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COM 242 – INTERPERSONAL COMMUNICATION
COURSE SYLLABUS
ENVIRONMENT
CULTURE
CONSCIOUSNESS
WORLD VIEW
IDEOLOGY
PEDAGOGY
LANGUAGE
[Revised: 1-18-11
determines culture and
determines consciousness and
determines world view and
determines ideology and
determines pedagogy and
determines language and
shapes behavior and so on and so on
and so on...
INTRODUCTION: Communication is the method
used to arrive at shared meanings through message
exchange. Although communication has been defined
in a variety of ways, it is the process
through which meaning and social reality is created.
This course looks closely at how individuals structure and interpret messages across a
variety of contexts. Special attention is paid to interpersonal communication (IPC) as it
is effected by: perception, intra vs. interpersonal communication, impression formation,
conflict, attraction, rule systems, relationship, family, love, self-concept, self-disclosure,
gender differences, etc.
Interpersonal Communication - A Working Definition:
Interpersonal communication is a selective, systemic, ongoing process in which unique
individual’s interact to reflect and build personal knowledge and to create meanings.
Interpersonal communication competence includes abilities to monitor oneself, engage
in dual perspective, enact a range of communication skills, and adapt communication
appropriately.
According to John Stewart [Bridges Not Walls] “….interpersonal communication is not
something that only happens in face-to-face settings, during discussions of weighty
topics, or in long-term intimate relationships. Instead, the term “interpersonal”
designates a kind or quality of contact that emerges between people whenever they are
willing and able to highlight in their speaking and listening aspects of what makes them
human….”
Stewart goes on to say that “interpersonal communication happens between persons,
not between roles, masks, of stereotypes….[It] can happen between you and someone
else only to the degree that each of [you/us] makes available some of what makes
[you/us individuals].”
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Towards that end, this course is designed to help students discover their true self and
their relationship to the environment. Students are encouraged to reach goals and
exceed their limits. A variety of creative class exercises and assignments will be used to
stimulate your thinking. The nature of the course requires high quality self-disclosure,
some soul searching, and a lot of introspection.
Look for the Hidden Agendas (HA's) that are lurking everywhere! Whatever we do in
class, is done for a reason-- try to discover the "HA" and how it relates to the major
assignment. Believe it or not, the classroom is a very safe place for you to practice for
the "Real World!" What you do, what you learn, and how you think will be tested.
COURSE PHILOSOPHY: "To teach a lesson wherever you leave room to learn
one!" Throughout the semester practice identifying, as well as utilizing, your
resources. This is not a lecture course-- in the traditional sense. The class evolves
from day to day based on what the contributors bring to it. Each of you will be
expected to come prepared, on time, and ready to add meaningfully to the day’s
activities. You must do more than just physically show-up. Learn to vocalize your
thoughts, feelings, attitudes, and values. Learn to conceptualize and articulate those
"WHY" questions. Why do you believe, think, feel, assume, or hope, "X" to be true?
COURSE HISTORY: Interpersonal Communication (IPC) is designed to help students
become better communicators. Students are exposed to IPC theory and asked to apply
first hand experience(s) against what is known about how people are expected to act
interpersonally. A variety of approaches have been designed to help students “think,
analyze and process” IPC behavior—theirs as well as others.
The classroom atmosphere encourages high levels of self-disclosure, honesty,
discretion, and conversations. This is also the course that teaches students about the
pitfalls of procrastination!
This course was re-designed in 1985 and has been modified each semester based upon
student feedback. Several years ago peer assistants became a part of the classroom
experience. This turned out to be a wonderful addition to the course.
UNDERSTANDINGS: Together, the class will investigate the use of (non) verbal
messages in developing and maintaining relationships. To assist in the development of
your interpersonal communication skills, theory will be combined with practice.
Towards that end, each student is expected to complete a major research project and
participate in class related activities.
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REQUIRED MATERIALS/EXPENSES:
1. Interpersonal Communication: Everyday Encounters latest edition; by Julia
T. Wood; Wadsworth Publishing Company
2. VIA EMAIL: Generic Syllabus/IPC Syllabus/Handout Workbook
3. A large (3 to 4 inch) three-ring binder; recycled binders are available in my office.
4. Style Manual for Communication Studies by Bourhis, Adams, and Titsworth
5. Media Writer’s Handbook: A guide to common writing & editing problems by Arnold
SUGGESTED RESOURCE: SPSS FOR WINDOWS: An Introduction to Use and
Interpretation in Research by George A. Morgan, Orlando V. Griego, and Gene W.
Gloeckner.
UNIVERSAL COURSE GUIDELINES
ATTENDANCE POLICY
This semester the class will meet on Mondays & Thursdays from 10:00 to
11:50.
There will be limited to no opportunity, during the semester, to go back over missed
assignments, quizzes, class activities, discussion notes. Due to the time constraints, it
is the Professor’s option whether or not to allow make-ups! This does not mean you
may never miss a single class the entire semester. The policy only states that you are
held responsible for whatever occurs on the day of your absence. It is your choice
whether to miss class for personal reasons, observance of religious holidays, and/or
participation in athletic or cultural events for the College. Regardless of how major or
minor your illness maybe, an absence is an absence... You are still expected to find out
what you missed and to come prepared for the next class. Only one lecture is given per
class so find a reliable person who can give you accurate information. The SPSS
workshop is mandatory although it will be scheduled around the best time
for all students.
All written assignments should be typed, appropriately spaced, and proofread. There
are no exceptions. Further, because attendance is very important to the grading
process, it is not only a requirement for successful completion of this course, it is also
an expectation! Students should be on time for every class and stay for the entire
period! Excessive tardiness will accumulate and negatively affect your participation
grade (see Graded Assignment section).
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ACADEMIC DISHONESTY POLICY
Disciplinary action will be taken against any student who plagiarizes or participates in
any form of cheating! Academic dishonesty is defined as any attempt by a student to
submit, as his/her own, work which has not been done by him/her, or to give improper
aid to another student in the completion of an assignment. Such dishonesty would
include, but is not limited to: submitting as her/his own a project, paper, report, test,
or speech copied from, partially copied, or partially paraphrased from the work of
another (whether the source is printed, under copyright, or in manuscript form). Credit
must be given for words quoted or paraphrased. The above rules apply to any
academic dishonesty, whether the work is (un)graded, group or individual, written or
oral.
This policy is embraced by TCNJ and the Department of Communication Studies and
applies to every class taken at this institution whether stated implicitly or not in the
Student Handbook.
