COM 561 Human Communication Theory (Fall, 2015)
Thursday: 6:15 – 8:45 pm
RPH 345
Catalog description: A detailed review of selected theories of speech communication with a
focus on the critical examination of the foundation of social scientific theories
Instructor
Email
Office phone
Office
Office hour
Dr. Lu Tang
ltang1@ua.edu
205-348-8076
RPH 210G
1:30 –3:00 Monday and Thursday or by appointment
Course materials
Miller, K. (2005). Communication theories: Perspectives, processes, and contexts (2nd ed.)
Boston: McGraw-Hill. (Required)
APA Publication Manual, 6th Edition (Suggested)
Additional readings are posted on course website (Blackboard).
Course philosophy and objectives
"There is nothing so practical as a good theory," wrote Kurt Lewin, one of the founders of
modern communication studies. The process of theory development is intellectually challenging
and rewarding. This course is designed with the following goals:
1. Provide you with a current and comprehensive discussion of influential theories in
communication.
2. Increase your ability to make use of theories in reflecting on practical problems and
situations
3. Help you develop an understanding of the strengths and weaknesses of communication
theories; to help you see where these theories fit in the broad scheme of social inquiry;
and generally to guide you in the evaluation and critique of theories in order to reach a
more sophisticated level of understanding.
Course Format
This is a graduate level seminar, which means
 You are expected to have read all the readings before class, will be prepared to engage in
class discussion, will not miss class, will complete all assignments on time, and will put
your best effort into all work.
 All written works are to be of high quality, well proofed, well documented, and in APA
6th edition style.
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
We will spend most of our time discussing the readings, and will need your involvement
to make that work. I will do my best to create an interesting and informative environment
where we can explore these issues.
Course assignments
Discussion leadership (20%)
For each class session an individual or small group (2 persons) will take the lead in organizing
the material and directing the discussion. Your group will be responsible for leading class for 3045 minutes. You can do a combination of lecture, discussion questions, extensions, exercises,
videos, etc. BUT, you must make it interesting and relevant. A regurgitation of the material on
power point will bring a C at most.
The group should also provide a set of discussion questions to guide the conversation, which
must be posted in the appropriate thread on the Discussion Board by 9:00 AM on the day of class
so that everyone will have a chance to review it before class.
Theory application paper (20%)
You will write a 10-15 page theory application paper. In this paper, you are going to identify a
communication phenomenon of interest, select 3-4 theories from the Katherine Miller textbook
and use them in analyzing this phenomenon. It is recommended that you discuss the theories of
choice with me before you start to write this paper.
Consider this paper as a practice for the Professional Project Paper for your Master’s program.
Charisma (10%)
Charisma points are designed to evaluate not only participation, but appropriate and helpful
participation. On days when you are not the discussion leader, I still expect you to have done all
of the required readings prior to class, note questions/issues for discussion, and to take an active
role in the discussion. Your class contribution should go beyond “I liked this reading but didn’t
like that one” (though these reactions are important to note and keep track of).
More importantly, our class culture is created, sustained and destroyed through our thoughtful,
courteous and supportive interaction with our classmates. Certainly we can challenge one
another’s ideas, and we should! However, at all times, we will uphold high standards of respect,
non-domination, and work to foster a climate of intellectual curiosity.
All students will have the choice between the following two options. Please note you have to
inform me your decision in writing by September 10. Once you have made this decision,
you cannot change it unless there are extraordinary conditions that make such a change
absolutely necessary. You need to discuss such conditions with me ASAP.
Option 1
1. Research Project (40%)
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The major paper should be a 20-25 paper, though a specific type or format of the paper is not
required. This paper could involve an actual empirical study (if it is feasible to gather data in the
time frame), an extended proposal for future research, or a theoretical and literature based
discussion of a topic relevant to communication studies. This assignment will be broken down
into different steps.
a. A one-page plan for your paper (Due: September 24, 5%).
b. An outline or “story” of your paper that is accompanied by an annotated
bibliography of at least ten references that will serve as a starting point for your
paper (Due: October 1, 5%).
c. Your completed final paper (Due: December 3, 30%).
2. Research Presentation (10%)
At the end of the semester, we are going to devote one class session to a mini conference, where
each student taking Option I is going make a presentation on his/her research project. Both your
classmates and I will grade this presentation. Peer evaluation and instructor evaluation will have
equal weight. The rubic for evaluating the presentation will be posted on course website.
