COMMUNICATION 601
COMMUNICATION THEORY
INSTRUCTOR: JIMMIE MANNING, PHD
NORTHERN KENTUCKY UNIVERSITY
Office: 386 Science & Technology
Phone: 572-1329 Mailbox: 134 Landrum
E-mail: manningj1@nku.edu (Please allow 48 hours for reply.)
Office Hours: M&Tu 9:00 to 10:00 p.m.; and by appointment.
Online Office Hours: Su 9:00 to 11:00 p.m. via Yahoo Messenger
Yahoo ID: jimmiemanning
Course Description
This seminar examines the foundations and current directions of communication theory, especially in regards to dominant paradigms, methodological origins, and metatheoretical underpinnings. To prepare students with the ability to understand and evaluate communication theories and their relevance to social science, the humanities, and practical applications, students will read, discuss, synthesize, visualize, and advocate positions regarding communication and communication theory. Special attention will be placed upon weighing the strengths and limitations of theoretical approaches as well as focusing upon the current tensions and issues within the communication discipline.
Texts
1. Anderson, J. A. (1996). Communication theory: Epistemological foundations. New York: Guilford.
2. Dainton, M., & Zelley, E. D. (2005). Applying communication theory for professional life: A practical introduction. Thousand Oaks, CA: Sage.
3. Various journal articles and book chapters (as listed in the syllabus).
Course Goals
Course Requirements and Policies
Attendance – Since this is likely one of your first courses in graduate studies, I will put into writing the often unwritten rule: graduate students do not miss class. The only exceptions are typically academic conferences, extreme illness, or other important situations that are discussed in advance with the instructor. In a class such as this one (that deals with complex and sophisticated ideas and serves as the basis for many other classes), attendance is extremely important. No work missed or turned in due to lack of attendance may be completed later unless arrangements have been made with the instructor.
Academic Honesty and Affirmative Action - As an NKU graduate student, you are expected to be familiar with policies concerning academic honesty and affirmative action. Failure on your part to be familiar with these policies does not constitute an emergency on the part of the instructor. This applies to any NKU policy, especially those instituted by the Department of Communication.
Assignment Due Dates - All assignments must be turned in on the date due. Late assignments are seldom, if ever, accepted. If you foresee a problem with an assignment or need to get an extension due to circumstances in other classes, please consult the instructor well in advance of the assignment due date.
Please note: Blackboard will serve as a website with valuable information regarding this course. Students are responsible for having a current e-mail address registered through the NKU system and checking Blackboard on a regular basis. Failure to complete any type of assignment due to not accessing Blackboard can (and probably will) result in lost class points. It is the student’s personal responsibility to ensure he or she has access to Blackboard and is using a reliable e-mail account to receive information.
Grading
- Final grades will be assessed from the 1,000 point total on the following
scale:
900-1000 A
800-899 B
700-799 C
Less than 700 points will
result in a failing grade for the course. The instructor does not adjust grades
at the end of the semester (in other words, points will not change for people
who are one or more points away for a higher grade). Semester grades are
non-negotiable. If you have a question about how an assignment is graded, the
instructor will set up an appointment with you to talk about the grading
procedure. You must, however, do this soon after the graded assignment is
returned. Of course, since this is graduate school, it is expected that all
learning will be a collaborative process where you solicit feedback on your
assignments from classmates and the instructor in advance of presentation or
completion.
Individual assignment details are as follow:
PARTICIPATION (100 points, or 10%)
Since this class is conducted seminar style, where students conduct readings or prepare assignments and come to class to share their insights, it is essential that students participate. When you are done with this class, you are going to be much smarter about communication theory; but you can make an even bigger impact on your personal progress by asking questions, debating class members, and clarifying your assumptions. It is not only unfair to yourself to hold back on your thoughts, but it is unfair to the others who also depend on you to help them challenge their pieties. Do not be surprised if you are quiet in class and then earn a 0 for not participating. Take this assignment seriously.
