response of “SUPER!” or “PERFECTLY CORRECT!” to every student answer soon loses meaning,
whereas a simple acknowledgment of an answer (“all right” or “okay”) may evoke further student
responses. If your response to students’ comments labels them right or wrong, you teach that there are
always right answers and that the teacher is the warehouse of correct information.
Student Silence
Student silence in discussion may be attributed to many causes. It is easy to assume that silence is a sign
of apathy or lack of preparation, and this may sometimes be the case. However, silence can
often be due to illness, stress, or misunderstanding of the material. Additionally, silence may be due to
thoughtful consideration of course content. Many students do not perceive that they are free to
speak because they feel powerless—disenfranchised by other students, faculty, classroom processes, the
campus system, or other aspects of their own history of lived disconfirmation. Validating and
encouraging previously silenced voices can be a critical function of well-planned and well-facilitated class
discussion. Further, checking in with students who seem disengaged or confused can help them feel
affirmed and remedy small issues before they become major problems.
Guiding Classroom Activities
One of the basic course instructor’s most important goals is to organize class time to maximize
students’ skill development as they pursue interpersonal and public communication competency. The
learning style research supports the use of class activities that include visual, auditory, and kinesthetic
• Debrief after the activity, delineating the conceptual linkages.
• Record notes for your files after each new active learning experience: How long did the activity
take? What went well? Based on student questions or confusion, how could instructions have been
more clear? Having such notes will be helpful next term when you want to implement the activity
again.
Simulation
Simulation (or role-play) can help increase awareness, develop interpersonal communication skills,
and maintain student interest. Simulation enables learning through realistic rehearsal. Research has
amply demonstrated that participation in simulation is more effective in producing attitudinal change
than is observation or passive listening. Most important, simulation provides a non-threatening
context that offers each student a chance to practice skills without relational consequence. In a
simulation, the situation is provided for the participants, but the actual dialogue is spontaneously
created during the experience. Having students switch roles in the midst of a simulation can be
valuable. Debriefing after simulations is crucial. The following suggestions may assist you in
maximizing the value of simulation activities in your basic speech communication classroom:
Journal Assignments
Journal assignments ask students to relate course material directly to their lives. Having students
respond to journal questions periodically throughout the semester can facilitate reflection, awareness, and
application, with a general goal of integrating course concepts into students’ interpersonal
relationships and public speaking opportunities. Asking students to react to a class activity, video clip,
story, or lecture can also be a valuable component of the application journal. Don’t surprise students by
Storytelling
Stories are powerful educators, used to teach concepts and values in many cultures more frequently
than direct instruction. Stories allow for knowledge to be relationally illustrated. Storytelling provides
an indirect means of instruction and an excellent format for mental retrieval. Stories can prompt
reflection, questions, and conversations that simultaneously assist in conceptual understanding and
skill development. Since those two goals are foundational to a basic speech course based on
Communicate!, we recommend storytelling as an integral part of the course. Narrative is a
characteristic of competent teacher communication, and we suggest that the teacher serve as
storyteller in the classroom. Use stories as discussion starters. Invite student participation in creating
characters and plot twists that illustrate course concepts. Try a chain story process in which every
class member adds a line to an ongoing story. For further information on storytelling, check these and
other sources:
Birch, C.L., & Heckler, M.A. (Eds.). (1996) Who says? Essays on pivotal issues in contemporary
storytelling. Little Rock, AR: August House.
Davis, D. (1993). Telling your own stories. Little Rock, AR: August House.
Greene, E. (1996). Storytelling, art and technique, 3rd edition. New Providence, NJ: Bowker.
Kirkwood, W.G. (1992). Narrative and the rhetoric of possibility. Communication Monographs, 59,
30-47.
MacDonald, M.R. (1992). Peace tales: World folktales to talk about. Hamden, CT: Linnet Books.
Martin, S. (1996). A storytelling guidebook: Introduction. In 1996 National Storytelling Directory
(pp. 99-101). Jonesborough, TN: National Storytelling Association.
Zipes, J. (1995). Creative storytelling: Building community, changing lives. New York: Routledge.
Diversity Considerations
Although Communicate! was created for a Western cultural context, integrating multicultural
perspectives of communication is a goal of the text and of this manual. Choosing to integrate diversity into
your basic speech course is a worthy challenge. A commitment to a diversity-infused
communication curriculum often necessitates faculty development efforts such as
Creating the Syllabus
It is strongly recommended that you distribute a syllabus on the first day of class. This document will
prepare students for what is ahead, provide you with a clear sense of direction, and act as “law” in the
course. Be sure to include all policies and expectations that students should uphold. A syllabus should
include the following: your name, your office hours, e-mail address, a bibliographic reference for
Communicate!, a delineation of student-centered objectives, a list of all assignments, specific grading
procedure, attendance policy, accommodations for students with disabilities, dates and times for all
examinations, class schedule, and the weight of each graded aspect of the course. Any additional
material that may be necessary for your course should be added as well. A well-written and clear
syllabus can be the key to a strong course beginning. Below are a few examples of items you may
want to include in your syllabus. The sample class schedule is based on a fifteen-week course and can
be adapted for meeting three or two times a week. Shorter courses can also be structured similarly.
