20
corresponding to units of study, or they can be written for term projects, which may take the
place of a final examination. Projects can take many forms—research papers, interviews, dramatic
productions, surveys, journals.
There are two advantages to such a plan. First, it demands student initiative in proposing
a course of study—a pleasant contrast to more passive types of assignments in which students
play less creative roles. Also, such a format allows students some latitude in choosing how to
channel their energies. Research and experience show that the quality of work and motivation
are higher when students work on subjects with a high degree of personal interest.
Two disadvantages often occur in the contract method. First, some tasks that students
choose may not focus on concepts that the instructor deems most important. However, this
difficulty can be remedied by defining acceptable areas of study—for example, “Develop a project
demonstrating three factors influencing perception and communication.” The second
disadvantage lies in the inability of some students to be self-motivated scholars. After being
trained for twelve or more years in the passive art of test taking, it is difficult to suddenly have to
define and pursue one’s own course of study.
Journal (Diary) Assignments
In place of examinations or as a complement to them, some instructors substitute journal
assignments in which students reflect on how topics under study apply to their personal lives.
Journals may either be graded or returned to the student for revisions until they are satisfactory.
The advantage of such an approach to evaluation lies in extending the concepts discussed
in the classroom into the student’s everyday relationships. The value of such applications is
obvious in a course designed to improve the participant’s communication skills.
One potential disadvantage lies in the failure of journals to focus clearly on key concepts
discussed in class. We think this problem can be remedied by assigning journals that concentrate
on specific topics, for example, “Record the number and types of destructive styles of conflict you
use during the next week.” Many assignments in the
Student Activities Manual and MindTap
follow this method; a collection of these from each chapter would make a substantial journal.
Most of the exercises labeled “Pause and Reflect” in the
Student Activities Manual
and
MindTap
are useful as journal entries.
21
2005) Because service-learning projects require students to engage in interactive communication
with others, often in new environments, these projects are particularly well-suited to
interpersonal communication courses. In addition, the introduction of service activities positively
influences student affect, engaging them with course content in a way that’s meaningful and
memorable.
The greatest disadvantages of service-learning projects are student time constraints and
administrative hurdles. For a service-learning activity to be viable it should require no less than 8
hours, which can be difficult for students to fit into their busy schedules. In addition, each
nonprofit agency will have its own regulations governing the process of volunteering. Many
colleges have designated service-learning coordinators who can help facilitate this process.
Book Reports/Exercises
Book reports may be assigned to students to encourage more in-depth study of a particular
subject.
The greatest disadvantage of book reports as a method of evaluation is that students
often prepare reports that only regurgitate what was said in the book. To overcome this
disadvantage, when assigning book reports, we have asked students to create an activity from the
book they have read. The activity should be designed to teach others in the class one important
thing (cognitive or affective) that the student gleaned from the book. We suggest that students
look in the text for model exercises. Then we periodically set aside a class session for students to
work out their activities with their classmates. Class members are asked to give feedback
evaluating each student’s exercise. The book report/exercise method seems to reinforce learning
of the basic tenets of each book, and most students seem to enjoy sharing discoveries with their
classmates.
Self-Evaluation
This method operates on the assumption that in many respects, the student is in the best position
to judge his or her own progress in the course. Instructors who use self-evaluation systems ask
22
each student to select a grade that reflects that person’s effort and gain in understanding key
ideas. Usually, the student is asked to write an explanation for the chosen grade.
The first advantage of this approach is its emphasis on self-judgment. It demonstrates
that the student is responsible for his or her own growth and that whatever grade appears on the
transcript is merely a symbol of that growth. Second, asking a student the question “What grade
do you deserve?” often generates much more self-reflection about effort expended than any
other system of evaluation.
The most obvious disadvantage is the potential for abuse. There is no guarantee that a
lazy student will not take a high grade. A second shortcoming is the absence of any feedback from
the instructor, who presumably has some valuable information about the student’s progress. A
remedy is to have the instructor reserve the right to give the final grade.
Peer Evaluation
In this system, the students assign each other individual grades based on the assumption that in
a communication course, the perceptions of one’s peers are a good indication of improvement
and mastery of skills. The most efficient method of peer evaluation we’ve discovered involves
reproducing the names of every class member, four to six names to a page. The names are equally
spaced down the left side of the paper, and horizontal lines are drawn to separate the area on the
paper that will be used to write comments to the student named there. (The back side of each
student’s space may also be used if the writer needs more room.)
