1st Lecture 11: Language III: Accommodating, power and social identity Continuing from the previous lecture this one explores the ways in which the power dynamics of interpersonal communication can be altered by activity during the course of interaction. We will discuss Gilesâ Accommodation Theory

Oct. 3rd Lecture 12: Low forms of speech as a form of discourse and social control This lecture will analyse low forms of discourse, illustrating the way in which changes of terms are connected to other social change taking place in a society and the ways in which terms are used to marginalise others, claim power, or diminish othersâ identity. For example we will briefly consider the nature of cursing (as in the cursing of witches by the church) as a mechanism of social control and will also look at the ways in which some terms for swearing and profanity have reflected the same mechanisms in everyday life.

Oct. 8th Lecture 13: What we say about others: Gossip, rumor and news in everyday life and as discourse. This lecture explores the differences between gossip rumor and news and connects gossip and rumor to identity and personal rights. We will also consider some of the functions and properties of these forms of interpersonal communication, whose importance in daily life may have been overlooked in the standard texts. Consult Bergman.

Oct. 10th Lecture 14: Gossip and rumor as forms of social control and relational stratification We have now looked at gossip and rumor as forms of discourse but will now look at them as forms of social control and as influences on and indicators of the structure of society. Surprisingly there is a large amount of theoretical work (usually in sociology) that has explored the ways in which gossip tells us about relational networks. Consult Bergman

Oct. 15th Lecture 15: What we tell about ourselves: Strategies for telling others about ourselves and finding out about them ******LAST DATE FOR OBTAINING EXTENSIONS ON THE ASSIGNMENT****** Whereas other people may gossip about us in uncontrolled ways, the control of information is an integral part of relationship development as we find out more about one another. Early theory looked at the ways in which Self Disclosure resulted in relationship growth but more recent work has put this in the context of other strategies of impression management. The next few lectures explore the more recent developments in theory about the process of getting to know other people in talk.Read Wood Chapter 7 ******LAST DATE FOR OBTAINING EXTENSIONS ON THE ASSIGNMENT******

Oct. 17th NO CLASS. Work on the finalization of your paper which is due next week

Oct. 22nd Lecture 16: Self-disclosure as identity and impression management The development of relationships -- and consequent change in interpersonal communication -- has been represented in a growing tendency to reveal information about self. But more recent work has suggested that Self Disclosure is more of a multi-functional activity that involves impression management among other things. Read Human Relationships II, Chapter 3 pp. 67-93

Oct. 24th Lecture 17: The meeting of minds in conversation: What happens? ****YOUR PAPER IS DUE AT THE END OF THIS CLASS***** Some views of acquaintance are that it progresses through stages along the lines we will have discussed by now in class. More recent theory looks on the general idea of such ãprogressä being mentally based and also as a rhetorical enterprise that involves persuasion and a sense of similarity. ****YOUR PAPER IS DUE AT THE END OF THIS CLASS*****

Oct. 29th Lecture 18: How friends talk and develop their relationships This lecture looks at some of the things that are provided in close relationships by the different sorts of communication that partners practice. Bear in mind that not all relationships develop; not all relationships are intimate; not all everyday interpersonal communication is ãsignificantä. You need to be thinking about these instances as well as the programmatic development of other relationships. Find examples from everyday life concerning the differences in speech at different points in friendships and between menâs and womenâs friendships.

Oct. 31st Lecture 19: How communication occurs in romantic relationships In this class we will look at the styles of loving that have been identified and how they could change as relationships develop. However we will also look at some critiques of this approach and consider the ways in which love is expressed differently in different contexts or to different ãaudiencesä in different rhetorical situations. Read Wood chapter 10; Human Relationships pages 32-51. Find some research papers or some discussion in popular magazines concerning romantic relationships of different sorts (e.g., in older people, in gay and lesbian communities, in different cultures, in teenage magazines)

NOVEMBER

Nov. 5th Lecture 20: Talking about relationships and relationship awareness REMEMBER TO VOTE As we get to know people so there develops an awareness of a relationship and so we become able to comprehend similarities and differences between a partnerâs outlook and our own on various matters. There are differences in ability to do this and we will think a little bit about how it works and affects interpersonal communication. Read Acitelli paper that will be supplied.

Nov. 7th Lecture 21: Theories of relationships and conversation: Exchange, Investment, Dialectics Now that we have looked at some of the key features of interpersonal communication, we can try to evaluate the extent to which different general theories of behavior apply to them and we will look for issues that get left out by these theories as we prepare to move onto a different side of the everyday experiences that we have in interpersonal communication. Find and read and come to class with notes about some examples in popular magazines that discuss relationships in terms of principles of exchange (rewards, costs, and so on).