GRADING STANDARDS:
A = Excellent
B = Good
Excellent work is better than “good.” It is
characterized by unusual originality, insight,
style, etc. An “A” paper has excellent content
and no important errors in writing. A typical
paper at this level:
 Effectively addresses the writing task
 Is well organized and well developed
 Uses clearly appropriate details to support
assertions and/or illustrate ideas
 Displays consistent facility in the use of
language
 Demonstrates syntactic variety and
appropriate word choice though it may have
occasional errors
Good work has solid content that completely
fulfills the assignment and has no notable
weaknesses. A “B” paper also has no major errors
in writing. A typical paper at this level:
 May address some parts of the task more
effectively than others
 Is generally well organized and developed
 Uses details to support the premise or
illustrate ideas
 Displays facility in the use of language
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
C = Adequate
Demonstrates some syntactic variety and range
of vocabulary, though it will probably have
occasional errors
Adequate work is considered “average” in that it
fulfills the basic requirements for the assignment; it also has some minor weaknesses. A
typical paper at this level:
 Addresses the writing topic adequately but
may slight parts of the task
 is adequately organized and developed
 uses some details to support thesis
statements or illustrate ideas
 demonstrates adequate but possibly
inconsistent facility with syntax and usage
 may contain some errors that occasionally
obscure meaning
D = Weak
Weak work barely fulfills the assignment, but
with major weaknesses. A typical paper at this
level may reveal one or more of the following
weaknesses:
 Inadequate organization or development
 Inappropriate or insufficient details to
support or illustrate generalizations
 A noticeably inappropriate choice of words or
word forms
 An accumulation of errors in sentence
structure and/or usage
F = Failing
Failing work does not fulfill the assignment and
does not represent college-level work. A typical
paper at this level is seriously flawed by one or
more of the following weaknesses:
 Serious disorganization or underdevelopment
 Little or no detail, or irrelevant specifics
 Serious and frequent errors in sentence
structure or usage
 Serious problems with focus
 May be incoherent
 May be underdeveloped
 May contain severe and persistent writing
errors
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Additional notes:
 A passing grade is NOT guaranteed! The entire grade range will be used. The
median grade tends to be a “B”, “B-“or “C+”. The grade of “A” is reserved for
extraordinarily fine work!
 Office appointments must be set up by email; designated hours will be set aside to
accommodate faculty, as well as student, schedules.
 Graded work will not be discussed outside of scheduled office appointments.
There will be no exceptions!
 Excessive tardiness will have a negative affect on your grade.
How to be successful in a Sims’ Course:
There are no shortcuts. If you follow all of the guidelines below, you are likely to do
well in this course (though there are, of course, no guarantees). If you do not follow
any of the guidelines, you may do poorly in this course. To learn the most you can and
earn the best possible grade, you should:
1. KEEP UP WITH THE READINGS. This means, do at least some reading every
day, beginning with the first day of class. Some weeks have substantial reading
assignments, while others have lighter assignments. Look ahead and plan your
reading accordingly. Assigned readings must always be completed before the
class session for which it was assigned.
2. THINK ABOUT WHAT YOU READ. Always ask yourself—what are the
important ideas? Note anything that you do not understand or wish to hear
discussed, and bring your notes to class. For each class period, you should have
at least one question or observation appropriate for sharing with the class. If
you don’t understand a word, look it up in the dictionary.
3. MEET ASSIGNMENT DEADLINES. Write your papers ahead of time so that
you can proofread, correct, and revise – and so that no computer related
mechanical problems will cause you to miss a deadline.
4. ATTEND EVERY CLASS AND BE ATTENTIVE to lectures, discussions, and
visual presentations. It is important to take notes, but it is even more important
to listen, think, question and discuss. Work, social engagements, medical
appointments, etc., should NEVER be scheduled to conflict with your classes.
The only legitimate reasons to miss class are severe illness or a death in the
immediate family. If you must miss a class, get the notes and any handouts
from a classmate; do not ask the professor to supply them.
5. CONTACT ME BY EMAIL [Sims@TCNJ.Edu] if you have any concerns,
questions, or wish to set up an appointment.
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WRITTEN ASSIGNMENTS:
1. Each paper must be typed, or word-processed and legibly printed. Faint or light
printing and/or handwritten papers will not be accepted. Papers must be in
finished form when submitted; do not write in last minute corrections.
2. In the upper right-hand corner of page 1, type your name, the course number,
title, or a re-statement of the assignment. No paper will be accepted if it falls
below the minimum.
3. Three hole punch and staple your paper(s); paper clips and plastic covers are
not acceptable or appreciated and could be considered a waste of your money.
WRITING MECHANICS include grammar, punctuation, word choice, spelling,
sentence structure. Perfect accuracy should be the goal. Writing errors are likely to
result in the lowering of a grade. When a paper is returned to you, and it is has a
circled X in the upper right-hand corner, you must correct all of the errors marked in
red and turn it in at the next class. If you do not turn it in with the corrections, on
time, for any reason, the grade will be reduced by one-half, (e.g., C+, C, C-). When
errors are committed that appear on the list of “Common Writing Errors”, or when a
paper is poorly proofread, the grade reduction will be relatively heavy. You are strongly
encouraged to use a writing style guide or have someone with ability and skill to proof
read your work before submission. You are expected to spell check and proof read your
papers!
COMMON WRITING ERRORS
All errors marked in red must be corrected. SP = Spelling error; PWC = Poor word
choice; AWK = awkwardly written; PR = Poor proofreading; a number refers to an
error listed and described in Hacker’s “A Pocket Style Manual.” You are encouraged to
use it religiously while writing.
DEADLINES
As a general rule, exams will not be given prior to, or after, their scheduled time. It is
rare that an exception to this rule will be made. ONLY in extremely special cases [to
be determined by the professor], will this rule change. If a student is allowed to take
the exam at a time other than when it is originally scheduled, there will be a half grade
deduction. In other words, if you get a 100% your highest grade would only be an A-.
Exams must be taken when scheduled. Papers are to be submitted on time. Speeches
and/or presentations should be delivered, or presented, when scheduled. A deadline
will be extended only if: (1) A letter from a physician, on letterhead, states specifically
that you were too ill to do the work on time (note that evidence of your simply having
had a doctor’s appointment will not suffice); or (2) A copy of a newspaper obituary or
death certificate, and a funeral announcement or program, indicate a death in your
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immediate family. Make-up presentations must be schedule during the current
semester. The final exam is objective and drawn from the text and lecture material.
LATE PAPERS:
If a student is absent, and has an acceptable excuse [determined by the professor], the
assignment/paper may be submitted through email with the understanding that the
student is responsible for turning in a hard copy of that paper/assignment to the
professor NO later than the next class period. If a student is allowed to submit the
paper/assignment at a time other than when it is originally due, there will be a half
grade deduction. In other words, if you get a 100% your highest grade would only be
an A-. In addition, a paper may be submitted up to 3 days late – but no later than by
the next class meeting. The grade will be reduced by one half letter for each day late
(e.g., B+, B, B-). After 3 days, the paper cannot be submitted and will receive a grade
of “F”. This rule only applies if the paper/assignment is submitted through email or
after it is due. It does not apply to papers/assignments that are submitted early.
BACK-UP COPIES: Keep copies of each assignment. If a paper gets misplaced, lost,
or is questionable as to whether it was turned in or not, you must provide another copy.
INAPPROPRIATE CLASSROOM BEHAVIOR
No food or drink, other than water, is allowed in class. Exceptions will be made on a
case-by-case basis. No hats, gum chewing, heads down on desk or continuous dyad
conversations during lectures and class discussion and/or activities.
