INSTRUCTOR’S RESOURCE MANUAL
FOR
JULIA T. WOOD’S
COMMUNICATION MOSAICS:
AN INTRODUCTION TO THE FIELD OF COMMUNICATION
Eighth Edition
Ronald J. Shope
Grace University, Omaha, NE
Julia T. Wood
University of North Carolina-Chapel Hill
[insert cities]
[insert copyright page]
iii
Wadsworth/Cengage Learning
Ronald J. Shope
Grace University, Omaha, NE
Julia T. Wood, Ph.D.
University of North Carolina-Chapel Hill
For revisions to the 7th edition of this instructor’s resource manual, we appreciate that we could build upon the
hard work and creative contributions of Myrna Foster-Kuehn, who wrote the 6th edition.
Property of:
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Contents
Introduction …………………………………………………………………………………………………………1
Section I: Basic Considerations for Teaching the Course ……………………………………….2
Opportunities and Challenges ………………………………………………………………………………….3
Creating an Effective Classroom Climate………………………………………………………………….7
Approaches to Teaching the Course ……………………………………………………………………….10
Recommended Major Assignments ………………………………………………………………………..12
Sample Class Syllabus and Schedule ……………………………………………………………………..27
Public Speaking Supplement …………………………………………………………………………………36
Section II: Summaries of Content, Instructional Support, and Assessment Tools ….37
Chapter 1: A First Look at Communication ……………………………………………………………
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More …………………………………………………………………………………
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 2: The Field of Communication from Historical and Contemporary
Perspectives …………………………………………………………………………………………………………..
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 3: Perceiving and Understanding ………………………………………………………………
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 4: Engaging in Verbal Communication ……………………………………………………..
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 5: Engaging in Nonverbal Communication ………………………………………………..
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 6: Listening and Responding to Others ……………………………………………………..
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 7: Creating Communication Climates ……………………………………………………….
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 8: Adapting Communication to Cultures and Social Communities ……………..
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 9: Communication and Personal Identity…………………………………………………..
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 10: Communication in Personal Relationships …………………………………………..
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 11: Communication in Groups and Teams ………………………………………………..
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 12: Communication in Organizations ………………………………………………………..
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 13: Public Communication………………………………………………………………………..
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Chapter 14: Mass Communication………………………………………………………………………….
Vocabulary Terms ……………………………………………………………………………………………………
Activities ………………………………………………………………………………………………………………..
Journal Items …………………………………………………………………………………………………………..
Panel Ideas ……………………………………………………………………………………………………………..
Discussion Questions ……………………………………………………………………………………………….
Movie: Fahrenheit 9/11, Fahrenhype 9/11 ………………………………………………………………….
Communication Scenarios DVD………………………………………………………………………………..
Chapter 15: Digital Media and the Online World ……………………………………………………
Chapter Outline ……………………………………………………………………………………………………….
Key Concepts ………………………………………………………………………………………………………….
Activities, Exercises, and More ………………………………………………………………………………..
Communication Scenarios DVD………………………………………………………………………………..
Essay, Multiple Choice, and True/False Quizzes …………………………………………………………
Closing the Course …………………………………………………………………………………………………
Closing Activities…………………………………………………………………………………………………….
Section III: Additional Resources
Suggested Internet Resources by Chapter……………………………………………………………………
More Useful Internet Resources for the Introductory Communication Course …………………
Critical Thinking Resources ……………………………………………………………………………………..
Teaching with Film Resources…………………………………………………………………………………..
Feature Films with Strong Communication Themes …………………………………………………….
INTRODUCTION
This resource manual is designed to assist you in teaching the basic course for which the eighth
edition of Communication Mosaics is the primary text. Regardless of whether you are teaching
this course for the first time or are a seasoned veteran, this resource book will assist you in
meeting your pedagogical goals. It includes chapter outlines, activities, test items, and teaching
strategies we use in our own classrooms, as well as insights gleaned from instructors across the
United States. The result is a range of perspectives, assignments, and teaching options that offer
useful ideas to veteran and novice teachers alike.
This eighth edition of the instructor’s resource manual contains three sections:
In Section I, Basic Course Considerations, we discuss some common issues and different
orientations to the basic course. Particularly important for less experienced instructors, the
opening discussion in Section I focuses on some of the dangers and difficulties that arise when
using teaching material pertinent to students’ personal lives and problems.
