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Test Bank for Interpersonal Communication, 7th New International Edition

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    Instructor’s Manual and Test Bank for Beebe, Beebe, and Redmond Interpersonal Communication: Relating to Others Seventh Edition by Leonard M. Edmonds Arizona State University

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    1 Table of Contents Introduction ................................................................................................................................... 4 Preparing to Teach Interpersonal Communication ..................................................................... 4 Organizing Your Course Syllabus .............................................................................................. 5 Graded Assignments ................................................................................................................... 6 Classroom Management............................................................................................................ 10 Using PowerPoint and other Computer-Generated Visuals...................................................... 10 Using Props to Teach ................................................................................................................ 11 Using Outside Resources .......................................................................................................... 11 Sample Syllabus ........................................................................................................................ 12 Chapter 1: Introduction to Interpersonal Communication .................................................... 14 Chapter-at-a-Glance .................................................................................................................. 14 Learning Objectives .................................................................................................................. 14 Chapter Overview ..................................................................................................................... 15 Chapter Outline ......................................................................................................................... 16 Discussion/Journal Questions ................................................................................................... 24 Activities and Assignments....................................................................................................... 24 Chapter 2: Interpersonal Communication and Self ............................................................... 30 Chapter-at-a-Glance .................................................................................................................. 30 Learning Objectives .................................................................................................................. 30 Chapter Overview ..................................................................................................................... 31 Chapter Outline ......................................................................................................................... 32 Discussion/Journal Questions ................................................................................................... 37 Activities and Assignments....................................................................................................... 38 Chapter 3: Interpersonal Communication and Perception ................................................... 45 Chapter-at-a-Glance .................................................................................................................. 45 Learning Objectives .................................................................................................................. 45 Chapter Overview ..................................................................................................................... 46 Chapter Outline ......................................................................................................................... 46 Discussion/Journal Questions ................................................................................................... 50 Activities and Assignments....................................................................................................... 51 Chapter 4: Interpersonal Communication and Diversity: Adapting to Others ................... 58 Chapter-at-a-Glance .................................................................................................................. 58 Learning Objectives .................................................................................................................. 58 Chapter Overview ..................................................................................................................... 59 Chapter Outline ......................................................................................................................... 59 Discussion/Journal Questions ................................................................................................... 64 Activities and Assignments....................................................................................................... 65 Chapter 5: Listening and Responding Skills ........................................................................... 73 Chapter-at-a-Glance .................................................................................................................. 73 Learning Objectives .................................................................................................................. 73 Chapter Overview ..................................................................................................................... 74 Chapter Outline ......................................................................................................................... 75 Discussion/Journal Questions ................................................................................................... 82 Activities and Assignments....................................................................................................... 82

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    2 Chapter 6: Verbal Communication Skills ............................................................................... 89 Chapter-at-a-Glance .................................................................................................................. 89 Learning Objectives .................................................................................................................. 89 Chapter Overview ..................................................................................................................... 90 Chapter Outline ......................................................................................................................... 90 Discussion/Journal Questions ................................................................................................... 96 Activities and Assignments....................................................................................................... 97 Chapter 7: Nonverbal Communication Skills ....................................................................... 105 Chapter-at-a-Glance ................................................................................................................ 105 Learning Objectives ................................................................................................................ 105 Chapter Overview ................................................................................................................... 106 Chapter Outline ....................................................................................................................... 107 Discussion/Journal Questions ................................................................................................. 114 Activities and Assignments..................................................................................................... 115 Chapter 8: Conflict Management Skills ................................................................................. 122 Chapter-at-a-Glance ................................................................................................................ 122 Learning Objectives ................................................................................................................ 122 Chapter Overview ................................................................................................................... 123 Chapter Outline ....................................................................................................................... 124 Discussion /Journal Topics ..................................................................................................... 132 Activities and Assignments..................................................................................................... 133 Chapter 9: Understanding Interpersonal Relationships ....................................................... 138 Chapter-at-a-Glance ................................................................................................................ 138 Learning Objectives ................................................................................................................ 138 Chapter Overview ................................................................................................................... 139 Chapter Outline ....................................................................................................................... 140 Discussion/Journal Questions ................................................................................................. 147 Activities and Assignments..................................................................................................... 147 Chapter 10: Managing Relationship Challenges ................................................................... 155 Chapter-at-a-Glance ................................................................................................................ 155 Learning Objectives ................................................................................................................ 155 Chapter Overview ................................................................................................................... 156 Chapter Outline ....................................................................................................................... 157 Discussion/Journal Questions ................................................................................................. 167 Activities and Assignments..................................................................................................... 169 Chapter 11: Interpersonal Relationships: Friendship and Romance .................................. 176 Chapter-at-a-Glance ................................................................................................................ 176 Learning Objectives ................................................................................................................ 176 Chapter Overview ................................................................................................................... 177 Chapter Outline ....................................................................................................................... 177 Discussion/Journal Questions ................................................................................................. 178 Activities and Assignments..................................................................................................... 189 Chapter 12: Interpersonal Relationships: Family and Workplace ...................................... 195 Chapter-at-a-Glance ................................................................................................................ 195 Learning Objectives ................................................................................................................ 195 Chapter Overview ................................................................................................................... 196

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    3 Chapter Outline ....................................................................................................................... 197 Discussion/Journal Questions ................................................................................................. 206 Activities and Assignments..................................................................................................... 207 Chapter 1 Test Bank ................................................................................................................. 212 Chapter 2 Test Bank ................................................................................................................. 225 Chapter 3 Test Bank ................................................................................................................. 236 Chapter 4 Test Bank ................................................................................................................. 249 Chapter 5 Test Bank ................................................................................................................. 263 Chapter 6 Test Bank ................................................................................................................. 276 Chapter 7 Test Bank ................................................................................................................. 289 Chapter 8 Test Bank ................................................................................................................. 302 Chapter 9 Test Bank ................................................................................................................. 316 Chapter 10 Test Bank ............................................................................................................... 334 Chapter 11 Test Bank ............................................................................................................... 348 Chapter 12 Test Bank ............................................................................................................... 364

