Lecture Notes for Your Interpersonal Communication , 1st Edition
Lecture Notes for Your Interpersonal Communication , 1st Edition simplifies complex topics with easy-to-understand notes.
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Instructor’s Manual
for
Mottet, Vogl-Bauer, Houser
Your Interpersonal Communication
Instructor’s Manual prepared by
Meredith Marko Harrigan
State University of New York at Geneseo
Test Bank prepared by
Katrina M. Eicher
Elizabethtown Community & Technical College
for
Mottet, Vogl-Bauer, Houser
Your Interpersonal Communication
Instructor’s Manual prepared by
Meredith Marko Harrigan
State University of New York at Geneseo
Test Bank prepared by
Katrina M. Eicher
Elizabethtown Community & Technical College
i
Table of Contents
Preface ....................................................................................................................................................................... v
Sample Syllabus ...................................................................................................................................................vii
Movie Choices ......................................................................................................................................................... x
Sample Course Schedules ................................................................................................................................ xii
Tentative Course Schedule (15 week) ................................................................................... xii
Tentative Course Schedule (12 week) .................................................................................. xiii
Instructor’s Manual .............................................................................................................................. 1
Chapter 1: Interpersonal Communication and Personality ................................................... 3
Learning Objectives............................................................................................................... 3
Concise Chapter Summary.................................................................................................... 3
Sample Answers for Discussion Questions (p. 29) ............................................................. 3
Activities and Assignments................................................................................................... 8
Chapter 2: Understanding Self, Personality, and Communication ...................................... 11
Learning Objectives............................................................................................................. 11
Concise Chapter Summary.................................................................................................. 11
Sample Answers for Discussion Questions (p. 59) ........................................................... 12
Activities and Assignments................................................................................................. 15
Chapter 3: Understanding Your Perceptions of Others ....................................................... 17
Learning Objectives............................................................................................................. 17
Concise Chapter Summary.................................................................................................. 17
Sample Answers for Discussion Questions (p. 87) ........................................................... 17
Activities and Assignments................................................................................................. 20
Chapter 4: Accessing and Developing Verbal Message Skills .............................................. 23
Learning Objectives............................................................................................................. 23
Concise Chapter Summary.................................................................................................. 23
Sample Answers for Discussion Questions (p. 115) ......................................................... 23
Activities and Assignments................................................................................................. 27
Chapter 5: Understanding, Assessing, and Developing Nonverbal Messages .................... 31
Learning Objectives............................................................................................................. 31
Concise Chapter Summary.................................................................................................. 31
Sample Answers for Discussion Questions (p. 149) ......................................................... 31
Activities and Assignments................................................................................................. 36
Chapter 6: Assessing and Developing Listening and Responding Skills ............................. 41
Learning Objectives............................................................................................................. 41
Concise Chapter Summary.................................................................................................. 41
Sample Answers for Discussion Questions (p. 177) ......................................................... 41
Activities and Assignments................................................................................................. 44
Chapter 7: Emotions and Communication ............................................................................ 47
Learning Objectives............................................................................................................. 47
Concise Chapter Summary.................................................................................................. 47
Sample Answers for Discussion Questions (p. 203) ......................................................... 47
Activities and Assignments................................................................................................. 51
Table of Contents
Preface ....................................................................................................................................................................... v
Sample Syllabus ...................................................................................................................................................vii
Movie Choices ......................................................................................................................................................... x
Sample Course Schedules ................................................................................................................................ xii
Tentative Course Schedule (15 week) ................................................................................... xii
Tentative Course Schedule (12 week) .................................................................................. xiii
Instructor’s Manual .............................................................................................................................. 1
Chapter 1: Interpersonal Communication and Personality ................................................... 3
Learning Objectives............................................................................................................... 3
Concise Chapter Summary.................................................................................................... 3
Sample Answers for Discussion Questions (p. 29) ............................................................. 3
Activities and Assignments................................................................................................... 8
Chapter 2: Understanding Self, Personality, and Communication ...................................... 11
Learning Objectives............................................................................................................. 11
Concise Chapter Summary.................................................................................................. 11
Sample Answers for Discussion Questions (p. 59) ........................................................... 12
Activities and Assignments................................................................................................. 15
Chapter 3: Understanding Your Perceptions of Others ....................................................... 17
Learning Objectives............................................................................................................. 17
Concise Chapter Summary.................................................................................................. 17
Sample Answers for Discussion Questions (p. 87) ........................................................... 17
Activities and Assignments................................................................................................. 20
Chapter 4: Accessing and Developing Verbal Message Skills .............................................. 23
Learning Objectives............................................................................................................. 23
Concise Chapter Summary.................................................................................................. 23
Sample Answers for Discussion Questions (p. 115) ......................................................... 23
Activities and Assignments................................................................................................. 27
Chapter 5: Understanding, Assessing, and Developing Nonverbal Messages .................... 31
Learning Objectives............................................................................................................. 31
Concise Chapter Summary.................................................................................................. 31
Sample Answers for Discussion Questions (p. 149) ......................................................... 31
Activities and Assignments................................................................................................. 36
Chapter 6: Assessing and Developing Listening and Responding Skills ............................. 41
Learning Objectives............................................................................................................. 41
Concise Chapter Summary.................................................................................................. 41
Sample Answers for Discussion Questions (p. 177) ......................................................... 41
Activities and Assignments................................................................................................. 44
Chapter 7: Emotions and Communication ............................................................................ 47
Learning Objectives............................................................................................................. 47
Concise Chapter Summary.................................................................................................. 47
Sample Answers for Discussion Questions (p. 203) ......................................................... 47
Activities and Assignments................................................................................................. 51
ii
Chapter 8: Conflict in Relationships: Awareness to Resolution .......................................... 53
Learning Objectives............................................................................................................. 53
Concise Chapter Summary.................................................................................................. 53
Sample Answers for Discussion Questions (p. 232) ......................................................... 54
Activities and Assignments................................................................................................. 60
Chapter 9: Understanding Relationships .............................................................................. 65
Learning Objectives............................................................................................................. 65
Concise Chapter Summary.................................................................................................. 65
Sample Answers for Discussion Questions (p. 257) ......................................................... 65
Activities and Assignments................................................................................................. 68
Chapter 10: Self-Disclosure and Intimacy in Relationships................................................. 71
Learning Objectives............................................................................................................. 71
Concise Chapter Summary.................................................................................................. 71
Sample Answers for Discussion Questions (p. 281) ......................................................... 71
Activities and Assignments................................................................................................. 74
Chapter 11: Family and Friend Relationships ...................................................................... 77
Learning Objectives............................................................................................................. 77
Concise Chapter Summary.................................................................................................. 77
Sample Answers for Discussion Questions (p. 305) ......................................................... 77
Activities and Assignments................................................................................................. 79
Chapter 12: Workplace Relationships ................................................................................... 83
Learning Objectives............................................................................................................. 83
Concise Chapter Summary.................................................................................................. 83
Sample Answers for Discussion Questions (p. 327) ......................................................... 83
Activities and Assignments................................................................................................. 85
Chapter 13: Interpersonal Communication Research .......................................................... 87
Learning Objectives............................................................................................................. 87
Concise Chapter Summary.................................................................................................. 87
Sample Answers for Discussion Questions (p. 343) ......................................................... 87
Activities and Assignments................................................................................................. 89
Test Bank ............................................................................................................................................... 91
Chapter 1 Test Bank ................................................................................................................ 93
1-1 Multiple Choice Questions ........................................................................................... 93
1-2 True/False Questions ................................................................................................. 101
1-3 Completion (fill-in-the-blank) Questions ................................................................. 102
1-4 Essay Questions .......................................................................................................... 105
Chapter 2 Test Bank .............................................................................................................. 109
2-1 Multiple Choice Questions ......................................................................................... 109
2-2 True/False Questions ................................................................................................. 115
2-3 Completion (fill-in-the-blank) Questions ................................................................. 117
2-4 Essay Questions .......................................................................................................... 119
Chapter 8: Conflict in Relationships: Awareness to Resolution .......................................... 53
Learning Objectives............................................................................................................. 53
Concise Chapter Summary.................................................................................................. 53
Sample Answers for Discussion Questions (p. 232) ......................................................... 54
Activities and Assignments................................................................................................. 60
Chapter 9: Understanding Relationships .............................................................................. 65
Learning Objectives............................................................................................................. 65
Concise Chapter Summary.................................................................................................. 65
Sample Answers for Discussion Questions (p. 257) ......................................................... 65
Activities and Assignments................................................................................................. 68
Chapter 10: Self-Disclosure and Intimacy in Relationships................................................. 71
Learning Objectives............................................................................................................. 71
Concise Chapter Summary.................................................................................................. 71
Sample Answers for Discussion Questions (p. 281) ......................................................... 71
Activities and Assignments................................................................................................. 74
Chapter 11: Family and Friend Relationships ...................................................................... 77
Learning Objectives............................................................................................................. 77
Concise Chapter Summary.................................................................................................. 77
Sample Answers for Discussion Questions (p. 305) ......................................................... 77
Activities and Assignments................................................................................................. 79