Copies of this special evaluation roster are then distributed to everyone in the class. Each
student records a grade and a statement of specifics that supports the assigned grade for each
classmate. Ample time should be allowed for this assignment. In-class time seems to result in the
best feedback.
The completed pages are collected. Like pages are stapled together and then cut with a
paper cutter into individual packets. At the first opportunity, these packets are returned to the
individual student. If all has gone well, the student will receive a sheaf of papers containing a
grade and an evaluation from every member of the class.
The greatest advantage of peer evaluation is the feedback each student receives. If the
class has been successful, students should know each other well enough to make many valuable
comments. Assuming that class members are a representative sampling of the general population,
the comments should be a fair reflection of the way a student is perceived outside of class.
The biggest disadvantage of this method is the desire of students to be nice to avoid any
negative feedback—thus turning the exercise into an experience reminiscent of signing high
23
school yearbooks. On the other hand, there is always the danger (although experience shows it
to be extremely rare) that some unfavorable feedback can be psychologically damaging to the
student.
GRADING SYSTEMS
Recognizing the strengths and weaknesses of each method of evaluation, you may want to
combine several of them to suit your needs. Several possible grading systems follow as
illustrations. We have successfully used each of these systems. You’ll find that we have
personalized each system by choosing to emphasize different areas. In addition, each grading
system also posits a slightly different type of student-teacher relationship.
Grading System Option 1: Student Activities Manual
(Examinations, Quizzes, Attendance, Written and Oral Exercises, on paper)
Objective
This grading system places added emphasis on the individual student’s involvement with the
various units covered in the course. It asks that students demonstrate their knowledge on
traditional exams and quizzes and also in written exercises or oral skill checks from the
Student
Activities Manual
. The philosophy underlying this approach is that communication skills should be
studied and practiced and then performed orally to demonstrate knowledge of the material. It is
believed that students will be more likely to use communication skills in their personal lives that
they have practiced in a number of ways in class.
Quizzes & Examinations 40% of the final grade
Oral/Written Assignments (including reflection journal) 40% of the final grade
Attendance 10% of the final grade
Participation 10% of the final grade
Grading System Option 2: MindTap Emphasis
(Examinations, Quizzes, Attendance, Written and Oral Exercises, online)
24
Objective
This grading system places added emphasis on the individual student’s involvement with the
various units covered in the course. It asks that students demonstrate their knowledge on
traditional exams and quizzes and also in written exercises or oral skill checks found in MindTap.
The philosophy underlying this approach is that communication skills should be studied,
practiced, and then applied to demonstrate knowledge of the material.
We recommend that at least 20% of this grading system be drawn from MindTap. In research
conducted by our
Looking Out/Looking In
publisher, Cengage, instructors across disciplines
reported higher levels of students engagement in course materials when at least 20% of their
course grade is tied to using MindTap.
Quizzes & Examinations 40% of the final grade
Oral/Written Assignments (including reflection journal) 40% of the final grade
Attendance 10% of the final grade
Participation 10% of the final grade
Grading System Option 3: Attendance, Tests, Quizzes, Papers, Projects,
Book Reports
Objective
This grading system places added emphasis on the individual student’s independent scholarships,
through research and written reporting on concepts found within the various units covered in the
course. It asks that students diver deeper and demonstrate their knowledge.
Quizzes & Examinations 40% of the final grade
Papers, Projects, Book Reports 40% of the final grade
Attendance 10% of the final grade
Participation 10% of the final grade
Sample Assignments:
25
Papers. You will be given a number of opportunities to write papers throughout the semester.
These papers aren’t tests. Their purpose is to help you see how the ideas we discuss apply to your
everyday life. They will lead you to think about the way you presently communicate, offer you
some alternatives, and invite you to try these alternatives to see if they help.
Projects and Book Reports. Projects give you an opportunity to focus on whatever area of
interpersonal communication especially interests you. It might take the form of an experiment in
which you try out different behaviors to see which work best, a research paper in which you
explore an area of personal interest, or a questionnaire or survey to learn how other people see
you or deal with a situation similar to yours. You may want to keep a journal to record certain
kinds of communication, which you will then analyze.
You will need to complete and turn in a contract form by ____________. It will include a
description of the area you want to explore, why that area interests you, how you plan to work
on that area, and what you will hand in. In addition, it will indicate how many points you want to
work for on your project. The instructor will look over your contract and either sign it or negotiate
revisions with you. After signing it, the contract becomes the standard against which the quality
of your work will be measured. All projects must be typewritten and are due no later than
____________.
Book reports may be done on any book in the bibliography you will receive in class or on
any title you clear with the instructor in advance. You may write up to two reports, each of which
will be worth up to 50 points.