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    4 Introduction Welcome. We’re delighted that you’ve chosen to use Interpersonal Communication as your class textbook and hope that you find the text and the accompanying resources useful and supportive. This resource manual is designed with both the graduate teaching assistant and the twenty-years (plus) interpersonal communication teacher in mind. Some of the suggestions, from ways of getting to know your students’ names to recommendations for assessing student work, are quite basic. Other recommendations are quite innovative and cutting-edge. We hope that all instructors will find many practical suggestions in this manual. Specifically, this manual contains the following items: • A one-page “Chapter-at-a-Glance” summary of each chapter that includes a detailed outline, instructor resources, and available print and media supplements; • The learning objectives for each chapter; • A chapter overview; • Key terms from each chapter; • A detailed outline of each chapter; • Suggestions for experiential activities and discussion items for each chapter. Preparing to Teach Interpersonal Communication In addition to reading the textbook and the Pearson resources, there are a number of other valuable considerations for preparing to teach interpersonal communication. Here are just a few good ideas: 1. Join the National Communication Association (http://www.natcom.org) and subscribe to their fine journals, including Communication Education . Membership will allow you to receive the NCA newsletter, Spectra (http://www.natcom.org/spectra) and Communication Currents (http://www.natcom.org/CommCurrentsIssue.aspx). NCA is the oldest and largest national organization to promote communication scholarship and education. Founded in 1914 as the National Association of Academic Teachers of Public Speaking, the society incorporated in 1950 as the Speech Association of America. The organization changed its name to the Speech Communication Association, in 1970. It adopted its present name in 1997. NCA also makes available a number of resources for research and education. 2. Visit the Empathy site at http://empathy.columbusstate.edu/index.php. This site provides links for a variety of exercises for teaching empathy in interpersonal communication. 3. Visit the Free Management Library website on resources in communication skills at: http://managementhelp.org/search/management_help_search.html?zoom_query=com munication+skills for information on a variety of communication skills.

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    Introduction 5 4. Join the International Listening Association, which promotes the study, development, and teaching of listening, and the practice of effective listening skills and techniques. See their website at http://www.listen.org/. 5. Obtain a copy of your university/college’s student handbook and ensure that you are well acquainted with student obligations, rights, and responsibilities concerning interpersonal and academic conduct. 6. Visit your university’s student resource centers including the international student center, the writing center, your counseling center, and your learning resource center. It’s a good idea to post student resource information on bulletin boards in or near your classroom to assist students in obtaining support. 7. Visit your institution’s faculty resource center and get acquainted with your ever- developing technological options for presenting information. If you have a professional website developed, you’ll want to publish your syllabus and other useful information (like handouts) for your students. 8. Test the equipment in your classroom to ensure that you know how your electronic devices operate. It is very frustrating for students to watch their instructors learn during class sessions how to operate computers and other equipment. More and more of our students are computer savvy and wonder at our clumsiness. 9. Get to know your colleagues in the communication department. They are a rich resource and will provide you with endless resources and support as you teach this course. 10. Visit your local commercial bookstore and check out the popular books now available on interpersonal communication topics. Your students are likely to ask you about these authors (e.g., John Grey or Daniel Coleman). 11. Check out the International Society for the Study of Personal Relationships. Their website is http://www.isspr.org. ISSPR was formed in 1984 with the aim of stimulating and supporting scholarship and research on personal relationships, improving communication between like-minded researchers around the world. 12. Mel Silberman’s Active Learning: 101 Strategies to Teach Any Subject (Pearson, 1996) is an excellent resource for considering strategies for getting students involved. Organizing Your Course Syllabus The best syllabi will be clean, clear, and unambiguous for students and administrators alike. Here are some essential elements of a good syllabus: • Your institution’s name (this is useful for students who transfer credits to another institution)

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    Introduction 6 • The title of this course including the semester and academic year • Your name and title • Ways to contact you Your office location and office hours Your telephone number Your e-mail address Your professional website URL Your fax number Your department mailbox location and telephone number • Course description • Course objectives • Textbook requirements and expectations about reading the book and bringing it to class sessions • Course requirements describing the graded activities • Your attendance policy (use specific and descriptive language) • Your participation policy (again, the more explicit you are, the easier it will be to manage student grievances later) • Course expectations (e.g., late arrivals, participation, notifying you of absences, turning in late work, making up exams or oral assignments) • Your grading rationale • Course assignments, including: examinations, papers due, group presentations, research assignments, and/or journal work • Miscellaneous items: • Inclement weather policy and phone numbers • Student resource centers and locations • Your teaching schedule • Sexual harassment policy • Restrictions including food, pagers, phones, or children • Academic honor policy • Notice to notify you of any learning disabilities, medical conditions, or similar student concerns early in the semester • Tentative class schedule including: Dates Reading assignments Assignments due Withdrawal dates Final examination period Graded Assignments The study of interpersonal communication is an ongoing process of examining self in relation to others. The instructor’s personal vision will, of course, determine the methods by which students’ integration of the course concepts will be gauged. A variety of assignment types readily apply to the subject matter.

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    Introduction 7 1. Participation Interpersonal communication is ubiquitous, and students invariably offer a wealth of illustrations for chapter concepts—if they are asked. Including participation as part of the course grade rewards these contributions. Consider whether attendance will be a part of your participation criteria. Other considerations might include appropriate dress, language, and demeanor. 2. Communication Journals Student journals are highly appropriate for the exploration of interpersonal communication. Clearly established criteria for and regular instructor feedback on journals are necessary to ensure their effectiveness. For journals to perform their potential integrative function, students must transcend the tendency to write unrelated information: (a) diary entries having no clear relation to course concepts (e.g., “My dog ran away this morning. I’m going to make hamburgers for dinner.”) Or (b) summaries of chapter material (e.g., “Chapter One focused upon communication models and principles.”) Feedback is a message sent in response to another message. Content criteria for journals may be established as: • A detailed description of an interpersonal communication (between at least two people) episode; • A definition of at least one course concept (or at least two or three) evidenced in the episode; and • An (transcending) explanation of the link between the concept and the description or piece of the description. Journals encourage students to make immediate, ongoing applications of course material. They are most helpful when collected and commented upon regularly by the instructor. This provides students ongoing evaluation of their progress and provides the instructor opportunity to communicate with every student. The instructor’s schedule is a factor to consider regarding the inclusion of journals, as they are quite time-consuming. 3. Short Writing Assignments The suggestions for the instructor in this resource manual will provide you with many ideas to consider. Some writing assignments may be graded and others might contribute towards participation. Assignments may also cover the evaluation and interpretation of current research on interpersonal communication reviewed from a current scholarly source. 4. Movie Review Term Paper (Interpretative Paper) The purpose of this assignment is to engage the student in identifying and critically evaluating some of the elements of interpersonal communication found in a particular movie. Hopefully, this exercise will help the student gain a better understanding of some of the dimensions of his or her own interpersonal relationships.

