Type
Quiz
Book Title
Communication Mosaics: An Introduction to the Field of Communication 8th Edition
ISBN 13
978-1305403581

978-1305403581 Part 2

August 1, 2020
Sample Journal Entry
Journal Entry for Chapter 6
Reprinted with permission of Jeremy Losee
Mindfulness, as it is stated in the book occurs when we decide to focus on what is
happening in the moment. Also when someone is mindful, you don’t think about what you did
yesterday, or the report that you are reading. I have a tendency not to be very mindful in my
conversations. As it is stated in chapter six of the text, mindfulness isn’t a talent that some
people have and others don’t. Mindfulness requires that the person have an ethical commitment
So as we sat there in the restaurant drinking and waiting for our food we had an
opportunity to catch up. The conversation was going very well for the most part, we were
catching up on what we had been doing, who we had seen recently that we went to school with,
and what people had plans to be married and so forth, the usual catching up material. But as I
usually do, I was catching myself drifting away from listening to the conversation and being
mindful to just hearing the conversation, and making it look like I was paying attention.
This is something that I have always done with a great many people, but for some reason,
every time that we get together I tend to do it more with her. Jane has a tendency to talk and talk
and talk, and not really let you have a chance to put your two cents in on a specific topic.
Usually by the time that that topic is over, she is onto the next, or even one after that, and then
15
I continued to play with my straw the entire night. I don’t know what it was, I was trying
to pay attention, maintain eye contact and be mindful of the conversation that I was having with
Jane. As I was now starting to pick up on these signs, thanks to the information that I have
learned in this class, I was trying my best not to be communicating my apparent un-involvement
with the conversation we were having.
It does not seem to matter if this conversation were to take place at even a less busy place
where there was no one around and no distractions. When the conversation was finally over I sat
and reflected on what had gone on, and kept noticing the signs that I was communicating my
distractions through my straw, and wondering why I can never get a word in edgewise. I was
glad that we had the opportunity to get together, and catch up. I really enjoy spending time with
her and would like to continue to do so. But I am now more afraid of the communication that I
Maybe some day in the not to distant future, like after I complete this class I will be able
to communicate everything that I want to in the ways I want to communicate it. I would say that
this conversation has opened up my eyes to some of the different and subtle ways that I am
communicating without realizing it. Also, I do not tend to communicate everything that I am
feeling, whether it be in both verbal and non-verbal form. All of this will eventually result in a
positive outcome in my life. I will be able to communicate my true feelings without having to be
shy and scared about the outcomes, and the possible rejection that is associated with these
communications.
References
Wood, J. T. (2000). Communication Mosaics (2nd ed.). Belmont, CA:
Wadsworth/Thomson Learning.
Assignment #3: Research Article Review
RESEARCH ARTICLE REVIEW
Due Date: Friday, 01/01/2009
75 Points
You are to select a scholarly communication article from an academic research journal (see the
list on back), published within the last five years. In a full, two-three page write up that abstracts
the most important components of the article, please address the following:
1. Give a full citation for the article using APA or MLA publication format. (If you are not
familiar with the structure of these citation styles, check at the library, the bookstore, or on
the World Wide Web for the latest versions produced by the American Psychological
Association (APA) or the Modern Languages Association (MLA).)
2. Clearly state and explain the hypothesis or research question(s) that drive the author’s study.
In other words, what communication aspects does the author deal with?
3. Describe how the author conducted her or his research. That is, what was the design of the
study used by the author to answer the research question(s)?
4. What results or findings does the author claim? And, what are the implications and/or
relevance of those findings, according to the author?
5. Comment on what you see as the strengths and weaknesses of the article. That is to say, what
did you like about the author’s research and reporting, and why? Also, what parts of the
study and write-up do you feel could be improved, and how?
6. Paper clip the first page of the article to a paper copy of your write-up and give me an
electronic copy of your write-up.
Below is a partial list of academic journals that treat issues from the discipline of communication
studies. You can browse issues of these journals, looking for an article that interests you. Don’t
feel limited to this list, but if you have doubts about the academic rigor of another journal, please
check with me before using it. Note that some of these journals will not be available in the
library and you might have to wait a week or two while the article you want is sent through
interlibrary loan.
In addition to the journals listed above, the reference area of the library has a set of books called
Communication Abstracts. These volumes provide short descriptions of communication articles
along with citations so you know where to find the complete article. There is an index in the
back of Communication Abstracts that you can use if you are looking for studies that examine a
particular aspect of communication. Also check the Psychological Abstracts and the Sociological
Abstracts.