Your reports must be typewritten and should include a chapter–by-chapter discussion of
the book in which you (1) describe the author’s ideas in the chapter and (2) discuss how these
ideas relate to your life.
Finally, you should write a conclusion in which you summarize your opinions of the book
and how it relates to your own life.
Optional Paper Topics. The following paper topics are designed to help you see how the ideas
discussed in class apply to your own life. These papers aren’t tests. Their purpose is to help you
think about the way you presently communicate, offer you some alternatives, and invite you to
try out these alternatives to see if they help.
The format for each paper involves:
1. Following the instructions in the text.
2. Writing a summary that describes
26
a. What (if anything) you learned about yourself in following the instructions.
b. How you feel about this learning (satisfied, indifferent, depressed, resolved, etc.).
c. Anything you want to say about the exercise (suggest changes, describe difficulties,
etc.).
Samples Paper Topics
Chapter 1: A First Look at Interpersonal Communication
Assessing Communication Needs (1.3 in
Student Activities Manual
)
Chapter 2:
Interpersonal Communication and Social Media
Message Richness and Leanness (2.2 in
Student Activities Manual
)
Chapter 3: Communication and Identity
Who Do You Think You Are? (3.1 in
Student Activities Manual
)
Reevaluating Your “Cant’s” (3.4 in
Student Activities Manual
)
Chapter 4: Perception
Shifting Perspectives (Pillow Method) (4.2 in
Student Activities Manual
)
Perception (4.6 in
Student Activities Manual
)
Chapter 5: Emotions
Recognize Your Emotions (text)
Reappraising Irrational Thoughts (5.5 in
Student Activities Manual
)
Chapter 6: Language
Effective Language (6.3 in
Student Activities Manual
)
27
Language (6.5 in
Student Activities Manual
)
Chapter 7: Nonverbal Communication
Ambiguity, Contradiction & Congruence (7.3 in
Student Activities Manual
)
Chapter 8: Listening
Listening Choices (8.4 in
Student Activities Manual
)
Chapter 9: Communication and Relational Dynamics
Discovering Dialectics (9.1 in
Student Activities Manual
)
Relational Stages (9.2 in
Student Activities Manual
)
Chapter 10: Interpersonal Communication in Close Relationships
Assessing Self-Concept and Family Communication (10.1 in
Student Activities Manual
)
Chapter 11: Improving Communication Climates
Understanding Defensive Responses (11.1 in
Student Activities Manual
)
Climate Analysis (11.5 in
Student Activities Manual
)
Chapter 12: Managing Interpersonal Conflicts
Understanding Conflict Styles (12.1 in
Student Activities Manual
)
Win-Win Problem Solving (12.4 in
Student Activities Manual
)
Sample Research Papers
How to Break Up and Remain Friends
Giving and Receiving Criticism Effectively
28
Interpersonal Communication in Personnel Management
A Study in How We Learn to Be Parents
An Investigation into the Language of Men and Women
Methods for Improving the Handling of Human Conflict
The Effect of Online Technology on Interpersonal Communication
Sample Personal Projects
Improving my relationships with my coworkers
Becoming a better partner in my marriage
Improving the quality of communication with my fourteen-year-old daughter
Increasing my participation in class
Improving my relationship with my stepfather
Showing more positive independence around my parents
Managing impressions online
Managing my emotions more effectively
Other Projects
Do T-shirts communicate? (presented as a slide show to the class)
How conditioned are we to our sex roles? (class participation)
How do married couples want their mates to say, “I love you”?
How much does another’s expectations of me influence my actions?
Establishing effective family meetings
Grading System Option 4: Attendance, Tests, Quizzes, Service-Learning
Project & Presentation
29
Objective
This grading system places emphasis on service-learning projects that require students to engage
in interactive communication with others, often in new environments. In addition, the
introduction of service activities positively influences student affect, engaging them with course
content in a way that’s meaningful and memorable.
Quizzes & Examinations 40% of the final grade
Service Learning Project & Presentation 40% of the final grade
Attendance 10% of the final grade
Participation 10% of the final grade
Sample Service-learning Assignment
Service-learning is an exciting opportunity to reach beyond the classroom in supporting your
education. However, it also requires a high level of commitment. Students must commit to a
minimum of 8 hours of service learning with their community partner (this is in addition to
regularly scheduled classes) and they may not opt out of their project once they have started
In order for your service learning project to be mutually beneficial to you and your community
partner you must select your community partner carefully, making sure that their needs and
requirements meet your interests and schedule. At the completion of your volunteer
commitment, you will write a 3-page paper including a personal reflection about your experience
as well as examples of applications of four interpersonal communication concepts from course
content. You will also be required to share what you learned through your experience during an
oral presentation to your class.