TURN OFF ALL CELL PHONES AND PAGERS BEFORE CLASS BEGINS!
GRADED ASSIGNMENTS: The following assignments will be used to determine your
final grade. All grades are final unless there is a calculation error. Grades will be based
upon how well the student manages all of the assigned tasks:
* #
A-1
A-2
A-3
A-4
A-5
A-6
A-7
GRADED ASSIGNMENTS
Chapter Comments
Handout Workbook
Presentation
The Mega Project
Participation
Take-home written final
In-class oral final
% Value
15%
15%
10%
30%
10%
15%
05%
100%
*
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COM 242 – INTERPERSONAL COMMUNICATION CALENDER
WEEK
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
DAY
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
MONTH
January
February
March
April
CLASS ACTIVITIES
Course Introduction
Handout
Handout
Handout
Handout
Handout
Handout
Handout
Handout
Handout
Handout
#01
#02
#03
#04
#05
#06
#07
#08
#09
#10
–
–
–
–
–
–
–
–
–
–
Sims Investigation
Coat-of-arms
Communication Model
Communication Style
Memory Game
Object Exercise
Multi-dimensional Self
Life Scripts
Life Positions
Perception Activities
Handout #11
Handout #12
Spring Break
Spring Break
Handout #13
Handout #14
Handout #14
– Johari’s Window
– Breadth and Depth Chart
Handout
Handout
Handout
– Do You Mean
– Do You Mean
– Do You Mean
– Class line up
– Adjective Exercise
– Adjective Exercise
Handout #16 – WMYH/WPYO
Presentations
Presentations
Presentations
Course evaluation - Farewell remarks
DATE
R
20
M
24
R
27
M
31
R
03
M
07
R
10
M
14
R
17
M
R
M
R
M
R
M
R
M
R
M
R
M
R
M
R
M
R
M
R
Homework Assignment: Conduct a Sims' investigation; use as many resources as
possible. Contact friends, acquaintances, strangers, faculty, staff, other students
(especially MEGA survivors). Talking with anybody who has information about Dr. Sims
and/or this course would be a good idea.
Task: Interview as many people as you can. Ask them for three words that
describe the course and three that describe Dr. Sims. Students are encouraged
to gather as much information as necessary to prepare for this course. You must
decide what information is important and what is not? For example, “Do you need
21
24
28
03
07
10
14
17
21
24
28
31
04
07
11
14
18
21
25
28
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specific facts about the class? What is the MEGA assignment? What is Dr. Sims' zodiac
sign? Any rumors IPC/Dr. Sims? What is her teaching style; her views on class
participation/attendance? Is she competent to teach this course? What is her
educational/professional background? Is this information relevant? Write it down and
bring it to class; be prepared to verify the accuracy of your data. What is the "HA" for
this assignment?
COURSE ASSIGNMENTS: The final grade will be determined using the following
assignments. All grades are final unless there is a calculation error. Grades will be
based upon how well the student manages all of the assignments/tasks:
ASSIGNMENT #1:
Chapter Comments
[worth 15%]
There are eleven chapters in the text. Students are asked to select 1 question from
each chapter comments handout; the questions center on interpersonal theory. The
term must be defined and applied to personal experience(s); be sure to include insights
and/or the relevance of the term. The grade will be negatively affected if the
assignment is not turned in on time, completely answered and well formatted.
===============================================================
WEEK #
*CHAPTER READINGS - Weekly Discussion/Chapter Comments
===============================================================
2
3
*Ch
*Ch
1: 1st Look at Interpersonal Communication
2: Communication & Creation of Self
4
5
*Ch
*Ch
3: Perception & Communication
4: The World of Words
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*Ch
*Ch
5: The World Beyond Words
6: Mindful Listening
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*Ch
*Ch
7: Emotions & Communication
8: Communication Climate: Foundation IPC
10
11
*Ch 9: Managing Relationship Conflicts
*Ch 10: Friendships in Our Lives
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*Ch 11: Committed Romantic Relationships
ASSIGNMENT #2:
Handout Workbook
[worth 15%]
The Handout Workbook is a collection of insightful readings, poems, cartoons, activities,
etc., about IPC and relationships. The workbook is designed to help students think
(often outside of the box) about their perceptions and experiences.
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TASK: Complete and submit fifteen specific entries [highlighted in yellow] from The
Handout Workbook (HW) List. Handouts must be turned in when due. Late work is
discouraged. There is a penalty for lateness, incompleteness, lack of breadth/depth;
not grounded in IPC theory; incorrect formatting, structure, poor organization, etc.
It is important to set personal goals for improving your interpersonal competence. One
way to continually re-assess your goals is by completing the "HW". An "HW" is
different from a diary in that it is designed to also be read by Dr. Sims. Take this
opportunity to personally analyze your feelings, observations, and goals. Frequently, in
a class environment individual needs can be over-shadowed by the group as a whole.
An effective and supportive class environment is necessary for interpersonal growth.
The classroom is a good place to practice improving your IP skills. The "HW" should
help you focus-- use it as your personal learning tool.
You are expected to turn in each H within one week of the day the H topic is covered in
class. Without exception late H entries will not be accepted! They, as well as
the chapter comments, are due at the start of class. The remaining Hs may be
completed at any time during the semester. Put graded H entries 1-15 in the MEGA
binder when it is submitted. Throughout the semester look for relationships between
class activities, readings, lectures, discussions, the IPG, and the major assignment.
HW Characteristics -- to receive proper credit ENTRIES MUST BE:
1. Clearly identified, i.e., name and section number in top right corner of each page.
2. Numbered, dated, and identified with an activity label (see H examples #1 and #2).
3. Number according to the H list regardless of the order in which the H activity is
covered in class.
4. Numbered properly... Following the summary of each H, the example should be a
numbered "HA". Each entry should be related to the MEGA assignment in some
(in) direct way.
5. The hard copy (no email accepted) of your H must be TYPED, DOUBLE SPACED,
THREE HOLE PUNCHED (available in office), grammatically correct and proofread.
Since HANDOUTS take time to write and even more time to read, it is important that
all these guidelines be followed to avoid wasting time and to enhance the learning
experience. If you follow these simple guidelines the class experience should be more
personally rewarding.
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Some HANDOUT Do's and Don'ts
01. Don't wait to type your H entry -- do it as soon after class as possible while the
experience/feelings are still fresh.
02. Don't give a detailed description of the exercises or a "tale of events." We were
both there; don't waste our time.
03. Don't try to "psych me out". Concentrate on the "here-and-now" of what you
have observed.
04. "Don't blow off steam" or be evaluative of exercises or class members. Be
descriptive—follow the guidelines for effective feedback.
05. USE: one side of page; size 12 font-- no script.
06. Discuss your feelings about what occurred in class. It is important to link those
feelings to specific behavior (yours and others) that triggered them. Own your
feelings/be descriptive.
