V. Self-Reflection Items

There are a total of eight self-reflection items (SRIs) in each chapter. For the online and face-to-face versions of the class alike, choose THREE items to discuss.

1. Communication Diary: Choose one of SRI to discuss privately with your teacher. Answer all the questions in the SRI. Refer to at least THREE concepts in the chapter in THREE good paragraphs, then summarize in the fourth paragraph. (20 points).

2. Communication Board Posting: Choose one of the SRIs to discuss openly with your fellow students. Follow the same rules as for CD1 but in the end ask ONE question of your fellow class-mates, a word of advice. (20 points).

3. Communication Board Comment: Write one good paragraph in response to the question posed by your classmate in pairs as assigned by the teacher (10 points).

Self Reflection Items for Chapter 1:

1. What communication media do you use most often? Why do you rely more on these media than others? Does the type of relationship you have with a person—close or casual, personal or professional— influence what media you use for communicating? If so, how?

2. Think about a recent encounter that you consider interpersonal. Was it linear, interactive, or transactional? Do you think one communication process is more “interpersonal” than the others, or are they all equally interpersonal? Why?

3. Think of an important conversation you’ve recently had with a close friend, family member, coworker, or romantic partner. How did your emotions, mood, and thoughts shift throughout that encounter? In what ways did these changes influence how the conversation unfolded?

4. Consider an instance in which you didn’t intend to communicate a message but someone saw your behavior as communication. How did this person misinterpret your behavior? What were the consequences? What did you say and do to correct the individual’s misperception?

5. Think of an encounter in which you said something and then immediately regretted it. What effects did your error have on you? On the other person or people involved? On your relationship? How could you have expressed the same information differently, to avoid negative outcomes?

6. Recall an interaction that took a sudden turn for the worse. How did each person’s communication contribute to the change in the interaction’s quality? What did you say or do to deal with the problem?

7. Is one of these three goals generally more important to you than the others?

Why? Does the type of relationship you have with someone—romantic, family, friendship, or coworker— influence which goal you prioritize when communicating? How?

8. Call to mind a devastating relationship event you’ve experienced. In what ways, if any, did your communication contribute to what happened? What consequences did you suffer? How have you overcome them?

VI. Creative Assignment Focus on Culture

Read Steve’s chapter insert, and answer all the questions posed. Then write a one-page reflection on what you think about the issue and how it pertains to your communication experience. Please refer to at least THREE concepts from the chapter in your response.

Formal study of interpersonal communication occurs almost exclusively in the United States; only a handful of scholars in Great Britain, Europe, Australia, and Asia study and teach interpersonal communication (Knapp et al., 2002).

As of 2009, there are a small number of interpersonal communication courses regularly taught outside the United States (up from one in 20051), but it remains a mostly U.S.-based area of study.

Why isn’t interpersonal communication studied and taught in other cultures? Because it’s not recognized as an academic field of interest. Instead, people view interpersonal communication knowledge and skills as a private matter—to be taught by parents to their children—rather than a public matter to be scientifically examined and taught in school. Min Soo, a student at my university, expresses this view:

Although I’m Korean, I grew up in Bolivia. Schools in Bolivia do not teach interpersonal communication. There’s a good reason for that. Interpersonal communication is considered a personal matter, and people tend to go to their families for that kind of teaching. Bolivian culture, like many other Spanish-speaking countries, values family greatly, and Bolivians believe that the family is the best resource for learning relationship and communication skills. Schools in Bolivia are expected to teach things that cannot be taught by parents—things like math, science, and biology. We understand the importance of interpersonal communication and realize that there’s much to learn about it, but most Bolivians would consider that a nonschool subject.

DISCUSSION QUESTIONS

• Do you believe that interpersonal communication skills should be taught to children in school or left to parents and caregivers to teach?

• Who taught you the interpersonal communication knowledge and skills you currently possess?

• How has your cultural background influenced your view of who should teach interpersonal communication skills to young people?