REACTION PAPERS (50 points, or 5%)
While just about any graduate course requires a lot of stimulating reading, this course particularly involves not only a heavy reading load, but also a reading load often filled with new terms, theories, and concepts that require a great deal of thought and reflection. Much of what you read will not be fully understood until you have had hours, days, weeks, or months to think about what it all truly means. In order to help gain understanding and insight into these complex works, we must have a firm classroom foundation that will allow for open and honest discussion and questions. I truly believe this happens best when everyone has read the material and has questions or comments to contribute. While many weeks your reading of the material will be evident through specific assignments due, other weeks demand an additional engagement of the concepts raised in the reading. It is for this reason five reaction papers will be due throughout the semester. Each reaction paper is worth 10 points and should be written as a five paragraph position paper. While these papers count as a small portion of your grade, they will (most importantly) allow me to better understand what you all seem to be getting and not getting – so do not think of these as merely ways of testing whether or not you have read; instead, consider them a way for you to assert your thoughts on the reading while allowing me to assess what I can do to help you become masters in the field of communication.
DEFINTION OF COMMUNICATION AND COMMUNICATION THEORY (50 points total, or 5%)
After reviewing the basics of communication theory, we will begin to consider our individual definitions of communication and communication theory that will serve as our baseline for the rest of the course (and, ideally, for the rest of our graduate careers). To this end, two definitions will be provided by each class member: a definition of communication and a definition of communication theory. Each definition should consist of a well-written argument presenting the definition and the rationale behind the various elements of the definition. The paper should contain references to relevant works and should be written in APA style. For the sake of this assignment, both definitions should fit within five pages (excluding the list of references).
MAP OF THE FIELD OF COMMUNICATION (50 points, or 5%)
In order to further explore how we see communication, each member of the seminar will create a visual map of how s/he sees the field of communication. These maps should contain references to the various contexts, tenets, paradigms, and perspectives in the field of communication and how they interact with each other. Each student will share his or her map with the rest of the class who will then offer critique, praise, and questions regarding each model.
PARADIGM REPORT (50 points, or 5%)
Perhaps the most intimidating aspect of communication theory is learning the language typically used to articulate theoretical understandings. Most of this language comes through the understanding of a particular school, paradigm, or perspective. To this end, this assignment will allow for vocabulary building as each student presents a report priming the class on a given theoretical paradigm or approach and explaining some of the terms involved with that paradigm. In addition to expanding contextual understanding, the assignment will allow us to reconsider the maps presented during the previous week and whether they reflect these theoretical and metatheoretical understandings.
JOURNAL PRESENTATION (50 points, or 5%)
One key to understanding the development and dissemination of communication theory is understanding the various communication journals in terms of their differences and similarities. Additionally, as your interests in communication continue to develop and refine, you will want to know what journals will most likely assist you in your quest for information and review. To promote this understanding of how communication theory fits together and where information can be accessed, each class member will examine the past year’s content of one prominent journal in the field of communication and provide an informational memo and remarks about that journal. The memos should be nice enough for the class members to save and refer to as they develop their own research. Memos should contain information about what kinds of articles are published (empirical studies, theoretical pieces, humanistic explorations, book reviews, etc.), the type of content in the journal (rhetorical, quantitative, qualitative, etc.), the range of topics covered (in terms of context and/or theory type), and such basic information as current editor name, acceptance rates, and journal affiliation.
