Comm 4220-001, Fall 2006

Seminar: Functions of Communication

Communication Theory

(Tuesday/Thursday, 12:30-1:45 p.m., RAMY N1B31)

Overview

This is a senior seminar designed primarily for communication majors who have taken COMM 3210 (Human Communication Theory) or a similar course. It also satisfies the College of Arts and Sciences Core requirement in Critical Thinking. 

The seminar begins with the observation that metadiscourse (reflexive talk about talk) is an essential form of metacommunication that we use for a variety of practical purposes in framing and managing our interactions. Paying close attention to metadiscourse reveals ordinary concepts and assumptions about communication that influence our practice of communication in everyday life.  Communication theory--a set of carefully designed ways of talking about talk based on explicit assumptions--can also be thought of, and used in practice as, a set of resources for practical metadiscourse. That is, theories are ways of talking about communication that can be used to solve practical problems and shape our experience of communication differently. Throughout the course, we will use communication theory to explore new ways of understanding communication problems and practices.

Unit I will introduce the idea of metadiscourse and explore some of the ways communication is talked about in modern societies. The reading for Unit I will be Deborah Cameron's book Good to Talk? (the question mark is important!), in which she describes our society's distinctive "communication culture," the abundance of metadiscourse in public as well as private discourse; how everyday ideas about communication implicate concepts of identity, skill, empowerment, therapy, gender, and culture; and how these ideas are currently impacting business organizations, call centers, education, and interpersonal relationships. 

Unit II shifts the focus from current communication practices to current theories of communication. Readings will be assigned from the book Communication as . . . Perspectives on Theory, a collection of chapters by different authors each presenting a particular approach to communication theory. Throughout the unit we will ask two key questions about each theoretical approach: First, what does it mean? Second, how can we apply it practically? 

Unit III focuses on student research projects. Each student will do a class presentation using PowerPoint and write a final paper on the same topic. The presentation and paper will both demonstrate additional research on a communication theory of the student's choice and the application of that theory to a practical communication problem. 

Learning will be assessed based on class participation, two essay exams, mini-application papers in Units I and II, and the final presentation and application paper in Unit III.

Collaborative Learning Goals

A "seminar" (from the Latin, seminarium, a seed plot) is a place for ideas to sprout. A true seminar requires the active participation of every member. Learning occurs through collaborative  research, critical and creative thinking, and discussion. In this process you can deepen your understanding of the field while learning how to construct, understand, and respond to arguments; how to identify and assess tacit assumptions; how to gather and evaluate evidence; and how to communicate effectively in various formats.

Our overarching goal this semester is to collaborate as a true seminar. As such, we will pursue several broad learning goals: 

Online Resources

Textbooks

The following required texts have been ordered for purchase through the UMC Bookstore:

Assignments, Expectations, & Grading

Grading Scheme

Grading will be on a point system with the final grade determined by the percentage of total points earned (93%=A, 90%=A-, 87%=B+, etc.). 500 maximum points will be allocated as follows:

Participation

You are expected to attend regularly, complete readings and other assignments on time, and participate constructively in seminar discussions and activities.  The reading assignments and projects will be challenging.  To succeed in this course, you will need to set aside regular time for reading.  Note key ideas and questions as you read, and bring your books and notes to class on days when reading assignments are due. In-class activities (presentations, discussions, etc.) are designed to clarify and reinforce materials you have read, not as substitutes for reading. 

Short quizzes or in-class writing assignments on assigned readings may be given during the semester. These activities will be used to evaluate your preparation for class, as discussion starters, or to assess what was learned in class.

WebCT and the Internet will be used extensively in this course. You are expected to check your CU email account and WebCT at least twice a week, access on-line materials as needed, and upload assignments to WebCT as directed. If you need technical assistance with anything, please don't hesitate to ask. 

Participation points will be assigned by the instructor based on attendance, participation in class discussions and activities, and any miscellaneous quizzes or assignments.

Essay Exams

Essay exams will be given at the conclusion of Units I and II. Each exam will consist of one or two essay questions. The purpose of the exam will be to demonstrate that you are able to integrate and apply the materials we have studied in each unit. The questions will require you to explain and critique theoretical arguments presented in the readings, or to apply course materials to argue for your own position on a key issue. Your essay should draw as widely as possible from different readings, class discussions, and class resources on WebCT, as well as your own reflection and critical thinking about these materials.  Essay exams will usually be written in class (closed book). Essays will be scored based on comprehensiveness and accuracy in responding to the question, quality of critical thinking, organization, and writing. Sample study questions will be provided in advance and discussed in class. 