30
SUGGESTED COURSE SYLLABUS
The following course syllabus is a sample outline based on Grading System Option 2 that uses
Looking Out/Looking In as the textbook. The Student Activity Manual and MindTap are the primary
sources for activities and assignments. Since semesters vary in length, we have arbitrarily assumed
a 15-week duration for this course with classes meeting twice a week.
The Student Activity Manual and MindTap offer you many activities and assignments, much more
than time would allow you to use in your course. For example, for each chapter MindTap includes:
Getting Started: one question designed to explore student’s current interpersonal
communication skills and get them ready for the chapter content
The Chapter Text: to read or listen to
Text-Embedded Activities
“In Real Life” Activity (available in some chapters)
Quiz: 20 questions auto-graded
Reflect: one question designed to guide students to integrate and apply what they’ve
learned
In addition, MindTap offers some special periodic features including:
Adaptive Quizzes: offered before Chapter 1 and Sections I, II & III, these multiple choice
and T/F questions are designed to give instructor’s a baseline assessment of student’s prior
knowledge of text concepts based on prior interdisciplinary courses or life-experience.
Adaptive quizzes also provide students with a personalize study guide.
Concepts in Play: interactive animated special features designed to bolster student’s
understanding of difficult concepts.
This course syllabus is meant to create a possible, foundational structure that you can draw on the
abundance of additional resources to build on.
Week 1
Class 1
Topic: Getting Started
The instructor explains the nature of the course and completes normal beginning-of-course
housekeeping chores. Particular emphasis should be made on the classroom participation that
will be expected from each student.
To reinforce the participation dimension of the course, begin at once with the exercise
Name Chain, wherein each member of the group learns the names of all the others.
31
Activity:
Name Chain or other introduction exercise (Find under Chapter One Notes following this section
of Instructor’s Resource Manual.)
Assignment:
Obtain your own copy of Looking Out/Looking In and the Student Activities Manual. Read Chapter
One (complete MindTap quiz prior to next class or complete the Study Guide section of the Student
Activities Manual for Chapter 1 prior to taking take in-class quiz next class to verify reading)*
Complete your Communication Skills Inventory (1.1 in Student Activities Manual or MindTap
Ch.1: What Makes an Effective Communicator?)
Complete Adaptive Quiz – Chapter 1 (Adaptive Quizzes are multiple choice and T/F questions
are designed to give instructor’s a baseline assessment of student’s prior knowledge of text
concepts based on prior interdisciplinary courses or life-experience. Adaptive quizzes also
provide students with a personalize study guide.)
Complete Intercultural Communication Competence Concepts in Play Interactive Activity
(MindTap Ch 1: What Makes an Effective Communicator?)
*NOTE: Students should read all the material presented in each chapter, including the poetry,
quotations found in the page margins, pictures and cartoons, exercises, and the regular text. All
the material in each chapter is part of the message.
Class 2
Topic: The Importance of Human Communication
Activity:
Encourage discussion of basic human needs and how communication is necessary to obtain
them. Use the student’s “Communication Skills Inventory” and Adaptive Quiz Chapter 1 to
identify goals for the class.
Reflect on the importance of Intercultural Communication Competence based on MindTap
Concepts in Play Interactive Activity (Find reflection and discussion suggestions under Chapter
One Notes following this section of Instructor’s Resource Manual.)
Assignment:
Journal Entry: Based on what you’ve learned in Chapter One, what’s the most important thing
you can do to become a more competent communicator? (MindTap Ch1: Reflect)
Complete Mediated Communication (channels) (2.? in Student Activities Manual)
32
Complete Adaptive Quiz – Section I – Looking In (Adaptive Quizzes are multiple choice and
T/F questions are designed to give instructor’s a baseline assessment of student’s prior
knowledge of text concepts based on prior interdisciplinary courses or life-experience.
Adaptive quizzes also provide students with a personalize study guide.)