Evaluation Criteria
Participation
In addition to attendance, this class requires participation. Participation does not require that a
student has all the answers to questions asked. For a student to participate in class, he or she must
be prepared and ready to cooperate with others in the classroom. Students need to be willing to take
part in conversations and also be respectful to all others in the classroom. Being prepared with
assignments and continuously striving to improve in the class are required for good participation. If a
student is disruptive or disrespectful to the teacher or other classmates, his or her participation grade
will be lowered or the student will be asked to leave the classroom. It is a good idea to establish a rule
about cell phones in class, such as “No cell phones should be heard in the classroom. If a student has
three cell phone disruptions, he or she will be asked to leave the class.” Work with your students to
further define participation together in class
Sample Class Schedule
Class meeting
Topic
Readings &
assignments
Week 1
Course overview/communication
Syllabus
Communication perspectives
Chapter 1
Perceptual process
Chapter 2
Week 2
Self-concept/identity
Chapter 2
Self-introduction speeches
Self-introduction speeches
Week 3
Verbal communication
Chapter 4
Nonverbal communication
Chapter 5 / Journal 1
Listening and responding
Chapter 6
Week 4
Communicating in relationships
Chapter 7
Emotions & privacy in relationships
Chapter 8
Conflict management in relationships
Chapter 8
Week 5
Intercultural communication
Chapter 3
Exam 1 (Chapters 1–9)
Journal 2
Public speaking/selecting a speech topic
Chapter 11
Week 6
Informative speaking
Chapter 16
Outlining the speech
Chapter 12 & course
pack, pp 15–16
Researching and support
Chapter 11
Week 7
Organizing the speech
Chapter 12
Rough draft due
Adapting verbally and visually
Chapter 13
Week 8
Practicing your speech and review
Chapter 15
Evaluating speeches
Informative speeches
Week 9
Informative speeches
Informative speeches
Informative speeches
Week 10
Communicating in small groups
Chapter 9 / Journal 3
Problem-solving in groups
Chapter 10
Group project preparation
Week 11
Group projects
Group projects
Group projects
Week 12
Persuasive speaking
Chapter 17
Organizing persuasive speeches
Chapter 17
Reasoning/evidence/needs/emotions
Chapter 17
Week 13
Preparation/rough draft due
Persuasive speeches
Persuasive speeches
Week 14
Persuasive speeches
Persuasive speeches
Persuasive speeches
Week 15
Exam 2 (Chapters 10–16)
Journal 4
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Part Three
LECTURING AND LEADING DISCUSSION
Chapter 1
Communication Perspectives
What you’ll know:
• The nature of communication and the communication process
• The characteristics of communication
• Major tenets of ethical communication
What you’ll be able to do:
• Create and evaluate messages using principles of ethical communication.
• Develop a personal communication improvement plan.
Chapter Outline
I. Communication is the complex process of creating or sharing meaning in informal conversation,
group interaction, or public speaking.
A. Participants: individuals who take turns assuming the roles of senders and receivers during an
interaction
B. Messages: verbal utterances visual images, and nonverbal behaviors to which meaning is
attributed during communication.
II. Communication Contexts: the values, attitudes, beliefs, orientations, and underlying assumptions
III. The Communication Process: a complex set of three different and interrelated activities intended
to result in shared meaning
3. Other sensory channels
E. Interference/Noise: any stimulus that interferes with shared meaning, whether physical or
psychological
1. Physical noise: includes the sights, sounds, and other stimuli in the environment that draw
people’s attention away from intended meaning
2. Psychological noise: internal distractions based on thoughts, feelings, or emotional
reaction to symbols
3. Internal noise: thoughts and feelings that compete for attention and interfere with the
communication process
4. Semantic noise: distractions aroused by certain symbols that take our attention away from
the main message
F. Model of the communication process: illustrates the communication process between two
IV. Characteristics of Communication
1. Index: the measure of the emotional temperature of our relationships
2. Trust: the extent to which partners rely on, depend on, and have faith that their partners
will not intentionally harm them
3. Control: the degree to which one participant is perceived to be more dominant or powerful
4. Complementary Feedback: a message that signals agreement about who is in control
5. Symmetrical Feedback: a message that signals disagreement about who is in control
6. Intimacy: is the degree of emotional closeness, acceptance and disclosure in a relationship
F. Communication is learned
V. Communication and Ethics
A. Communication has ethical implications
1. Truthfulness: refraining from lying, cheating, stealing, or deception
2. Integrity: maintaining consistency of belief and action (keeping promises)
3. Fairness: achieving a balance between interests without showing favor to any side
4. Respect: showing regard for others and their ideas
5. Responsibility: being accountable for one’s thoughts and actions
B. Communication is learned
C. Dark Side Messages: not ethical and/or appropriate
4. Devise a method of determining when the goal has been reached
Discussion and Assignment Ideas
I. Have students come up with their own visual diagram of the communication process and have
them share their diagrams with a partner. Afterward, facilitate a discussion in which you apply the
communication process to the exercise you have just completed: (1) What verbal or nonverbal
feedback did you receive about your communication model during your conversation? (2) What
physical noises were in the environment? (3) How did psychological noise affect you? (4) What
unintentional meanings may have been perceived? (5) How did communication context shape the
way you discussed this diagram? (For example, how well do you know your classmate, how did
previous class discussions about the communication process affect this encounter, etc.)