SOCIAL THEORY BOOK OUTLINE (200 points, or 20%)
While journal articles are one way or reading and responding to communication theory, many times the body of theory influencing the study of human communication comes from larger works that dive into the intricacies of symbols, messages, and meaning. While the scope of theorists who have influenced communication studies expands far beyond the means of this or any other class, we can begin to sample some of the various influences who have a particular impact on communication studies as we know them today. This will be a challenging but rewarding assignment, as the readings used are mostly dense and appropriately complicated; and they often deal with a more thorough exploration of ideas that require a great deal of time in reading, thinking, and ultimately writing an outline to be presented in class that discusses the important contributions the book makes to social theory and to the study of communication. Each student will select one theorist, and the instructor will provide the title of one of her or his germinal works. The theorists we will sample are Bahktin, Berger & Luckman, Burke, Butler, Derrida, Foucault, Giddens, Goffman, Habermas, Hall, Langer, Mead, Penman, Watzlawick, Witgenstein, and Zizek. Each student will secure a copy of the work, create an outline of the work (to be photocopied and shared with the rest of the members of the class), and lead a spirited and informative presentation of the particular work and its relation to the study of communication. Ultimately, each class member will procure an in-depth understanding of one theorist and a working understanding of fifteen other theorists important to the development of communication theory.
CLASS THEORY PROJECT (200 points total, or 20%)
Each semester students have an opportunity to engage in a hands-on research project. This project will be submitted to communication conferences and, potentially, for publication. Not only does this allow you to dig deep into current theoretical understandings; it also allows you the opportunity to add to the knowledge surrounding communication theory. To this end, this semester’s project centers upon exploring the theories found in Communication Theory text books and how scholars are engaging these theories. More information will be presented as the three weeks dedicated to working on this project approach. In addition to an overall grade for the theory project, each student will be responsible for outlining her or his contribution to the project.
BIBLIOGRAPHY (50 points, or 5%)
About half of the way through the semester, and in consultation with the instructor, you will identify two areas of study interest and one area of theory interest and develop a bibliography of works you are familiar with or will become familiar with in order to master the communication theory relevant to your masters program needs. Each of the three areas should contain three articles (books count as two articles) related to your topic area, and one of the pieces should be a germinal piece for your theory. When submitting the bibliography in APA style, each student will also submit a brief paragraph explaining her or his research interest in the area and how the specific works chosen fit into this area.
COMPREHENSIVE EXAMINATION STYLE FINAL (200 points, or 20%)
At the close of the semester, each student will engage in a comprehensive examination style final that will allow each student to demonstrate her or his understanding of communication theory and will help prepare each student for his or her actual comprehensive examination (if that option is selected to complete the masters program). The final will contain three questions tailored specifically to the individual student’s interests (as ascertained from his or her bibliography) and will be closed book, closed note. During the examination, all questions must be answered using citations directly from the bibliography developed through the semester. All questions will be related to communication theory, and all answers must include APA style citations.
Tentative Class Schedule
CLASS ONE: Introductions and Understandings (August 20)
What should I have read? (NOTE: For best results, read pieces in order listed.)
Dainton & Zelley text, Chapter 1
Berger, C. R. (1991). Communication theories and other curios. Communication Monographs, 58, 101-113.
Craig, R. T. (1999). Communication theory as a field. Communication Theory, 9, 119-161.
What assignments are due?
None – it is enough that I made you read for the first day!
What else are we going to do?
During this class period we will learn more about each other through introductions and activities that explore where we have been and where we want to go in our studies of human communication. Assignments will be reviewed (and I will talk about the definition assignment in-depth), important decisions will be made, and a quick test will ascertain where everyone is in terms of understanding communication theory. This class should get us energized and going for the rest of the semester!
CLASS TWO: Defining Communication and Communication Theory (August 27)
What should I have read?
Burleson, B. R. (1992). Taking communication seriously. Communication Monographs, 59, 79-86.
Miller, K. (2005). Conceptual foundations: What is communication? In Communication theories: Perspectives, processes, and contexts (pp. 2-16). Boston: McGraw Hill.
Miller, K. (2005). Philosophical foundations: What is theory? In Communication theories: Perspectives, processes, and contexts (pp. 20-34). Boston: McGraw Hill.
What assignments are due?
You should bring your definitions ready to hand in to me.
What all are we going to do?
The first half of class is all you as we take turns sharing definitions of communication as well as communication theory. During the second half of the class we will answer questions about the readings. Any last minute worries about the map assignment will also be addressed.
CLASS THREE: Mapping the Field (September 10)
What should I have read?
Myers, D. (2001). A pox on all compromises: Reply to Craig (1999). Communication Theory, 11, 218-230.
Craig, R. T. (2001). Mending my metamodel, mending Myers. Communication Theory, 11, 231-240.
Powers, J. H. (1995). On the intellectual structure of the human communication discipline. Communication Education, 44, 191-222.
What assignments are due?
You should bring your map ready to hand in to me.
What all are we going to do?
We will all present our maps and tell a little about them. Then we will try and create maps for each of the two authors we read this week (as time allows). Finally, we will answer any remaining questions about the week’s readings.
CLASS FOUR: Traditions, Perspectives, and Paradigms (September 17)
What should I have read?
Griffin, E. (2006). Mapping the territory (seven traditions in the field of communication theory). In A first look at communication theory (2nd ed., pp. 21-36). Boston: McGraw Hill.
Outside readings collected to explain your tradition, perspective, or paradigm.
What assignments are due?
Everyone should have their paradigm report ready to deliver to the class (along with enough handouts for each classmate).
What all are we going to do?
If we are submitting any panels, we will also finalize the proposals; and, even if we do not, we will look at what, exactly, goes into a conference submission. Then we will hear everyone’s reports.
CLASS FIVE: Post-Positivism (September 24)
What should I have read?
O'Keefe, D. J. (1975). Logical empiricism and the study of human communication. Communication Monographs, 42, 169-183.
Poole, M. S., McPhee, R. D., & Canary, D. J. (2002). Hypothesis testing and modeling perspectives on inquiry. In M. L. Knapp, & J. A. Daly (eds.), Handbook of interpersonal communication (3rd ed., pp. 23-72).
What assignments are due?
Each student should have a reaction paper to submit and up to four students should have their social theory reports prepared.
What all are we going to do?
First I will briefly lecture over the relationship between theory and methodology. Then we will discuss the week’s readings and share reaction papers. Finally, we will hear some social theory reports on Watzlawik, Witgenstein, Goffman, and Giddens.
CLASS SIX: Interpretivism (October 1)
What should I have read?
Gales, L. M. (2003). Linguistic sensitivity in cross-cultural organizational research: Positivist/post-positivist and grounded theory approaches. Language & Intercultural Communication, 3(2), 131-140.
Schwandt, T. A. (2000). Three epistemological stances for qualitative inquiry: Interpretivism, hermeneutics, and social constructionism. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 189-213). Thousand Oaks, CA: Sage.
Bizzell, P., & Herzberg, B. (2001). General introduction. In The rhetorical tradition: Readings from classical times to the present (2nd ed., pp. 1-16). Boston: Bedford/St. Martin’s.
What assignments are due?
Each student should have a reaction paper to submit and up to four students should have their social theory reports prepared.
What else are we going to do?
We will discuss the week’s readings and share reaction papers before hearing some social theory reports on Mead, Berger & Luckman, Bakhtin, and Langer.
CLASS SEVEN: Critical Approaches (October 8)
What should I have read?
McKerrow, R. E. (1989). Critical rhetoric: Theory and praxis. Communication Monographs, 56, 91-111.
Hanna, J. F. (1991). Critical theory and the politicization of science. Communication Monographs, 58, 202-212.
Shugart, H. A. (2003). An appropriating aesthetic: Reproducing power in the discourse of critical scholarship. Communication Theory, 13, 275-303.
What assignments are due?
Each student should have a reaction paper to submit and up to four students should have their social theory reports prepared.
What all are we going to do?
We will discuss the week’s readings and share reaction papers before hearing some social theory reports on Burke, Habermas, Foucault, and Hall.
CLASS EIGHT: Postmodern Approaches (October 22)
What should I have read?
Mumby, D. K. (1997). Modernism, postmodernism, and communication studies: A rereading of an ongoing debate. Communication Theory, 7, 1-28.
Hariman, R. (1991). Critical rhetoric and postmodern theory. Quarterly Journal of Speech, 77(1), 67-70.
Charland, M. (1991). Finding a horizon and telos: The challenge to critical rhetoric. Quarterly Journal of Speech, 77(1), 71-74.
McKerrow, R. E. (1991). Critical rhetoric in a postmodern world. Quarterly Journal of Speech, 77(1), 75-78.
Gunn, J. (2006). ShitText: Toward a new coprophilic style. Text and Performance Quarterly, 26(1), 79-97.
What assignments are due?
Each student should have a reaction paper to submit and up to four students should have their social theory reports prepared.
What all are we going to do?
We will discuss the week’s readings and share reaction papers before hearing some social theory reports on Derrida, Butler, Zizek, and Penman.
CLASS NINE: Metatheory, Part I (October 29)
What should I have read?
Anderson text, pp. 13-101; 186-199
What assignments are due?
You should have your reaction paper ready to turn in to me.
What all are we going to do?
We will talk about axiology and ontology, mostly through answering questions related to the Anderson text. I will also preview epistemology and praxeology to get you geared up for discussions that will occur the following week.
CLASS TEN: Metatheory, Part II (November 5)
What should I have read?
Anderson text, pp. 102-185
What assignments are due?
You should have your reaction paper ready to turn in to me.
What all are we going to do?
I will review some other –ologies you may hear in your communication studies, but most of our time will be spent answering questions about the Anderson readings.
CLASS ELEVEN: Linking Theory and Practice (November 12)
What should I have read?
Proctor, R. F. (1992). Preserving the tie that binds: A response to Berger’s essay. Communication Monographs, 59, 98-100.
Petronio, S. (1999). “Translating scholarship into practice”: An alternative metaphor. Journal of Applied Communication Research, 27, 87-91.
Barge, J. K. (2001). Practical theory as mapping, engaged reflection, and transformative practice. Communication Theory, 11, 5-13.
Cronen, V. E. (2001). Practical theory, practical art, and the pragmatic-systemic account of inquiry. Communication Theory, 11, 14-35.
What assignments are due?
This is the night you will present your journal report. I also want you to have your two content areas for your bibliography assignment in mind so we can discuss those.
What all are we going to do?
We will answer any questions generated from the readings, share our focus areas for the bibliographies and final exam, talk about the final exam writing style, discuss what we need to be ready to do for the class project the following week, and hear journal reports and discuss the publishing process (including how to find good journal articles). Finally, I will briefly lecture about the integration and evaluation of theory. And, yes, it will all fit into one class session!
CLASS TWELVE: Intrapersonal and Interpersonal Theories (November 19)
What should I have read?
Dainton & Zelley text, Chapters 2 and 3
What assignments are due?
You will need to come to class ready to work on the class project. It would also be helpful for you to have notes over the case studies offered in the textbook chapters.
What all are we going to do?
We will discuss the readings and case studies from the chapters, then begin work on our class theory project.
CLASS THIRTEEN: Theories of Persuasion, Media, and Culture (November 26)
What should I have read?
Dainton & Zelley text, Chapters 5, 9, and 4
What assignments are due?
You will need to come to class ready to work on the class project. It would also be helpful for you to have notes over the case studies offered in the textbook chapters.
What all are we going to do?
We will discuss the readings and case studies from the chapters, and then continue work on our class theory project.
CLASS FOURTEEN: Leadership, Group, and Organizational Theory (December 3)
What should I have read?
Dainton & Zelley text, Chapters 6-8
What assignments are due?
The bibliography assignments are due today. You will also need to come to class ready to work on the class project. It would also be helpful for you to have notes over the case studies offered in the textbook chapters.
What all are we going to do?
We will discuss the readings and case studies from the chapters, and then finish up work on our class theory project.
CLASS FIFTEEN: Final Examination (December 10)
What should I have read?
Everything on your bibliography.
What all are we going to do?
You will be taking a closed book, closed note examination (via computer if you have a laptop).