07. Relate what occurred in class to course readings or lecture materials. How does it
tie in to interpersonal communication theory (Cognitive Analysis)?
08. Elaborate on what you discovered about yourself and/or other class members as a
result of the group experience (Personal Leanings).
09. Explain how you plan to change/alter your behavior as a result of this experience
to improve future functioning (Personal Goal Setting).
10. How do you plan to apply what you learned (Transference)?
11. In every class activity look for the hidden agenda's (HAs).
12. Staple multiple pages (stapler available in department office)
HANDOUT EXAMPLES:
NAME:
Follow the format below EXACTLY!
COM 242
HANDOUT ENTRY #1:
Coat of Arms
DATE: Month/Day/Year
I had done this before and I enjoyed doing it again. I was surprised that my coat of
arms was so similar to last semester. In fact, it scared me because I know I changed a
lot last semester. The funny thing is, I didn't see myself as someone who knew who
she was.... The changes I experienced were important for my development as a...
person. Even though they seemed like major changes last semester, now...from a
different point of view...the changes...relate to my fundamental ideas...although I'm
open to suggestions-- any changes that occur are like that of a tree's life: It's trunk will
remain pretty much the same while it's leaves fall, only to grow new ones in the Spring?
HA #1: It feels so good -- I mean the Coat-of-arms was just a simple assignment but I
learned so much about myself. I guess I was just expecting to learn about
someone else, the person I didn't know - or the person I knew the least, but I
also learned about myself.
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HA #2: The major assignment also gives me a chance to find out more about myself
through the eyes of others. This is my chance to step outside of myself and
see me through someone else's perceptions.
NAME:
COM 242
HANDOUT ENTRY #2: The Ball Game
DATE: Month/Day/Year
In today's exercise you couldn't talk unless you had possession of the ball. At first I
really thought this exercise was stupid and then I just got mad. No one gave me the
ball, and so I wasn't allowed to participate in this discussion. People kept giving the ball
to Ivy, maybe because she's usually so quiet. At first, this seemed to upset her, but
then she began to participated more. Finally, I just sat back and stopped trying to get
the ball.
When the exercise was over and we began to talk about what happened, I was still
mad! During the exercise, both verbally and nonverbal, the class told me that I tend to
dominate this discussion by talking too much. I always thought of myself as a "leader"
who knew where to lead the group. It was a shock that my peers felt that I talked too
much and that this behavior had a negative effect on them. I began to realize
(empathize) with the more quiet members of the class. It is easy to give up trying to
participate when others are dominating the class experience.
HA #1: I think this has taught me a valuable lesson. I just assumed that everyone
wanted/needed me in a dominant role. Perhaps I should check out this
perception more often and work on being more flexible. I get nervous if
things don't happen fast enough, and I don't trust others' as much as I should
to carry the ball. I hope to work on being more receptive to others' feedback.
I need to trust people more often in a class setting. I also hope that I can
learn to be aware of the "quiet" members need to participate and use my
outgoing style to bring out other members instead of just myself.
HA #2: This definitely ties into the project because I am not aware of how much I try
to dominate the conversation. This assignment will give my peers a chance
to give me feedback on my interact ional style. There are probably a lot of
verbal and nonverbal cues that I use to shut people down so I can hog the
conversation.
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* HANDOUT WORKBOOK LIST *
#1-15 Due ONE week from when they are completed in class - excluding discussion day topics
01. The Sims Investigation
[in class]
02.
03.
04.
The Coat-of-Arms
Visualize your Communication Model
Describe your Communication Style
[B 7]
[A 1]
[A 2]
05.
06.
The Memory Game
The Object Exercise
[in class]
[in class]
07.
08.
09.
The Multidimensional Self
Life Positions
Life-Scripts
[A 5]
[A 6]
[A 7]
10.
Perception Activities
[section C]
11.
12.
Johari's Window
Breadth and Depth Chart
13.
The Class line-up exercise
14.
15.
Adjective exercise
Do you mean...?
[in class]
#16–19 Make-up Credit will only count if you missed 1 of the 15 above
16. Natural Highs (what makes you happy?)
[D 4]
Natural Lows (what pisses you off?)
[D 5]
17. Credo – My Relationship with Another
[F 6]
18. Bill of Rights
[E 11]
19. Things you want to do [before you die] or wish to change about the world
*These lists should include hidden agendas
Anything not marked for discussion is worth 1 point each!
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ASSIGNMENT #3:
Oral Presentation
[worth 05%]
At the end of the semester, you must present the results of your research to your peers.
Using the outline below your presentation should cover all of the information that varies
among you (students). Your IPG should not be included in this paper! Cover
the following information in your paper and during the presentation [Mega Guts in red]:
* Required: OUTLINE for RESEARCH PAPER and PRESENTATION *
i. COVER PAGE
A. CREATIVELY Title your paper (center title).
B. Your name (centered and double spaced under the title).
C. Dr. Sims, COM 242 - flushed right;
ii. TABLE OF CONTENTS (all major (sub) heading w/appropriate page #s)
iii. ABSTRACT (center this word at top of page)
An abstract is an informative condensed version of your paper that briefly (in 100 to 150
words) explains the study's objectives and scope, its methods, results, and
principle conclusions. Be sure to include the following information:
1. An explanation of the general nature of the study and what the research was about
(HY/RQ/Question).
2. A detail description of the methods, procedures, survey sample, and other specific
information about how the research was done.
3. The significant results of the study; those that bear most directly on the
Hypothesis/RQ.
4. A condensed discussion of results, their relationship to the literature review, and the
proposed direction for future research.
SAMPLE ABSTRACT (115 words)
The investigation by Byrd and Sims (1998) explored factors that influence interpersonal
satisfaction (IS). IS was defined as an affect ional response to prolonged interaction in
an interpersonal relationship. It was discovered that several factors determined level
of relationship, and self-disclosure. Three hundred and seven students participated in
the study. They answered paper and pencil measures of the four variables. The
results of the study indicated that people with low communication apprehension have
the highest level of satisfaction. Females were more satisfied than males and high
self-disclosures were more satisfied than low-level disclosures as the relationship
moved from acquaintance to intimacy. Future studies should focus on duration
and prior history in relationships as well as perceived self-attraction.
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I. INTRODUCTION (center on page)
A. Introduce the problem, issue or critical focus
B. Develop the background of the paper (Literature Review)
1. This section presents the communication theories that most directly relate to your
ID/DP variables and RQ or HY:
2. Explain the basics of the 5 Journal studies, which you have selected. Briefly
describe the methodology, ID/DP variables, subjects, research assumptions,
outcomes, etc. Then explain how they support your line of research.
3. Define the theoretical key terms.
C. Statement of purpose, problem or rationale
1. State the Research Questions (RQ) or Hypothesis (HY)
a. A hypothesis refers to a guess or prediction about the relationship between two
or more variables. You should select an HY if you have a "best guess" or
prediction about what you think the results might be, e.g., "young males
probably perceive women to be more emotionally insecure than older males."