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    Introduction 8 Criteria for the assignment include: 1. A brief overview of the story contained in the book or movie. (1-2 pages) 2. A definition, suitable for the naïve reader, of at least three applicable text concepts. (3/4-1 page) 3. “Thick description” of several instances in which each of the chosen text concepts was evidenced. (Descriptions should include as much dialogue as possible and figuratively transfer the reader to the scene.) 4. Clear explanations of how the text concepts were illustrated in all supporting instances. Your analysis should contain some discussion of both verbal and nonverbal elements of interpersonal communication. (#3 and #4 may be combined and should be about 2.5 pages for each concept = 7.5 pages) Your analysis must contain concepts drawn from each of the three units in your text. (Unit 1: Interpersonal Communication Foundations; Unit 2: Interpersonal Communication Skills; Unit 3: Interpersonal Communication in Relationships). The assignment must be typed, double-spaced, and at least ten pages in length. 5. Self-Assessment of Developing Interpersonal Communication Competencies Students may be asked to submit brief, written descriptions of areas of interpersonal communication behavior that they would like to improve. The instructor may then quickly provide written feedback on related text chapters and outside research areas. Students should also be instructed to (a) consciously monitor their communication for occurrences of the selected behavior; (b) identify themes in occurrences of the behavior, i.e., “I seem to do this more when I’m talking to a teacher;” (c) identify variables related to the behavior (i.e., status); and (d) collect written research on the behavior and its related variable(s), and prepare a written report of findings. Content criteria for a self-improvement project term paper may include: • An explanation of the chosen interpersonal communication behavior; • An explanation of the theme(s) in occurrence of the behavior, including specific examples of occurrences; • An analysis of the relationship(s) between the behavior and the communication context; • A summary of the findings of related research; • A discussion of implications of the research for the student’s case; and • A logical plan for altering the behavior. 6. Presentations Students may be asked to deliver individual or group presentations. These are lively and interesting learning aids provided they are assigned as extemporaneous presentations of a uniform skeleton format, within set time limits.

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    Introduction 9 Individual presentations of book or movie review findings serve as strong concluding arguments for the universal value of the study of interpersonal communication. Student presentations in general contribute greatly to community building in the classroom. The instructor may assign or contract volunteers of individuals or groups for brief presentations of text concepts as well. Suggested oral content criteria include: • An overview of the topic • A preview of sub-topics to be discussed • Transitions between treatments of sub-topic areas • Explanation of each sub-topic • Supporting examples that illustrate each sub-topic • A review of chosen sub-topic • A concluding statement regarding the information’s usefulness, importance, and the like 7. Skills Practice Students can select from several skills (assertiveness, conflict management or expressing feelings) to develop and practice. Working in pairs, students will confer with their instructor concerning their choice and how to develop and improve that skill in their own life. Students will be required to develop and perform a twenty- to thirty-minute role-play to demonstrate the skill. Performances can be videotaped for review and analysis by the students. 8. Examinations Students often appreciate the use of several examinations of relatively low numerical weights. You might offer weekly examinations that ask students to reflect upon content from the textbook and your lecture-discussions. Many students find that this motivates them to stay abreast of chapter reading and allows them to get immediate feedback from the instructor. 9. Communication Website You might ask students to develop an interpersonal communication website that characterizes the specific class, summarizes class insights, and offers Internet resources for further study. If your institution provides a Learning Management System (LMS) such as Blackboard, eCollege/Learning Studio, or another, this is a resource to consider for setting up the class site. The website might include: • A picture of the class and short biographies of classmates • Student-generated test study guides for classmates • Published class notes submitted by rotating teams • Synopsis of group presentations • Good Internet resources for chat rooms, discussion lists, or websites aimed at particular interpersonal topics of interest

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    Introduction 10 Classroom Management During the first week of class, be sure to talk with students about mutual concerns related to classroom deportment and demeanor. Do not assume that all students have similar attitudes concerning showing deference or wanting to put into practice these interpersonal communication competencies. Some students may believe that they need only attend and complete examinations to succeed in the course. Others are less concerned about grades than they are about solving some of their personal relational crises. Be prepared to talk openly about establishing a safe environment for discussing relational issues. Below is some suggested language for use in your interpersonal communication syllabus: You are expected to actively listen and respond in a way that demonstrates that you have been doing the reading and thinking about communication principles. Respect for yourself and others is mandatory. Informed involvement is expected. Please use Standard American English. Attending each class session is not enough to earn a passing grade; you must demonstrate a willingness to practice your communication competencies in class role-plays, group work, class discussions, and exercises. Studying for other classes during class sessions, failing to prepare for class sessions, and failing to contribute to group presentations will be factored into your grade. You are further expected to demonstrate courtesies of professional life, which includes contacting your instructor if you will miss a class session. Class climate is an essential ingredient for the success of this course. At various points during the semester, we may be examining sensitive and personal issues as they relate to aspects of interpersonal communication. Differences of experience, attitude, and values can be discussed meaningfully as long as we agree to respect norms of civil discussion. Certain forms of classroom behavior are expressly prohibited. These include verbal attacks on the person and character of another; disparaging responses to another’s group of origin or affinity, (e.g., age, gender, health status, physical or mental abilities, race, culture, sexual orientation, political philosophy, social views, or religion); any form of behavior that manifests direct or implied sexual harassment; and any statement that questions the moral character or integrity of another. [Note: Some film clips shown in class contain vulgar language and inappropriate ways of managing emotions; your instructor does not condone this type of communication.] The enforcement of these norms is the obligation of all members of the class. Using PowerPoint™ and other Computer-Generated Visuals For many students, computer-generated visual presentations add interest and movement to your lectures. If you use these for each class, however, the novelty will wear thin and students are

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    Introduction 11 likely to become impatient. As an expert communicator, you know the value of using many different modes of presentation. The PowerPoint™ slides that accompany this text are designed to be edited by you to better reflect your teaching style, your additional research, and your students’ needs. Dan Cavanaugh’s book, Preparing Visual Aids for Presentations offers some useful tips for preparing slides as well as publishing these to the Web. This book is published by Pearson (ISBN 978- 0205611157). Using Props to Teach To describe the transactional model of communication, consider using magic. Your local magic shop probably has some simple but helpful aids including a dove pan, a felt bag (with a magic pocket), and rope or paper that can be cut and magically come together with effective communication. There are a number of props you may find useful. You might use a Slinky® toy to discuss the process of communication. Consider mobiles to talk about the family system. Yo-yos can illustrate life’s ups and downs and ways to manage these (to do tricks like rocking the cradle or sleeping). Boo-Bricks (sponge bricks) can be quite useful during role-play demonstrations to signal a foul or penalty. You are limited only by your imagination! Using Outside Resources Many expert speakers are available and are often willing to come to your class or to your campus to speak on interpersonal communication issues. Many nonprofit organizations have speakers’ bureaus or educational resource staffs who are very pleased to share their resources with students. These resources include: • Domestic violence agency • Child protective services • Alzheimer association • Hospice volunteers • Gay and lesbian organizations • Employee assistance programs • Suicide hotline listeners • Marriage preparation organizations. Check with your institution for guidance before inviting speakers to your class.