Read Chapter Two (complete MindTap quiz prior to next class or complete the Study Guide
section of the Student Activities Manual for Chapter 2 prior to taking in–class quiz next class to
verify reading)
Week 2
Class 1
Topic: Interpersonal Communication & Social Media
Activity:
Discussion groups share and reflect on prepared responses to Mediated Communication
(channels) (2.? in Student Activities Manual)
Class discussion on positive uses of mediated communication based on Social Networking,
Survival and Healing reading feature from text (MindTap Ch 2: Drawbacks of Mediated
Communication)
Assignment:
Complete Message Richness & Leanness (2.2 in Student Activities Manual)
Class 2
Topic: Interpersonal Communication & Social Media
Activity:
Discussion groups share and reflect on prepared responses to Message Richness & Leanness
(2.2 in Student Activities Manual)
Class discussion on mediated communication and relationship development based on Alone
Together reading feature from text (MindTap Ch 2: Drawbacks of Mediated Communication)
Assignment:
Read Chapter Three (complete MindTap quiz prior to next class or complete the Study Guide
section of the Student Activities Manual for Chapter 3 prior to taking in-class quiz next class to
verify reading)
33
Journal Entry: Based on your experience, is social media beneficial or detrimental to
interpersonal relationships? (MindTap Ch2: Reflect)
Complete “Ego Boosters and Busters” (3.3 in Student Activities Manual)
Week 3
Class 1
Topic: The Self-Concept
Activity:
Discussion groups share and reflect on prepared responses about the affects of
significant relationships on our self-esteem, “Ego Boosters and Busters” (3.3 in
Student Activities Manual)
Class discussion on the role culture play in the development of self-esteem based on Talking with
Little Girls reading feature from text (MindTap Ch 3: Culture Gender and Identity)
Assignment:
Complete “Building a Johari Window” (MindTap Ch3: Models of Self-Disclosure)
Complete “Disclosure and Alternatives” (3.10 in Student Activities Manual)
Class 2
Topic: Self-Disclosure
Activity:
Discussion about the elements of self-disclosure based on “Building a Johari
Window.”
Watch and discuss Appropriate and Inappropriate Self-Disclosure video embedded in text
(MindTap Ch 3: Benefits and Risks of Self-Disclosure).
Discussion groups share and reflect on prepared responses about how to make
ethical choices related to disclosure and its alternatives.
Assignment:
Read Chapter Four (complete MindTap quiz prior to next class or complete the Study Guide
section of the Student Activities Manual for Chapter 4 prior to taking in-class quiz next class to
verify reading)
34
Journal Entry: If you were asked by a potential employer to describe who you are in one
sentence, what would your one sentence be? (MindTap Ch3: Reflect)
Complete “Guarding Against Perceptual Errors” (4.1 in Student Activities Manual)
Week 4
Class 1
Topic: The Process of Perception
Activity:
Discussion groups share and reflect on prepared responses from “Guarding Against
Perceptual Errors” (4.1 in Student Activities Manual)
Discussion based on Perception Checking in Every Day Life video embedded in text (MindTap Ch.
4: Perception-checking considerations)
Assignment:
Complete “Shifting Perspective: Pillow Method” (4.2 in Student Activities Manual)
or “Skill Builder: Pillow Talk” (MindTap Ch 4: Cognitive complexity)
Class 2
Topic: Perception and Empathy
Activity:
Discussion groups share and reflect on prepared responses from “Shifting
Perspective: Pillow Method” (4.2 in Student Activities Manual) or “Skill Builder:
Pillow Talk” (MindTap Ch 4: Cognitive complexity)
Discussion based on In Real Life: Pillow Method in Action video embedded in text (MindTap Ch.
4: Cognitive complexity)
Assignment:
Read Chapter Five (complete MindTap quiz prior to next class or complete the Study Guide section
of the Student Activities Manual for Chapter 5 prior to taking in-class quiz next class to verify
reading)
Journal Entry: Based on what you learned in Chapter Four, what’s the most important thing you
can do to make sure that your perceptions of other people are accurate? (MindTap Ch 4: Reflect)
35
Complete “Self-Assessment: Measuring Your EQ” (MindTap Ch 5: Emotional Contagion) or “The
Components of Emotion” (5.1 in Student Activities Manual)
Week 5
Class 1
Topic: Emotions: Thinking and Feeling
Activity:
Discussion groups share and reflect on prepared responses from Self-Assessment: Measuring Your
EQ” (MindTap Ch 5: Emotional Contagion) or “The Components of Emotion” (5.1 in Student
Activities Manual)
Discussion based on In Real Life: Guidelines for Emotional Expression video embedded in text
(MindTap Ch. 5: Sources of Debilitative Emotions)
Assignment:
Complete “Emotional Language – Self-Talk” (5.4 in Student Activities Manual)
Class 2
Topic: Emotions and Thought/Talking to Yourself
Activity:
Discussion groups share and reflect on prepared responses from Emotional Language – Self-
Talk” (5.4 in Student Activities Manual)
Discuss overcoming irrational thinking, minimizing debilitative emotions and when and how
to share feelings.