II. Quotes: These can be used to introduce topics, question perspectives, or gain individual opinion.
Providing students with a quote and prompting them to write or reflect on their personal feelings
about the quote can help to spark discussion and interest. Suggested prompts may include:
“Define this concept in your own words”; “Do you agree with this statement? Explain”; “What text
material can be used to support or refute this idea?”
III. Have students break into groups of 2, 3, or 4 and assign each group one of the communication
principles for discussion. Provide the students with the following discussion questions: If you had
to come up with a slogan for this principle, what would it be? (This slogan should encompass the
most important aspect of this principle) What are some communication myths that surround this
principle? Can you think of an instance where this communication principle isn’t applicable?
Explain.
IV. Ask students to come up with their dream job or a job they would love to have. Ask students to
develop an action plan for reaching this goal that identifies (1) what knowledge they will need to
get this job; (2) what skills they will need to perform well at this job; and (3) how to keep
motivated to reach their goal. Invite students to share their goal statements and action plan with the
rest of the class.
Technology Resources
As suggested in “What would you do?”, visit the Makkula Center for Applied Ethic’s website at
http://www.scu.edu/ethics/practicing/focusareas/education/racism.html. Students can explore various
aspects of the site and discuss and debate the material.
Movies
Movies and movie clips can be used to help students grasp concepts. Clips can be shown in class, or
movies can be assigned as homework. Following the movie clips, ask students written or oral
questions. These questions should address pertinent concepts, thereby actively engaging students in
discussion.
The Dark Knight (2008)
Rated: PG-13 (violence, menacing)
Synopsis: Bruce Wayne/Batman attempts to save the city of Gotham from organized crime, corrupt
police, and the Joker, a sociopathic killer who seeks to destroy the city and Batman. The film also
focuses on Bruce Wayne’s love for Rachel Dawes, the Assistant District Attorney.
Questions for discussion
1. Do you believe the joker has any ethical considerations in his communication? Do you think it is
possible to communicate without any attention to ethics and morals?
2. Consider the ultimatum given to the people on the ferries at the end of the film. [The joker tells
each group that if they press a button, the other boat will blow up and their boat will be saved. If they
don’t press the button, both groups will die.] What would you do in this situation? If you were on the
boat, how would you handle the decision-making process? What ethical
considerations would be involved?
3. Consider Batman’s choice at the end of the film [to have Gordon tell the people that he was the
murderer, not Harvey Dent]. Why do you think he made this choice? Do you think his choice was
ethical? What implications do you think there will be of this decision?
You’ve Got Mail (1998)
Rated: PG (Mature themes, mild profanity)
Synopsis: Joe Fox and Kathleen Kelly are bookstore owners, but there the resemblance ends. Joe Fox
is part owner of Fox Books Superstore chain, a superstore that is busy ruining business for Kelly’s The
Shop Around the Corner, a small Manhattan children’s bookstore. By day, these two hate each other.
By night, these two bookstore rivals are unknowingly falling in love under online pseudonyms.
Questions for discussion
1. How does the communication between the main characters differ in the two different settings?
2. What context elements are important during the electronically-mediated relationship?
3. What context elements were important in the face-to-face relationship?
4. What examples of noise did you see and how did they affect the communication process?
5. How did the purpose of the communication change with the setting changes? Why?
Office Space (1999)
Rated: R (Profanity, sexual situations)
Synopsis: Office Space offers an insider’s view of the realities of working in a large bureaucratic and
impersonal office. When consultants visit the firm, the employees begin to recognize that layoffs are on
the way. One bold employee interprets this as a doomed certainty and begins to flaunt authority in a big
way. The irony is that while many of his coworkers get the pink slip, his new attitude earns him the label
of “straight shooter with upper–management potential.”