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    Introduction 12 Sample Syllabus Text: Beebe, S.A., Beebe, S. J, & Redmond, M.V. (2014). Interpersonal Communication: Relating to Others , (7th Ed.) Upper Saddle River, NJ: Pearson Education, Inc. Course Objectives • To identify the importance of interpersonal communication in our lives • To list and describe strategies for improving self-esteem • To describe and use the process of appropriate self-disclosure • To explain how we form impressions of others, describe others, and interpret others’ behavior • To improve the accuracy of our interpersonal perceptions • To improve intercultural communication competence • To improve ways of being other-oriented • To identify ways to improve listening skills • To understand the influence words have on our culture and our relationships • To understand supportive approaches of relating to others • To describe the functions of nonverbal communication in interpersonal relationships • To identify and use conflict management skills • To describe theories of relationship development • To explain the stages of relational escalation and de-escalation • To discuss the skills for starting, maintaining, and ending relationships • To identify and describe the communication characteristic of a healthy family • To compare face-to-face communication with computer mediated communication Course Evaluation (Put your grading criteria here. For example, what scores will receive an “A,” “B,” etc.) Exams: 3 @ 100 points Three brief exams, including multiple choice, true/false, and short answer questions, will be given for each unit of the text. Journal Assignments: 4 @ 100 each Journal of Websites: Each student should maintain a journal of websites that they use to seek out additional information on various topics covered in the class. They should bring this journal when they come to class prepared to report on their favorite site on the date the chapter is being discussed. A brief description of what learning the site provided the student will accompany each entry. Journals must be typed and are to be turned in during the last week of each unit. Journal of Interpersonal Relationships: Each student writes a journal on some aspect of interpersonal communication that is covered in a particular unit in the text. For example, students may choose to journal about how self-concept and self-esteem affect their relationships with others (Unit 1); the progress they are making to improve their listening skills and how this

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    Chapter 4: Interpersonal Communication and Cultural Diversity: Adapting to Others 13 impacts their relationships (Unit 2); or journal about the use of mediated communication to manage their relationships by keeping a record for a period of time on how and why they use technology (Unit 3). Journal of Activities: Students will complete each of the activities assigned as a Journal Entry. These can be turned in by the week, unit, or semester. Group Presentation: 150 points Each student will be assigned to a group to research a specific area of interpersonal communication. Each group will designate a topic, perform research, and present a thirty-minute presentation to the class covering their topic. Students will be graded based on content, delivery, and peer evaluation. Miscellaneous Assignments: 50 points. From time to time, various in-class or homework assignments may be given to supplement the learning process. Class Participation and Leadership: 100 points Course Schedule: (Exams will be given in class the day after a unit is covered) Week Topic Reading/Assignment Week 1 Introduction to Interpersonal Communication Chapter 1 Week 2 Interpersonal Communication and Self Chapter 2 Week 3 Interpersonal Communication and Perception Chapter 3 Week 4 Interpersonal Communication and Diversity: Adapting to Others Chapter 4 Week 5 Exam on Unit 1 Journal Submission 1 Week 6 Listening and Responding Skills Chapter 5 Week 7 Verbal Communication Skills Chapter 6 Week 8 Nonverbal Communication Skills Chapter 7 Week 9 Conflict Management Skills Chapter 8 Week 10 Exam on Unit 2 Journal Submission 2 Week 11 Understanding Interpersonal Relationships Chapter 9 Week 12 Managing Relationship Challenges Chapter 10 Week 13 Interpersonal Relationships: Friendship and Romance Chapter 11 Week 14 Interpersonal Relationships: Family and Workplace Chapter 12 Week 15 Exam on Unit 3 Journal Submission 3 Week 16 Research Presentations/Exam

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    14 Chapter 1: Introduction to Interpersonal Communication Chapter-at-a-Glance Brief Chapter Outline Learning Objectives Instructor Manual Resources Notes Interpersonal Communication Defined Objective 1 Activity: 1.1, 1.2 Interpersonal Communication’s Importance to Your Life Objective 2 Activity: 1.3, 1.4, 1.5 Interpersonal Communication and the Communication Process Objectives 3 Activity: 1.6, 1.7 Interpersonal Communication Principles Objective 4 Activity: 1.8 Interpersonal Communication and Technology Objective 5 Activity: 1.9. 1.10 Interpersonal Communication Competence Objective 6 Activity: 1.11 Learning Objectives After studying this chapter, students should be able to: 1. Compare and contrast definitions of communication, human communication, and interpersonal communication. 2. Explain why it is useful to study interpersonal communication. 3. Describe the key components of the communication process 4. Discuss five principles of interpersonal communication. 5. Discuss electronically mediated communication’s role in developing and maintaining interpersonal relationships. 6. Identify strategies that can improve your communication competence.

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    Chapter 1: Introduction to Interpersonal Communication 15 Chapter Overview Interpersonal Communication Defined: Communication, human communication, and interpersonal communication are defined and contrasted. Interpersonal communication is discussed as a distinctive form of communication that involves simultaneous interaction between individuals, usually with mutual influence in order to manage our relationships. Impersonal communication is defined as treating others as objects rather than as unique individuals. An “I– It” relationship is an impersonal one, in which the other person is viewed as an “It” rather than as an authentic, genuine person. An “I–Thou” relationship occurs when you interact with another person as a unique, authentic individual rather than as an object or an “It.” Interpersonal communication is different than mass communication, public communication, small group communication and intrapersonal communication is communication with yourself. Interpersonal communication involves mutual influence between individuals. Interpersonal communication helps individuals manage their relationships. Interpersonal Communication’s Importance to Your Life: Interpersonal communication permeates our lives. Being skilled in interpersonal communication can improve your relationships with family, friends, and lovers, and work and school colleagues, as well as improving your physical and emotional health. Interpersonal Communication and the Communication Process : Three models for understanding communication are outlined within a historical perspective. Message transfer models focus on the actions involved in communication. Message exchange models introduce the concepts of feedback and context to emphasize a less static and more interactive perspective. Message creation models introduce the notion of “simultaneous” interaction – a transactional process involving mutual and concurrent sharing of ideas and feelings. Interpersonal Communication Principles : Underlying our understanding of interpersonal communication are five principles: Interpersonal communication connects us to others, is irreversible, is complicated, is governed by rules, and involves both content and relationship dimensions. Interpersonal Communication and Technology : Today, we use a great deal of technology to transmit interpersonal messages. Electronically mediated messages can be challenging to interpret because they contain fewer nonverbal cues, are often asynchronous (not read or heard at the same time they are sent), and have increased potential for deception. Social presence is the feeling we have when we act and think as if we’re involved in an unmediated, FtF conversation. Cues-filtered-out theory suggests that emotional expression is severely restricted when we communicate using only text messages; nonverbal cues such as facial expression, gestures, and tone of voice are filtered out. Media richness theory suggests that the richness of a communication channel is based on four criteria. Social information-processing theory explains how quality relationships can be formed via e-mail and other electronic media, even though information exchange may take longer than in face-to-face communication. Mediated communication can be evaluated, in part, according to the “richness of the channels” being used.

