CHAPTER 1
LAUNCHING YOUR STUDY OF
COMMUNICATION THEORY
Outline
I. What is a theory and what does it do?
A. Ernest Bormann defined theory as “an umbrella term for all careful, systematic, and
self-conscious discussion and analysis of communication phenomena.”
B. This definition is purposefully broad, but may not be helpful in providing a direction for
study.
C. Judee Burgoon suggested that a theory is nothing more than “a set of systematic
informed hunches about the way things work.”
1. Set of hunches.
a. If a theory is a set of hunches, it means we aren’t yet sure we have the
2. Informed hunches.
3. Hunches that are systematic.
4. Images of theory.
a. Theory might also be understood using descriptive metaphors.
b. Karl Popper described theories as nets, a tool used to grasp an elusive
concept.
c. Theories can be seen as lenses which help focus attention.
d. A communication theory is a kind of map that’s designed to help you
navigate some part of the topography of human relationships.
II. What is communication?
A. No singular definition of communication is agreed upon by communication scholars.
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B. Frank Dance, who published the first comprehensive book on communication theory,
concluded that we’re “trying to make the concept of communication do too much work
for us.”
C. Communication is the relational process of creating and interpreting messages that
elicit a response.
1. Messages are at the core of communication study.
3. Messages are symbolically encoded and decoded by people based on the
meanings they assign.
4. Communication is an on-going relational process between two or more
5. For whatever reason, if a message fails to stimulate any cognitive, emotional,
or behavioral reaction, it seems pointless to refer to it as communication.
III. An arrangement of ideas to aid comprehension.
A. The arrangement of the book’s chapters is explained.
B. The theory chapters are divided into four major divisions: interpersonal communication,
group and public communication, mass communication, and cultural context.
IV. Chapter features to enliven theory
Key Names and Terms
Judee Burgoon
University of Arizona communication theorist whose theory is the subject of chapter 7.
She suggested that if we care about theory, we must “do theory.”
Ernest Bormann
Late communication theorist from University of Minnesota who posited the broad
definition of communication theory listed below. His theory of symbolic convergence is
featured in Chapter Nineteen.
Theory
A record of a message that can be analyzed by others; for example a book, film,
photograph, or any transcript or recording of a speech or broadcast.
Polysemic
A quality of symbols that means they are open to multiple interpretations.
Principal Changes
The content of this chapter remains much the same as the previous edition though it’s
been edited for clarity and readability. The principal difference is the change in cartoon which
serves as a chapter-wide example.
Kick-off Questions & Interaction Starters
• When you think of the word “theory” what comes to mind?
• What connotations surface in how people in everyday conversation use the word
“theory”?
• Why are human propelled to want an explanation?
• Why did you decide to take a communication theory class? If you’re seeking a major or
minor in communication, what interests you about this area of study? What do you
hope to learn?
Suggestions for Discussion
Theory, what’s it good for?
For many students, this may be their first foray into the world of theory and as such, you
will need to lay some groundwork. In the past, I have found it productive to ask students what
they know about “theory” in general. What connotations does the word, “theory” have for
them? Many times, theory is seen as abstract, almost impotent (i.e. “only in theory”) or
derogatory (“well, it’s a nice theory but…”). You might want to spend a few minutes discussing
Time to marinate?
In the chapter, there’s no particular focus on time as an element to theory creation or
development. When addressing the issue of systematic hunches, it’s stated that theories are
based on patterns and involve prior research. You might ask students what role time plays in
the theory-making process. Does a theory have to be understood and supported by a
even by physicists. He received the 1921 Nobel Prize in Physics in 1922, one year later, which
gave the scientific community time to understand his ideas. Actually, the prize was not given
for the theory of relativity but a somewhat smaller idea upon which the theory was built. If the
Nobel Prize committee could not understand his ideas, what chance do we have!
What does it mean to study communication?
When Andrew teaches this chapter at TCU, his students are early in their course of
study in the communication major or minor. He asks students if they ever struggle with
explaining to others what it means to study communication, and many admit that they do. To
help them understand how communication differs from other disciplines, Andrew contrasts the
communication discipline with psychology (which focuses on the mind, brain, and personality)
and sociology (which focuses on demographic categories and broader social rules and norms).
He works the class through a couple of examples: dating compatibility and voting behavior.
how they made their persuasive case. He concludes by telling students what one of his
mentors, Joann Keyton (North Carolina State University), told him in a graduate course: the
study of communication is the study of symbols, messages, and meanings. That is what sets
us apart from other disciplines.
When Glenn teaches this chapter at Purdue, many of his students are also attempting
to understand what the field of communication is about and how to explain to others the
nature of the major that they are attempting to pursue. A particular source of bewilderment is
the many different areas and activities that make up their Communication department—
interpersonal,organizational, mass, and health communication, in addition to presentational
speaking, rhetoric, and studio production of TV and radio programs. Is there a unifying
Exercises and Activities
Theories, theories, everywhere
One starting place for students is to consider the wealth of theories with which they are
already familiar. Stepping away from the communication discipline, what theories are they
familiar with and what makes them “a theory”? Ask students to name some theories, from any
area of life or study, and articulate what makes them a “theory.” For example, students may
quickly cite the theory of evolution, the Big Bang theory, music theory, or Einstein’s theory of
relativity. While they may not be able to explain the theory in any detail, why do they elevate
Amateur theory building
The chapter includes Judee Burgoon’s assertion (“theory is nothing more than a set of
systematic hunches about the way things operate”) as the springboard for the discussion of
theory. Ask students to construct their own set of hunches about phenomena they experience
in day-to-day life, such as registration for classes or housing, meeting their graduation
requirements, or making a major purchase like a car or a computer. You could of course ask
Be sure to encourage students to think about the components that are stressed in the
chapter. Are they presenting sets of hunches and not isolated ideas? Are their conclusions
informed by others’ findings? Where did they “come up” with their ideas? What is the basis for
their conclusions? What are the central concepts and what are the relevant connections
between them? Afterwards, use the students’ theories to discuss how each of these facets is
necessary to a theory.
Other metaphors for theory
The chapter presents nets, lenses, and maps as metaphors for understanding theory.
After fleshing out these metaphors with your students, you might push them to think of other
metaphors. One option would be to probe their thinking by bringing objects that could serve as
metaphors and working with students to elaborate them. Possible objects could include a
Further Resources
For good collections of general essays on communication theory, see
Fred L. Casmir (ed.), Building Communication Theories: A Socio/Cultural Approach, Lawrence
Erlbaum, Hillsdale, NJ, 1994.
Gregory J. Shepherd, Jeffrey St. John, and Ted Striphas (eds), Communication As…:
Perspectives on Theory, Sage, Thousand Oaks, CA, 2006.
Additional resources
Carma L. Bylund, Emily B. Peterson, and Kenzie A. Cameron, “A Practitioner’s Guide to
Interpersonal Communication Theory: An Overview and Exploration of Selected
Theories,” Patient Education and Counseling, Vol. 87, 2012, pp. 261-267.
Robert T. Craig, “Pragmatist Realism in Communication Theory,” Empedocles: European
Journal for the Philosophy of Communication, Vol. 7, 2016, pp. 115-128.