Nov. 12th Lecture 22: Self and others 1: Trust, distrust and taboo Growth and development in relationships are based on trust. What happens to break down trust and how does it affect interpersonal communication when trust is broken? In this lecture we will look also at the ways in which people manage the issue of trust in interpersonal communication by steering away from some topics and trying to avoid conflict. Read Wood Chapter 9. Follow up by finding some of the work by Susan Boon or John Holmes on Trust.

Nov. 14th Lecture 23: Self and others 2: Loneliness What is loneliness and how does it affect communication? Read Human relationships pages 52-66

Nov. 19th Lecture 24: Self and others 3: Relationship breakdown How far does relationship breakdown reflect the development of relationships and how far is it a different process entirely? This lecture looks at the ways in which relationship breakdown is a personal process and ways in which it is a social one that involves reference to networks and others as considered earlier in the course. Read Wood Chapter 10 and Human Relationships pages 93-102

Nov. 21st NO CLASS (Speech Communication Association)

Nov. 26th 28th THANKSGIVING

DECEMBER

Dec. 3rd Lecture 25: Self and others 4: Enemies and the dark-side of interpersonal communication Most of what you read in textbooks assumes that relationships are all fun and joy and that everyday communication is skillful, enjoyable, and full of bliss when we all know from personal experience that such a view is nonsense. This lecture looks at the recent work on the dark-side of relationships and all the hurtful, nasty, difficult, just plain awkward things that occur in interpersonal communication. Read Wiseman & Duck (1995) and the Duck (1994) papers that will be supplied

Dec. 5th Lecture 26: Snubs, degradation and identity diminution Sometimes the interpersonal communication of everyday life is intentionally hurtful and intended to damage the ãfaceä of the other person rather than sustain it. People can be intentionally embarrassed or put on the spot, humiliated or degraded in some way. The present lecture explores these exciting possibilities. Reading: Find examples in the popular press or in magazines

Dec. 10th Lecture 27: Whatâs so special about face to face communication? Long-distance relationships and the reassessment of interpersonal communication Most of what we have said in the course so far assume face to face interaction. This final lecture looks at the special features of Long Distance relationships and helps us to see what is special about interpersonal communication that happens face to face. Read Wood at the end of Chapter 10.

Dec. 12th Lecture 28: Course wrap up and prep for the final exam

Exam week begins December 15th

36C:142 DEADLINE EXTENSION FORM

NOTE: Even if you have been granted an extension, this form MUST be attached to the essay when you hand it in or the granted extension is null and void.

NAME........................................................................ .................. was granted and extension on the 36C142 essay due on Thursday 24th October at the end of class.

S/He has been given permission to hand the work in on DATE...................... before time:..................... If the work is handed in after that time FOR ANY REASON then the following penalties will apply: For each period of up to 24 hours that the essay is late, one grade point(+/=/-) will be deducted as outlined in the 36C:142 course outline. The work is to be handed in personally to Steve Duck and it is the responsibility of the student to ensure that delivery occurs.

Essay extension granted: Date...............................................

Reason...................................................................... ............................................................................ ...............

Instructor Signature...................................

I have read the above form and the course outline and I accept the conditions for the granting of this extension. I understand that the essay must be handed in personally to Steve Duck, and that it is entirely my responsibility to find him in order to hand in the essay. I understand the penalties that follow from late submission.

Signed.................................................................. ..................... (Student)

========================

Essay received: DATE:.................................... TIME..........................

Penalties (if any) ...............................

STARTER SUGGESTIONS FOR REVIEW ESSAY:

Time and communication: Saturday night (Susan Orlean)

Closeness: Mars and Venus in Love (John Gray)

Dark-side: Diana the lonely Princess (Davies)

Loneliness: Single in America (Jan Barkas)

Language and identity: Made in America (Bill Bryson)

Language and social grouping: Slang American Style (Spears)

Informal power in relationships: Anything in Prairie Lights under ãBusinessä; Men are from Mars and Women are from Venus (Gray) Teacher-pupil communication: Lib Arts College Classroom Manual; A teacher affects eternity (Anders & Metteal) Professional client communication: Make it so (Roberts & Ross) Parent-child communication: In Mother Words (Wolfe, Mahaffy & Manthey) Culture and communication: The Little Book of Weddings (Balliet); Miss Manners on Weddings (Martin) Magazine advice about communication: Any Redbook, McCalls, GQ etc that you like.

THESE ARE ONLY SUGGESTIONS AND YOU CAN START ANYWHERE YOU LIKE AND FOLLOW ANY LEAD YOU LIKE AS LONG AS IT FULFILLS THE ASSIGNMENT