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    Chapter 1: Introduction to Interpersonal Communication 16 Interpersonal Communication Competence : To be a competent communicator is to express messages that are perceived to be both effective (the message is understood by others and achieves its intended effect) and appropriate (the time, place, and context of the message is sensitive to the feelings and attitudes of the listener). Three strategies are outlined which can help us become more skilled communicators. These include: becoming knowledgeable, becoming skilled, and becoming motivated. These strategies all find expression in the idea of becoming other-oriented—the opposite of an egocentric approach to communication. Other-oriented communicators are also ethical. Chapter Outline (All key terms appear in bold) I. Interpersonal Communication Defined • Communication is the process of acting on information. • Human communication is the process of making sense out of the world and sharing that sense with others by creating meaning through the use of verbal and nonverbal messages. • Interpersonal communication is a distinctive, transactional form of human communication involving mutual influence, usually for the purpose of managing relationships. A. Interpersonal Communication Is a Distinctive Form of Communication 1. Interpersonal versus Impersonal Communication • There is a continuum running from impersonal communication , which occurs when you treat people as objects or relate to them as roles, to interpersonal communication that occurs when you treat others as unique and relate to them as authentic individuals. 2. I-It and I-Thou Relationships • Impersonal communication involves an “I-It” relationship where you have a role to perform and there is mechanical, stilted interaction. • Interpersonal communication involves an “I-Thou” relationship that is true dialogue and honest sharing. • It is unrealistic to think that all communication will be interpersonal. 3. Interpersonal Versus Other Forms of Communication • Mass communication occurs when one person issues the same message to many people at once. a) The creator of the message is usually not physically present. b) There is virtually no opportunity for listeners to respond to the speaker. c) TV and radio messages are good examples of mass communication. • Public communication occurs when a speaker addresses an audience in person. • Small group communication occurs when a group of from three to people meet to interact with a common purpose and mutually influence one another. • Intrapersonal communication is communication with yourself. B. Interpersonal Communication Involves Mutual Influence Between Individuals

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    Chapter 1: Introduction to Interpersonal Communication 17 • Every interpersonal communication transaction influences us. a) The degree of mutual influence varies a great deal from transaction to transaction. b) Long-lasting interpersonal relationships are sustained not by one person giving and another taking, but by a spirit of mutual equality. c) Both you and your partner listen and respond with respect for each other. d) There is no attempt to manipulate others. • The concept of an “I–Thou” relationship includes the quality of being fully “present” when communicating with another person. a) To be present is to give your full attention to the other person. b) The quality of interpersonal communication is enhanced when both you and your partner are simultaneously present and focused on each other. C. Interpersonal Communication Helps Individuals Manage Their Relationships • A relationship is defined as the connection we make when we communicate with another person. a) When two individuals are in a relationship, what one person says or does influences the other person. b) People in relationships are affected by the situation in which they are communicating, the personal skills they possess, and the moves and counter-moves of their relationship partner. • You initiate and form relationships by communicating with others whom you find attractive in some way. a) You seek to increase your interactions with people with whom you wish to develop relationships, and you continually communicate interpersonally to maintain the relationship. b) You also use interpersonal communication to end or redefine relationships that you have decided are no longer viable or need to be changed. • You are increasingly likely to use social media to connect with friends and manage your relationships. a) Research has found that instant messages (including text messages) have an overall positive effect on your relationships. b) E-mail, texting, and other forms of instant messages appear to be primarily used to maintain existing relationships. c) E-mail, texting, and other forms of instant messages also play a role in establishing initial contact with others. d) Online and instant messages at first are perceived as lower quality than face-to-face interactions, but over time are judged just as positively. II. Interpersonal Communication’s Importance to Your Life A. Improved Relationships with Family • Relating to family members can be a challenge. • You can develop more options for how to respond when family communication challenges occur.

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    Chapter 1: Introduction to Interpersonal Communication 18 • Virginia Satir calls family communication “the largest single factor determining the kinds of relationships [we make] with others.” • Communicating with our family members and loved ones is the fundamental way of establishing close, personal relationships with them. B. Improved Relationships with Friends and Lovers • Unmarried people have reported that developing friendships and falling in love are the top-rated sources of satisfaction and happiness. • Losing a relationship is among the most stressful experiences. • Individuals between the ages of 19 and 24 years report having already had five to six romantic relationships and to have been in love once or twice. • Studying interpersonal communication can offer insight into our behaviors in friendship, romance, and love. C. Improved Relationships with Colleagues • Colleagues at work are like family members. • While we choose friends and lovers, we often cannot choose colleagues. • Understanding how relationships develop at work can help you avoid conflict and stress and increase your sense of satisfaction. • Success and failure often hinge upon how well we relate with supervisors and peers. • The abilities to listen to others, mange conflict, and develop quality interpersonal relationships with others are usually at the top of the list of skills that employers are seeking in job applicants. D. Improved Physical and Emotional Health • The lack or loss of a close relationship can lead to ill health and even death. • Widowed or divorced patients experience more medical problems than do married people. a) Grief-stricken spouses are more likely than others to die prematurely, especially around the time of the departed spouse’s birthday or their anniversary. b) Childless, middle-aged wives were almost two and one-half times more likely to die in any given year than those who had at least one child. c) Terminally ill patients with limited social support die sooner than those with stronger ties to friendships. d) Without companions and close friends, opportunities for intimacy and stress- minimizing interpersonal communication are diminished. III. Interpersonal Communication and the Communication Process (Three models are discussed in order of oldest to newest.) A. Elements of the Communication Process • The most basic components of communication include these elements: source, message, channel, receiver, noise, feedback, and context. • Source —the originator of a thought or emotion, who puts it into a code that can be understood by a receiver. • Message —the written, spoken, and unspoken elements of communication to which people assign meaning. • Channel —the pathways through which messages are sent.