Questions for discussion
5. Is the communication effective?
Additional movie suggestions: About Schmidt (2002) (the importance of communication); Erin
Brockovich (2000) (listening, communication competence); The End of the Affair (1999) (perception,
listening); Pulp Fiction (1994) (perception, relationships, listening)
Other Media Resources
1. Criteria for assessment of oral communication
http://www.natcom.org/index.asp?bid=275
2. Speaking and listening competencies for college students
http://www.natcom.org/uploadedFiles/Teaching_and_Learning/Assessment_Resources/PDF-
Speaking_and_Listening_Competencies_for_College_Students.pdf
17
Skills and Competency
Please refer to the core text for a prompt to Skill Learning Activity 1.1: Identifying Elements of the
Communication Process. The following suggested answers to this activity can also be found in the
Communicate! online textbook resources.
Contexts: Physical: Walking in the park while drinking water, probably shoulder to shoulder
Social: Appears to be a social, recreational outing between friends. The two may be
romantic partners, but this is unclear.
Historical: Apparently Damien has a history of littering, which informs Maria’s
statement about “again.”
Psychological: Maria appears to be eco-conscious. Damien does not.
Cultural: Damien appears to come from a culture that is not sensitive to maintaining
personal responsibility for keeping the environment clean. Maria appears to have
different cultural values.
Participants: Maria and Damien
Channels: Face–to-face, verbal and nonverbal
Message: Maria lets Damien know, “Your littering offends me.” She expresses this in both verbal
and nonverbal ways.
Noise: Damien created physical noise for Maria by littering. There is no obvious indication of
psychological or semantic noise.
Feedback: Damien has two messages: (1) nonverbal: embarrassment; (2) verbal: apology,
“Oops, excuse me. I didn’t do it on purpose.”
Maria gives two messages: (1) nonverbal: gives playful head toss and smiles,
indicating forgiveness; (2) verbal: “Just see that it doesn’t happen again.”
Chapter Activities
1.1: Getting Acquainted I (Take a Stand)
Purpose: To introduce course concepts to students as you introduce them to one another
Time: 40 minutes
Process: This activity works well on opening day when students have not yet read the first
chapter. Place each of the following signs on each classroom wall: Agree, Strongly
Agree, Disagree, and Strongly Disagree. Ask students to stand and push their desks to
the center of the room. Tell students you will be reading controversial statements
about interpersonal communication and you would like them to “take a stand” next to
the sign that most closely represents their position on the statement. Let them know
they will need to explain their stance at least once during the session as a mechanism
for introducing themselves to the class. Be sure each responder states his or her name
prior to commenting. Read each statement, then facilitate discussion of each. Be sure
to link the statements to future course content (serving as your preview of the course)
and to create a non-threatening atmosphere with your responses. (See Part Two of
this manual for suggestions on leading discussions.) Possible statements include:
• Cultural differences affect relationships.
1.2: Introductory Speech Assignment
Purpose: To assist class members in learning a little more about one another and help them
identify similar experiences they may have had, thus creating comfort and
cohesiveness
Time: 20 minutes
Process: Divide students into pairs. Have each pair interview each other; tell them they will be
introducing their partner to the class. Have them ask unusual questions, such as, “If
you had the choice between becoming an orange or a banana, which would you pick and
why?” and “What is the strangest bumper sticker you have ever seen?”
speaking.”
Final thought: This exercise has helped to increase class rapport, increase dialogue on cultural
norms, and diminish communication apprehension between students.
1.3: Communication Channels
Purpose: To understand the affect that communication channels have on the message
Time: 15 minutes
1.4: Communication Functions
Purpose: To define communication and identify the functions
Time: 15 minutes
Process: Divide the class into six groups. Give each group a card with one of the six functions of
communication listed on it. (See the core text, pages 10-11, for a list of the
functions.) Give each group time to discuss the function written on their card, allowing
1.5: Competent/Incompetent Communicator Simulation
Purpose: To enable students to demonstrate behaviors generally perceived as competent and
incompetent in interpersonal communication
Time: 40 minutes
Journal Assignments
A. Interpersonal Process Analysis
Select an important interpersonal conversation that you have experienced recently. Analyze how the
context, the noise, the people involved, and the relationship between those people affected the
communication. Be specific and provide examples from the conversation.
B. Feedback in Interpersonal Communication
Keep a one-day log of all the feedback (verbal and nonverbal) you receive from others while you are
communicating. Ask someone who knows you well to indicate the types of feedback you typically give
them while they communicate with you. Analyze the similarities and differences in the feedback you
give and receive.
C. Competent Communication
Identify an area of your life in which you feel, and others would agree, that you demonstrate
communication competence. How are you personally motivated, personally knowledgeable, and what
skills do you demonstrate in this area? Now identify an area in your life in which you feel you do not
demonstrate communication competence. Are any of your skills, knowledge, and motivation from the
first area transferable to this second area? What can you learn from your positive experience in the first
area that could help you set goals for improvement in the second area?