In this example, gender and age are the independent variables and positive
perceptions of ability and attributes are the dependent variables. If you’re HY
proves to be other than you predicted, it would be considered a "nullhypothesis,” but still worthy of investigation.
b. You would ask a RQ if you have no idea what the answer to the question
might be. For example, "are younger people less aggressive when interacting?
with opposite race strangers or acquaintances?" In this example, relationship/
race are the IDVs; aggressive behavior is the DV.
2. State ID/DP variables
a. An Independent variable is the antecedent or the presumed cause of
impression formation or behavior. For research purposes, you must select at
least two of the five independent variables listed below. Your task is to decide
which 2 of these 5 [sex, race, age, status, relationship] variables might possibly
influence behavior and/or perception.
b. The dependent variable is the consequence or the presumed effect of the
behavior. You must also select a situation or circumstance that you think is
influenced by the independent variable (e.g., assertiveness, self-confidence).
HINT: The introduction can be described as an inverted pyramid or funnel. Begin by
generally describing the field you are studying. You want to explain current
research as a continuum where your study is the next logical step in the
Communication field. Your field description should gradually become more specific
as you trace the development of your RQ/HY. The tip of the pyramid or bottom of
the funnel is the paragraph where you state the RQ or HY and relevant variables.
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II. METHODS (center on page)
A. Participants (describe the demographic population surveyed)
B. Procedures (describe sampling; control manipulations; other techniques used to
collect data)
C. Survey (describe format of survey, number of questions, cluster groups)
This section should explain what you did and how you did it so the study could be replicate.
III. RESULTS (center on page)
A. Report the data clearly and economically-- be sure to explain findings.
B. Figures are pictures, graphs and drawings and tables are tables.
1. Refer to them, but do not repeat data that has been presented.
2. Provide sufficient explanation.
C. Statistics (refer to the Survey Guidelines Handouts on Ethics and Format)
NOTE: You may use the most efficient/effective/logical method you want to analyze your data
(e.g., cross tabulations, frequency distributions, t-squares, percentages....) Whatever
you chose should be reported here.
If appropriate, include any internal tables, graphs, or charts that help to visualize your
data in this section. Focus on your ID and DP variables as they relate to your HY or
RQ. If you decide to use the Statistical Package for the Social Sciences (SPSS) to
analyze your data refer to the SPSS TUTORIAL Handout.
IV. DISCUSSION (center on page) - Address the following points:
A. Did you support the RQ or HY? Why or why not? What criteria was used to
determine support for the HY or to answer the RQ?
B. Did you support past research? Why or why not?
C. Identify the practical implications of your results?
D. Describe the limitations of your study and suggestions for improvement-what changes, if any, would you make?
E. Discuss your PRE/POST/100 surveys-- how do they compare/contrast?
F. Next logical step.
G. How will you reinforce what you've learned?
V. APPENDICES (center/middle of page/by itself)
A. Tally Sheets
B. Questionnaires (pre/post/100)
C. Other supporting material(s) -- if any
D. Xerox copies of the research Journal articles used for your literature review.
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ASSIGNMENT #4:
The Mega Project
[worth 30% of grade]
Many of the communication terms covered in class relate to gender, age, race/ethnicity,
status, & relationship issues. As the semester progresses, you should experience a
transformation—going from the generic to your perceived self. When possible, apply the
terms to your own life. Describe the life experiences that helped shape who you are?
Relate those experiences to the concepts covered in class/the text.
The Mega Project or major paper has several components:
#1 - THE VISUAL TRANSFORMATION [Binder Insert]
TASK: The student is asked to visually transform a 3½ binder inside and out, from
cover to cover. The student may use any material(s) to express their personality,
values, and major life experiences. Common materials include but are not limited to
textiles, magazine clippings, poems, songs, hobbies, family and/or personal
photographs. Creative packaging a plus!
The VISUAL TRANSFORMATION is a creative story telling activity, which uses pictorial
descriptions. Beginning with birth, punctuate your life experiences based upon
significant episodes. Visually recreate those milestones using recycled materials,
textures, drawings, poems, song lyrics, photographs or whatever else you can think of to
help tell your IP story. You should include significant others who influenced your
development. Begin this task now and nurture its development. By the end of the
semester you should have a collection of items that represent your self-perceptions-“THE REAL YOU!” These items should be strategically placed throughout [in/outside]
your binder. They should be used to help tell your interpersonal story. Make a
statement about who you are as an individual.
There are two ways in which a student can receive credit for the visual transformation-pick ONE of the following:
#1 = A visual transformation of your "MEGA" binder from cover to cover. This is the
binder that the Mega Project will be put in along with the pre/post surveys, the
100 surveys, all tally sheets and tables, graphs, stat sheets, etc., that were used
to collect data.
#2 = The "VISUAL" binder can also be used for the transformation assignment. This
binder would not contain the information in #1. Instead it would just be a visual
depiction of the important values, experiences, and major episodes in the life of
the student. It should have a theme, e.g., childhood, high school, college or
family, friends, hobbies, and not just be a recycled photo album.
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IP TESTIMONIALS
01. “The MEGA was a useful intro to conducting communication research and gave me
valuable skills for my summer internship…. I was able to tabulate surveys with
ease and prepare an analysis in a report format. I developed methodologies and
coding schemes for most of the research and projects that were assigned to me.
Following Dr. Sims' strict guidelines and format prepared me for working in a
corporate environment where everything is done according to a company-wide
format and to your boss' liking.
When I started the MEGA I didn't know what was going on and Dr. Sims wasn't
going to let me know unless I asked. This prepared me to take a project and
figure it out on my own until I had a good list of questions to follow up on.
There's no hand holding in the real world.”
02. "Summing up my class experience will be difficult. I feel I've changed....I am
more award of myself now. I can identify and define more...things I do and say
[and] that other people do and say. I realized what I would do in a situation
before. But now I know some of the whys. I also found that some of the behavior
that I exhibit, that I thought was wrong...unacceptable, are not as bad as I
thought. I also found the opposite to be true. All in all I feel that I'm just more
aware of others and myself. I've learned some of those all-important "whys."
That project... helped me to see some things that were good and some that are
lacking. The most important thing was that I need to spend more time getting
close to the people I feel are my close friends. I've gotten too caught up in being
popular; I need to get back to my few close friends...."
03. "This class and the Mega were really a great and helpful experience.... They
showed me parts of myself that I didn't even know existed!...If it weren't for all
the work...I'd take this class over again. It's been like therapy for me."
04. "This class was the best and words really can't describe it. From the first day up
until now, I can't tell…how much I learned about myself…others with perception
and self-disclosure. It seemed this class helped me grow as an individual in so
many ways.... all of the exercises we did in class plus the Mega assignment.... I
learned so much more about myself than I thought I would even learn before. I
really, truly loved & enjoyed every minute…!"
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INTERPERSONAL COMMUNICATION DIRECTIONS and STRATEGIES
Students are expected to read and complete each of the designated sections of the
project in a timely manner. You should come to class prepared with questions on what
you do not understand.