Chapter 12: Workplace Relationships ................................................................................... 83
Learning Objectives............................................................................................................. 83
Concise Chapter Summary.................................................................................................. 83
Sample Answers for Discussion Questions (p. 327) ......................................................... 83
Activities and Assignments................................................................................................. 85
Chapter 13: Interpersonal Communication Research .......................................................... 87
Learning Objectives............................................................................................................. 87
Concise Chapter Summary.................................................................................................. 87
Sample Answers for Discussion Questions (p. 343) ......................................................... 87
Activities and Assignments................................................................................................. 89
Test Bank ............................................................................................................................................... 91
Chapter 1 Test Bank ................................................................................................................ 93
1-1 Multiple Choice Questions ........................................................................................... 93
1-2 True/False Questions ................................................................................................. 101
1-3 Completion (fill-in-the-blank) Questions ................................................................. 102
1-4 Essay Questions .......................................................................................................... 105
Chapter 2 Test Bank .............................................................................................................. 109
2-1 Multiple Choice Questions ......................................................................................... 109
2-2 True/False Questions ................................................................................................. 115
2-3 Completion (fill-in-the-blank) Questions ................................................................. 117
2-4 Essay Questions .......................................................................................................... 119
iii
Chapter 3 Test Bank .............................................................................................................. 123
3-1 Multiple Choice Questions ......................................................................................... 123
3-2 True/False Questions ................................................................................................. 129
3-3 Completion (fill-in-the-blank) Questions ................................................................. 130
3-4 Essay Questions .......................................................................................................... 132
Chapter 4 Test Bank .............................................................................................................. 135
4-1 Multiple Choice Questions ......................................................................................... 135
4-2 True/False Questions ................................................................................................. 141
4-3 Completion (fill-in-the-blank) Questions ................................................................. 143
4-4 Essay Questions .......................................................................................................... 145
Chapter 5 Test Bank .............................................................................................................. 149
5-1 Multiple Choice Questions ......................................................................................... 149
5-2 True/False Questions ................................................................................................. 155
5-3 Completion (fill-in-the-blank) Questions ................................................................. 156
5-4 Essay Questions .......................................................................................................... 159
Chapter 6 Test Bank .............................................................................................................. 163
6-1 Multiple Choice Questions ......................................................................................... 163
6-2 True/False Questions ................................................................................................. 169
6-3 Completion (fill-in-the-blank) Questions ................................................................. 170
6-4 Essay Questions .......................................................................................................... 173
Chapter 7 Test Bank .............................................................................................................. 177
7-1 Multiple Choice Questions ......................................................................................... 177
7-2 True/False Questions ................................................................................................. 183
7-3 Completion (fill-in-the-blank) Questions ................................................................. 184
7-4 Essay Questions .......................................................................................................... 187
Chapter 8 Test Bank .............................................................................................................. 191
8-1 Multiple Choice Questions ......................................................................................... 191
8-2 True/False Questions ................................................................................................. 196
8-3 Completion (fill-in-the-blank) Questions ................................................................. 198
8-4 Essay Questions .......................................................................................................... 200
Chapter 9 Test Bank .............................................................................................................. 203
9-1 Multiple Choice Questions ......................................................................................... 203
9-2 True/False Questions ................................................................................................. 209
9-3 Completion (fill-in-the-blank) Questions ................................................................. 210
9-4 Essay Questions .......................................................................................................... 213
Chapter 10 Test Bank ............................................................................................................ 217
10-1 Multiple Choice Questions ....................................................................................... 217
10-2 True/False Questions ............................................................................................... 223
10-3 Completion (fill-in-the-blank) Questions ............................................................... 225
10-4 Essay Questions ........................................................................................................ 227
Chapter 11 Test Bank ............................................................................................................ 231
11-1 Multiple Choice Questions ....................................................................................... 231
11-2 True/False Questions ............................................................................................... 237
11-3 Completion (fill-in-the-blank) Questions ............................................................... 239
11-4 Essay Questions ........................................................................................................ 241
Chapter 3 Test Bank .............................................................................................................. 123
3-1 Multiple Choice Questions ......................................................................................... 123
3-2 True/False Questions ................................................................................................. 129
3-3 Completion (fill-in-the-blank) Questions ................................................................. 130
3-4 Essay Questions .......................................................................................................... 132
Chapter 4 Test Bank .............................................................................................................. 135
4-1 Multiple Choice Questions ......................................................................................... 135
4-2 True/False Questions ................................................................................................. 141
4-3 Completion (fill-in-the-blank) Questions ................................................................. 143
4-4 Essay Questions .......................................................................................................... 145
Chapter 5 Test Bank .............................................................................................................. 149
5-1 Multiple Choice Questions ......................................................................................... 149
5-2 True/False Questions ................................................................................................. 155
5-3 Completion (fill-in-the-blank) Questions ................................................................. 156
5-4 Essay Questions .......................................................................................................... 159
Chapter 6 Test Bank .............................................................................................................. 163
6-1 Multiple Choice Questions ......................................................................................... 163
6-2 True/False Questions ................................................................................................. 169
6-3 Completion (fill-in-the-blank) Questions ................................................................. 170
6-4 Essay Questions .......................................................................................................... 173
Chapter 7 Test Bank .............................................................................................................. 177
7-1 Multiple Choice Questions ......................................................................................... 177
7-2 True/False Questions ................................................................................................. 183
7-3 Completion (fill-in-the-blank) Questions ................................................................. 184
7-4 Essay Questions .......................................................................................................... 187
Chapter 8 Test Bank .............................................................................................................. 191
8-1 Multiple Choice Questions ......................................................................................... 191
8-2 True/False Questions ................................................................................................. 196
8-3 Completion (fill-in-the-blank) Questions ................................................................. 198
8-4 Essay Questions .......................................................................................................... 200
Chapter 9 Test Bank .............................................................................................................. 203
9-1 Multiple Choice Questions ......................................................................................... 203
9-2 True/False Questions ................................................................................................. 209
9-3 Completion (fill-in-the-blank) Questions ................................................................. 210
9-4 Essay Questions .......................................................................................................... 213
Chapter 10 Test Bank ............................................................................................................ 217
10-1 Multiple Choice Questions ....................................................................................... 217
10-2 True/False Questions ............................................................................................... 223
10-3 Completion (fill-in-the-blank) Questions ............................................................... 225
10-4 Essay Questions ........................................................................................................ 227
Chapter 11 Test Bank ............................................................................................................ 231
11-1 Multiple Choice Questions ....................................................................................... 231
11-2 True/False Questions ............................................................................................... 237
11-3 Completion (fill-in-the-blank) Questions ............................................................... 239
11-4 Essay Questions ........................................................................................................ 241
iv
Chapter 12 Test Bank ............................................................................................................ 245
12-1 Multiple Choice Questions ....................................................................................... 245
12-2 True/False Questions ............................................................................................... 251
12-3 Completion (fill-in-the-blank) Questions ............................................................... 253
12-4 Essay Questions ........................................................................................................ 255
Chapter 13 Test Bank ............................................................................................................ 259
13-1 Multiple Choice Questions ....................................................................................... 259
13-2 True/False Questions ............................................................................................... 265
13-3 Completion (fill-in-the-blank) Questions ............................................................... 266
13-4 Essay Questions ........................................................................................................ 269
Chapter 12 Test Bank ............................................................................................................ 245
12-1 Multiple Choice Questions ....................................................................................... 245
12-2 True/False Questions ............................................................................................... 251
12-3 Completion (fill-in-the-blank) Questions ............................................................... 253
12-4 Essay Questions ........................................................................................................ 255
Chapter 13 Test Bank ............................................................................................................ 259
13-1 Multiple Choice Questions ....................................................................................... 259
13-2 True/False Questions ............................................................................................... 265
13-3 Completion (fill-in-the-blank) Questions ............................................................... 266
13-4 Essay Questions ........................................................................................................ 269
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v
Preface
Greetings Professor!
The Instructor’s Manual for Your Interpersonal Communication was created
to be a helpful and easy-to-use pedagogical tool as you begin your journey teaching the
Interpersonal Communication course with this new textbook. The goal of this preface is to
introduce you to the content and style of this resource.
In each chapter has five key pieces of information:
First, you will find the chapter objectives. This list of objectives will inform you of the main
learning goals the authors have set for the chapter. This same list is also found on the
opening page of each corresponding chapter in the textbook.
Second, you will find a concise summary of the chapter. Each summary introduces the
subject matter of the chapter and various topic areas of importance to each subject matter.
As you will see, the chapter summary aligns well with the chapter objectives.
Third, you will find an informative but concise sample answer to each of the discussion
questions that appear on the final page of the corresponding chapter. These answers
include the specific talking points that students are expected to address in a short answer
exam question, journal entry, or take-home essay exam.
Fourth, examples of activities and assignments you might use to supplement your lectures
in order to help your students engage in active learning. Some of these activities and
assignments may work well in class while others are designed to be completed by the
student outside of class. Moreover, the activities and assignments vary in time required for
completion; utilize a variety of resources ranging from face-to-face interviews to online
sources; target a range of learning styles; and require a variety of skills including reflection,
application, and analysis. As you will see, the vast majority of assignments are written
targeting the student as the reader. This style makes the process of implementation easier
for you. You will also notice that for some activities or assignments, there is a “Professor’s
Note” in the directions. These notes offer advice for helping you successfully implement the
assignment. Please feel free to expand, shorten, or modify each activity or assignment
based to fit your needs and the dynamics of your class.