Option 2
1. Midterm Exam and Final Exam (20% Each)
These examines will be close-book, close-note exams that last about one hour. They will test
your knowledge of the theories discussed and your ability to compare and contrast them, critique
them, and apply them to real life situations. You will be given 3 essay questions in each exam
and choose 2 of them to write your answers.
Consider these exams as a practice for the Comprehensive Exam in the MA program
requirement.
2. Mini Lecture (10%)
You are going to make one teaching presentation in which you are going to give a mini-lecture
on one theory as if you are teaching an upper level undergraduate class. Your mini lecture will be
around 10-15 minutes. You will choose a theory from the Katherine Miller textbook from the
chapters that are not discussed in this semester (This includes: Ch 6, 7, 9, 13). Both your
classmates and I will grade your mini-lecture. Peer evaluation and instructor evaluation will have
equal weight. The rubic for evaluating the presentation will be posted on course website.
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Course Policies
Attendance
As graduate students, you have made a commitment to furthering your education. That
commitment affects the culture of each class that you are in, and thus, I expect that you will
always choose to come to class. By attending, I will presume that you have done your reading,
completed your assignments, and will be prepared to contribute positively to our class culture.
Missing 2 can result in a full-letter grade deduction. After 3 absences, I reserve the right to
assign you an “F” regardless of your numerical grade. If you have extenuating circumstances for
attendance (true illness, death in the family, sick children, please let me know in advance of
class.).
Policy on Missed Exams & Coursework
All assignments are due at the beginning of the class on the due date. Late assignments are
strongly discouraged. There is a 5% penalty for each day the assignment is late (including
weekends and holidays).
Makeup exams can only be arranged for legitimate and verifiable absences. If the absence is
known ahead of time, you must make arrangements with us before the day the assignment is due.
Policy on Academic Misconduct
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All students in attendance at The University of Alabama are expected to be honorable and to
observe standards of conduct appropriate to a community of scholars. The University expects
from its students a higher standard of conduct than the minimum required to avoid discipline.
All acts of dishonesty in any academic work constitute academic misconduct. This includes but
is not necessarily limited to the following:
1. Cheating — using or attempting to use unauthorized materials, information, study aids or
computer-related information.
2. Plagiarism — representing the words, data, works, ideas, computer program or output or
anything not generated in an authorized fashion, as one’s own.
3. Fabrication — presenting as genuine any invented or falsified citation or material.
4. Misrepresentation — falsifying, altering or mistaking the contents of documents or other
materials related to academic matters, including schedules, prerequisites and transcripts.
Academic misconduct includes all acts of dishonesty in any academically related matter and any
knowing or intentional help or attempt to help, or conspiracy to help, another student. The
Academic Misconduct Disciplinary Policy will be followed in the event of academic misconduct.
Cultural Diversity Statement
The mission of The University of Alabama is to advance the intellectual and social condition of
the people of the State through quality programs of teaching, research, and service. That
educational mission is enhanced by the robust exchange of ideas that occurs within a diverse and
inclusive learning environment. Students who learn from each other and from faculty members
and administrators (including those at the highest levels of leadership) in an environment with a
variety of backgrounds are better able to understand, appreciate, and contribute to our twentyfirst century global society. Consequently, the University endorses a student, faculty, and
administrative community enriched by women and men of diverse national origins, races,
ethnicities, sexual orientations, cultures, socioeconomic and geographic backgrounds, ages,
physical abilities, and religious and political beliefs. The University is committed to offering
diverse cultural programs, intercultural education, and other educational initiatives (such as the
University s Crossroads Community Center) that enhance awareness and appreciation of
cultural and individual diversity, promote community, and prepare students for the global society
in which they will live and work.
As an institution of higher learning, The University of Alabama attaches great value to freedom
of speech and open debate, but it also attaches great importance to the principles of civility and
respect which govern an academic community. Harassment or other illegal discrimination
against individuals or groups not only is a violation of University Policy and subject to
disciplinary action, but also is inconsistent with the values and ideals of the University.
It is the goal of The University of Alabama to cultivate a hospitable campus environment in
which all members of the University can work together and learn from each other in a climate of
mutual respect.