ASSIGNMENT #4:
THE MEGA PROJECT
was born out of the belief that learning can be fun as well as immediately relevant. The
interpersonal nature of communication, as a speech act, dictates a level of familiarity
with the self as a social animal. To live in harmony with others and the environment,
we must be aware of the special commonalities/differences that exist between us-after all we share the same basic needs.
Our "life goals" should involve tasks we want to accomplish before we die. We measure
success and wealth according to our perceived happiness with our life choices.
Unfortunately, because of socialization, we measure and set standards according to the
attitudes, beliefs, values, and opinions of others. Think about it! What choices do we
make that do not involve input from friends, family, acquaintances, and/or even
strangers? Our successful educational experiences, relationships, employment
opportunities, consumer behavior, entertainment are all influenced by the attitudes and
beliefs of those whom we grant immediate access or power in our lives.
We are all products of our environment. This semester we will be discussing the role of
families in the socialization process. We will talk about the developmental stages we
move through in route to adulthood. You will be asked to look at how gender, race/
ethnicity, age, status, and/or relationship characteristics influence our perceptions/
choices. Hopefully, class discussions will help you find a comfortable "fit" in society.
You may choose to re-write your life scripts. At least, you should develop a keener
awareness of the social systems you move through. Maybe you will improve/change
your "take charge" attitude about life. Or you will learn to more effectively "act" rather
than "react" to situations. You might even learn to maximize your options by making
informed choices.
With all these issues in mind, you must take on the role of descriptive researchers. As
a society, we tend to "take for granted" what our behavior says about us. However, we
seldom go beyond our assumptions and gather evidence to support our impressions.
This assignment gives you an opportunity to explore and analyze the ways in which
segments of our society handle various communication problems/issues.
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Once you have analyzed the problems/issues you should have more control, or at least
understanding, of how to improve your IPC. Although you are not required to alter your
behavior/daily routine (too much) in order to complete this assignment, you may
choose to do so for experimental purposes and/or as a result of it.
Answer each question and/or make a decision regarding each section of the paper.
Write a draft paragraph for each section using the appropriate format. You are
encouraged to organize/put the various sections of the MEGA paper in draft form. Use
dividers to keep each section and sub-section of the paper separated. Label the parts
and begin brainstorming on each piece of the MEGA puzzle. In order to complete this
project, ON TIME, you're advised to follow the MEGA time line and chip away at this
assignment, day-by-day...
MEGA TIMELINE 
Step by
Step by
Step
The tasks below should have begun, or been completed, by week/day indicated:
week #2/day 3
01. Select an Interpersonal Communication Goal (IPG) you are committed to achieving this
semester. The IPG should focus on some aspect of your interpersonal behavior that
needs improvement. For example, becoming more (behavioral or verbally) assertive;
learning to stand your ground during conflict situations with intimate others or family
members; becoming more aware of annoying nonverbal behaviors... i.e., anything that
is related to improving interpersonal habits/relationships. You may have more than one
IPG and your IPG may change as the semester moves along.
Your IPG should
not be included in your MEGA paper!
week #3/day 5
02. Make the following decisions:
A. Select a Research Question (if you do not know the answer) or a Hypothesis (if you
are making a prediction about what you think is true).
B. Select your Dependent variable (the communication behavior that you think is a
problem, e.g., assertiveness, apprehension, conflict, trust, self-confidence...).
C. Select your two Independent variables (sex, age, race, status, relationship). Decide
how the ID and DP Variables affect each other-- your claim should be that when you
come in contact with the two ID variables your behavior (the DP) changes in some way
that is negative or beyond your current control.
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week #3/day 6
04. Structure the focus of your paper:
A. The perceptions others have of you (your behavior), i.e., how do others think you will
behave in situation "X"; or
B. A social problem/issue that you think is characteristic of a particular segment of the
population, e.g., men handle conflict with intimate others with more logic than
emotions; women are more emotional in their response to conflict. This option
must be approved by Dr. Sims!
week #4/day 7
05. Identify the five "Research Journal Articles" that you will use for your Literature
Review. You may use more, but not less, than five of these articles. Internet sources
may be included (and should be documented) in your literature review BUT ARE NOT
counted as any of the 5 required journal articles. Use APA style.
Recommended Research Journals: Communication Education; Communication
Research; Communication Abstracts; Human Communication Research; Western
Communication Journal; Central Communication Journal; Southern Communication
Journal; NJ Communication Journal. The Psychological and Sociological Journals may
also be useful along with the new "Index to Communication Journals" and
"Communication Search" which may be obtained through the TCNJ library.
week #4/day 8
06. Begin the MEGA Draft:
A. Describe why it is important for you to research this particular variable interaction.
Here you are being asked to describe the problem and why you think this behavior
occurs and how it effects interpersonal communication in a negative way.
B. Select (draft) 20 questions, which focus on your RQ/HY. Feel free to rewrite and/or
modify the SAMPLE Qs [that are provided] to fit your research needs/purposes.
Whether you use the sample list, modify them, or make up your own, you should be able
to justify each question that you select. Dr. Sims MUST APPROVE the final draft of
your questionnaire, IDV/DV/HQ or HY. A one-on-one meeting with Dr. Sims will be
scheduled for this purpose.
C. Decide on your Methodology-- how will you approach the data collection process?
Write each step of your process down so it can be replicated if necessary. Be sure to
describe the: participants, procedures, and the survey.
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REMEMBER: You should approach this assignment from a professional/research posture. This
precludes how you "feel" about the assignment or any social group that may be involved. In no
way, at any time, under any circumstances are you to influence, insult, or ignore the respondentsintentionally. Throughout this assignment your focus should always be clinical and objective.
week #5/day 9
07. Decide what you are going to say to the respondents. When approaching subjects, tell
them you are collecting data for a communication class. Assure them that the Q will only
take a few minutes and that you want them to be COMPLETELY HONEST! Encourage
them, by whatever means reasonably necessary, that their identity will not be associated
with their responses. Write the script down word-for-word...
Hello, my name is _________ and I am a student at The College of New Jersey. I am
conducting a research project for my Interpersonal Communication class. Would you mind
completing a brief survey about [PICK ONE-- either perceptions of your behavior or a
social issue]? Your participation is voluntary and confidential. Any variation of this script
is acceptable, as long as it includes the important points.
The following participant consent form should be copied and signed by each participant in this study.
Place the signed forms and questionnaires in the appendix of your paper/binder.
Participant Consent Form
The researcher is collecting this data with the permission of the Department of
Communication Studies at the College of New Jersey for a course titled:
Com 242 – Interpersonal Communication
The purpose of this research is to ask people about their perceptions of the behavior of the
researcher across various situations. Your name will not be used in association with the
results of this study. Your responses will be reported collectively to determine, as a group,
how individuals viewed the researcher based upon appearance and/or perceptions of
anticipated behavior.
I ________________________________________________________ [participant’s name]
understand that I am participating in an interview being conducted for the class identified
above. I understand that my anonymity will be protected by an agreement not to reveal my
name or any personal information in the report.