Finally, this resource concludes with the Test Bank. You will find 30 multiple choice, 10
true/false, 15 completion, and 5 essay questions, which assess students’ knowledge at the
factual, conceptual, and applied levels for each chapter of the textbook. You will find that
questions are taken from almost every secondary heading of the textbook (marked in
green) to ensure that each concept is covered somewhat equally. Essay questions are
often—but not always—taken directly or indirectly from the “Checking Your
Understanding” box at the end of each chapter section, giving students a built-in study
Preface
Greetings Professor!
The Instructor’s Manual for Your Interpersonal Communication was created
to be a helpful and easy-to-use pedagogical tool as you begin your journey teaching the
Interpersonal Communication course with this new textbook. The goal of this preface is to
introduce you to the content and style of this resource.
In each chapter has five key pieces of information:
First, you will find the chapter objectives. This list of objectives will inform you of the main
learning goals the authors have set for the chapter. This same list is also found on the
opening page of each corresponding chapter in the textbook.
Second, you will find a concise summary of the chapter. Each summary introduces the
subject matter of the chapter and various topic areas of importance to each subject matter.
As you will see, the chapter summary aligns well with the chapter objectives.
Third, you will find an informative but concise sample answer to each of the discussion
questions that appear on the final page of the corresponding chapter. These answers
include the specific talking points that students are expected to address in a short answer
exam question, journal entry, or take-home essay exam.
Fourth, examples of activities and assignments you might use to supplement your lectures
in order to help your students engage in active learning. Some of these activities and
assignments may work well in class while others are designed to be completed by the
student outside of class. Moreover, the activities and assignments vary in time required for
completion; utilize a variety of resources ranging from face-to-face interviews to online
sources; target a range of learning styles; and require a variety of skills including reflection,
application, and analysis. As you will see, the vast majority of assignments are written
targeting the student as the reader. This style makes the process of implementation easier
for you. You will also notice that for some activities or assignments, there is a “Professor’s
Note” in the directions. These notes offer advice for helping you successfully implement the
assignment. Please feel free to expand, shorten, or modify each activity or assignment
based to fit your needs and the dynamics of your class.
Finally, this resource concludes with the Test Bank. You will find 30 multiple choice, 10
true/false, 15 completion, and 5 essay questions, which assess students’ knowledge at the
factual, conceptual, and applied levels for each chapter of the textbook. You will find that
questions are taken from almost every secondary heading of the textbook (marked in
green) to ensure that each concept is covered somewhat equally. Essay questions are
often—but not always—taken directly or indirectly from the “Checking Your
Understanding” box at the end of each chapter section, giving students a built-in study
Loading page 7...
vi
guide for exams. These same questions are also available in Pearson’s electronic test
generating website, MyTest. This flexible, online test-generating software includes all
questions found in the Test Bank section of the printed Instructor’s Manual. This
computerized software allows instructors to create their own personalized exams, to edit
any or all of the existing test questions, and to add new questions. Other special features of
this program include random generation of test questions, creation of alternative versions
of the same test, scrambling of question sequence, and test preview before printing.
Available at www.pearsonmytest.com, you will need a password from your local Pearson
Representative.
Separate from this resource there are PowerPoint™ Presentations for each chapter of the
book. Use them as a chapter outline or for the basis of your lecture. The package also
features selected figures and images from the book! Available for download at
www.pearsonhighered.com/irc, you will also need to register for an access code.
We hope you find this collection of resources useful in the planning and execution of your
Interpersonal Communication course. May your journey into the study of interpersonal
communication be exciting, rich, adventurous, and take you places you didn’t expect to go!
Best wishes!
Meredith Marko Harrigan Katrina M. Eicher Jason Pasqua
Instructor’s Manual Test Bank PowerPoint™
guide for exams. These same questions are also available in Pearson’s electronic test
generating website, MyTest. This flexible, online test-generating software includes all
questions found in the Test Bank section of the printed Instructor’s Manual. This
computerized software allows instructors to create their own personalized exams, to edit
any or all of the existing test questions, and to add new questions. Other special features of
this program include random generation of test questions, creation of alternative versions
of the same test, scrambling of question sequence, and test preview before printing.
Available at www.pearsonmytest.com, you will need a password from your local Pearson
Representative.
Separate from this resource there are PowerPoint™ Presentations for each chapter of the
book. Use them as a chapter outline or for the basis of your lecture. The package also
features selected figures and images from the book! Available for download at
www.pearsonhighered.com/irc, you will also need to register for an access code.
We hope you find this collection of resources useful in the planning and execution of your
Interpersonal Communication course. May your journey into the study of interpersonal
communication be exciting, rich, adventurous, and take you places you didn’t expect to go!
Best wishes!
Meredith Marko Harrigan Katrina M. Eicher Jason Pasqua
Instructor’s Manual Test Bank PowerPoint™
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vii
Sample Syllabus
COURSE NUMBER: COURSE TITLE
Instructor:
Office:
Office Hours:
Phone:
Email:
Required Text: Your Interpersonal Communication, 1/e, © 2013 Pearson Education, Inc.
Course Description:
This course is designed to provide students with basic knowledge about interpersonal
communication theory and practice. It creates awareness of the role personality plays in
the communication process. Students will be introduced to basic models, definitions, and
approaches to interpersonal communication. Some areas presented include perception,
self-concept, perception, verbal and nonverbal communication, listening, conflict, emotion,
self-disclosure, and intimacy. The course is designed to help students achieve greater levels
of communication competence in their family relationships, friendships, and workplace
relationships.
Learning Objectives:
Upon completion of this course one should be able to:
Articulate the transactional nature of communication.
Define interpersonal communication.
Articulate how communication affects and reflects interpersonal relationships.
Articulate the role of personality in interpersonal relationships.
Articulate the role of nature and nurture in interpersonal relationships.
Explain interpersonal communication through various theoretical perspectives.
Explain numerous interpersonal communication constructs.
Critically examine others’ interpersonal communicative experiences.
Critically examine personal communicative choices.
Course Activities: Percentage of Course Grade
Think Pieces (average of 3) 25%
Film Application and Critique 25%
Midterm Exam 20%
Final Exam 30%
Sample Syllabus
COURSE NUMBER: COURSE TITLE
Instructor:
Office:
Office Hours:
Phone:
Email:
Required Text: Your Interpersonal Communication, 1/e, © 2013 Pearson Education, Inc.
Course Description:
This course is designed to provide students with basic knowledge about interpersonal
communication theory and practice. It creates awareness of the role personality plays in
the communication process. Students will be introduced to basic models, definitions, and
approaches to interpersonal communication. Some areas presented include perception,
self-concept, perception, verbal and nonverbal communication, listening, conflict, emotion,
self-disclosure, and intimacy. The course is designed to help students achieve greater levels
of communication competence in their family relationships, friendships, and workplace
relationships.
Learning Objectives:
Upon completion of this course one should be able to:
Articulate the transactional nature of communication.
Define interpersonal communication.
Articulate how communication affects and reflects interpersonal relationships.
Articulate the role of personality in interpersonal relationships.
Articulate the role of nature and nurture in interpersonal relationships.
Explain interpersonal communication through various theoretical perspectives.
Explain numerous interpersonal communication constructs.
Critically examine others’ interpersonal communicative experiences.
Critically examine personal communicative choices.
Course Activities: Percentage of Course Grade
Think Pieces (average of 3) 25%
Film Application and Critique 25%
Midterm Exam 20%
Final Exam 30%
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viii
Description of Activities:
Think Pieces – Think Pieces keep you active and engaged with the course material
between exams, provide you with an opportunity to read material beyond your text, and
allow you to reflect and comment on complex and thought-provoking issues. Think Pieces
also provide you with the opportunity to practice and improve your writing, application,
and critical thinking abilities. Each student will be asked to comment in writing on three
issues, questions, or readings. All responses must be typed, double-spaced, 3-4 pages in
length, written in standard paragraph form, submitted in hardcopy form, include an
introduction and conclusion, and follow APA 6th edition guidelines in form and citation
style. Please see the course calendar for relevant dates.
Grading
Each Think Piece will be graded out of twenty-five points and transformed into a
percentage grade (i.e., 23/25 = 92%). At the end of the semester, I will average your three
scores and this average will count as your Think Piece grade. The point allocation will be
based on the following three categories:
Quality of response (0-15 points)
• Did the writer complete all aspects of the assignment?
• Does it appear that the writer put careful thought into his or her
commentary?
• Is the commentary easy to understand?
• Is the commentary detailed and well-supported?
• Is the commentary the appropriate length in pages?
Application of course material (0-5 points)
• Did the writer apply at least two course concepts within her or his
commentary?
• Did the writer preview the concepts for the reader?
• Are the concepts applicable?
• Is the application of material clear?
• Is the application of material accurate?
• Is the application well-integrated?
Writing Skills (0-5 points)
• Did the writer follow APA 6th edition guidelines for form?