Assignment #4: Experiential Learning Assignment
Purpose: To provide students with an opportunity to work with other group/team members in
leading the class in a small group experience. The assignment is designed to teach principles
relating to the small group process.
Requirements:
1. Each group/team member must be equally involved in the assignment. If a group member
does not participate in the planning process, the group may decide if s/he will take part in
the exercise provided these guidelines have been considered.
a. Groups/Teams need to give a failing member advance notice that s/he is not meeting
the group’s expectations.
b. The group/team member should be told specifically what s/he needs to do to remain
in the group and be given a chance to correct the behavior.
c. Groups/teams are discouraged from dismissing their members at the last minute prior
to their group presentation.
2. Since the focus is on experiential learning, the group should facilitate class participation
as much as possible; remember this is not a formal presentation to the class (see grading
sheet for details).
3. A handout should be provided for every class member. This should include the basic
concepts discussed and a bibliography of source material.
4. Each group must present a different concept. Choice will be based on a first come, first
serve basis. Once a topic is chosen, no other group is allowed to present it.
Evaluations:
Each group/team member will receive the same score for this project. The exercise is worth up to
100 points (see criteria grading sheet).
Possible concepts for consideration:
Your instructor may include additional concepts, or your group may choose a concept not listed
here, subject to approval by the instructor.
Guidelines to consider:
activity governed by rules, involving a competitive situation, and having winners/losers
(e.g., who wants to be a millionaire).
4. Processing: After the learning activity, the participants have a chance to express how they
felt about the experience and their reactions to it. The experience is analyzed and
reflected upon by the group.
5. Generalizing: Participants offer generalizations, summary statements, or principles that
can be gleaned or inferred from the experience. For example, students may be asked to
infer what principles of communication are illustrated by the learning experience.
6. Application: Using insights and conclusions gained from the previous steps, students
identify how they could apply the learning experience to their own lives.
7. Closure: The leaders summarize the major events and points of the experiential learning
activity. They refer back to the goal and ask the group if the goal was accomplished.
Participants are thanked for their effort and cooperation.
Adapted from Dr. Janette Muir, George Mason University. Former submission from Galen
Worthington, George Mason University. Adapted from material presented by Jack Levy. Source:
Eitington, J. (1984). The winning trainer, 2nd. Houston: Gulf Pub. Co.
Assignment #5: Interpersonal Communication Research Paper
OVERVIEW AND REQUIREMENTS
Each student will prepare a 4-6 page typed report of a film and/or a fictional, biographical, or
other non-textbook of your choice which involves extensive relational contact among characters.
You are conducting a mini-study of a specific communication phenomenon/a. The content of the
film and/or book is considered your data. Your review will briefly summarize the film and then
address specifically the interpersonal/relational communication concepts and principles reflected
one way or another in the interaction of characters or observations of one character.
PAPER ORGANIZATION
The format for the paper should follow the guidelines delineated in the current APA Style
Manual (found in the library or the bookstore). The parts of the paper include the title page,
abstract, introduction, method section, results and discussion, and reference list. A brief
description of each part follows:
Title page: Follow guidelines in the APA Style Manual. The first page of the manuscript
contains the title of the paper, authors’ names, their institutional affiliations and the running
head. The title summarizes the main topic or key variables studied and should be about 10-12
words in length. Avoid unnecessary words in the title, such as “An Experimental Study of…” or
“A Research Investigation…” Examples of suitable short titles would be “Teacher Immediacy in
the Non-traditional Classroom.” Or “The Effect of a Parent on the Adult Child Marital
Relationship.” The running head is an abbreviation of the title and should not exceed 50
typewritten characters counting letters, punctuation, and spaces.
Abstract: The abstract should contain the purpose of your paper, organizing criteria, and
conclusions based on your analysis. It is a one-page summary of your entire papera very
concise summary of the paper. Because this is all of the report that most people are likely to read,
it must be accurate, self-contained, and concise. It should be about 100-200 words in length.
Someone reading an abstract should be able to see at a glance what was studied, what was done,
and the outcome. The abstract should contain the purpose of your paper, organizing criteria, and
conclusions based on your analysis.