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    Chapter 1: Introduction to Interpersonal Communication 19 • Receiver —person who decodes the message and attempts to make sense of what the source has encoded. • Noise —the interferences that keeps a message from being understood and achieving its intended effect. a) Literal noise can be actual noise like the roar of a plane. b) Psychological noise can be competing thoughts, worries, and feelings that capture our attention. • Feedback – is a response to the message and without it, effective communication rarely occurs. • Context – is the physical and psychological environment for communication. B. Models of the Communication Process 1. Communication as Action: Message Transfer • The oldest and simplest model is a transferring of meaning. • Communication takes place when a message is sent and received. 2. Human Communication as Interaction: Message Exchange • In the interaction model, two new components are added to the earlier model: feedback and context. • The interaction model is more realistic than the action perspective, but it still has limitations. • The model is limited because it characterizes communication as a linear, step-by-step sequence rather than a simultaneous process. 3. Human Communication as Transaction: Message Creation • Most scholars view this as the most realistic model for interpersonal communication. • Employs the same components as the other models. • Adds the notion of simultaneous interaction of components. As we talk, we also interpret our partner’s nonverbal and verbal responses. • Based on systems theory that describes the interconnected elements of a system in which a change in one element affects all of the other elements. • A transactional approach to communication suggests that no single cause explains why you interpret messages the way you do. • Communication is the “coordinated management of meaning” through episodes or sequences of interaction between individuals during which the message of one person influences the message of another. IV. Interpersonal Communication Principles A. Interpersonal Communication Connects Us to Others • It is through inescapable interpersonal communication with others that we affect and are affected by other human beings. • The quality of interpersonal relationships stems from the quality of communication with others. • Communication is inescapable since it occurs even when you are not conscious of what you are doing. • People judge you by your behavior, not your intent.

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    Chapter 1: Introduction to Interpersonal Communication 20 B. Interpersonal Communication Is Irreversible • Our communication with others is irreversible. • Communication continues to be shaped by events, thoughts, and experiences of communication partners. • You can never “take it back.” C. Interpersonal Communication Is Complicated • Whenever you communicate with someone, there are at least six “people” involved. a) Who you think you are; b) Who you think the other person is; c) Who you think the other person thinks you are; d) Who the other person thinks he or she is; e) Who the other person thinks you are; and f) Who the other person thinks you think he or she is. • Humans use symbols to communicate. a) Symbols are words, sounds, or visual devices that represent a thought, concept, or object. b) Symbols can have various meanings and interpretations, as they are merely a representation of something else. c) In English, symbols do not resemble the words they represent. d) Because multiple factors result in the creation of meaning in people’s minds, it’s not accurate to assume that there are always simple solutions to communication problems. D. Interpersonal Communication Is Governed by Rules • A rule is a followable prescription that indicates what behavior is obligated, preferred, or prohibited in certain communication situations or contexts. a) Rules help us to define appropriate and inappropriate communication in a given situation. b) Rules may be explicit or implicit. c) Rules are developed by those involved in the interaction and by the culture in which they are communicating. d) Rules are mutually defined and agreed upon. • There are some general rules for relationship development and maintenance (research by Michael Argyle and colleagues). a) Partners should respect the other’s privacy. b) Partners should not reveal each other’s secrets. c) Partners should look the other person in the eye during conversation. d) Partners should not criticize the other person publicly. • Interpersonal rules are learned from observing and interacting with family members and friends. E. Interpersonal Communication Involves Both Content and Relationship Dimensions 1. Content Message: refers to the information, ideas, and suggested actions the speaker wishes to share—what is said. 2. Relationship Message: the relationship dimension of a communication message offers cues about the emotion, attitudes, and amount of power and control the speaker feels; it is how the message is communicated.

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    Chapter 1: Introduction to Interpersonal Communication 21 3. Metacommunication Message: metacommunication is “communication about communication.” It can be nonverbal or verbal. a) Accurately decoding these unspoken or even verbalized metamessages helps you understand what people really mean. b) Meaning is in people, not in words or gestures. V. Interpersonal Communication and Technology • Electronically mediated communication (EMC) -- communication that is not face to face, but rather is sent via a medium such as a cell phone or the Internet. • EMC is not new; people have been communicating without being face to face for centuries. • What’s new is that there are so many different ways of immediately connecting with someone. • We frequently use our technology to make and keep friends, to share information, to listen and respond to and confirm and support others. • Mediated communication relationships can be as satisfying as face-to-face relationships; people seamlessly and easily switch from EMC to FtF context. • If you are already “rich” in terms of the quality of face-to-face • interpersonal relationships, you will also enrich your online interpersonal relationships. • Hyperpersonal relationships are relationships formed primarily through EMC that become even more personal than equivalent face-to-face relationships, in part because of the absence of distracting external cues (such as physical qualities), smaller amounts of personal information, and idealization of the communication partner. • If you’re shy in person, you also may be less likely to tweet or IM, yet there is some evidence that shy or introverted people may be more comfortable using instant messaging. • There are gender differences in text messages and IMs in that women’s text and instant messages use more words, longer sentences, and more emoticons, and they discuss and include more social and relational information than men’s messages. A. Differences Between EMC and FtF Communication • There are six key differences between electronically mediated interpersonal communication and face-to-face communication. 1. Time: When you interact via EMC you can do so asynchronously , and the message is not read, heard, or seen at the same time it is sent; synchronous messages are those that are sent and received instantly and simultaneously. • The more technology simulates a face-to-face conversation, the more social presence it creates. • Social presence is the feeling that communicators have of engaging in unmediated, face-to-face interactions even though messages are being sent electronically. a) It takes longer to tap out a typewritten message than to speak or to convey a nonverbal message. b) When texting, participants may expect to see a response to their message very quickly, which is one reason text messages are often very short and concise.

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    Chapter 1: Introduction to Interpersonal Communication 22 c) Texting someone (as well as sending e-mail, instant messages, and tweets) allows you time to compose your message and craft it more carefully than you might in an FtF interaction. 2. Varying Degrees of Anonymity. • You may not always know precisely with whom you are communicating when you receive an e-mail message or are “friended” or “poked” by someone you don’t know. • Being anonymous may tempt you to say things that aren’t true. 3. Potential for Deception • Because with many forms of EMC you can’t see or hear others, it’s easy to lie. • Online deception is almost as easy as typing. • The ease with which someone can create a false persona means that you need to be cautious in forming relationships with strangers over the Internet. 4. Nonverbal Cues • Words and graphics become more important in EMC than in face-to-face communication, because when communicating electronically you must rely solely on words to carry nonverbal messages. • Text users can capitalize messages, add emoticons, make letters bold, and so on to compensate for the limited emotional cues available in some forms of electronic communication. • There is typically less emphasis on a person’s physical appearance online than in FtF situations, unless you’re using Facebook, Skype, or other video messages. 5. Role of the Written Word • Reliance on the written word affects EMC interactions. • Your skills in typing as well as your ability to express yourself in writing affects how others may perceive you. • Your written messages provide insights to others about your personality, skills, sense of humor, and even your values. • You communicate a message about the nature of a relationship based on the formality or informality of your language and whether your style reflects what the receiver expects. 6. Distance • There is often a great deal of distance between two people engaged in EMC. • We can easily send a message to someone across the globe as to someone in the same building we are in. B. Understanding EMC • Three theories help explain and predict how EMC works: 1. Cues-Filtered-Out Theory -- suggests that communication of emotions is restricted when people send messages to others via e-mail or other electronic means because nonverbal cues such as facial expression and tone of voice are filtered out and that because of the lack of nonverbal cues and other social