•
Description of Activities:
Think Pieces – Think Pieces keep you active and engaged with the course material
between exams, provide you with an opportunity to read material beyond your text, and
allow you to reflect and comment on complex and thought-provoking issues. Think Pieces
also provide you with the opportunity to practice and improve your writing, application,
and critical thinking abilities. Each student will be asked to comment in writing on three
issues, questions, or readings. All responses must be typed, double-spaced, 3-4 pages in
length, written in standard paragraph form, submitted in hardcopy form, include an
introduction and conclusion, and follow APA 6th edition guidelines in form and citation
style. Please see the course calendar for relevant dates.
Grading
Each Think Piece will be graded out of twenty-five points and transformed into a
percentage grade (i.e., 23/25 = 92%). At the end of the semester, I will average your three
scores and this average will count as your Think Piece grade. The point allocation will be
based on the following three categories:
Quality of response (0-15 points)
• Did the writer complete all aspects of the assignment?
• Does it appear that the writer put careful thought into his or her
commentary?
• Is the commentary easy to understand?
• Is the commentary detailed and well-supported?
• Is the commentary the appropriate length in pages?
Application of course material (0-5 points)
• Did the writer apply at least two course concepts within her or his
commentary?
• Did the writer preview the concepts for the reader?
• Are the concepts applicable?
• Is the application of material clear?
• Is the application of material accurate?
• Is the application well-integrated?
Writing Skills (0-5 points)
• Did the writer follow APA 6th edition guidelines for form?
•
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ix
Film Application and Critique – This project is designed to give you the opportunity to
apply course material to a mediated example of interpersonal communication and come to
appreciate the practical nature of our course material. Each student will engage in an in-
depth analysis and written critique of a mediated example of interpersonal communication.
All case studies must be typed, double-spaced, 10 pages maximum in length, written in
standard paragraph form, submitted in hardcopy form, include an introduction and
conclusion, and follow APA 6th edition guidelines in and citation style.
Procedure:
❖ Choose a movie for your analysis from the list provided.
❖ Watch the movie in its entirety as many times as necessary to address each part of this
assignment.
❖ Following the guidelines of formal writing and using course terminology and text from
the movie, prepare a paper addressing each of the following topics:
o Choose one character upon which to focus. Describe what you believe is this
character’s self-concept. Describe their level of self-esteem. What factors lend insight
to the development and negotiation of this character’s self-concept? Provide
examples.
o Choose a scene that involves interpersonal communication. How does the language
used by the characters in this scene function at the pragmatic level? How did men
and women use conversation rituals differently? How did characters’ culture
influence their verbal messages?
o Choose a scene that involves interpersonal communication and analyze the
characters’ nonverbal communication. What channels of nonverbal communication
were active? Provide specific examples. How did culture, gender, or technology
impact the encoding or decoding of the nonverbal messages?
o Choose a scene that involves the expression of emotions. What social emotions were
experienced? Assess the characters’ emotional communication.
o Choose a scene that involves conflict. Would you describe the conflict as constructive
or destructive? Why? Provide examples of confirming or disconfirming messages
Film Application and Critique – This project is designed to give you the opportunity to
apply course material to a mediated example of interpersonal communication and come to
appreciate the practical nature of our course material. Each student will engage in an in-
depth analysis and written critique of a mediated example of interpersonal communication.
All case studies must be typed, double-spaced, 10 pages maximum in length, written in
standard paragraph form, submitted in hardcopy form, include an introduction and
conclusion, and follow APA 6th edition guidelines in and citation style.
Procedure:
❖ Choose a movie for your analysis from the list provided.
❖ Watch the movie in its entirety as many times as necessary to address each part of this
assignment.
❖ Following the guidelines of formal writing and using course terminology and text from
the movie, prepare a paper addressing each of the following topics:
o Choose one character upon which to focus. Describe what you believe is this
character’s self-concept. Describe their level of self-esteem. What factors lend insight
to the development and negotiation of this character’s self-concept? Provide
examples.
o Choose a scene that involves interpersonal communication. How does the language
used by the characters in this scene function at the pragmatic level? How did men
and women use conversation rituals differently? How did characters’ culture
influence their verbal messages?
o Choose a scene that involves interpersonal communication and analyze the
characters’ nonverbal communication. What channels of nonverbal communication
were active? Provide specific examples. How did culture, gender, or technology
impact the encoding or decoding of the nonverbal messages?
o Choose a scene that involves the expression of emotions. What social emotions were
experienced? Assess the characters’ emotional communication.
o Choose a scene that involves conflict. Would you describe the conflict as constructive
or destructive? Why? Provide examples of confirming or disconfirming messages
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x
how one character in this movie might improve his or her level of interpersonal
communication competence. Include this as your final point of discussion.
Grading:
Each of the above topic areas will be graded on a scale of 1-4 points for a total of 32 points.
The calculation of points will then be transformed into a percentage grade (e.g., if you earn
30 out of 32 points you will earn a 93.75% or an A.
Grading Rubric for Topic Areas
1 point – The author addressed less than half of the sub-questions. The author’s analysis is
unclear and inaccurate. The author did not implement course concepts into his or her
analysis. The author did not implement illustrations from the movie to support his or her
argument.
2 points - The author addressed some but not all of the sub-questions. Or, the author
provides little clarity or accuracy in regard to all the sub-questions. The author
implemented few course concepts into his or her analysis. Or, the author’s application of
course material is unclear or inaccurate. The author provided few illustrations from the
movie to support his or her argument. Or, the author’s use of illustrations is unclear or
inaccurate.
3 points - The author provided a relatively clear and accurate analysis of the vast majority
of or all sub-questions. The author provided a relatively clear and accurate analysis as the
result of using some course terminology. The author provided some clear and accurate
illustrations from the movie to support his or her argument.
4 points - The author clearly and accurately addressed all sub-questions. The author
clearly and accurately used a large variety of course terminology in their analysis. The
author clearly and accurately used text from the movie to illustrate his or her argument.
Movie Choices
Pretty Woman
Liar Liar
Erin Brockovich
When Harry Met Sally
Jerry Maguire
Do the Right Thing
Coming to America
Simon Birch
As Good as it Gets
Dangerous Minds
Good Will Hunting
Mr. Holland’s Opus
Patch Adams
Top Gun
Pay it Forward
how one character in this movie might improve his or her level of interpersonal
communication competence. Include this as your final point of discussion.
Grading:
Each of the above topic areas will be graded on a scale of 1-4 points for a total of 32 points.
The calculation of points will then be transformed into a percentage grade (e.g., if you earn
30 out of 32 points you will earn a 93.75% or an A.
Grading Rubric for Topic Areas
1 point – The author addressed less than half of the sub-questions. The author’s analysis is
unclear and inaccurate. The author did not implement course concepts into his or her
analysis. The author did not implement illustrations from the movie to support his or her
argument.
2 points - The author addressed some but not all of the sub-questions. Or, the author
provides little clarity or accuracy in regard to all the sub-questions. The author
implemented few course concepts into his or her analysis. Or, the author’s application of
course material is unclear or inaccurate. The author provided few illustrations from the
movie to support his or her argument. Or, the author’s use of illustrations is unclear or
inaccurate.
3 points - The author provided a relatively clear and accurate analysis of the vast majority
of or all sub-questions. The author provided a relatively clear and accurate analysis as the
result of using some course terminology. The author provided some clear and accurate
illustrations from the movie to support his or her argument.
4 points - The author clearly and accurately addressed all sub-questions. The author
clearly and accurately used a large variety of course terminology in their analysis. The
author clearly and accurately used text from the movie to illustrate his or her argument.