Introduction/Literature Review: The introduction tells the reader about the topicwhat the
issue is, what is known about it, and your specific focus. The introduction contains a statement of
the problem, its theoretical and practical significance, and its place within a larger body of
knowledge. Begin the introduction with a paragraph clearly indicating the topic under study.
Following the opening paragraph, present what is known on the topic. This is your review of the
literature. In this section you are telling the reader what other researchers have found regarding
your specific topic (e.g., relationship). Stick to the essentials, that is, previous findings that are
directly pertinent to your study. This is where you will cite prior literature. In the last paragraph
of the introduction, define the key variables and describe the purpose or rationale of what you
did in your study. This segment often includes specific research questions or hypotheses. Explain
the purpose of the paper and significance of the topic. Provide a brief background to orient the
reader. This section sets the tone of the paper. This section should: (1) argue for the importance
of studying this relationship, (2) briefly review previous findings in the area, (3) describe the
purpose of the study and rationale for performing it, (4) present an argument for your specific
expectations for the study, and (4) close by presenting those expectations in the form of a
specific research question or hypothesis. Remember that this should be the argument and
justification for why you are doing the study, not simply a list of descriptions of other studies
followed by a hypothesis.
Method section: The method section describes what you did and how you did it. Other
researchers should be able to repeat the study from the account provided. The details are
described in subsections under appropriate headings. Most methods sections have several sub-
sections, depending upon your type of study. This section should discuss your procedures. Make
this as clear, systematic, accurate, and comprehensive as you can.
Results and Discussion:
Results. This section typically outlines each step of data collection from exactly how the data
was gathered, to analysis and reporting of the results. Extensive interpretations should be
reserved for the Discussion section, but a quick statement of what you found and what it
represents (i.e., support or not for hypotheses) is appropriate. Represent your results in any way
that makes them easier for others to process (e.g., graphs, tables).
Discussion. This section should elaborate on the results, discussing how they relate to the
Introduction and to your hypotheses, as well as their theoretical significance. You should
summarize in an engaging way the significance of your workwhat do we know now that we
21
didn’t know before? Discuss the limitations of your study—what were problems in the design?
This is an opportunity to show that you understand concepts. Also, talk about what might be
done in future research studieswhat is the logical next step in research in this area? Be
creative: there are no limits on studies you can suggest be done.
Reference list: Identify all references used/cited in the paper. You should have a reference list
that provides a full citation for ALL references in the text. Citations should be in alphabetical
order of the first author of each article and should not be numbered. The common number of
references for a MINI-paper of this nature ranges from FIVE to EIGHT sources. Select
references judiciously.
Appendices: The final section of the paper is reserved for materials that are too bulky to go in
the text itself. This is a good place to put lengthy questionnaires or coding sheets, descriptions of
how statistics were calculated, etc. I would also like you to include your raw data as an
Appendix. Appendices should be listed by letter (i.e., Appendix A, B, etc.) and referred to in the
text by that letter (e.g., see Appendix A). You should not include appendices that are not referred
to in the text.
HELPFUL HINTS
The topic and what is known or theorized are presented in the introduction. The method and
results sections are direct and factual. Interpretation belongs in the discussion. The manuscript is
typed double-spaced with 1-inch margins, using a 12-point font.
Avoid plagiarism by placing quotation marks around any material that is quoted verbatim. To
plagiarize is to pass off someone else’s work as one’s own. With material that is paraphrased or
expressed in your own words rather than the author’s, be sure to provide a citation indicating the
source and the year.
WRITING STYLE
If the nature of your research is “quantitative” (i.e., survey, content analysis, experimental
design, variable-analytic, etc.), the use of first person pronouns such as “I” and “we” is strongly
discouraged. Refer to yourself as “the researcher” or “the investigator.” By contrast, if the nature
of your research is “qualitative” (i.e., naturalistic, ethnographic, rhetorical, etc.), then you are
encouraged to weave your voice more prominently, throughout the paper. To gain a better sense
of the appropriate use of “authorial voice,” pay particular attention to how published research is
written in articles whose focus is similar to your project.
Words such as “data” and “criteria” are plural; the singular forms are “datum” and “criterion.”
Note the differences between the simple plural (subjects), the singular possessive (subject’s), and
the plural possessive (subjects’).
Use active rather than passive voice when possible (e.g., “Observers recorded the number of
occurrences” rather than “The number of occurrences was recorded by observers.”) Use
nonsexist language—either make gender pronouns plural “they” rather than “he/she” or use “he
or she”. Avoid jargon (unnecessary technical terms).