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    Chapter 1: Introduction to Interpersonal Communication 23 information, we’ll be less likely to use EMC to manage relationships because of its limited ability to carry emotional and relational information. 2. Media Richness Theory -- identifies the richness of a communication medium based on the amount of feedback it allows, the number of cues receivers can interpret, the variety of language it allows, and the potential for emotional expression. • There is some evidence that those wishing to communicate a negative message, such as a message ending a relationship, may select a less rich communication medium. • Similarly, people usually want to share good news in person, when they can enjoy the positive reaction to the message. 3. Social Information-Processing Theory -- suggests that people can communicate relational and emotional messages via the Internet, although such messages take longer to express without nonverbal cues. • This theory also suggests that if you expect to communicate with your electronic communication partner again, you will likely pay more attention to the relationship cues. • EMC can actually develop into more socially rich relationships than face-to- face communication can. • When using EMC, we ask questions and interact with others to enhance the quality of our relationship with them. • EMC makes it possible for people to develop interpersonal relationships with others, whether they are miles away or in the next room. VI. Interpersonal Communication Competence A. Become Knowledgeable, Skilled, and Motivated 1. Become Knowledgeable: You must know how interpersonal communication works by learning theories, principles, concepts, and rules. 2. Become Skilled: by translating knowledge into action. • Learning skills requires breaking it down into sub-skills you can learn and practice (four steps: hear it, see it, do it, and correct it). • Skills require practice. 3. Become Motivated: You need to be motivated to use your knowledge and skill. B. Become Other-Oriented • Become an other-oriented communicator by considering the thoughts, needs, experiences, personality, feelings, motives, desires, culture, and goals of your communication partner, while maintaining your own integrity. • Being other-oriented involves a conscious effort to consider the world from the point of view of those with whom you interact. • Sometimes we are egocentric communicators , such as when we create messages without giving much thought to the person who is listening. a) Being egocentric is detrimental to developing healthy relationships with others. b) Other people can often perceive whether we’re self-focused or other- oriented.

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    Chapter 1: Introduction to Interpersonal Communication 24 c) Speaking without thinking may occur when we need to purge ourselves or to confirm our sense of self-importance. • It may undermine our relationships with others. • A self-focused communicator often alienates others. • We can adapt to our listeners by asking questions, finding topics of mutual interest, selecting meaningful examples, and avoiding topics that are uncomfortable for our communication partner. • Being empathic – able to experience the feelings and emotions of others – is especially important in becoming other-oriented. • Other-oriented communicators are ethical . a. Ethics are the beliefs, values, and moral principles by which people determine what is right or wrong. b. Ethical communicators seek to establish trust and reduce interpersonal barriers. c. Ethical communicators do not intentionally decrease others’ feelings of self-worth. d. Becoming other-oriented, as evidenced through knowledge, skill, and motivation, can enhance your interpersonal communication competence and the quality of your life. Discussion/Journal Questions Ask your students how many have taken a communication course in the past. Invite them to assist you in distinguishing interpersonal communication from other types of communication, especially intrapersonal communication, small group communication, and public address. Note that the functions of each differ: interpersonal communication focuses on initiating, building, maintaining, and terminating relationships. Have students journal for a week, noting each time they engage in interpersonal, intrapersonal, and impersonal communication, noting with each entry the context of the communication as well as the result. Activities and Assignments Activity 1.1: Icebreakers Look up almost any YouTube clip from the sitcom Everybody Loves Raymond (an episode called “The Angry Family” works particularly well). Instruct the students to write down everything they notice about the communication of the participants. When the clip has finished and students have had time to write down their reactions, ask them what they saw. This should generate a great deal of discussion that may include the following: • Verbal communication (raised voices, etc.) • Nonverbal communication (proxemics, kinesics, paralinguistics, haptics)

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    Chapter 1: Introduction to Interpersonal Communication 25 • Lying • Avoidance • Defensiveness and self-protection • Blaming • Manipulating Ask the students why they were laughing during the clip. Why is the depiction of “brokenness” in relationships funny to us? Why do we laugh when we see the sort of strains and tensions among people as evidenced in this clip? Do media of this sort help us in our communication with one another, or does it reinforce norms that support brokenness in relationships? Immediately following this discussion, show a clip from the Robin Williams movie Patch Adams . (The clip should be the scene where Robin William’s character Patch Adams, a medical student, resists objectifying a hospital patient who has a serious illness, and who is being dispassionately diagnosed by a team of medical students headed by their supervising physician.) In the clip, Patch asks the one question no one else thinks to ask—”What is her name?” Lead your students in a discussion that includes the following: • Patch Adams’ focus • How he touches the woman, reaching through to her in her pain and anxiety • How he asks her name and bridges over to her humanity, refusing to objectify her • His eye contact and vocal cues End by asking the students who, in their lives, speaks to them like Patch Adams spoke to the sick woman in the hospital—that is, who gives them “good words.” This exercise has a lot of appeal to students because it has media clips they will enjoy, and it clearly demonstrates how interpersonal communication can both damage and heal human relationships. Activity 1.2: Power and Influence Many communication scholars suggest that each interaction is accompanied by a power dynamic. That is, one of the interactants has more power over the other. Thus, it would seem that the person with more power would be in a position in which s/he could nearly always have more influence that the person less power. Have the class discuss the concept of mutual influence and how they influence others with whom they have different types of relationships (friendships, romantic relationships, work relationships, and so on) and how the other people in their interactions influence THEM. Activity 1.3: People Skills Robert Bolton, author of People Skills , asserts that “80% of the people who fail at work do so for one reason: they do not relate well to other people” (Simon & Schuster, 1986, p. 7). Ask students to provide concrete examples of how they have seen communication negatively or positively impact work environments they have been part of.