Assignment:
Read Chapter Six (complete MindTap quiz prior to next class or complete the Study Guide section
of the Student Activities Manual for Chapter 6 prior to taking in-class quiz next class to verify
reading)
Journal Entry: Based on what you’ve learned from Chapter Five, what’s the most important thing
you can do to increase your emotional intelligence? (MindTap Ch 5: Reflect)
36
Complete Adaptive Quiz – Section II – Looking Out (Adaptive Quizzes are multiple choice and
T/F questions are designed to give instructor’s a baseline assessment of student’s prior knowledge
of text concepts based on prior interdisciplinary courses or life-experience. Adaptive quizzes also
provide students with a personalize study guide.)
Complete “Misunderstood Language (6.2 in Student Activities Manual).
Week 6
Class 1
Topic: Words and Meanings
Activity:
Discussion groups share and reflect on prepared responses from “Misunderstood Language (6.2
in Student Activities Manual).
Discuss meanings people have for words and their emotional reaction to words.
Assignment:
Complete “Behavioral Language” (6.3 in Student Activities Manual)
Class 2
Topic: Abstraction and Language
Activity:
Discussion groups share and reflect on prepared responses from “Behavioral Language” (6.3 in
Student Activities Manual)
Discussion based on In Real Life: “I” and “You” Language on the Job video embedded in text
(MindTap Ch. 6: Language and Worldview)
Assignment:
Journal Entry: Based on what you’ve learned from Chapter Six, what’s the most important thing
you can do to improve your language skills? (MindTap Ch 6: Reflect)
Week 7
37
Class 1
Midterm Exam Preparation
.
Assignment:
Study for midterm exam
Class 2
Midterm Exam
Assignment:
Read Chapter Seven (complete MindTap quiz prior to next class or complete the Study Guide
section of the Student Activities Manual for Chapter 7 prior to taking in-class quiz next class to
verify reading)
Complete “Self–Monitoring Nonverbal Behaviors” (7.3 in Student Activities Manual) or “Pause &
Reflect: Body Language” (MindTap Ch7: Characteristics of Nonverbal Communication)
Week 8
Class 1
Topic: Nonverbal Communication
Activity:
Discussion groups share and reflect on prepared responses from “Self-Monitoring Nonverbal
Behaviors” (7.3 in Student Activities Manual) or “Pause & Reflect: Body Language” (MindTap Ch
7: Characteristics of Nonverbal Communication)
Discuss characteristics and functions of nonverbal communication.
Assignment:
Complete “Ambiguity, Contradiction & Congruence” (7.4 in Student Activities Manual)
Class 2
38
Topic: Nonverbal Congruency
Activity:
Discussion groups share and reflect on prepared responses from “Ambiguity, Contradiction &
Congruence” (7.4 in Student Activities Manual)
Discussion about nonverbal communication and diversity based reading feature “Annie Donnellon:
Blindness and Nonverbal Cues” in text (MindTap Ch. 7: Characteristics of Nonverbal
Communication)
Assignment:
Read Chapter Eight (complete MindTap quiz prior to next class or complete the Study Guide section
of the Student Activities Manual for Chapter 8 prior to taking in-class quiz next class to verify
reading)
Journal Entry: If you could change one thing about how you communicate paralinguistically (rate,
pitch, tone, volume, pauses, and vocal interrupters), what would it be? (MindTap Ch 7: Reflect)
Complete “Listening Diary” (8.1 in Student Activities Manual) or “Self-Assessment: Your
Listening Skills” (MindTap Ch 8: Hearing versus Listening)
Week 9
Class 1
Topic: Listening versus Hearing
Activity:
Discussion groups share and reflect on prepared responses from Complete “Listening Diary” (7.1
in Student Activities Manual) or “Self–Assessment: Your Listening Skills” (MindTap Ch 8: Hearing
versus Listening)
Class discuss of types of ineffective listening and why we don’t listen. Discuss benefits of talking
less and listening more.
Assignment:
Complete “Empathic Listening” Concepts in Play Interactive Activity (MindTap Ch 8:
Supporting)
Complete Paraphrasing (8.3 in Student Activities Manual)