I willingly release the information collected during the interview to be used for student and/
or faculty research ___________________ (initials of interviewee)
Signature: _______________________________________ Date: __________
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To complete the next section look at the "OUTLINE for RESEARCH PAPER and
PRESENTATION". You have already addressed most of this information above.
Students should explain their research methodology in the correct order and finish the
remaining sections.
week #6/day 11
08.
Catch Up
STOP PROCRASTANTING!
Week #7/day 14
07. Finalize the first half of your paper:
A. Come up with a title for your paper/project-- type up the Cover Page (with all the
necessary information on it).
B. Type the Running Head (an abbreviated title printed at the top of each page.
C. Type your Table of Contents.
D. Describe your Cluster Groups.
Week #8/day 15
Finalize the second half of your paper:
A. Discuss your comparison of the Pre/Post/100 Qs.
B. Draft Results (they should either answer the RQ or support the HY).
C. Draft your Limitations of Research; Conclusion and Summary sections.
D. Now draft your Abstract.
Week #9/day 18
09. The SPINE of the binder should contain your name; course/section #; semester/year. The
contents of the binder should be 3 hole punched and contain the following items, properly
inserted:
A. All your Qs numbered from 1 to 100 (or whatever).
B. Grand/collapsed tally sheets/charts/graphs/tables/visuals.
C. Any necessary supporting materials (surveys, tally sheets, Research Articles...).
Week #10-14
10. SPSS workshop; collect questionnaires; enter data; finalize paper; 3 hole punch paper;
transform binder; proofread/spell check.
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Distribution Codes
Variables
Category
Number Per
1. SEX:
1 = Male
50
2 = Female
50
2. ^RACE:
1 = Same
50
2 = Different
50
3. AGES:
1 = Younger
50
2 = Older
50
4. STATUS:
1 = Student
50
2 = Nonstudent
50
5. RELATIONSHIP:
1 = Acquaintance 50
2 = Stranger
50
6. +ENVIRONMENT:
[optional+]
+3 = Family
50
+4 = Friend
50
1 = Home
50
2 = Work
50
50
___
*N = 50
4 = Event
50
___
*N = 50 (100)
3 = School
*N = Number of surveys collected. However, remember, you must follow the variable
distribution pattern identified above. Several of these categories overlap, so you may
not need quite that many. Just make sure you have 50 (100) in each group. This is a
logic problem so be sure to think through your data collection process thoroughly
before you begin. Identify the exact race/ethnicity and age ranges that you used!
Also be sure that the two independent variables that you select (i.e., sex, age, race,
relationship, status) are equal in number (e.g., 100 by sex [50 male/50 female] and
100 by age [50 same/50 different]).
^Race/ethnic groups typically are: White/Non-Hispanic
African-American/Black
Hispanic/Latino
Asian/Pacific Islanders
Native American/Eskimo/Aleuts
Disclaimer: If your binder is not picked up at the beginning of the next semester it will be
used as a Mega Model and discarded the following semester.
DATA ANALYSIS
This assignment must be completed using SPSS. The TA for this class will run a workshop on using the
SPSS program and will set up a time that is available for the majority of students in the class.
26
COM 242
Survey #: ______________
INTERPERSONAL COMMUNICATION SURVEY
RESPONDENT DEMOGRAPHICS - Please check (fill out) YOUR:
SEX:
___ Male
AGE RANGE:
___ Female
___ 18 - 24
___ 35 - 44
___ 55 - 64
___ 25 - 34
___ 45 - 54
___ 65+
STATUS GROUP:
___ Full-time Student
___ Non Student
+ ENVIRONMENT:
___ Hometown
___ School
___ Work
___ Social Event
(optional+)
SAMPLE QUESTIONS
---------------------------------------------------------------------------------------------------------------------DIRECTIONS to PARTICIPANTS: Please read the following questions and mark the
answer(s) that most appropriately apply [to how you perceive ME] or [to your behavior in the
situations described below]. PLEASE SELECT only ONE ANSWER for each question!
---------------------------------------------------------------------------------------------------------------------01. How would you rate my (your) communication skills? (CIRCLE ONE)
INEFFECTIVE =
1
2
3
4
5
= EFFECTIVE
02. Do I (you) appear: [should appear 2nd, 3rd, 4th, or 5th on the survey]
__ Shy
__ Tense
__ Insecure
__ Confident
__ Articulate
__ Reserved
__ Uncertain
__ Outspoken
__ Inarticulate
__ Relaxed
__ Awkward
__ Passive
03. If my (your) significant other asked me (you) to do something I (you) didn't want to do
would I (you):
__ Say no w/o thought
__ Analyze and decide
__ Complain and do it
__ Just do it
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04. When facing a mountain, would I (you) go?