Section II, Course Content, presents you with convenient chapter outlines of Chapters 1 through
15. We also include activities, assignments, and test and quizzes for each chapter. Finally, we
provide ideas to incorporate public communication and critical thinking skills throughout each of
the 15 chapters.
In Section III you will find Additional Resources, consisting of films, videos, print, and web
resources that can be used both in and out of the classroom. Useful to both you and your
students, these are indexed by chapter and by topic.
Please see your Wadsworth/Cengage Sales Representative (find your rep at
http://www.cengage.com/findrep.html) or call 1-800-354-9706 for these materials, and any
others that you wish to consider adopting for your course.
SECTION I
BASIC CONSIDERATIONS FOR
TEACHING THE INTRODUCTORY COURSE IN COMMUNICATION
Adapted from: Lynette M. Long, James Madison University
The introductory course in communication (a.k.a. the basic course) offers rich opportunities for
teaching and learning. Effective communication is essential for personal growth and well being,
building and maintaining good relationships, successful participation in small group interactions,
and in professional and civic life. Thus, this course, unlike many your students take, pertains
directly and immediately to their lives.
Many students who enroll in the basic course in communication enter with high motivation and
interest: They want to learn how to communicate more effectively. Even students who are
required to take the basic course typically approach the class with curiosity and good humor. At
the same time, some students enter our courses troubled by apprehension that arises from past
unsuccessful communication experiences and/or chronic communication apprehension. Students
who have communication apprehension are more numerous in required “basic” classes since they
often self-select themselves out of elective courses in communication.
In this section of the guide we will suggest ways to draw upon students’ initial interest to create
an energized laboratory for learning and growth. We’ll consider special opportunities and
challenges of this course, diverse course designs and teaching styles, and ways to create an
effective climate for engaged learning.
OPPORTUNITIES AND CHALLENGES
OF THE BASIC COMMUNICATION COURSE
Opportunities
There are many and special opportunities that accompany teaching this
course. Among these are chances to enlarge students’ understanding of
the role of communication in everyday life, enhance their competence in
specific communication skills, and deepen their respect for social diversity.
ENLARGING
UNDERSTANDING
An obvious, yet nonetheless important, highlight of teaching the basic
course in communication is the chance to introduce students to a
fascinating area of study and of life. Since the time of the Ancient Greek
Academy, the questions of how citizens ought to communicate in public as
well as in relationships have occupied a central focus. In our own
technological times, these issues are no less important. Particularly as
television and the Internet take us to diverse cultures and people in an
instant, our ability to adapt to diverse communication contexts, cultures,
and communicators will undoubtedly be a crucial survival skill for our
citizens. Teachers have a rare opportunity to affect students’ lives in
fundamentally important ways. You can enlarge your students’
understandings of how both public and interpersonal communication has
and continues to shape their identities, their relationships with others, and
their effectiveness in professional and civic life.
SKILL
DEVELOPMENT
This course also provides an opportunity to improve students’ practical
communication skills. The textbook and this guide provide a wealth of
concrete activities that help students develop and refine their competence
in communicating in a range of contexts including interpersonal relations,
small groups, and public speaking. In addition, the reflections in each
chapter of the text and the suggestions for journal assignments and other
activities in Section II of this resource book encourage students to
recognize and think about connections between conceptual material and
communication in their everyday lives.
RESPECT FOR
SOCIAL
DIVERSITY
A third and very important opportunity supported by Communication
Mosaics is the potential to expand students’ awareness and appreciation of
social diversity, which enhances their abilities to interact in a global
communication acknowledges, obscures, or distorts various groups in
society. In turn, this emphasis helps students become more tuned in and
mindful, able to think critically, and better skilled at group and team work
with diverse others.
CRITICAL
THINKING,
CIVILITY, AND
RESPONSIBLE
COMMUNICATION
Drawing on ancient concerns with providing an ethical and effective
rhetorical education for citizens of Western societies, the basic course in
speech communication traditionally affords students the opportunity to
reflect critically and empathically on their communication, the
communication of diverse others, and the artful, inventive ways that
symbols and behaviors can usefully be shaped to maximize productive
social interactions.
Challenges
Along with the opportunities involved in teaching the basic course in
communication, there are also distinct challenges. Among these are
egocentric perspectives, the difficulty of struggling with personally
troublesome issues, ethnocentrism, communication apprehension, and the
timely development of public communication and speaking skills.