Double-check all the tables for misprints. Double check the names of people cited in the
literature review and triple check the reference list at the end of the report.
Assignment #6: Concept Application Paper
In this assignment you are to engage one movie from the attached list, on a critical level. This
means that I am asking you to apply the multiple communication concepts you have discovered
through this course against the movie you choose. In other words, what you are doing is putting
together theory (course concepts) and practice (the life world of the movie).
Specifically, you are to choose 7 of the 12 concepts below in order to: a) explain them and then
b) show how they work in the movie. Your paper should be a minimum of 8 full pages in length
and should not exceed 12 pages in total. The structure of the paper must follow this format
(HOWEVER, DO NOT USE THESE HEADERS IN YOUR PAPER):
INTRODUCTION: (1/2 page) Preview your paper in this section.
BODY: (7-11 pages) Explain the 7 concepts and apply them to the movie in this section.
CONCLUSION: (1/2 page) Summarize and bring closure.
Grading Criteria
I firmly believe that we come into existence as human beings through our communication. And
so, attention to the quality of our writing is tantamount to attention to improving the quality of
our existence. Therefore, you should make every effort to answer affirmatively the following
questions, not just to receive a good grade but also to constitute yourself as an enriched
individual.
Mechanics (50 points): Is the paper typed (double spaced, w/ 1” margins)? Have you proofread
until the spelling, punctuation, grammar, and syntax are flawless?
Style (50 points): Is your paper intelligible, and engaging of the audience’s attention because it
is well organized, while the writing is lively and clear?
Content (100 points): Have you comprehensively explained each concept, and is your
application reasonable, well thought out, creative, and insightful?
Communication Concepts from the Text (Choose 7 of the 12)
1. Communication as a foundation for personal life, relationships, professional success, and
civic life
2. Regulative and Constitutive Rules guiding communication
3. Nonverbal behaviors of Kinesics, Haptics, Physical Appearance, and Artifacts
4. Nonverbal behaviors of Proxemics, Environment, Chronemics, and Silence
5. Ineffective Listening, Pseudolistening, Monopolizing, Ambushing, Selective, Defensive,
Literal Listening
6. Self-Disclosure
7. Conflict
8. Cultural Adaptation, Resistance, Tolerance, Understanding, Respect, Participation
9. Significant & Generalized Others, Reflected Appraisals, Self-fulfilling Prophesy
10. Relationship Dialectics
11. Five Phase Model of Dyadic Breakdown
12. A communication concept from the book that is not listed here.
Assignment #7: Community Builder Information Gathering Interview
Adapted from Dr. Sheryl Friedley, George Mason University
1. Select someone who will enable you to learn more about a club, organization, or co-
curricular activity either at your college or university, your local county, or at the national
level. Two very helpful internet sites to get you started are Idealist.org
(http://www.idealist.org/), which list thousands of organizations, and Volunteer Match
(www.volunteermatch.org) that identifies local organizations based on your zip code
Note: do not interview a close, personal friend or family member.
2. Contact this individual; introduce yourself and your purpose. Ask if you can interview
the individual for approximately 15-20 minutes about the club, organization, or co-
curricular activity you’ve selected. Note: be sure that you explain you will need to
audiotape the interview for your class and be sure that request is acceptable to the
interviewee.
3. Develop an interview guide that includes the following: 1) a written introduction, 2) a
written set of questions (10-15 questions) grouped under three or four topic areasallow
enough space after each question to write some brief notes on the interviewee’s response,
and 3) a written conclusion.
4. On the designated due date, you will hand in the following information:
a. a cover sheet that indicates who you interviewed, when you interviewed that
individual, and where you interviewed that individual;
b. the complete interview guide, including the written introduction, the written
conclusion, as well as the questions asked and any handwritten notes taken during the
interview;
c. the audiotape of your interview (cassette or mini-cassette is acceptable);
d. a brief 1½2 page paper that answers the following three questions:
What question and response do you feel provided you with the most valuable
piece of information in this interview? Why?
If you could conduct the interview again, what might be something you would ask
or do differently? Why?
What would you consider to be your greatest strength in conducting this
interview? Why?
5. In class on the designated due date, be prepared to make a brief oral presentation (4-5
minutes) on the information presented in your paper.
Additional Notes:
You should talk about your paper rather than read it.
Your grade will be based on a combination of the audiotaped interview, the written materials you
provide, and the oral presentation in class.
Assignment #8: Professional Interview Assignment
You are to seek out a professional whose background or job deals primarily with communication
and conduct an interview with her or him. Prepare an organized list of closed and open-ended
questions ahead of time and be familiar with them. Also, be willing to deviate from your script if
the need arises.
Make arrangements in advance to schedule the interview. Explain in general terms the purpose
of the interview and the types of questions you’ll be asking so the person will be somewhat
prepared when you meet. At the meeting make the interviewee feel relaxed and comfortable.
Thank them both at the start and at the conclusion for granting you some of their valuable time.
Draw on the content of the textbook, where we talked about interviewing.
Remember to be courteous. You are an ambassador for our college and people will form
impressions of us as a group based on you as an individual.
In a three-page write-up that summarizes the content of the interview, please address the
following:
Instructor: Dr. Dojosaloyo Phone: 501-xxx-xxxx
Office: 201L SPCH E-mail: [email protected]
Office Hours: MTWF 11:30am-1:30pm
This syllabus contains everything you need to know about your rights and responsibilities in
this course. Please take the time to read it carefully.
GENERAL COURSE DESCRIPTION
This course gives students the opportunity to develop more effective communication skills by
studying how people interact with one another in a variety of situations. Student performance is
emphasized along with lecture, discussion, and self-instructional study center exercises. Students
will learn through writing, reading, discussing, listening, and participating in critical thinking and
problem-solving activities. This course focuses specifically on two of UALR’s Blue Ribbon
Competencies in the core curriculum: verbal literacy (speaking in public, communicating in a
relationship, interacting in a small group) and critical thinking (analyzing data, synthesizing
information, making decisions and systematically and imaginatively solving problems). This
course also introduces students to speech communication as an academic discipline.
COURSE GOALS
REQUIRED TEXTS
URL for the website is below:
Grading Scale
A 90% or more of the available points
B 80%89% of the available points
C 70%79% of the available points
D 60%69% of the available points
F 59% or fewer of the available points
EXPECTATIONS
Attendance: You are responsible for your attendance in class. Classes should be missed only for
very good reasons. Much of our time in class will be devoted to in-class activities and exercises
designed to expand on the material treated in the text. You are expected to be present in mind
as well as body. Habitual lateness and inattentiveness (sleeping, chatting, note passing, reading
the newspaper, etc.) are unacceptable.
Please notify me if you are going to be late or absent. Make-up for a missed assignment is
possible only if you have made prior contact with me. There is no make-up for in class
exercises or activities. You may only make-up one missed exam if you have made prior
arrangements. If you are absent from class, you should make arrangements with another student
in class to get notes, find out if you missed handouts, etc. It is your responsibility to ask me for
any handouts or assignments issued while you were away.
Late Assignments: All exercises should be turned in on time. Prepare now for the unexpected
(e.g., printer breakdowns, bad weather, hungry dogs). I reserve the right to deduct points from or
refuse acceptance of late assignments.
Plagiarism: It should go without saying that all work you present to me should be your own. It
is fine to study or prepare for class with others, but papers and assignments should be
individual efforts. Plagiarism includes copying someone else's words and claiming them as your
own, paraphrasing someone else's words and/or ideas and claiming them as your own, or
collaborating excessively with another person or persons and claiming the work as solely your
own. If you are unclear about what constitutes plagiarism, please come see me and I will be
happy to explain things to you.
28
to keep one on for emergency purposes, please let me know.
Student Handbook: I recommend that you read Section VI of your Student Handbook’s,
“Statement of Behavior” (page 57) for a discussion of UALR’s policies on academic dishonesty
and classroom disruption.
Student e-mail policy: Student e-mail accounts are created within 24 hours of class registration
have difficulty accessing any part of the online course materials for this class, please notify the
instructor immediately. The chair of the department offering this course is also available to assist
with accommodations. Students with disabilities are encouraged to contact Disability Support
Services, telephone 501-569-xxxx (v/tty), and on the Web at http://www.xyz.edu/dssdept/.
TENTATIVE SCHEDULE
Week Topics Reading
Week 1 Introduction to the Course/Syllabus
The Process of Communication Chapter 1
Week 2 The History of the Field Chapter 2
Perceiving and Understanding Chapter 3
Week 3 Perceiving and Understanding
Verbal Communication Chapter 4
Week 4 Verbal Communication
Nonverbal Communication Chapter 5
Week 5 Nonverbal Communication
EXAM ONE
Week 6 Listening Chapter 6
Listening
Week 7 Adapting Communication to Cultures and Communities Chapter 8
Adapting Communication to Cultures and Communities
Week 8 Communication and Self-Concept Chapter 9
Communication and Self-Concept
Week 9 Communication and Relationships Chapter 10
Communication and Relationships
Week 10 Communication Climate Chapter 7
Communication Climate
Week 11 EXAM TWO
Mass Communication Chapter 14
Week 12 Mass Communication
Digital Media Chapter 15
Week 13 Organizational Communication Chapter 12
Public Communication Chapter 13
Week 14 Public Communication
Groups and Teams Chapter 11
Week 15 Groups and Teams
Speeches
Week 16 Speeches
Speeches
FINAL
QUARTER SCHEDLE10 weeks
Week Assignments, Lectures, and Exams Readings
1 Syllabus/Introduction to Communication Mosaics Ch. 1-2
The process of communication
The history of the communication discipline
Description of Journal Assignments
2 Perceiving and understanding Ch. 3
Engaging in verbal communication Ch. 4
JOURNAL #1 DUE
Communication in groups and teams Ch. 11
Description of Small Group Experiential Learning Assignment
3 Engaging in nonverbal communication Ch. 5
JOURNAL #2 DUE
Listening and responding to others Ch. 6
Adapting communication to Cultures and Communities Ch. 8
Creating communication climates Ch. 7
Small Group Experiential Learning Presentation Team #1
JOURNAL #3 DUE
4 Communication and Self-Concept Ch. 9
Small Group Experiential Learning Presentation Team #2
Communication in Personal Relationships Ch. 10
Description of Interpersonal Paper
Small Group Experiential Learning Presentation Team #3
5 Review for Midterm
Midterm (Chapters 1-10)
6 Communication in organizations Ch. 12
Small Group Experiential Learning Presentation Team #4
INTERPERSONAL PAPER DUE
INTERPERSONAL ORAL REPORTS
7 INTERPERSONAL ORAL REPORTS
Description of Community Builder Information Gathering
Small Group Experiential Learning Presentation Team #5
QUARTER SCHEDULE, con’t.
Week Assignments, Lectures, and Exams Readings
8 Public communication Ch. 13
Small Group Experiential Learning Presentation Team #6
Mass communication Ch. 14
Digital Media Ch. 15
9 ORAL REPORTS
10 ORAL REPORTS
FINAL EXAM is comprehensive!
(Chapters 11-15) = 70%
(Chapters 1-10) = 30%
32
SUMMER SCHEDULE4 weeks
Day Assignments, Lectures, and Exams Readings
1 Syllabus/Introduction to Communication Mosaics Ch. 1-3
The process of communication
Perceiving and understanding
Description of Journal Assignments
2 Creating communication climates Ch. 7
Engaging in verbal communication Ch. 4
JOURNAL #1 DUE
3 Communication in groups and teams Ch. 11
Description of Small Group Experiential Learning Assignment
Engaging in nonverbal communication Ch. 5
JOURNAL #2 DUE
4 Listening and responding to others Ch. 6
Adapting communication to Cultures and Communities Ch. 8
Small Group Experiential Learning Presentation Team #1
JOURNAL #3 DUE
5 Communication and Self-Concept Ch. 9
Small Group Experiential Learning Presentation Team #2
6 Communication in Personal Relationships Ch. 10
Description of Interpersonal paper
Small Group Experiential Learning Presentation Team #3
7 Review for Midterm
Midterm (Chapters 1-10)
8 Communication in organizations Ch. 12
Small Group Experiential Learning Presentation Team #4
9 INTERPERSONAL PAPER DUE
INTERPERSONAL ORAL REPORTS
10 INTERPERSONAL ORAL REPORTS
SUMMER SCHEDULE, con’t.
Day Assignments, Lectures, and Exams Readings
11 Description of Community Builder Information Gathering
Small Group Experiential Learning Presentation Team #5
12 Public communication Ch. 13
Small Group Experiential Learning Presentation Team #6
13 Mass communication Ch. 14
Digital Media Ch. 15
14 ORAL REPORTS
15 ORAL REPORTS
FINAL EXAM is comprehensive!
(Chapters 11-15) = 70%
(Chapters 1-10) = 30%