Mini-Application Papers

To practice theory application, have some fun, and generate a constant supply of new examples for class discussion, several students each class period will be required to do mini-application papers during Units I and II. Student will be assigned to groups but the group members will not be required to work together as a team. The groups are merely for the purpose of scheduling mini-application papers on a regular rotation. Each student will write three mini-application papers. The first will be worth 10 points and the others 20 points each.

For a mini-application paper you need to do the assigned reading and search the Web for at least one example (i.e., anything out there such as current news, a posting on a blog or MySpace/Facebook, etc. etc.) to which ideas from the assigned reading can be applied in any interesting way. You then write a short paper (about 300-500 words or 1-2 double spaced pages in length) that does the following: 1) explains the relevant ideas from the assigned reading for that day; 2) provides direct web links or descriptions of how to locate each Web example; and (3) explains how the ideas from the reading apply to each example. You are required to upload your paper to your project area on WebCT before class on the day assigned. In class you will give a brief oral summary of your paper and we will (time permitting) find your examples online and discuss them. Papers uploaded after the presentation day will be considered late. Uploaded papers will be linked (by me) to a class resources web page where they will continue to be available for review and discussion later in the semester. 

Although these papers are short and relatively informal, they will be graded and should be done with care. Your paper should demonstrate a solid understanding of the required reading, provide links to one or more appropriate web examples, and clearly explain how the the reading applies. Your paper should be well written, clearly organized, professionally presented, and completely free of  typographical, spelling, usage, and grammatical errors. Your name, the date, the course, and the assigned reading that you are applying (e.g., Cameron, Chapter 4) should be listed at the top of the paper. Although these are individual papers and the groups are not assigned to work together as teams, students are encouraged to collaborate and assist each other with these assignments in appropriate ways. You are also encouraged to meet with me in office hours or by appointment for assistance. 

Final Application Paper

Each student will write a major application paper of about 3000 words (roughly 10-12 double-spaced pages plus title page) that will serve as a capstone to the semester's work. The paper should: 1) introduce a communication-related practical problem or situation; 2) introduce a theory of communication that will be applied to the problem, explaining the key concepts and main points of the theory in depth; 3) apply the theory to the problem by showing how the theory could make an important difference for how the problem is understood and discussed, practical advice or criticism that could be drawn from the theory, and/or how it might work in an actual or hypothetical situation illustrating the problem; 4) summarize and conclude by reflecting critically on the theory in light of your attempt to apply it. The paper should be well written and clearly organized around a central thesis (main point). It should be professionally presented and completely free of  typographical, spelling, usage, and grammatical errors. It should begin with a separate title page presenting an appropriate title for your paper and listing your name, date, and course. It should demonstrate substantial research on both the problem and and the theory with appropriate in-text citations and a full reference list in APA style. The number of research sources will vary with the nature of the topic, but the general guideline is at least 5 good sources on the theory you are applying and 5 good sources on the problem or situation you are applying it to. The paper must be uploaded as an MS Word document to your Project area on WebCT no later than the assigned deadline. 

Policies

Equipment Check-Out

The Communication Department has equipment that is available for students in Communication courses to check out. Equipment includes laptop computers, digital video cameras, web cameras, wireless Internet cards, transcribers, tape recorders, and more. Please see http://comm.colorado.edu/tac/hub_equip.htm for more information.

Honor Code

Academic writing frequently quotes, paraphrases, or otherwise uses materials taken from various research sources. Writers are ethically required to disclose all assistance received and all sources of information used by following accepted practices of citation, quotation, acknowledgement, etc.  Failure to do so constitutes plagiarism, a form of academic dishonesty. Other forms of academic dishonesty include cheating, submitting the same work for more than one course without permission, etc. CU-Boulder has established an Honor Code to promote and enforce standards of academic honesty. Please see http://www.colorado.edu/academics/honorcode/ for more information.

Classroom Behavior

Students are expected to arrive on time and not leave the room before the end of class unless by prior agreement with the instructor or in case of emergency. Disruptive classroom behavior will not be tolerated. See http://www.colorado.edu/policies/classbehavior.html for information about CU-Boulder's classroom behavior policy.

Discrimination and Sexual Harassment

Any student who believes s/he has been the subject of discrimination or harassment based upon race, color, national origin, sex, age, disability, religion, sexual orientation, or veteran status  should contact the Office of Discrimination and  Harassment (ODH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. See http://www.colorado.edu/odh/ for further information. 

Students with Disabilities

If you have specific physical, psychiatric, or learning disabilities and require accommodations, please let me know early in the semester so that your learning needs may be appropriately met. You will need to provide documentation of your disability through the Disability Services Office in Willard 322 (phone 303-492-8671; http://www.Colorado.EDU/disabilityservices).

Religious Observance

If you anticipate conflicts between religious observance dates and any requirements or activities of this course, please let me know well in advance so we can arrange appropriate  accommodations. 

Class Schedule

 Revised: October 14, 2007