Disability Statement
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If you are registered with the Office of Disability Services, please make an appointment with me
as soon as possible to discuss any course accommodations that may be necessary. If you have a
disability, but have not contacted the Office of Disability Services, please call 348-4285 or visit
133-B Martha Parham Hall East to register for services. Students who may need course
adaptations because of a disability are welcome to make an appointment to see me during office
hours. Students with disabilities must be registered with the Office of Disability Services, 133-B
Martha Parham Hall East, before receiving academic adjustments.
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Tentative course schedule
Topics
08/20 Course Introduction
08/27 What is communication? What is theory?
Theory pieces
 Miller Ch. 1 and 2
 Craig, R. (1999). Communication Theory as a field.
Communication Theory, 9, 119-161.
09/03 Post-positivist perspective on theory development
Theory pieces
 Miller Ch 3
 Chapter on experimental method
Empirical piece
 Weber, K., Goodboy, A. K., & Cayanus, J. L.
(2010). Flirting competence: An experimental study
on appropriate and effective opening lines.
Communication Research Report 27(2): 184-191.
09/10 Interpretive and critical perspectives on theory
development
Theory pieces
 Miller Ch 4,5
Empirical piece
 Clair, R.P. (1993). The bureaucratization,
commodification, and privatization of sexual
harassment through institutional discourse: A study
of the Big Ten universities. Management
Communication Quarterly, 7(2), 123-157.
09/17 Theories of message processing
Theory pieces
 Miller Ch 8
Empirical piece
 Averbeck, J. M., Jones, A., & Robertson, K. (2011).
Prior knowledge and health messages: An
examination of affect as heuristics and information
as systematic processing for fear appeals. Southern
Communication Journal, 76 (1): 35-54.
 Henningsen et al. (2011). Student-faculty
interactions about disappointing grades: Application
of the goals-plans-actions model and the theory of
planned behavior. Communication Education 60(2):
174-190.
09/24 Theories of communication in developing and ongoing
relationships
Theory pieces
Option I
Option II
Sign up for topics of
discussion leadership.
Student will inform the
instructor of their choice
between Option I and
Option II in writing.
Research
paper-Topic
and one7
 Miller Ch10, Ch11
Empirical piece
 Braithwaite, D. O., & Baxter, L. A. (1995). "I do"
again: The relational dialectics of renewing marriage
vows. Journal of Social & Personal Relationships,
12(2), 177-198.
10/01 Midterm exam (6 pm -7:30pm) –Students adopting Option
II
Individual meetings with instructor to discuss research
project –students adopting Option I.
10/08 Theories of organizational Communication
Theory pieces
 Miller Ch 12
 Barker, J. R. (1993). Tightening the iron cage:
Concertive control in self-managing teams.
Administrative Science Quarterly 38 (3): 408-437.
Empirical piece
 Riley, P. (1983). A structurationist account of
political culture. Administrative Science Quarterly,
28: 414-437.
10/15 Theories of media processing and effects
Theory pieces
 Miller Ch 14
 Bandura, A. (2001). Social cognitive theory of mass
communication. Media Psychology 3, 265-299.
Empirical piece
 Nabi, R. (2009). Cosmetic surgery makeover
programs and intentions to undergo cosmetic
enhancement: A consideration of three models of
media effects. Human Communication Research 35:
1-27.
10/22 Theories of media and society
Theory pieces
 Miller Ch 15
 McCombs. M. (2005). A look at agenda-setting:
Past, present and future. Journalism Studies 6 (4):
543-557.
Empirical piece
 Quick, B. L. (2009). The effects of viewing Grey’s
Anatomy on perceptions of doctors and patient
satisfaction. Journal of Broadcasting & Electronic
Media 53 (1): 38-55.
10/29 No class- Midterm study break
page outline
due
Research
paperDetailed
outline and
bibliograph
y due
Midterm
Exam
Theory Application Paper
Due
Mini lecture
topic due
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11/05 Theories of culture and communication
Theory pieces
 Miller Ch 16
Empirical piece
 Merkin, R. R. (2006). Power distance and facework
strategies. Journal of Intercultural Communication
Research 35 (2): 139-160.
 Philipsen, G. (1975). Speaking like a man in
Teamsterville: Culture patterns of role enactment in
an urban neighborhood. Quarterly Journal of Speech
61: 13-22/
11/12 Final exam (Option II) and individual meetings with
instructor to discuss research project (Option I)
11/19 Mini-lecture series
11/26 No class – Happy Thanksgiving!
12/03 Research Project Presentations
Final Exam
Mini lecture
Final
research
paper due
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