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    Chapter 1: Introduction to Interpersonal Communication 26 Activity 1.4: Impersonal vs. Interpersonal Have each student prepare a list of the ways (positively or negatively) in which s/he communicates with various members of his or her family (parents, siblings, aunts, uncles, grandparents, and so on), not using real names. Then, have students form small groups (3-5) to discuss the ways in which each may or may not have learned relationship communication skills from those people in his or her early life. Finally, debrief the small groups in the larger, full class. Activity 1.5: Myths About Communication 1. More words will make the meaning clearer. Encourage students to discover their preferred learning style: visual, auditory, kinesthetic, or any combination. Suggest that other-oriented communicators recognize their preferences but select channels that the recipient prefers for best results. For instance, when asking a “visual” boss for a raise, showing her/him a list of reasons for this pay boost may be more effective than a simple discussion. Likewise, an “auditory” friend may prefer a phone call to a Hallmark™ card. Investigate learning styles, using channel preferences. See Michael Brooks’ Instant Rapport (Warner, 1989). 2. Meanings are in words Ask students to describe the meanings of their names. Do they respond differently to people if they use their full name (e.g., Michael Joseph) rather than a shortened version of their name (e.g., Mike)? Discuss this. A number of situation comedies on television rely upon semantic noise to create humor. Nearly every Seinfeld and Friends episode portrays bypassing. Consider showing a portion of a show to illustrate how meanings are in people, not in words. Write the following words on the board (or on PowerPoint™): WOMAN WITHOUT HER MAN IS NOTHING Ask students to comment about the meaning of these words. Discuss the value of punctuation and how syntactic rules are important for discerning meanings of words. Do point out that whatever punctuation is used, both statements are sexist and untrue. WOMAN. WITHOUT HER, MAN IS NOTHING. WOMAN WITHOUT HER MAN, IS NOTHING. 3. Information equals communication. Ask students to discuss or journal about using a set of instructions. Were they clear? Did they help in understanding? Bring a set of instructions for a game, building project, or recipe. Discuss how these instructions may be misinterpreted and what the possible outcomes might be.

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    Chapter 1: Introduction to Interpersonal Communication 27 4. Interpersonal relationship problems are always communication problems. Ask students to journal about a problem that was not related to communication in comparison to a problem that was communication based. See if some students want to support the argument that all relationship problems can be solved through communication. Activity 1.6: Understanding the Models of Communication Models of human communication are complex. Often, students must learn new definitions for terms for which they had pre-existing definitions, and the components can seem overwhelmingly abstract. Illustrating the models visually can help students to comprehend and remember the components. The linear model : • Bring in any ball to demonstrate how a message/ball is transferred from one communicator to another. • A two-toned Nerf™ football makes a good model of a communication message. • Explain that the colors denote verbal and nonverbal codes/cues. Discuss how the message is encoded, and transmitted to a receiver. • Explain further that all communication messages contain a nonverbal element but that not all contain verbal codes. • Ask students to think of examples of communication working in a linear model. This may include television, telegraph, etc. The interaction model: • Have students toss the message/ball back and forth to demonstrate this model of communication. • Discuss how the roles of sender and receiver change. • Ask students how they have to “adapt” in order to catch the “message.” • Ask students to identify examples of the interaction model. This may include fax, e- mail, or mail. The transactional model: • Ask students to create their own model for this perspective. • How would they represent examples of noise and channel? *For an intercultural perspective, ask students in the class who have international backgrounds, or backgrounds from outside the majority group in the class, to share how the norms in their culture of origin influence the models of communication they would choose or be most comfortable with. Where would their norms differ from the norms of “this” culture? Activity 1.7: The Team Project A few days prior to this activity, ask students to bring several magazines to class. The instructor should be prepared to supply a poster board, scissors, and paste for each group. For this activity, have small groups (3-5) cut out images from the magazines and create, using those images and pasting them to their poster board, a) an action model, b) an interactional model, and c) a

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    Chapter 1: Introduction to Interpersonal Communication 28 transactional model. Tell the class that each group will be expected to explain how the images their group chose illustrate each model. Activity 1.8: Communicating on Facebook Interpersonal communication is governed by rules, and these rules can be extended to new media as well. Ask students to make a list of the norms governing communication on Facebook. For example, do they think it is appropriate for a professor to be Facebook “friends” with a student in his or her class? What sort of communication is appropriate on Facebook? Who should and shouldn’t be friends? What new rules do they think should apply to this sort of communication? Ask students to share any examples of poor communication practices they’ve seen on Facebook. Where would they place this sort of communication on the impersonal to interpersonal continuum? What advantages does mediated communication like this have? What disadvantages? How can the technologies of communication function in ways that facilitate the spreading of rumors? How can the technologies of communication strengthen and help relationships? Activity 1.9 EMC Electronically mediated interpersonal communication is different from live, FtF interactions in six distinctive ways: (1) time, (2) varying degrees of anonymity, (3) potential for deception, (4) availability of nonverbal cues, (5) role of the written word, and (6) distance. Have students form six (6) small groups (in a very large class, you may want to have twelve small groups and assign two groups to each area). Assign each group one (1) of the six differences. Then, each group is to create a fairly exhaustive list of the ways each difference can be a) detrimental to effective communication and b) helpful in achieving effective communication. Once these lists are completed, each group should be given time to present and discuss their list to the class. Activity 1.10: Hyperpersonal Relationships Hyperpersonal relationships are relationships formed primarily through EMC that become even more personal than equivalent face-to-face relationships, in part because of the absence of distracting external cues (such as physical qualities), an overdependence on just a few tidbits of personal information (which increases the importance of the information), and idealization of the partner. Have students work with a partner to discuss the relationships each has that were created through EMC and which of these relationships is equivalent to face-to-face relationships or not as personal as their face-to-face relationships. What factors make some online relationships equivalent? What factors prevent some online relationships from being equivalent? Activity 1.11: Investigating Communication Strategies 1. Become Knowledgeable To learn more about the what makes a communicator competent, check out this University of Kentucky take on the topic: http://www.uky.edu/~drlane/capstone/commcomp.htm 2. Become Skilled Ask students to write for five minutes about whether they believe there are any sure-fire strategies for interacting with others. For instance, is honesty always the best policy? If you can’t say something nice, should you refrain from saying anything at all?

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    Chapter 1: Introduction to Interpersonal Communication 29 Invite students to consider other proverbs. Following the writing exercise, invite students to comment on the need for flexibility in communication. 3. Become Motivated While each individual must develop a degree of self-motivation, there are ways to improve each area of communication and by knowing these, a person can become more motivated to be a competent communicator. Visit this site and see “Effective communication skills #4: Emotional awareness” to learn more about motivation: http://www.helpguide.org/mental/effective_communication_skills.htm 4. Become Ethical Talk about civility and the need for interpersonal competence. Some students who work with customers will offer excellent examples of the need for civility. Ask students about their experiences with civility while engaged in electronic mediated communication. 5. Become Other-Oriented Share with students these words by John Luther: “Natural talent,” intelligence, a wonderful education—none of these guarantees success. Something else is needed: the sensitivity to understand what other people want and the willingness to give it to them. Worldly success depends on pleasing others. No one is going to win fame, recognition, or advancement just because he or she thinks it’s deserved. Someone else has to think so too.” (From “Bits & Pieces,” The Economics Press, 1992, Vol. M, No. 1.)

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