EGOCENTRIC
PERSPECTIVES
A perennial problem in teaching is some students’ resistance to
information that isn’t consistent with their personal experiences. For
example, students may respond to explanations about how gender roles are
taught with the statement, “My parents didn’t say that,” as a way of
dismissing the larger point. Similarly, students whose romantic
relationships have followed trajectories different from the general model of
relational evolution sometimes challenge the general validity of the model.
Sometimes white students who deny the finding that Caucasians are the
privileged race in this society. Or, if they have experienced the
are uncomfortable when confronted with information that dispels the myth
of a classless, non-racist, meritorious society, and even more
uncomfortable when teachers encourage them to reflect on these issues.
The discomfort in dealing with these topics is natural and unavoidable. If
honestly addressed and constructively channeled, however, it is also a
powerful stimulus to personal growth. Rather than attempting to lessen
students’ discomfort in approaching these topics, it is useful to recognize it
explicitly in class discussion and encourage students to accept discomfort
as a necessary stage in expanding understandings of themselves and others.
Another content-related tension in the course is topics that are personally
painful to some students. If your class mirrors national demographic
trends, your students will have encountered and/or had first-had experience
with bullying, substance abuse, sexual assault, and social exclusion based
on race, ethnicity, sexual orientation, or a range of other factors..
Our belief as teachers is that it is more constructive to acknowledge and
deal with difficult issues than to ignore them.
We tell our students frankly that we are wrestling with some of the same
issues that they are and that sometimes we wish we didn’t have to. This
admission by an instructor gives students “permission” to be upset, while
also inspiring them not to avoid troublesome topics and issues in our lives.
ETHNOCENTRISM
A common challenge in teaching this course (and many others) is teaching
students to be aware of ethnocentric perspectives and to resist
ethnocentrism in their own thought and action. Most often, students are
not aware of their ethnocentrism. They assume the communication
practices they have learned are normal and right, and they automatically
apply the standards of their culture to everyone without realizing that the
standards themselves are arbitrary and culturally constructed.
There are several ways to fortify the text’s attention to diversity in your
class. First, it is important to emphasize diversity in lectures and
discussions. Secondly, reviewing the case studies that appear on the
students’ CD-ROM profiling diverse students may also heighten
awareness of diversity. And lastly, diversity and ethnocentric standards of
judgment are emphasized by the exercises included in Section II of this
resource book.
COMMUNICATION
APPREHENSION
Communication apprehension is experienced by a number of students,
particularly in required courses. That topic is dealt with in Chapter 13 of
Communication Mosaics. It is possible and sometimes desirable to deal
with communication apprehension in the early part of the course by
assigning the first Section of Chapter 13.
6
DEVELOPMENT
OF PUBLIC
COMMUNICATION
AND SPEAKING
SKILLS
One of the greatest challenges in the basic course can be a pragmatic one:
how to provide students with all the necessary concepts, skills, and
presentation tools to give a solid presentation by the end of the term and
yet still cover the other exciting and important topics in the basic course.
This is especially crucial in basic/hybrid courses that prepare students to
take (and pass!) university-wide assessment requirements for presentation
skills at the end of the term.
The best way we’ve found to meet this challenge is to begin introducing
public communication concepts and skills, preparation exercises, and
informal speaking opportunities early and throughout the course, rather
than leaving it all to the last few rushed weeks of the semester. We
provide plenty of ideas for you to do this in your classes too.
CREATING AN EFFECTIVE CLASSROOM CLIMATE
Effective
Climate
Dimension
Effective teaching requires more than competence in the content of a course.
Because that content exists within a context, teachers must create a learning
environment that supports the content and goals of their courses. The
climate, or overall mood, of a classroom sets the tone for what will happen
in a course. Classroom climate affects what is said (and not said), what is
learned (and not learned) and how students feel about themselves and about
interpersonal communication.
OPENNESS
The instructor sets the tone for openness by how she or he acts in the first
meeting of the class and in all subsequent meetings. Creating a sense of
openness begins on the first day of class when the instructor introduces the
course and himself or herself. Instructors who reveal personal information
and tell students personal stories model openness in the class. Openness is
also encouraged when instructors honestly admit their own struggles with
some topics in the course. Acknowledging your own uncertainties informs
students that it’s acceptable for them to be unsure and uncomfortable at
times.
INVOLVEMENT
A second quality of effective learning environments is involvement.
Involvement exists when students are personally engaged with material and
each other and when that engagement translates into constructive
participation in the class. Students who feel personally involved and
engaged in a course will participate actively in classroom discussions and
will learn course material.
As with openness, involvement is developed from the first meeting of a
course. The initial session should set a tone that invites students to become
directly and personally engaged with the material and each other.
