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Comm 4220-003, Spring 2006
Seminar: Functions of Communication
Communication Theory
(Tuesday/Thursday, 12:30-1:45, HLMS 237)
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 for practical purposes) is an essential
form of metacommunication that shapes
our experience of communication on the basis of assumptions about which we
usually have little awareness. Paying close attention to metadiscourse reveals
the commonplace assumptions (think of them as implicit theories of
communication) that govern everyday communicative practices.
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. Theoretical metadiscourse (communication theory) can be
applied to practical problems. It can be used to reflect critically on our
assumptions about communication and to provide alternative ways of thinking and
talking about practical situations. Theories are ways of talking about communication that can
potentially be incorporated into everyday metadiscourse for practical
purposes. Main units of the course will focus on: the
idea of metadiscourse, some historical sources of everyday practical
metadiscourse, and current issues about communication in society
(Unit I); traditions of communication theory that provide alternative
ways of talking about communication (Unit II); and applications of
communication theory to current issues and
communication problems in society (Unit III). Students will work in teams
throughout the semester. The final project will be an individual application
paper on a current issue about communication in society. Throughout the course,
we will use communication theory to explore new ways of understanding
communication problems and practices. Learning will be assessed based on class
participation, essay exams, several team presentations, and the final
application paper. 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
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.). 900 maximum possible 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, serious amounts of time for reading. Note key ideas and
questions as you read, and bring your 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 post assignments on WebCT as directed. If you need technical assistance with WebCT, please don't hesitate to ask. Participation points will be assigned by the
instructor based on attendance, participation in class discussions and
activities, any miscellaneous quizzes or assignments, and team peer evaluations. 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) but may occasionally be assigned as homework due the following
class period. 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. Project Teams
Project teams of 2 - 4 students will be organized around the beginning of Week 2. Teams will work together through the semester to research, prepare, and deliver three PowerPoint presentations as described below. A laptop PC, data projector, and wireless network connection will be available for presentations. You are also welcome to bring your own laptop computer to class or check one out from the Communication Department as needed. Files can be uploaded to your Team Project folder on WebCT before class or brought to class on a floppy disk, CD, or USB drive and uploaded during or after class the same day. Files uploaded after the presentation day will be considered late. Team projects will be evaluated by the instructor, and teams will be asked to evaluate the participation of each member at the end of the semester. Presentations will be evaluated on criteria including:
Unit I Team Issue PresentationThe important purpose of this round of presentations is to introduce practical communication- relevant social problems that will focus our research and class discussion throughout the semester. Specific goals of this presentation are to:
Unit II Team Theory PresentationEach team will be assigned to do additional reading and prepare a 20-30 minute PowerPoint presentation and class discussion on one of the seven traditions of communication theory defined by Craig (1999). Additional guidelines for this assignment will be provided later in the semester. Final Team PresentationEach team will prepare a 15-minute PowerPoint presentation and lead a 15-minute class discussion on applications of one of the seven traditions of communication theory to a communication-related problem or issue. This presentation should reflect substantially more research and thought on the issue and theory beyond presentations in previous units. However, the ideas for application do not need to be fully worked out. The goal is to try out ideas for your final application papers and engage the class in brainstorming on possible applications of communication theory. Additional guidelines for this assignment will be provided later in the semester. Final Application Paper
Each student will write an 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/issue and overview the public
discourse related to it; 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. This 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 include a title page with an appropriate paper
title and your name, date, and this class. It should demonstrate substantial
research on the issue and theory with appropriate in-text citations and a full
reference list in APA style. The paper must be uploaded in MS Word format to
your Team Project area on WebCT and submitted to the instructor in hard copy no
later than the assigned deadline. Late papers will not be accepted. 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/resources/
for more information. Honor Code
Scholarly writing frequently quotes,
paraphrases, or otherwise uses materials taken from other 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. Sexual Harassment
The University of Colorado Policy on Sexual
Harassment applies to all students, staff and faculty. Any student who believes
s/he has been sexually harassed should contact the Office of Sexual Harassment
(OSH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. See http://www.colorado.edu/sexualharassment/
for information about campus resources available to assist individuals who
believe they have been sexually harassed. 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 to the Disability Services
Office in Willard 322 (phone 303-492-8671). 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. Tentative Schedule
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