Movie Choices
Pretty Woman
Liar Liar
Erin Brockovich
When Harry Met Sally
Jerry Maguire
Do the Right Thing
Coming to America
Simon Birch
As Good as it Gets
Dangerous Minds
Good Will Hunting
Mr. Holland’s Opus
Patch Adams
Top Gun
Pay it Forward
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xi
You’ve Got Mail
Bridget Jones’ Diary
Big Daddy
Tommy Boy
Return to Me
Monster’s Ball
Titanic
Chocolat
Friday
Dumb and Dumber
The Sound of Music
Sweet Home Alabama
Hitch
50 First Dates
Mona Lisa’s Smile
The Royal Tenenbaums
My Big Fat Greek
Wedding
Bend it Like Beckham
Anger Management
Sweetest Thing
Wedding Planner
Along Came Polly
Maid in Manhattan
Shallow Hal
10 Things I Hate about
You
One Fine Day
Ray
Reality Bites
Grease
Legally Blond
Mean Girls
Breakfast Club
The Notebook
Never Been Kissed
Mr. and Mrs. Smith
Ever After
Sex and the City
Valentine’s Day
Julie and Julia
He’s Just Not That Into
You
You’ve Got Mail
Bridget Jones’ Diary
Big Daddy
Tommy Boy
Return to Me
Monster’s Ball
Titanic
Chocolat
Friday
Dumb and Dumber
The Sound of Music
Sweet Home Alabama
Hitch
50 First Dates
Mona Lisa’s Smile
The Royal Tenenbaums
My Big Fat Greek
Wedding
Bend it Like Beckham
Anger Management
Sweetest Thing
Wedding Planner
Along Came Polly
Maid in Manhattan
Shallow Hal
10 Things I Hate about
You
One Fine Day
Ray
Reality Bites
Grease
Legally Blond
Mean Girls
Breakfast Club
The Notebook
Never Been Kissed
Mr. and Mrs. Smith
Ever After
Sex and the City
Valentine’s Day
Julie and Julia
He’s Just Not That Into
You
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xii
Sample Course Schedules
Tentative Course Schedule (15 week)
Week Topic and Assignment Readings
1 Introduction to Course
Overview of Syllabus
Icebreaker
2 Interpersonal Communication and Personality Pages 1-29
3 Understanding Self, Personality, and Communication Pages 30-59
4 Understanding Your Perceptions of Others
Think Piece #1 Due
Pages 60-87
5 Assessing and Developing Verbal Message Skills Pages 88-115
6 Understanding, Assessing, and Developing Nonverbal Messages Pages 116-149
7 Assessing and Developing Listening and Responding Skills
Think Piece #2 Due
Pages 150-177
8 Emotions and Communication Pages 178-203
9 Exam 1: Midterm
Introduce Film Application and Critique Assignment
Sample Course Schedules
Tentative Course Schedule (15 week)
Week Topic and Assignment Readings
1 Introduction to Course
Overview of Syllabus
Icebreaker
2 Interpersonal Communication and Personality Pages 1-29
3 Understanding Self, Personality, and Communication Pages 30-59
4 Understanding Your Perceptions of Others
Think Piece #1 Due
Pages 60-87
5 Assessing and Developing Verbal Message Skills Pages 88-115
6 Understanding, Assessing, and Developing Nonverbal Messages Pages 116-149
7 Assessing and Developing Listening and Responding Skills
Think Piece #2 Due
Pages 150-177
8 Emotions and Communication Pages 178-203
9 Exam 1: Midterm
Introduce Film Application and Critique Assignment
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Your Interpersonal Communication, First Edition
xiii
Tentative Course Schedule (12 week)
Week Topic and Assignment Readings
1 Introduction to Course
Overview of Syllabus
Icebreaker
Interpersonal Communication and Personality
Pages 1-29
2 Understanding Self, Personality, and Communication Pages 30-59
3 Understanding Your Perceptions of Others
Think Piece #1 Due
Pages 60-87
4 Assessing and Developing Verbal Message Skills
Understanding, Assessing, and Developing Nonverbal
Messages
Pages 88-149
5 Assessing and Developing Listening and Responding Skills
Emotions and Communication
Think Piece #2 Due
Pages 150-203
6 Exam 1: Midterm Exam
Introduce Film Application and Critique Assignment
7 Conflict in Relationships: Awareness to Resolution Pages 204-233
8 Understanding Relationships
Think Piece #3 Due
Pages 234-257
9
xiii
Tentative Course Schedule (12 week)
Week Topic and Assignment Readings
1 Introduction to Course
Overview of Syllabus
Icebreaker
Interpersonal Communication and Personality
Pages 1-29
2 Understanding Self, Personality, and Communication Pages 30-59
3 Understanding Your Perceptions of Others
Think Piece #1 Due
Pages 60-87
4 Assessing and Developing Verbal Message Skills
Understanding, Assessing, and Developing Nonverbal
Messages
Pages 88-149
5 Assessing and Developing Listening and Responding Skills
Emotions and Communication
Think Piece #2 Due
Pages 150-203
6 Exam 1: Midterm Exam
Introduce Film Application and Critique Assignment
7 Conflict in Relationships: Awareness to Resolution Pages 204-233
8 Understanding Relationships
Think Piece #3 Due
Pages 234-257
9
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Your Interpersonal Communication, First Edition
1
Instructor’s Manual
Meredith Marko Harrigan
State University of New York at Geneseo
1
Instructor’s Manual
Meredith Marko Harrigan
State University of New York at Geneseo
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Instructor’s Manual
2
2
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Your Interpersonal Communication, First Edition
3
Chapter 1: Interpersonal Communication and
Personality
Learning Objectives
In this chapter, you will help students understand
1. How interpersonal communication is defined and how both your biology and
culture influence your interpersonal communication.
2. The components of the communication process: source, receiver, messages,
channels, noise, feedback, and context.
3. The difference between the content and relational levels of interpersonal
communication.
4. How to define and explain the five communication traits that make up the Big Five
model of personality.
5. How your biology and personality influence your communication and the
development of your communication skills and behaviors.
6. The six interpersonal communication motives and how these motives influence the
communication in your relationships.
Concise Chapter Summary
This chapter sets the foundation for the study of interpersonal communication by
introducing the reader to key definitions, models, characteristics, and influential factors
associated with the communication process. Importantly, the chapter establishes the
authors’ unique approach to the study of interpersonal communication—that personality is
an impactful variable in the communication process. Upon concluding this chapter, the
reader should have the theoretical basis to begin their sophisticated journey into the
exploration of interpersonal communication.
Sample Answers for Discussion Questions (p. 29)
1. How is interpersonal communication defined, and what does it mean when researchers
say that your interpersonal communication is part nature and part nurture?
Interpersonal communication is a transactional process that occurs when two
people use verbal and nonverbal messages to create understanding and to influence
each other to manage the relationship. This definition highlights three important
3
Chapter 1: Interpersonal Communication and
Personality
Learning Objectives
In this chapter, you will help students understand
1. How interpersonal communication is defined and how both your biology and
culture influence your interpersonal communication.
2. The components of the communication process: source, receiver, messages,
channels, noise, feedback, and context.
3. The difference between the content and relational levels of interpersonal
communication.
4. How to define and explain the five communication traits that make up the Big Five
model of personality.
5. How your biology and personality influence your communication and the
development of your communication skills and behaviors.
6. The six interpersonal communication motives and how these motives influence the
communication in your relationships.
Concise Chapter Summary
This chapter sets the foundation for the study of interpersonal communication by
introducing the reader to key definitions, models, characteristics, and influential factors
associated with the communication process. Importantly, the chapter establishes the
authors’ unique approach to the study of interpersonal communication—that personality is
an impactful variable in the communication process. Upon concluding this chapter, the
reader should have the theoretical basis to begin their sophisticated journey into the
exploration of interpersonal communication.
Sample Answers for Discussion Questions (p. 29)
1. How is interpersonal communication defined, and what does it mean when researchers
say that your interpersonal communication is part nature and part nurture?
Interpersonal communication is a transactional process that occurs when two
people use verbal and nonverbal messages to create understanding and to influence
each other to manage the relationship. This definition highlights three important
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Instructor’s Manual
4
characteristics of the communication process. These are: (a) communication is a
transactional process, (b) communication occurs through verbal and nonverbal
channels, (c) communication is a dynamic process. First, to call communication a
transactional process is to argue that creating a sense of shared meaning is its core
objective. In other words, meaning does not rest in either the sender or receiver;
instead, it is negotiated between communicators. Second, meaning can be
constructed through the use of verbal and/or nonverbal channels. This principle
illustrates that communication is complex in that it is not only language that
influences the construction of meaning; nonlinguistic means such as time, space,
body language, appearance, and facial expressions also play a significant role.
Finally, the fact that communication is a dynamic process reminds us that
relationships are always being transformed. Thus, we are constantly in the process
of negotiating both our individual identities and relational realities.
To argue that interpersonal communication is part nature and part nurture reminds
us that multiple factors simultaneously influence the communication process. We
use the term “nature” to label influential factors that are biological or innate to us as
human beings. An example of an innate factor is our personality. In contrast, we use
the term “nurture” to label influential factors that are learned through the
socialization process. An example of a learned factor is our cultural value for
individualism or collectivism.
2. What are the components of the interpersonal communication process?
There are seven main components of the interpersonal communication process.
They are: (a) source, (b) receiver, (c) messages, (d) channels, (e) noise, (f) feedback,
and (g) context. First, source refers to the initiator of the communication process;
that is, the person who wants to send a message to another person. In order to
initiate the communication process, the source must transfer their thought into a
verbal or nonverbal code to be sent to a recipient through a process known as
encoding. Second, the receiver is the recipient of the message that was encoded by
the source. In order to continue the communication, the receiver must transfer the
verbal or nonverbal code into a thought through a process called decoding. Third,
messages are those meanings that are being transferred from the source to the
receiver. Messages can take a verbal or nonverbal form. Fourth, channels refer to
the mediums that sources and receivers use to carry their messages to one another.
The five senses (sight, sound, touch, taste, and smell) exemplify the five basic
channels. Fifth, noise refers to anything that interferes with or distorts the
communication process. Noise can be external to the source and receiver such as the
physical noise of campus construction or a sounding fire alarm. Noise can also be
rooted inside the source or receiver such as the psychological noise of daydreaming
about Friday night plans or the physiological noise of exhaustion. Sixth, feedback
refers to the response that a receiver sends back to a source. The presence of
feedback in this model of communication reminds us that communication is a jointly
enacted process rather than something we can do alone. As a receiver sends
feedback, he or she switches positions with the source; that is, the receiver becomes
the source and the source becomes the receiver. Finally, context refers to the time
4
characteristics of the communication process. These are: (a) communication is a
transactional process, (b) communication occurs through verbal and nonverbal
channels, (c) communication is a dynamic process. First, to call communication a
transactional process is to argue that creating a sense of shared meaning is its core
objective. In other words, meaning does not rest in either the sender or receiver;
instead, it is negotiated between communicators. Second, meaning can be
constructed through the use of verbal and/or nonverbal channels. This principle
illustrates that communication is complex in that it is not only language that
influences the construction of meaning; nonlinguistic means such as time, space,
body language, appearance, and facial expressions also play a significant role.