Involvement means more than having students respond to their instructor.
An involved class is one in which students respond to each other as well.
Thus, it’s important that you encourage students to talk with each other, as
well as with you. One way to do this is to ask a second student to comment
on what the first one says: “What do you think about Erin’s idea?” “Have
you had the same experience as Erin?” Continue posing questions and
engaging students in dialogue with you and each other until you sense that
they feel comfortable being actively involved.
We provide three types of tools to help you increase student involvement:
throughout the term on issues and topics covered in the course. You might
also decide to assign students the responsibility of leading class discussion,
drawing from the section on Discussion Questions.
RESPECT
Respect is another vital quality of an effective learning climate for basic
courses in communication. Both openness and involvement prosper in a
climate of respect; neither is likely when respect doesn’t exist. To be open
about their thoughts and feelings, students must feel that what they say will
be respected.
The instructor must model an attitude and climate of respect. To do this, it’s
appropriate to show curiosity and interest when students state points of view
that expand or challenge material presented in the text and in class
discussions. Instructors may also assume the role of devil’s advocate to
voice perspectives that don’t surface in class discussion. Respect for
differences is also modeled by how teachers respond to students who
challenge them and their ideas. Finally, you will need to monitor
communication in your class to make sure that respect for diversity is
sustained
SENSE OF
COMMUNITY
A final quality of a vibrant classroom climate is a sense of community. We
can recommend four methods for enhancing the sense of community in a
class.
Knowing Each Other. The minimum condition for a sense of community
to exist is that members of the community know one another. Thus, it’s
desirable to have class members learn each other’s names.
Sharing Responsibility for Course Design. Another way to heighten a
sense of community in your classroom is by allowing students to participate
in designing portions of the course. For example, you might reserve two or
more days at the end of the term for topics of special interest to students.
When Julia has done this, students have asked her to prepare material on
dual career marriages, which many of them envision as in their future, and
managing long-distance relationships, which many of them anticipate or are
already experiencing. You can also invite students to submit possible test
items, some of which you then include on their tests. This not only increases
their involvement in the classroom community, but also encourages them to
study material closely.
Class Business. A final suggestion for building a strong sense of
community is what Julia calls “Class Business.” This is a span of time set
aside at the beginning of each class meeting for discussion of observations,
experiences, news items, films, and so forth that pertain to communication.
Class business achieves three important pedagogical goals. First, it prompts
students to notice communication issues in their lives and in society. Second,
it allows students and teachers to discuss valuable topics beyond those
designated on the formal syllabus. Third, it demonstrates, often dramatically,
the relevance of course material to the everyday life of individuals and
society.
To make class business work effectively, the instructor must initially fuel
interest. At the beginning of the second class meeting, ask whether anyone
has any class business. Typically, nobody volunteers anything so early in the
course, so come prepared with news clippings and observations, which you
can discuss with students. For example, in the fall of 1994, newspapers
around the country published research that indicated styles of loving are
learned, not biologically pre-wired. Julia brought one newspaper’s story to
class and a lively discussion ensued.
After two to four class meetings in which you initiate discussion of class
business items you have brought, students will begin to bring items and
observations of their own. Indeed, our experience is that the dilemma is not
kindling students’ interest in class business, but rather preventing class
business from taking over the entire class period. To avoid this problem, it’s
appropriate to impose a time limit of 5 or 10 minutes for class business each
day.
APPROACHES TO TEACHING THE COURSE
APPROACH
Communication Mosaics is designed to accommodate diverse teaching
goals, styles, and philosophies. Each approach to teaching can be
appropriate and effective in some circumstances. Decisions of which
approach to use for a course, or for individual units within a course,
depend on the instructor’s teaching philosophy and goals, the
expectations of her or his campus, and the needs and abilities of students.
Here we will discuss four approaches to the basic course and explain how
the text supports each one.
CONCEPTUAL
APPROACH
The conceptual approach focuses on concepts, theories, principles, and
research findings. For courses adopting the conceptual approach, students
are expected to study, retain, and recall specific information and to
understand theoretical explanations. Underlying this approach is the
assumption that knowledge translates into action.
This approach requires the instructor to present and explain information,
research findings, and theories. Lectures and discussions are the
predominant methods of teaching when a conceptual approach is
employed.
SKILLS
APPROACH
A second approach that is favored by many instructors of the basic
communication course concentrates chiefly on behaviors and behavioral
change. The skills approach emphasizes practice and application of
effective interpersonal, small group, and public communication behaviors.