__ Bravely OVER IT (Assertive/Determined)
__ Bull headedly THROUGH IT (Aggressive/Confident)
__ Cautiously AROUND IT (Compromising/Clever)
__ Meekly TURN AROUND/AVOID IT (Evasive/Accepting)
05. If someone was taking advantage of me (you), would I (you):
__ Complain but do nothing
__ Beat around the bush
__ Confront him/her
__ Ignore him/her
__ Let him/her
__ Act mad
06. At a party would you expect me to (would you):
__ Flirt
__ Remain very quiet
__ Ignore you
__ Look for a familiar face
__ Wait to be approached
__ Network
__ Initiate conversation
__ Only say hello
__ Leave
__ Stay w/friends/family
__ Follow you
__ Wait for you to talk to me
07. During a test a student is copying my (your) answers, would I (you):
__ Tell professor __ Confront student
__ Ignore student __ Cover my (your) answers
08. If you were left alone to take a test and the answers were visible on the desk would I/you?
___ Copy answers ___ Steal a quick glance ____ Not cheat
___ Copy enough to pass
09. If I walked past w/out smiling, would you think I was:
__ Indifferent
__ Introverted
__ Oblivious
__ Ignoring you
__ Didn't like you
__ Preoccupied
__ Unfriendly
__ Ill
__ Didn't see you
__ Depressed
__ Hostile
__ Shy/Snob
10. If I (you) saw someone hanging on my (your) boy/girlfriend would I (you):
__ Beat him/her up
__ Get upset/storm off
__ Create a scene
__ Beat up lover
__ Confront lover
__ Talk later
__ Cry/Leave
__ Ignore them
__ Yell/Scream
__ Talk calmly
__ Not care
__ Feel betrayed
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11. If I (you) had a (personal) problem (w/ my (your) boss/relationship) would I (you):
__ Complain
__ Blame him/her
__ Blame you
__ Simmer/stew
__ Deny feelings
__ Leave
__ Deal w/it
__ Feel guilty
__ Hold it inside
__ Say nothings wrong
__ Tell others
__ Ignore problem
__ Avoid issue
__ Seek advise
__ Get over it
12. If I (you) heard a rumor about my (your) girl/boyfriend cheating on me/you, would I (you):
__ Beat him/her up
__ Get upset/storm off
__ Create a scene
__ Beat up lover
__ Confront lover
__ Talk later
__ Cry/Leave
__ Ignore them
__ Yell/Scream
__ Talk calmly
__ Not care
__ Feel betrayed
13. When asked a personal question I (you) may not want to answer, would I (you):
__ ignore it
__ change the question
__ tell half the truth
__ change the subject
__ answer honestly
__ say its nobodies business
__ refuse to answer
__ fabricate an answer
__ tell person to butt out
14. If I (you) ran into the one who "stood me (you) up" the previous night, would I (you):
__ Ask them out again
__ Confront them
__ Ignore them
__ Avoid them
__ Give them a nasty look
__ Demand an explanation
15. If a crime [specify type, i.e., burglary, shoplifting, assault] was in progress would I (you):
__ Yell for help
__ Only watch
__ Assist the victim
__ Help the perpetrator
__ Call police
__ Walk away
16. If an (attractive/undesirable) person asked me (you) on date, would I (you):
__ Feel confident w/no
__ Make up a lame excuse
__ Politely decline
__ Feel confident w/yes
__ Put them off/not reply
__ Be gracious
__ Feel shy/embarrassed
__ Go out with them
17. During a confrontation between two other people, would I (you):
__ Watch nervously
__ Intervene tactfully
__ Leave
__ Become part of the problem
__ Get help
__ Let other intervene
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18. If I (you) found a wallet w/$500 & credit cards, would I (you):
__ Keep money/return wallet
__ Return it all right away
__ Keep money/throw out wallet
__ Think it over/return it
19. If someone criticized/laugh at me (you), would I (you):
__ Laugh to
__ Act defensively
__ Ignore them
__ Accept their opinion
__ Dwell on it
__ Let it go
__ Let it run my day
__ Stand my ground
__ Attack them
20. If someone borrowed money but didn't pay it back, would I (you):
__ Ask for it __ Wait for it
__ Forget about it
__ Brood
__ Lend them more $$
21. When faced with a racist/sexist comment/joke, would I (you):
__ Laugh w/the crowd
__ Ignore comment
__ Retaliate w/fact
__ Use abusive remarks
__ Get mad and leave
__ Try to educate the person
22. If a man was following me at the mall would I (you):
__ Try to hide
__ Confront him
___ Report him to police
__ Yell for help
__ Go back in the mall
___ Run to my car
23. If a professor sexually harassed me (you), would I (you):
__ Ignore it
__ Deal w/it my (your) self
__ File charges
24. When my (your) boss reprimands me (you) for something I (you) didn't do, I (you) would:
__ Calmly point out the blunder
__ React defensively
__ Say nothing
__ Leave room/cry
__ Confront them
__ Feel guilty
25. If someone intentionally got in front of me (you) and I (you) told them where the back of
the line began, would that be:
__ Mean
__ Pushy
__ Aggressive __ Rude
__ Appropriate
__ Assertive
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26. If a 1/2-hour into a blind date the person was offensive/rude, would I (you):
__ Suffer through it
__ Be equally offensive/rude
__ End date immediately
__ Express your feelings
Do not use more than two of the following types of questions
27. What flower best describes me (you)?
___ Rose (lovely)
___ Lily (innocent)
___ Sunflower (happy) ___ Tulips (joyful)
28. What element best describes me (you)?
__ Earth (headstrong/practical/stoic/stubborn)
__ Water (creative/emotional/spiritual)
__ Fire (energetic/enthusiastic/free spirited)
__ Air (logical/diverse/mental)
29. What instrument best describes my (your) voice (check one)?
__ Drum (hostile)
__ Harp (smoothing)
__ Tuba (confident)
__ Trombone (trembling)
__ Trumpet (flaunt)
__ Cymbal (annoying)
__ Piano (warm)
__ Flute (shy)
__ Sax (secure)
30. If I was (you were) an automobile, which type would I (you) be:
__ Corvette (classy) __ BMW (dependable) __ Cadillac (established) __ Jette (practical)
31. If I (you) were a superhero, would I (you) be?
__ The Hulk [brute force]
__ Spiderwo(man) [sneaky/stealth]
__ Plastic wo(man) [creative]
__ Batwo(man) [vengeful]
__ Superwo(man) [justice]
__ Punisher [psychotic]
32. Which place best describes me (you):
___ Jail (uptight)
___ Store (indifferent)
___ House (warm)
____ Club (relaxed)
33. What type of music best describes me (you):
__ Blues (moody)
__ Classical (intellectual)
__ Contemporary (mellow)
__ Rap (secretive)
__ Rock & Roll (rebellious)
__ Soft Rock (docile)
__ Hard Rock (aggressive)
__ Country (earthy)
__ Metal (intruding)
__ Alternative (forward)
__ Jazz (smooth)
__ Instrumental (quiet)
31
34. What animal best describes me (you)?
__ Owl (indifferent)
__ Rabbit (easy prey/vulnerable)
__ Lion (courageous/intimidating
__ Turtle (introverted)
__ Squirrel (timid)
__ Peacock (showy)
__ Toad (horny)
__ Eagle (confident)
__ Humpback Whale (aggressive)
__ Fox (assertive/sly)
__ Wolverine (advancing)
__ Mouse (impatient)
__ Porcupine (picky)
__ Panther (aggressive)
__ Badger (persuasive)
__ Dog (loyal/lovable)
__ Bird (nervous)
__ Snake (sneaky)
__ Deer (gentle)
__ Ox (stubborn)
__ Cat (sly)
__ Shark (aggressive)
35. What type of dog best describes me (you):
__ Chihuahua (hostile)
__ St. Bernard (nurturing)
__ Great Dane (authoritative)
__ Pit bull (stubborn)
36. Which of these objects best describes me (you):
__ Door (open to everyone)
__ Tunnel (mysterious/intriguing)
__ Window (transparent)
__ Cave (secretive)
37. What color best describes me (you)? (CHECK ONE)
__ Beige
(boring/subdued)
__ Blue
(calm/collected/cool/emotional/moody/sensitive)
__ Black
(elusive/mysterious/devious/withdrawn)
__ Brown
(curious)
__ Grey
(boring/distant/mature)
__ Green
(down-to-earth/envious/materialistic/naive)
__ Lavender
(compromising/smoothing/unique)
__ Pink
(compulsive/energetic/happy/passive/patient/shy)
__ Red
(aggressive/bold/exuberant/lovable/outgoing)
__ Purple
(nervous/passive/pushover)
__ Yellow
(friendly/happy-go-lucky/outgoing/sociable)
__ White
(boring/fair/innocent/naive/pure/simple)
38. What type of rock best describes me (you):
__ Obsidian (mocking)
__ Pyrite (artificial)
__ Pumice (transparent)
__ Sandstone (fragile)
__ Diamond (hard)
__ Granite (cold)
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RELATIONSHIP: ___ Acquaintance
___ Stranger
___ Family
___ Friend
RACE: ___ African-American
___Caucasian
___ Hispanic/Latino
___ Asian
___Native American ___ Specify other (___________)