Finally, the fact that communication is a dynamic process reminds us that
relationships are always being transformed. Thus, we are constantly in the process
of negotiating both our individual identities and relational realities.
To argue that interpersonal communication is part nature and part nurture reminds
us that multiple factors simultaneously influence the communication process. We
use the term “nature” to label influential factors that are biological or innate to us as
human beings. An example of an innate factor is our personality. In contrast, we use
the term “nurture” to label influential factors that are learned through the
socialization process. An example of a learned factor is our cultural value for
individualism or collectivism.
2. What are the components of the interpersonal communication process?
There are seven main components of the interpersonal communication process.
They are: (a) source, (b) receiver, (c) messages, (d) channels, (e) noise, (f) feedback,
and (g) context. First, source refers to the initiator of the communication process;
that is, the person who wants to send a message to another person. In order to
initiate the communication process, the source must transfer their thought into a
verbal or nonverbal code to be sent to a recipient through a process known as
encoding. Second, the receiver is the recipient of the message that was encoded by
the source. In order to continue the communication, the receiver must transfer the
verbal or nonverbal code into a thought through a process called decoding. Third,
messages are those meanings that are being transferred from the source to the
receiver. Messages can take a verbal or nonverbal form. Fourth, channels refer to
the mediums that sources and receivers use to carry their messages to one another.
The five senses (sight, sound, touch, taste, and smell) exemplify the five basic
channels. Fifth, noise refers to anything that interferes with or distorts the
communication process. Noise can be external to the source and receiver such as the
physical noise of campus construction or a sounding fire alarm. Noise can also be
rooted inside the source or receiver such as the psychological noise of daydreaming
about Friday night plans or the physiological noise of exhaustion. Sixth, feedback
refers to the response that a receiver sends back to a source. The presence of
feedback in this model of communication reminds us that communication is a jointly
enacted process rather than something we can do alone. As a receiver sends
feedback, he or she switches positions with the source; that is, the receiver becomes
the source and the source becomes the receiver. Finally, context refers to the time
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Your Interpersonal Communication, First Edition
5
and space within which the communication process takes place. Both macro or
global factors, such as the physical and historical environment, as well as the micro
or local factors, such as the specific environment in which the communication takes
place, are impactful on the communication process. The figure below offers a visual
representation of these components.
3. What is the difference between the content and relational levels of interpersonal
communication?
Communication is bi-dimensional. By this, we mean that all messages contain both
content and relational dimension. First, the content dimension refers to the
substance of the message; that is, what the source is trying to send to the receiver.
Often times, the content of a message is sent using verbal codes. In contrast, the
relational dimension of a message tells the receiver how to interpret the tone of the
message. Thus, it focuses not on what is at the heart of the message, but rather on
how the message is communicated. Often times, the relational dimension of a
message is communicated using nonverbal codes such as tone of voice, facial
expressions, or body language.
5
and space within which the communication process takes place. Both macro or
global factors, such as the physical and historical environment, as well as the micro
or local factors, such as the specific environment in which the communication takes
place, are impactful on the communication process. The figure below offers a visual
representation of these components.
3. What is the difference between the content and relational levels of interpersonal
communication?
Communication is bi-dimensional. By this, we mean that all messages contain both
content and relational dimension. First, the content dimension refers to the
substance of the message; that is, what the source is trying to send to the receiver.
Often times, the content of a message is sent using verbal codes. In contrast, the
relational dimension of a message tells the receiver how to interpret the tone of the
message. Thus, it focuses not on what is at the heart of the message, but rather on
how the message is communicated. Often times, the relational dimension of a
message is communicated using nonverbal codes such as tone of voice, facial
expressions, or body language.
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Instructor’s Manual
6
curious, imaginative, or creative. Those who rank high in openness are often
perceived by others as unique and individualistic. Second, conscientiousness refers
to the degree to which a person is goal-driven. Those who rank high in
conscientiousness are often viewed by others as hard working, intelligent, and
dependable. Third, extraversion refers to the degree to which a person enjoys
socializing and talking with others. Individuals who rank high in extraversion are
often viewed by others as assertive and action-oriented individuals who embrace
new opportunities. Fourth, agreeableness refers to the degree to which a person
approaches interaction with a positive orientation. Those who rank high in
agreeableness are perceived by others as friendly and easy to get along with due to
their considerate disposition. Finally, neuroticism refers to the degree to which a
person deals with intense emotions such as anxiety, anger, and/or depression.
Individuals who rank high in neuroticism are often viewed by others as impatient
and threatening to pleasurable interaction. The figure below offers a
6
curious, imaginative, or creative. Those who rank high in openness are often
perceived by others as unique and individualistic. Second, conscientiousness refers
to the degree to which a person is goal-driven. Those who rank high in
conscientiousness are often viewed by others as hard working, intelligent, and
dependable. Third, extraversion refers to the degree to which a person enjoys
socializing and talking with others. Individuals who rank high in extraversion are
often viewed by others as assertive and action-oriented individuals who embrace
new opportunities. Fourth, agreeableness refers to the degree to which a person
approaches interaction with a positive orientation. Those who rank high in
agreeableness are perceived by others as friendly and easy to get along with due to
their considerate disposition. Finally, neuroticism refers to the degree to which a
person deals with intense emotions such as anxiety, anger, and/or depression.
Individuals who rank high in neuroticism are often viewed by others as impatient
and threatening to pleasurable interaction. The figure below offers a
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Your Interpersonal Communication, First Edition
7
I believe that my communication style has been influenced by both the lessons I
have learned observing others throughout my lifetime and my biological makeup,
which includes my personality. Although it is difficult for research to support the
nature hypothesis due to the inability to prevent others from learning from their
social networks, patterns of communication evident in my multi-generational family
line are highly persuasive of the link between biology and communication behavior.
6. How do the six interpersonal communication motives influence the communication in
your relationships?
Interpersonal communication motives are relatively stable characteristics that
explain why people communicate with others. These motives put forward by Rubin
and her colleagues include: (a) pleasure, (b) affection, (c) inclusion, (d) escape, (e)
relaxation, and (f) control. First, when people communicate to have fun or be
entertained, they are motivated by pleasure. For example, when I get spare time, I
enjoy calling my friends to catch up. These interactions are usually comprised of
stories, shared memories, and most importantly, laughter. Second, when people
communicate to express or receive love, they are being motivated by affection. For
example, when I engage my infant son in a nightly ritual of “I love you more than…”
my goal is to use communication to remind him how much I love and value him.
Third, when people communicate to establish a connection with other people, they
are being motivated by inclusion. For example, I often take the time to enjoy lunch
with my colleagues. Through friendly conversation, we maintain and strengthen our
professional and personal relationships. Fourth, when people communicate to avoid
potentially stress-inducing situations, they are motivated by escape. For example, I
often find myself choosing to respond to emails rather than complete a time-
sensitive project with which I have been struggling. Fifth, when
7
I believe that my communication style has been influenced by both the lessons I
have learned observing others throughout my lifetime and my biological makeup,
which includes my personality. Although it is difficult for research to support the
nature hypothesis due to the inability to prevent others from learning from their
social networks, patterns of communication evident in my multi-generational family
line are highly persuasive of the link between biology and communication behavior.
6. How do the six interpersonal communication motives influence the communication in
your relationships?
Interpersonal communication motives are relatively stable characteristics that
explain why people communicate with others. These motives put forward by Rubin
and her colleagues include: (a) pleasure, (b) affection, (c) inclusion, (d) escape, (e)
relaxation, and (f) control. First, when people communicate to have fun or be
entertained, they are motivated by pleasure. For example, when I get spare time, I
enjoy calling my friends to catch up. These interactions are usually comprised of
stories, shared memories, and most importantly, laughter. Second, when people
communicate to express or receive love, they are being motivated by affection. For
example, when I engage my infant son in a nightly ritual of “I love you more than…”
my goal is to use communication to remind him how much I love and value him.
Third, when people communicate to establish a connection with other people, they
are being motivated by inclusion. For example, I often take the time to enjoy lunch
with my colleagues. Through friendly conversation, we maintain and strengthen our
professional and personal relationships. Fourth, when people communicate to avoid
potentially stress-inducing situations, they are motivated by escape. For example, I
often find myself choosing to respond to emails rather than complete a time-
sensitive project with which I have been struggling. Fifth, when
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Instructor’s Manual
8
Activities and Assignments
TRANSACTIONAL MODEL APPLICATION
Analyze your interaction with a member of your close personal network. The next time you
are contacted by a friend, family member, or significant other, analyze the interaction by
addressing the following questions:
1. What was the message that your network member actually sent? What was the
meaning you took from the message that was sent? How, if at all, were these
messages different? Why do you think they were different?
2. What verbal and nonverbal codes and channels did the network member use
when communicating this message? Were they effective choices? Why or why
not?
3. What verbal and nonverbal codes and channel did you use when providing
feedback to your network member? Were they effective? Why or why not?
4. Did noise interfere with the transmission of the message? If so, what, if
anything, could you have done, to prevent this noise?
5. Describe both macro- and micro-contextual factors that influenced the
communication.
Topic: Understanding Your Interpersonal Communication
IF ONLY I COULD TAKE IT BACK
Describe a time when you wished that communication was reversible. Provide the
following details:
1. Describe the situation in which the communication occurred.
2. Describe exactly what you expressed verbally and nonverbally.
3. In retrospect, why did you choose the verbal and nonverbal codes you used?
4. After careful consideration, why do you wish communication was reversible in
this instance? In other words, why do you view the exchange as problematic?
5. If you were given the opportunity to redo your exchange, what would you have
done differently? Why did you suggest each change?
8
Activities and Assignments
TRANSACTIONAL MODEL APPLICATION
Analyze your interaction with a member of your close personal network. The next time you
are contacted by a friend, family member, or significant other, analyze the interaction by
addressing the following questions:
1. What was the message that your network member actually sent? What was the
meaning you took from the message that was sent? How, if at all, were these
messages different? Why do you think they were different?
2. What verbal and nonverbal codes and channels did the network member use
when communicating this message? Were they effective choices? Why or why
not?
3. What verbal and nonverbal codes and channel did you use when providing
feedback to your network member? Were they effective? Why or why not?
4. Did noise interfere with the transmission of the message? If so, what, if
anything, could you have done, to prevent this noise?
5. Describe both macro- and micro-contextual factors that influenced the
communication.
Topic: Understanding Your Interpersonal Communication
IF ONLY I COULD TAKE IT BACK
Describe a time when you wished that communication was reversible. Provide the
following details:
1. Describe the situation in which the communication occurred.
2. Describe exactly what you expressed verbally and nonverbally.
3. In retrospect, why did you choose the verbal and nonverbal codes you used?
4. After careful consideration, why do you wish communication was reversible in
this instance? In other words, why do you view the exchange as problematic?
5. If you were given the opportunity to redo your exchange, what would you have
done differently? Why did you suggest each change?
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Your Interpersonal Communication, First Edition
9
6. Knowing that communication is irreversible, what will you do differently the
next time you experience a similar situation in order to prevent the problems
that resulted from this interaction?
Topic: Characteristics of Interpersonal Communication
WHAT IS YOUR TRUE COLOR?
Complete the “True Colors” worksheet at the end of this section and answer the following
questions:
1. Which color best reflects your personality?
2. Do you agree with the results of your assessment? Why or why not?
3. Describe an instance when this personality characteristic helped you foster a
positive interpersonal relationship?
4. Describe an instance when this personality characteristic hindered you from
fostering a positive interpersonal relationship.
Color Interpretations
For interpretations of each color, please see True Colors at Work by Mary Miscisin available
at http://truecolorstest.com/Presentations/TrueColors-Work-Article.htm
Topic: Personality and Interpersonal Communication
GENDER AND TECHNOLOGY ON CAMPUS
Analyze your campus culture in terms of rules that are relevant to interpersonal
communication. Address the following questions:
1. What gender differences exist when it comes to dating? Are there various rules
that only apply to men or women? What would happen if the opposite sex
attempted to follow these gender rules?
2. What rules exist regarding the use of technology in dating? In relationship
initiation? Is Likealittle (lal.com) active on your campus? If so, what role does it
play in developing interpersonal relationships? What role do other forms of
technology such as Facebook, Blackboard, Angel, and YouTube play in terms of
developing, maintaining, or hurting interpersonal relationships?
Topic: Gender, Culture, Technology, and Interpersonal Communication
9
6. Knowing that communication is irreversible, what will you do differently the
next time you experience a similar situation in order to prevent the problems
that resulted from this interaction?
Topic: Characteristics of Interpersonal Communication
WHAT IS YOUR TRUE COLOR?
Complete the “True Colors” worksheet at the end of this section and answer the following
questions:
1. Which color best reflects your personality?
2. Do you agree with the results of your assessment? Why or why not?
3. Describe an instance when this personality characteristic helped you foster a
positive interpersonal relationship?
4. Describe an instance when this personality characteristic hindered you from
fostering a positive interpersonal relationship.
Color Interpretations
For interpretations of each color, please see True Colors at Work by Mary Miscisin available
at http://truecolorstest.com/Presentations/TrueColors-Work-Article.htm
Topic: Personality and Interpersonal Communication
GENDER AND TECHNOLOGY ON CAMPUS
Analyze your campus culture in terms of rules that are relevant to interpersonal
communication. Address the following questions:
1. What gender differences exist when it comes to dating? Are there various rules
that only apply to men or women? What would happen if the opposite sex
attempted to follow these gender rules?
2. What rules exist regarding the use of technology in dating? In relationship
initiation? Is Likealittle (lal.com) active on your campus? If so, what role does it
play in developing interpersonal relationships? What role do other forms of
technology such as Facebook, Blackboard, Angel, and YouTube play in terms of
developing, maintaining, or hurting interpersonal relationships?
Topic: Gender, Culture, Technology, and Interpersonal Communication
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Instructor’s Manual
10
TRUE COLORS INVENTORY WORKSHEET1
Instructions: Review the word clusters that appear in each of the following five rows: Place
a “4” next to the cluster that describes you best; place a “3” next to the cluster that
describes you second best; place a “2” by the cluster that describes you third best; place a
“1” by the cluster that describes you least. When you are finished, add up the total points
for each of the four columns. The color with the highest score is said to be your “true color.”
Active Organized Nice Learner
Variety Planner Helpful Scientific
Athletic _______ Neat _______ Friendly _______ Private _______
Competitive Clean Caring Curious
Action-Oriented Punctual Other-oriented Inquisitive
Fun
10
TRUE COLORS INVENTORY WORKSHEET1
Instructions: Review the word clusters that appear in each of the following five rows: Place
a “4” next to the cluster that describes you best; place a “3” next to the cluster that
describes you second best; place a “2” by the cluster that describes you third best; place a
“1” by the cluster that describes you least. When you are finished, add up the total points
for each of the four columns. The color with the highest score is said to be your “true color.”
Active Organized Nice Learner
Variety Planner Helpful Scientific
Athletic _______ Neat _______ Friendly _______ Private _______
Competitive Clean Caring Curious
Action-Oriented Punctual Other-oriented Inquisitive
Fun
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Your Interpersonal Communication, First Edition
11
Chapter 2: Understanding Self, Personality,
and Communication
Learning Objectives
In this chapter, you will help students understand
1. The differences between self-concept and self-esteem.
2. How self-concept and self-esteem affect communication.
3. The difference between personality and communication traits.
4. How your communication apprehension affects your interpersonal
communication.
5. The difference between assertiveness and responsiveness.
6. The four social styles that comprise your socio-communicative orientation:
amiables, analyticals, drivers, and expressives.
7. How to differentiate between the identity management characteristics of public
and private self, of pragmatic and principled self, and of high and low monitors.
8. Each of the identity management strategies.
Concise Chapter Summary
This chapter explores the role the self plays in our communication and interpersonal
relationships. Because interpersonal communication involves the negotiation of meaning
between two individuals, factors related to each individual, are essential to explore. These
include self-concept, self-esteem, communication traits, and identity management. The
chapter highlights the various ways that biology, specifically personality, combines with
social factors to influence our experience of the self and, in turn, our communication and
interpersonal relationships.
11
Chapter 2: Understanding Self, Personality,
and Communication
Learning Objectives
In this chapter, you will help students understand
1. The differences between self-concept and self-esteem.
2. How self-concept and self-esteem affect communication.
3. The difference between personality and communication traits.
4. How your communication apprehension affects your interpersonal
communication.
5. The difference between assertiveness and responsiveness.
6. The four social styles that comprise your socio-communicative orientation:
amiables, analyticals, drivers, and expressives.
7. How to differentiate between the identity management characteristics of public
and private self, of pragmatic and principled self, and of high and low monitors.
8. Each of the identity management strategies.
Concise Chapter Summary
This chapter explores the role the self plays in our communication and interpersonal
relationships. Because interpersonal communication involves the negotiation of meaning
between two individuals, factors related to each individual, are essential to explore. These
include self-concept, self-esteem, communication traits, and identity management. The
chapter highlights the various ways that biology, specifically personality, combines with
social factors to influence our experience of the self and, in turn, our communication and
interpersonal relationships.
Loading page 27...
Instructor’s Manual
12
Sample Answers for Discussion Questions (p. 59)
1. Differentiate between self-concept and self-esteem. How are they related to
communication?
A person’s self-concept is the sum total of their knowledge and understanding about
his or her self. It involves the set of perceptions they have about their self. There are
many important characteristics of the self-concept. First, self-concept is learned.
This means that our understanding of our self is not present at birth; instead, it
develops as a result of our interactions with others. Second, self-concept is
multifaceted. This means that there are many components to a self-concept. Third,
self-concept is socially constructed. This means that it is impacted by factors taking
place on the societal level. As a result, a person’s self-concept may change due to
their life experiences.
A person’s self-esteem is related to their self-concept in that self-esteem refers to
the appraisals a person makes about his or her worth. Just as self-concept is
multifaceted, self-esteem is multidimensional. This means that
12
Sample Answers for Discussion Questions (p. 59)
1. Differentiate between self-concept and self-esteem. How are they related to
communication?
A person’s self-concept is the sum total of their knowledge and understanding about
his or her self. It involves the set of perceptions they have about their self. There are
many important characteristics of the self-concept. First, self-concept is learned.
This means that our understanding of our self is not present at birth; instead, it
develops as a result of our interactions with others. Second, self-concept is
multifaceted. This means that there are many components to a self-concept. Third,
self-concept is socially constructed. This means that it is impacted by factors taking
place on the societal level. As a result, a person’s self-concept may change due to
their life experiences.
A person’s self-esteem is related to their self-concept in that self-esteem refers to
the appraisals a person makes about his or her worth. Just as self-concept is
multifaceted, self-esteem is multidimensional. This means that
Loading page 28...
Your Interpersonal Communication, First Edition
13
others. They are also more likely to experience verbal disruptions or engage in over
communication when interacting with others.
Follow-up question: In what contexts do you experience communication
apprehension? What steps have you taken to reduce the impact of the
apprehension on your behavior?
3. What are the four socio-communicative orientations? Provide an example of a person
you know who exemplifies each style.
A person’s socio-communicative orientation refers to their level of responsiveness
and assertiveness when communicating with others. These two factors—
responsiveness and assertiveness—can be combined to create four specific socio-
communicative orientations. These are: (a) amiables, (b) analyticals, (c) drivers, and
(d) expressives. Amiables are high in responsiveness but low in assertiveness. They
are often perceived by others as relational specialists because they work well with
people. Amiables are well suited for careers in helping fields. I would consider
myself an amiable. As a communication professor who specializes in interpersonal
and family communication, I enjoy being helpful to my students both in terms of
their academic and relationship development. Second, analyticals are low in both
responsiveness and assertiveness. They are often perceived by others as technical
specialists due to their likeliness of experiencing communication apprehension.
They are well suited for careers in engineering and the natural sciences. In my prior
position, I had the opportunity to work with engineering majors who were required
to take a course in intercultural communication in order to complete their degree.
Many of those students were analyticals who experienced fear when communicating
with others. Third, drivers are low in responsiveness but high in assertiveness. They
are often perceived by others as control specialists because of their desire to lead.
They are well suited for careers that involve leadership and control such as
management and politics. I would consider my husband a driver because of his
13
others. They are also more likely to experience verbal disruptions or engage in over
communication when interacting with others.
Follow-up question: In what contexts do you experience communication
apprehension? What steps have you taken to reduce the impact of the
apprehension on your behavior?
3. What are the four socio-communicative orientations? Provide an example of a person
you know who exemplifies each style.
A person’s socio-communicative orientation refers to their level of responsiveness
and assertiveness when communicating with others. These two factors—
responsiveness and assertiveness—can be combined to create four specific socio-
communicative orientations. These are: (a) amiables, (b) analyticals, (c) drivers, and
(d) expressives. Amiables are high in responsiveness but low in assertiveness. They
are often perceived by others as relational specialists because they work well with
people. Amiables are well suited for careers in helping fields. I would consider
myself an amiable. As a communication professor who specializes in interpersonal
and family communication, I enjoy being helpful to my students both in terms of
their academic and relationship development. Second, analyticals are low in both
responsiveness and assertiveness. They are often perceived by others as technical
specialists due to their likeliness of experiencing communication apprehension.
They are well suited for careers in engineering and the natural sciences. In my prior
position, I had the opportunity to work with engineering majors who were required
to take a course in intercultural communication in order to complete their degree.
Many of those students were analyticals who experienced fear when communicating
with others. Third, drivers are low in responsiveness but high in assertiveness. They
are often perceived by others as control specialists because of their desire to lead.
They are well suited for careers that involve leadership and control such as
management and politics. I would consider my husband a driver because of his
Loading page 29...
Instructor’s Manual
14
The figure above offers a visual depiction of the relationship between high and low
responsiveness and assertiveness and the four socio-communicative orientations
that emerge from their combination.
4. What is the difference between the public self and the private self, and what is the
difference between the principled self and the pragmatic self?
Identity management, a concept rooted in Erving Goffman’s notion of face, is the
process of attempting to control the impressions others have of us. This process
involves the careful negotiation of the private self or identity with the public self or
identity. The private self refers to the person we believe ourselves to be in times of
honest reflection. Some people refer to this as the “real” me. In contrast, the public
self refers to the self we try to project to others. It can be considered our “public
image.” Also tied to the process of identity management are the pragmatic self and
principled self. These terms refer to people’s beliefs regarding the appropriate
degree of identity management. People who embrace the pragmatic self see identity
as flexible, adaptive, and context bound. They believe that engaging in identity
management allows them to achieve personal goals. In contrast, people who
embrace the principled self believe that identity should be stable and consistent
across contexts. Thus, they are unlikely to engage in identity management.
Follow-up question: Do you embrace your pragmatic or principled self?
Describe positive and negative implications of embracing either the
pragmatic or principled self.
5. How do situation and personality work together to influence impression management?
Two major factors work together to influence how a person manages his or her
identity. They are situational factors and personality factors. First, situational
factors deal with the characteristics of the context in which the communication is
14
The figure above offers a visual depiction of the relationship between high and low
responsiveness and assertiveness and the four socio-communicative orientations
that emerge from their combination.
4. What is the difference between the public self and the private self, and what is the
difference between the principled self and the pragmatic self?
Identity management, a concept rooted in Erving Goffman’s notion of face, is the
process of attempting to control the impressions others have of us. This process
involves the careful negotiation of the private self or identity with the public self or
identity. The private self refers to the person we believe ourselves to be in times of
honest reflection. Some people refer to this as the “real” me. In contrast, the public
self refers to the self we try to project to others. It can be considered our “public
image.” Also tied to the process of identity management are the pragmatic self and
principled self. These terms refer to people’s beliefs regarding the appropriate
degree of identity management. People who embrace the pragmatic self see identity
as flexible, adaptive, and context bound. They believe that engaging in identity
management allows them to achieve personal goals. In contrast, people who
embrace the principled self believe that identity should be stable and consistent
across contexts. Thus, they are unlikely to engage in identity management.
Follow-up question: Do you embrace your pragmatic or principled self?
Describe positive and negative implications of embracing either the
pragmatic or principled self.
5. How do situation and personality work together to influence impression management?
Two major factors work together to influence how a person manages his or her
identity. They are situational factors and personality factors. First, situational
factors deal with the characteristics of the context in which the communication is
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Your Interpersonal Communication, First Edition
15
6. What are some identity management strategies?
There are multiple strategies that a person can use to manage their identity. Identity
management strategies that apply to most relationships include (a) managing your
appearance, (b) managing your first impressions, and (c) managing your online
identity. First, appearance refers to the personal factors that people use to shape
their image. For example, people can put careful attention into the clothing they
choose to wear; their grooming behaviors; and their use of artifacts such as tattoos,
makeup, and jewelry. Second, since many people often judge someone quickly upon
meeting them, it is important to put effort into managing the first impression you
make on another person. Things to consider during this time are: the
appropriateness of your greeting behavior, the confidence of you voice, your use of
gestures, and the way you respond to your communicative partner. Finally, because
of the technological age in which we live, it is essential to manage your online
identity. This process is especially important for individuals who engage in social
networking through sites such as Facebook or MySpace. Things to consider doing
include: removing potentially damaging pictures or information from social
networking profiles, using privacy features to control who has access to your social
networking profiles, exploring the internet to see what information is posted about
you, and taking steps necessary to remove unwanted information about you that
appears online.
Activities and Assignments
SELF
15
6. What are some identity management strategies?
There are multiple strategies that a person can use to manage their identity. Identity
management strategies that apply to most relationships include (a) managing your
appearance, (b) managing your first impressions, and (c) managing your online
identity. First, appearance refers to the personal factors that people use to shape
their image. For example, people can put careful attention into the clothing they
choose to wear; their grooming behaviors; and their use of artifacts such as tattoos,
makeup, and jewelry. Second, since many people often judge someone quickly upon
meeting them, it is important to put effort into managing the first impression you
make on another person. Things to consider during this time are: the
appropriateness of your greeting behavior, the confidence of you voice, your use of
gestures, and the way you respond to your communicative partner. Finally, because
of the technological age in which we live, it is essential to manage your online
identity. This process is especially important for individuals who engage in social
networking through sites such as Facebook or MySpace. Things to consider doing
include: removing potentially damaging pictures or information from social
networking profiles, using privacy features to control who has access to your social
networking profiles, exploring the internet to see what information is posted about
you, and taking steps necessary to remove unwanted information about you that
appears online.
Activities and Assignments
SELF
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