A skills approach to teaching emphasizes learning effective
communication behaviors and incorporating them into personal
behavioral repertoires. Of course, most approaches to public speaking are
skills based, requiring students to demonstrate their learning and ability
through actual performance.
Activities, exercises, and performances play a prominent role in the skills
Lectures, discussions, activities, performances, and written assignments
can all support teaching from the combined approach. .
SPRINGBOARD
APPROACH
A fourth approach uses the textbook as a springboard for a course. The
text serves as a foundation, but it doesn’t define the scope of material that
is covered. This approach is not appropriate for students who have
limited background knowledge, low internal motivation to study and
learn, or minimal skills in independent learning. It can be effective with
students who grasp material quickly and who are highly motivated to
learn. Classes for Honors Students, who are academically gifted, are
especially appropriate for the springboard approach.
Instructors who favor the springboard approach tend to implement it in
one of two ways. Some instructors designate the first portion of the course
for discussing the textbook. The remainder of the course is then used to
go beyond the textbook. Some teachers choose to let students define
some or all of the units to be covered after they have read and discussed
the textbook in the first portion of the course. Students often develop very
effective class presentations on communication topics within this
approach.
A second way to implement the text with a springboard approach is to
integrate it into teaching throughout a term. Following this plan,
instructors clarify textbook readings at the outset of each new unit in a
course. The remainder of class time is used to supplement, extend, and
elaborate what was covered in the readings. This method allows students
to rely on their textbook throughout the term, so it is a consistent facet of
their learning and a common thread in their experience of the course. The
Communication Journal exercises are a good resources for this
approach because they allow students and instructor to regularly check
their understanding of the text readings.
RECOMMENDED MAJOR ASSIGNMENTS
A number of assignments can enrich students’ learning. In addition to exams and in-class
exercises, we include here major types of extended term assignments to heighten students’
involvement with the course and their awareness of communication processes in their everyday
lives. We will discuss:
The source for some of the assignments is: Bethea, L. S. (2000). A guide to interpersonal
communication: Student handbook. Alliance Press/Thomson Learning. Other assignments are
not attributed or are public domain.
Assignment #1: Brief Journal Assignment
This is a major class assignment that encourages students to think about and apply material
covered in the text to their personal lives. Each journal requires 2-3 pages of writing and the use
of 4-5 concepts from the textbook/class discussions. You may choose 3 out of the 5 options
provided below.
Journal 1: For this assignment, think about some of the people whom you have met since the
beginning of this semester. How did you decide which people you would like to get to know
better, and which you were not as interested in? What were your perceptions of these people
prior to really getting to know them better? How were your perceptions changed? Be honest with
yourself! What do you think their perceptions of you were and how do you think those
perceptions have changed? As you look at your perceptions and the attitudes that you discover,
are there any attitudes that you would like to change? If so, which ones? What can you do to start
the change?
Journal 2: Remember a time when you heard someone call someone else using a word that
made you react. How did you react? Why? Did you say something? Why or why not? Has
anyone ever called you by a word that you didn’t like? What was it, and how did you react?
Have you ever called someone by a word that you thought was fine, but they didn’t? What
happened?
Journal 3: For this journal, you are to act nonverbally in ways that are in complete discord with
“normal” nonverbal communication. In other words, you might be standing in line and refuse to
move forward when the line moves. You might be walking backwards across campus. You might
be crying when you were supposed to be laughing. Pay close attention to the reactions that others
give you. How do they react? What nonverbal communication do they rely on to convey to you
how they perceive your communication?
Journal 4: Describe your experience in the group that you recently participated in. Are you
satisfied with the quality of communication? How did communication in your group affect your
work? How did communication in your group affect the outcome of your presentation? What
were the group’s strengths and weaknesses? How might you improve the situation prior to your
next project?
Journal 5: Think of an organization to which you belong. Identify rituals and rites in that
organization and explain what they mean. What do they mean to you? What does it mean to
participate?
Journal 6: For this journal, think about how you perceive yourself. Monitor your
communication for a few days. How are you communicating with others? How do you organize
your perceptions? What does your communication reveal about your cognitive ability? Is there
anything that you find disturbing about your communication? Then check your observations with
someone else. To what extent do you agree with their perceptions of yourself?
Assignment #2: Extended Journal Assignment
The purpose of keeping a communication journal is to encourage awareness, reflection, and
insight into your (and others’) communication interactions. Your tasks for keeping the journal
are as follows: