36:070 COMMUNICATION AND EVERYDAY LIFE
Instructor: Steve Duck, Daniel and Amy Starch Distinguished Research Chair
Office: 151 BCSB Phone: 335-0579 steve-duck@uiowa.edu Website: http://myweb.uiowa.edu/blastd
Office hours Tu/Th 12.30-2.00; or by appointment. There is a signup sheet outside my office. If you sign up you get priority.
TAs: Hua Su (hua-su@uiowa.edu) Niko Poulakos (niko-poulakos@uiowa.edu)
Department Office is 105-BCSB; DEO Kristine Fitch, 105B-BCSB Phone 353-2264 kristine-fitch@uiowa.edu
Lectures are T/Th 5.30-6.20 C20 Pomerantz Center. The discussion sections meet at different times and places on Wednesdays, Thursdays and Fridays; check ISIS for your Section’s meeting time and place. For each semester hour credit in this course, students should expect to spend two hours per week preparing for class sessions (This is a three-credit-hour course, and so standard out-of-class preparation per week is six hours).
COURSE DESCRIPTION AND OBJECTIVES
36:070 provides a general overview of everyday life communication and the theories and research techniques used to understand it. The course seeks to accomplish four objectives:
1. Guide students to become aware of the sheer depth and complexity of processes in the communication that occurs in their everyday lives; it’s not all common sense.
2. Teach students the ways in which scholars explain everyday communication and how it works, by introducing students to application of theoretical thinking to explain processes of everyday communication;
3. Provide students with a broad understanding of diverse theoretical perspectives and a range of types of communication theories;
4. Provide students with opportunities for development of oral and written language communication skills and critical thinking. The assignments and require ments for performance in the discussion sections will reflect this objective. You will keep a weekly TAP (Talk Analysis Paper -- see below) and bring it to your discussion section meeting each week.
READINGS The textbooks for this course are: 1) Julia T. Wood and Steve Duck: Composing Relationships: Communication in Everyday Life (Thomson Wadsworth 2006) and 2) Em Griffin (2006) . A First Look At Communication Theory (6th edition [other editions will not do]). New York: McGraw-Hill. The textbooks are not meant to replace the lectures. The lectures and discussion sections are the primary means of instruction; the readings will supplement the lecture material and provide ideas for discussion. In many cases the readings give fuller examples and more detailed description of lecture material or else they work through examples at a slower pace that will help you to understand the lectures better, especially if your note-taking lets you down in the lecture. The reading each week is part of your 6 hours of required preparation for the course.
LECTURE SCHEDULE, TOPICS AND REQUIRED READINGS
The slides for each week’s lectures will be posted on the Website on the previous weekend. You are advised to bring them to class and use them for taking notes.
Week One
Tuesday January 22 What is ‘Everyday Communication’ and what does it do for us?
DISCUSSION SECTION INTRODUCTIONS
Thursday January 24 Some ways of looking at Everyday Communication and its elements
DISCUSSION SECTION INTRODUCTIONS
START TAKING NOTES ON CONVERSATIONS IN THE EVERYDAY WORLD OUTSIDE OF CLASS
Week’s reading: Chapters in Wood & Duck: Wood & Duck Intro (pp 1-13); Duck (pp 15-23): Wood (pp 24-35); also pages from Griffin pp21-35
Week Two
Tuesday January 29 Making sense of reality: 1) Self, Identity and Face
Thursday January 31 Making sense of reality: 2) Narratives and other people
Week’s reading: From W&D: Metts (pp 76-85); Braithwaite (pp 86-95); from Griffin pp 329-348
Bring your first practice TAP to your discussion section. This one will not be officially graded but you will get feedback to help you learn.
Week Three
Tuesday February 5 Society in everyday life: Gender and race in communication
Thursday February 7 Society, technology and relationships
Week’s reading: Carl (pp 96-109;) Suter (pp 119-127): from Griffin pp 467-481.
TAPs for this week’s section and from now on count for grading points
Week Four
Tuesday February 12 Rules, Rituals and stories
Thursday February 14 Family communication [Happy Valentine’s Day]
Week’s reading: Muehlhoff (pp 46-54); Nicholson (pp 55-64); Bruess (pp 65-75)
Week Five
Tuesday February 19 Group communication and structuration
Thursday February 21 Social support
Week’s reading: Griffin pp 249-274; Foley (pp 128-136);
Week Six
Tuesday February 26 Work I: Organizational Culture
Thursday February 28 Work II Workplace dynamics
Week’s reading: Cockburn & Zorn (pp 137-145); Mumby (pp 166-174); Totten (pp 186-193); Allen (pp. 146-155)
Week Seven
Week beginning March 3rd FIRST TAP SET DUE THIS WEEK
Tuesday March 4th Long Distance Relationships
Thursday March 6th Performance and the unexpected: Crash
Week’s reading: Sahlstein (pp 110-118);
Week Eight
Tuesday March 11 GENERAL OVERVIEW LECTURE
Thursday March 13 EXAM I
Discussion sections will not meet this week
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WEEK OF 17-21 MARCH IS SPRING BREAK AND THERE WILL BE NO CLASSES
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Week Ten
Tuesday March 25 What to look for in an explanation: Criteria for a good theory
Thursday March 27 Styles of communication research: Science versus humanism: Types of research
Week’s reading: Griffin. Read pp 1-49
Week Eleven
Tuesday April 1 Nonverbal Communication and Expectancy Violation Theory
Thursday April 3 Symbolic Interactionism
Week’s reading: Griffin ch 4 (pp 55-65) and ch 6 (pp 83-96)
Week Twelve
Tuesday April 8 Semiotics
Thursday April 10 Systems
Week’s reading: Griffin ch 12 (pp 175-185) ch 25 (pp 358-368)
Week Thirteen
Tuesday April 15 Dialectical theory
Thursday April 17 Social exchange theory
Week’s reading: Griffin ch 11 (pp 160-173) and Dainton (pp 36-45) from Wood & Duck
Week Fourteen
Week beginning April 21 SECOND TAP SET DUE THIS WEEK
Tuesday April 22 Social Penetration theory and Self Disclosure
Thursday April 24 Relational disengagement model
Week’s reading: Griffin ch 8 (pp 118-128)
Week Fifteen
Tuesday April 29 GENERAL OVERVIEW LECTURE
PAPER DUE TODAY AT THE LECTURE
Thursday May 1 EXAM II
Week Sixteen
Tuesday May 6 Theories about Love Styles
Thursday May 8 GENERAL OVERVIEW AND SUMMATION
CLOSE OF CLASSES MAY 9TH
EXAM WEEK MAY 12-16 FINAL EXAM THURSDAY 15 th MAY 4.30***
This time was picked not by me but by the Registrar and it is when you HAVE to attend the exam. I cannot make exceptions. Travel out of town and so forth are not acceptable reasons to take the exam at another time. The ONLY acceptable reason is a clash with another scheduled exam and the university has a rule about which one you must rearrange: Conflict Adjustments: During spring semester, courses having higher department numbers, or higher course numbers when the conflict is within a department, will take precedence. So, just to be double-double clear: you CANNOT take this exam at a time other than the advertised one, unless the time clashes with another exam that you must take and course number of the other exam is in a Dept with a higher number than 036 (Communication Studies). No other rule will be followed, whether you, your parents, the mayor, or the Emperor of the Galaxy argues your case.
GRADING POLICIES
Final grades will be based on the total number of points accumulated by students upon completion of the following:
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Exam I [3/13]
20
pts. Second TAP set
(due week beginning April 21)
40
pts Discussion Section participation (1 pt possible for each of 10 meetings and a final possible 5 bonus pts for quality of participation during the semester)** 15 pts |
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Possible maximum 200 pts |
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**NOTE ON DISCUSSION SECTION PARTICIPATION POINTS: You do not get points automatically for just showing up at the discussion section. Attendance at these section meetings is required and so you do not get credit just for begin there. When you show up, though, you do become eligible for one point per section meeting but you will get awarded the point IF AND ONLY IF you participate and do so in a useful, constructive and informed manner. You will not get you any points if you just show up and do not participate.
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Final grades will be based on the following fixed scale:
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A+ (97% + ) =
194 and above |
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B+ (87-89%) =
174-179 |
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C+ (77-79% ) =
154-159 |
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D+ (67-69% ) =
134-139 |
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F (< 59%) = 119 and below |
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The average grade on this course will probably be a C |
Attendance policy
Lectures and discussion sections
You are required to attend the lectures and the discussion section to which you are assigned and so you will not get points for simply attending. Obviously, poor attendance is likely to affect the quality of your work and your performance in the course negatively. We do recognize, however, that people have things go unexpectedly wrong in life and most students are honest, so do tell us if there is a problem that we could help you to manage. Letting us know in advance whenever possible (and we know it isn’t always possible) is the key way in which you can avoid undesirable academic consequences. You may also make a note of the number of Student Health Services (4189 Westlawn, 335-8392) in case you need other help and advice.
You will be eligible for points for exams, TAP work and discussion sections ONLY WHEN YOU ATTEND and for the paper ONLY IF YOU SUBMIT IT WHEN OR BEFORE IT IS DUE (being “eligible for points” does not mean you get them just because you show up; it means you might get points if you participate well and that you certainly will not get any points if you do not show up). If you are not present or excused, or if you do not submit the paper in time then you will get no credit. This is not negotiable. The only exceptions are indicated below (certain University activities, mandatory religious observance, excused absences). Again, note that there are NO EXCEPTIONS to this rule. If you are absent otherwise, you will always lose the chance to gain points, no argument. I repeat: This is not negotiable.
You may be excused attendance for certain University activities or mandatory religious observances IF AND ONLY IF YOU MAKE ADVANCE ARRANGEMENTS with me or with your TA. Authorized activities include participation in athletic teams, the marching band and pep band, debate teams, and other recognized University groups, as well as participation in University field trips, service with the National Guard, and jury duty. When participating in the excusable activities listed above, you are expected to present to each instructor before each absence a statement signed by a responsible official that specifies the dates and times when you must miss class. When you are excused attendance then you will be informed about the way in which your absence may be made up by extra work. If you do not obtain permission beforehand then you will not be permitted to make up the absence.
Examinations
Students will be permitted to make up examinations missed because of illness, mandatory religious obligations, certain University activities, or unavoidable circumstances, but the ONLY manner in which you will be permitted to do this is by ADVANCE NOTICE for university activities or religious observances, as indicated above, or by medical notice or other acceptable documentation for “unavoidable circumstances” after the event. Otherwise you will receive a failing grade for exams that are missed and you will not be allowed to make up the absence. Note again that this is not negotiable and if you sign up for this course then you accept that fact.
You are responsible for knowing this policy and observing it. I do not make ANY exceptions to this policy. If you fail to make advance arrangements when you could and should have made them, then that is entirely your responsibility and you take the consequences.
EXAMINATIONS, ‘TAPs’, PAPER & DISCUSSION SECTIONS
Examinations. There will be two non-comprehensive non-cumulative examinations and one Comprehensive Cumulative Final Exam. Examination I covers material through Thurs March 6th 2008; Examination II covers material from 3/25/08 through 5/6/08; and Examination III is cumulative and covers the whole course. Each examination will consist of multiple choice questions and will be machine scored. Note: the Registrar has scheduled the final exam in Exam Week for THURSDAY MAY 15th at 4.30 and not at the regular class time. You are required to attend this exam at the scheduled time.
TAPs (Talk
Analysis Papers).
You will keep typed TAP entries in two sets and hand them in on the dates noted
on the syllabus schedule. It is your responsibility to do this and if you
do not hand them in then we will not grade them. For the discussion
sections in Week 2, you will grade one another’s TAP during class so that you
all get practice at how to do these. This first TAP will not be
graded. Starting in Week 3, hand in your TAP to your Discussion Section
leader at each class (2 pages max per week) at your discussion sections
each week (email submission is not acceptable. TAPs must be handed in,
typed, on paper at discussion section meetings. Nothing else counts for
credit). You may be asked to read from the TAP entries at any discussion
class and failure to produce the duly completed TAP pages at such times will
lose you your participation point for that week. You will hand in the new
weekly pages for the TAP each week in order to get point credit for those
pages. In Week 7, at your discussion section in Week 7 (TAP Set One), and in
Week 14 at the discussion sections (TAP Set Two), you will hand in all five of
your TAPs including previous ones handed in before and with your TA’s comments
on them. You must hand in all the originals so take care of them when
you get them returned to you each week. Staple them in order.
This stapled set of TAPs is what will be graded, so you must hand it in as
above and your total points on each of the two TAP sets will not be assessed
nor reported until the discussion section meetings in Week 10 (TAP Set One) and
in Week 16 (TAP Set Two) though you may receive verbal feedback on the
particular TAP pages as we go along. That way we can give you educational
credit for any improvements that take place in your work during the completion
of each TAP.
Exemplars for the TAPs are given at the end of this syllabus. You
should briefly report and then discuss instances of communication that you have
identified from your own experiences and which fit and illustrate the topic of
the week. These should also include your thoughts about the conversation
and your analysis based on what we have covered in the course. You will
get points for careful and thoughtful observation of your everyday experience,
including relevant selection of material that illustrates the issues discussed
in lectures and in the readings. For example, if you hear someone telling
a story that fits the narrative form and if you correctly identify the
type of communication, you will get points; if you report a conversation where
someone did facework and if you correctly identify the elements that
managed the person’s face, then you will get points; if you report a
conversation that distinguished between back region and front region
of performance, and if you are able to provide a frame for the
discussion, then you will get points. These are just examples and the
important point is that you demonstrate that you are able to listen carefully
to everyday communication and to identify theoretically relevant elements of
it. If you are able to make intelligent and informed comments about the
theories that illuminate the talk then you will score more points than if you
simply report the talk. The important thing is that you demonstrate
in the TAP that you fully understand how to observe and interpret everyday
communication and show how theory helps us understand everyday communication.
The 40 points for each TAP set will be allocated as follows:
1. Selection and description of appropriate communication: 10 pts.
2. Identification of concept/analysis[first TAP set]/application of theory (second TAP set) : 25 pts.
3. Organization, grammar, spelling: 05 pts.
Paper. There will be a required short-paper (4 pages max, due to be handed in by the latest, at the lecture on 29 April). In the paper, you are to take a communication theory (either one covered in class or of your own choosing) and demonstrate how it applies either to your everyday communication with others or to a scene from a recent movie. For example, you could utilize semiotic theory to explicate the verbal or nonverbal symbol system used by a particular group of people that you interact with. Or you could use structurational theory to discuss barriers to communication in a place of work or you might use social exchange theory to discuss the factors that affect your self-disclosure to other people, or use dialectical theory to analyze an example of everyday behavior. The important thing is that you demonstrate in the paper that you fully understand how that theory applies to everyday communication. The 40 points for the paper will be allocated as follows:
Discussion. Discussion sections have been scheduled for this course and you should have been assigned to one. If you do not have a discussion section then you should see me immediately and get one assigned. These sections are crucial because we will use them to explore, in greater detail, ideas and issues that I introduce in my lectures. Attendance at discussion sections is required so it is only your quality of participation in them that will be evaluated. Your points for the discussion section will be based only on your informed participation and not merely on your presence in class. If you are absent of course then you do not qualify to have your participation evaluated and so you will receive zero credit for that week unless excused in advance as noted above.
1 . In any discussion section, your active participation is essential. Quality participation involves more than just contributing to class discussion. It includes listening to/with others, participating in class activities, applying course concepts outside of class, asking appropriate and helpful questions and integrating the reading into class discussions.
2. In order to explore the multitude of different viewpoints, we must all be willing to create a supportive environment. To make everyone feel comfortable during class discussions, we must all work to consider new ways of thinking about issues and consider the ideas of everyone in the class respectfully even if we disagree with them. It is especially good if we can find ways to build on, add to, or improve upon one another’s ideas.
3. Successful class discussions are founded on preparation. It is your responsibility to read assignments before class time, to complete your TAP each week one is due, and to arrive prepared to discuss the reading, the lecture material and your TAP. You will be required to demonstrate familiarity with the reading material during class activities. Don’t forget that the possible maximum 15 points of credit are for participation and not just for attendance. Note that habitual leaving early and/or tardiness will most likely be counted as non-attendance and you will then not even be eligible to earn any participation points. Finally, it is your responsibility to make sure you have been counted as attending should you arrive late.
STUDENTS’ RIGHTS AND RESPONSIBILITIES
Administrative Home of the Course
The administrative home of this course is the College of Liberal Arts and
Sciences, which governs academic matters relating to the course such as the
add/drop deadlines, the second-grade-only option, issues concerning academic fraud
or academic probation, and how credits are applied for various graduation
requirements. Different colleges might have different policies. If you have
questions about these or other CLAS policies, visit your academic advisor or
120 Schaeffer Hall and speak with the staff. The CLAS Academic Handbook also
contains important CLAS academic policy: www.clas.uiowa.edu/students/academic_handbook/index.shtml
Academic Fraud
Plagiarism and any other activities
that result in a student presenting work that is not his or her own are
academic fraud. Academic fraud is reported to the departmental DEO and then to
the Associate Dean for Academic Programs and Services in the College of Liberal
Arts and Sciences who deals with academic fraud according to these guidelines: www.clas.uiowa.edu/students/academic_handbook/ix.shtml
Making a Suggestion or a Complaint
Students have the right to make
suggestions or complaints and should first visit with the instructor, then with
the course supervisor if appropriate, and next with the departmental DEO. All
complaints must be made within six months of the incident. www.clas.uiowa.edu/students/academic_handbook/ix.shtml#5
Accommodations for Disabilities
A student seeking academic accommodations first must register with Student
Disability Services and then meet with a SDS counselor who determines
eligibility for services. A student approved for accommodations should meet
privately with the course instructor to arrange particular accommodations. See www.uiowa.edu/~sds/
Understanding Sexual Harassment
Sexual harassment subverts the mission of the University and threatens the
well-being of students, faculty, and staff. Visit www.sexualharassment.uiowa.edu/
for definitions, assistance, and the full policy.
Reacting Safely to Severe Weather
The University of Iowa Operations
Manual section 16.14
outlines appropriate responses to a tornado (i) or to a similar crisis. If a
tornado or other severe weather is indicated by the UI outdoor warning system, members of
the class should seek shelter in rooms and corridors in the innermost part of a
building at the lowest level, staying clear of windows, corridors with windows,
or large free-standing expanses such as auditoriums and cafeterias. The class
will resume, if possible, after the UI outdoor warning system announces that
the severe weather threat has ended.
CLAS recommends that instructors include relevant resources for students on the syllabus. The following are examples of such resources that might be included:
I am fully aware that there is a growing problem of misuse of electronic data sources and devices; a large number of free and for-profit sites offer term papers and techniques for cheating. You should be aware that the University is licensed to use the "Turn-It-In" plagiarism-detection service and that I and my TAs have access to other resources for identifying electronic sources.
You must turn off your cell phones, pagers and wireless devices during exams and remove i-Pods etc. Anyone who is found using any of these devices or whose cell-phone is found to be on during an exam will score an automatic zero for that exam. This zero cannot be made up. This is a strictly unalterable policy; you must be aware of it and must follow it. There is no appeal if you are found with your cell phone on in an exam. The zero is automatic.
Format for the TAP [Talk Analysis Paper]
Type your paper in Times New Roman 12 point font with margins no greater than an inch
Put the following information in the top right-hand corner:
Student name
Date
Communication in everyday life
36:70 code and section number
In the center of the page identify which TAP it is and underline it:
Talk Analysis Paper Number Two
Use the following subheadings:
The context
The conversation
The analysis
Write the context as follows
Report in single spacing, giving the names of the participants, indicating where the conversation took place and indicating, if relevant, anything that happened just immediately before the conversation or any context which helps the reader understand what is happening.
For example: JP and I were having a conversation in the locker room at North Dodge Athletic Club about whether or not she should split up with her boyfriend.
Write the conversation as follows:
Report it in single spacing; Give the names or initials of the person as they speak followed by a colon, for example, Jane Doe: KP: “Mighty Man”:
Write what the speaker says following the colon: for example, KP: I was, like, oh my God!
Start a new line when a new speaker begins; you do not need to use inverted commas.
Write the analysis as follows:
Use double spacing; Type in bold any terms or concepts or theories that are drawn from the books or from the lectures, but you get the points for knowing what they mean, not just putting them in bold. For example, KP’s comment is performing face management (presenting a “self” that is appropriate to the situation and the other people present).
Cite the source of your term, concept or theory. If it is from one of the books, then give the name of the author and the page where it occurs, like this: face management (Metts, 41). If it is from the fourth lecture, then cite it like this: face management (Duck, L-4), or if from the first discussion section meeting, like this: face management (Poulakos SCD-1); face management (Su SCF-1).
Remember: the goal of the paper is to show that you can use communication theory to make sense of everyday talk. Tie your observations in with the terms, concepts and theories drawn from this class and from the reading for each particular week. Use the readings to illustrate what you observe and show how you are becoming more able to understand everyday communication, as the course progresses. Do not continue to use only the same examples or the same theories for different papers, though you can refer back to earlier concepts if they are helpful in explaining the conversation.
When we annotate your papers, we will use the table below to offer feedback.
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Main criteria |
Excellent |
Good |
Satisfactory |
Needs work |
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Selection of conversation |
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Overall quality of analysis |
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Range of sources used |
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Number and novelty of applied concepts |
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Correct identification of concepts |
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Smooth and logical connections between ideas |
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Grammar and spelling and overall readability |
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Correct format [Font, spacing, length, references for concept/theories, etc.] |
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Evidence of insight and learning from the exercise |
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Overall, evidence of improvement across time |
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C/B grade level Example for the first TAP [Talk Analysis Paper]
Bobbi Jo Lecter
26 January 2008
Communication in everyday life
36:70 SCS
Talk Analysis Paper Example
The context
Two friends had just met up at the end of classes as they happen to come out of different rooms in AJB.
The conversation
KT: Hey, what’s up, hon?
BJ: Not much, just got out of a boring class and I'm going to get some lunch. You?
KT: My class was okay, and I've still got one more. Why didn't you call me last night?
BJ: Well, I thought when we spoke last time you said we would just meet today for some fun stuff. I didn't think I needed to call you back then.
KT: OK that’s fine. When your next class is over do you want to come to the mall and pamper ourselves with pedicures and manicures for tonight?
BJ: Sounds like a plan! Let’s go to the OCM to get them done.
KT: Sounds good to me but we need to make an appointment because they get pretty busy.
BJ: That's okay, I already read your mind and called to make it for 2.30 after your class.
KT: Ha ha! Cool! I am really excited to have the chance to sit and catch up with you. I want to know about all the stuff you did when your friend was here last week, and I'll bring you up to date with my trip to Illinois. It was so awesome!
BJ: Sounds good.
KT: Cool! I gotta run to the next class. See you there at 2.30.
The analysis
During this conversation that I had with my friend Kelly, we ended up discussing many topics from these sections and this class. First off, Kelly asked me why I did not call her back last night. I explained to her that I did not think it was necessary to do so. This part of the conversation is referred to as metacommunication (Duck, L-1). This is communication about communication (but in this case we are talking about the fact that we did not talk). Next, Kelly brings up the idea to go to the mall and do the typical things girls like to do. This is known as gendered identities (Duck, 17). Doing girl things like manicures and pedicures are activities that women are supposed to take part in together. This roots from being a female, at least in this particular culture (Su, SCF-1). Also, she asked me to go to the Mall but called it the OCM. This is considered hypertext (Duck, 22). To me, I understood what OCM stood for (Old Capitol Mall), but someone that had never heard of that before would not know what the abbreviation means. Use of hypertext indicates that we know one another quite well (Poulakos, L-2). Another term that came up in our conversation was when I told her that I made an appointment when she got out of classes. This is called coordinating interaction (Wood, 32). I took the time to synchronize our actions at the same time and suggesting that it would work out perfect! Then she mentioned how excited she is to catch up with what's going on in both our lives. This is referred to as the relational level of meaning (Wood, 20). This is showing how we are concerned that our friendship support each other at the same time about our experiences that are being shared. Next, with me responding to that idea so confidently this showed one of the routine kinds of communication that provide relational maintenance (Wood, 21), known as positioning (Wood 21). My behavior was very cheerful and excited. Lastly, when going to get our services done, I relied on Kelly to associate with. This is also another routine operational maintenance calls social networks (Wood, 21). This explains how we relied on each other being good friends to share our news with one another.
Evaluator comments: this example follows the instructions on the layout and presentation on the TAP, and chooses a good example of talk, which it reports in good detail. The analysis uses several of the concepts from the book and also a couple that had been provided in lecture or discussion section. The point about the way gendered activity is carried on in our particular culture is evidently an extra point made in the discussion section. The writer would get points taken off for using the word positioning instead of positivity, which is an example of relational maintenance, and the example of friends, sharing news with one another is not a particularly good example of social networking, which is more to do with sharing and mixing with lots of other people.
This TAP would probably end up getting a C+/B-, because it does not go into any particular depth about the way the concepts work, but it does do a good job of identifying them directly from the conversation. In short, it shows that the person can identify the concepts, but not that the writer is able to go further and show deep understanding of how the concepts work.
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A-Grade level Example for the first TAP [Talk Analysis Paper]
Carl Schwinkenblitzer
26 January 2008
Communication in everyday life
36:70 SCD
Talk Analysis Paper Example
The context
I was at North Dodge Athletic Center changing room and a guy walked in and an older person [OG] there, looking somewhat surprised but obviously knew the younger one [YG].
The talk:
OG: Hey … John, how’s it going? I thought you’d left the university.
YG: Oh hi, professor. I’m doing well, thanks. No still here one more semester, as you see. How are you?
OG: I’m doing well too. Are you doing the Graduate Thing now?
YG: No still the Undergrad Thing but it won’t be long now. I’m not really ready for semester to start though.
OG: Yeah, tell me about it. This is my last work out before things get really tough [Leaving the changing room] See ya around, then.
The analysis: This appeared to be two people meeting in a back region [Goffman, 22] away from the social space where they normally meet (which I infer to be the academic world). The two people spoke in a way that conveyed not only a content message but also a relational one [Duck L-2] and although they appear to know one another personally there is clearly a power difference [Duck, L-7] that is recognized in the address/speech style [Su, SCD-1] (“John” versus “Professor”) and also in the way that the younger guy adopts the professor’s speech referents and terms (“Graduate Thing – Undergraduate Thing”). The content of the talk is not deep and the two do not seem to know one another well enough to be seen as true friends. The talk punctuates the time [Wood, 21] between the professor getting ready for his work-out and actually leaving, and is not done in order to deepen the relationship or make a request, for example, but merely to pass the time until the professor is ready to leave. Once again the power differences [Duck, L-7] are evident in the fact that the professor terminates the conversation without allowing any long conversation ending rituals [Poulakos, SCC-5] or leave taking sequences [Duck, L9]. The speakers also negotiate identities [Metts, 43] as “student” and “Professor” not only in their address styles but also in terms of the topics of conversation, who raises them, the Question-Answer sequence, and the focusing of the talk on the topic of the younger person’s academic status.
Evaluator comments: this example follows the instructions on layout and presentation of the TAP, and chooses a good example of talk, which it reports in good detail. The analysis uses several of the concepts from the book and also a couple provided in lecture or discussion section. The talk is reported in detail with attention to surrounding social dynamics, tone and nonverbal behaviors. The analysis brings in several course concepts that are specifically applied to the reported conversation -- and correctly done too -- from a range of different places and parts of the course.
This TAP would be graded in the A range because all the concepts are correctly applied, all of them are good examples of the terms being used, and the writer is able to put the whole thing together even though the talk was really very simple. The writer shows a clear ability to understand how the dynamics of communication in everyday life can be understood from even very small examples and instances of interaction.
It is possible that some Graduate Students from Communication Studies may wish to invite members of this class to volunteer to be participants in studies. If that event arises I will announce arrangements for extra credit and the alternative means of obtaining extra credit for those who do not wish to take part or are ineligible.