Interpersonal Communication
Speech 120 MWF
Lecturer: Charles Rope
Office: 15-163 Phone: 378-7301 ext. 19054
Office Hours: Monday, Wednesday & Friday 8:30-9:00 AM
and by Appointment
9AM Classroom 16-245
10 AM Classroom 16-205
Ropec@smccd.edu
Text: Adler, R. and Proctor R. (2007). Looking Out/Looking In. 12 Edition. Harcourt Brace.
Course Description:
Three lecture hours plus one lab hour by arrangement per week. Recommended Preparation:
eligibility ENGLISH 800. Interpersonal communication, rational dialogue, and cooperative
analysis of communicative events. Study of communicative interactions, the symbolic process,
reasoning and advocacy, and the effects of communication on people in society.
Class Policies
1. Participation is an important part of the learning process, and seeing that this course
involves participation on your part to fulfill the learning process you must attend class
regularly. If you do not participate during the semester you will not receive the maximum
participation points. Perfect participation (you are always involved in class activities in a
meaningful way) will earn you an extra 10 points added to your grade. Anyone missing
excessive classes will be dropped from the course. Class begins promptly ten minutes
after the hour. Plan to be here on time and to remain for the duration of each session. You
can be late twice during the semester without penalty. After that two late arrivals will
count against your participation grade. **When you arrive for class have your cell phone
and/or pda turned off. Anyone disturbing the class with such an item will be asked to
leave the classroom and WILL NOT receive participation credit for that day. This includes
text messaging.
Participation really is a large part of this class—you need to be here to participate. In order
to receive the maximum number of participation points for the class you need to take an
active role in class exercises. Exercises may include printing your own class materials for in
class activities.
2. EXAMS: The semester will be broken into three units. These units will follow the
chapters in our textbook. As we complete each unit we will have an exam on the material
completed, so we will have two exams during the semester. Each exam will be worth 100
points. All exams will have a review session in class in which we will go over the material
for our exam. NO MAKE UP EXAMS WILL BE GIVEN IN THIS COURSE.
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3. During the semester you will be assigned homework. All written work done outside of
class MUST BE TYPEWRITTEN. Work that is not typed will not be accepted and will
be graded as a failure to turn in the assignment. Emailed homework will not be
accepted for grading. All work should be stapled together when turned in for
grading.
All class and homework assignments can be found at the Speech lab web page. You will
need to visit the web page to print and complete the assignments when required. The
address for the page is: http://www.smccd.net/accounts/csmspeech/ from there click on
assignments and print the necessary materials. No homework/course will be distributed in
class. It is your responsibility to complete the assignments as needed.
4. Reading the assigned chapters for homework is an important part of understanding what
takes place in class. To insure that you are reading, pop quizzes will be given through out
the semester. The questions will be material from the text or from previous class sessions.
Pop quizzes can not be made up. You must attend class to receive credit for the quiz. Late
arrivals will not have the opportunity to complete the quiz. Homework/Reading
assignments are expected to be completed before the next class meeting. Emailed
homework will not be accepted for credit. Late homework will not be accepted for
grading. Be sure to leave enough time to complete and print you assignment BEFORE
coming to class.
5. Each student is required to complete all lab assignments before the due date. Each
assignment will consist of the student going to the speech lab and completing the current
assignment or working in their group. Each assignment must be signed and dated by the
lab instructor to earn credit. NO EXCEPTIONS WILL BE MADE.
Student Learning Outcomes for Transferable Speech Courses
Student will be able to:
SPCH 120 Interpersonal Communication
1. explain the basic elements of the communication process in interpersonal settings
2. recognize the self-concept development process, its multidimensional identity and its role in
communication
3. analyze physiological, social, and cultural factors that affect perception and misunderstandings
4. analyze the nature of language and nonverbal messages as they apply to effective and ineffective
encoding and decoding of messages
5. apply learned skills and communication theories in teamwork activities
6. evaluate relational theories in terms of students’ own experience
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DISABILITY POLICY STATEMENT
If you have a documented disability and need accommodations for this class,
please see me as soon as possible or contact the Disability Resource Center
(DRC) for assistance. The DRC is located in Bldg. 16 Room 150. (650)
574-6438; TTY (650) 574-6230
Students with disabilities are protected under Family Education Rights and
Privacy Act (FERPA). Please do not identify the person or their disability
information to other students. Students who are unable to take or read
notes have the right to tape record class lectures only for their personal
study.
Students must provide documentation before they are entitled to
accommodations. If you have any questions, please feel free to contact
Danita Scott-Taylor (650) 574-6215; scott@smccd.edu <mailto:scott@smccd.edu>
PLAGIARISM/CHEATING POLICY STATEMENT
Dishonesty such as cheating, plagiarism, or knowingly furnishing false
information to the College and its officials is prohibited and may lead to
appropriate disciplinary action.
Grading:
 Exams ...........................300 points
 Peer Interview ............. 30 points
 Nonverbal Study ........ 25 points
 Participation ................ 100 points
 Written/Extra Assignments/Quizzes 70 points
 Lab Assignments ..............75 points
Total points 600
Course grade:
A = 90% and up
B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
F = 59% or less
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Student Information Form
Print Clearly
Name:
Nick Name (What would you like to be called):
Address:
Telephone: (Day)
(Evening)
Email:
Birthday (month/day/year):
Major and Career goals:
Hobbies, Interests:
Grade expected:
Why?
What is the most exciting thing about Communication? (use other side if necessary)
What is your biggest challenge about Communication? (use other side if necessary)
Anything else you would like me to know about you? (use other side)
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I have printed, read and fully understand the contents of the syllabus presented to me in my
speech class by Charles Rope. Any questions I may have had regarding the contents of the
syllabus such as Class policies (attendance and grading) were fully explained to me at the start
of the semester. By signing, I understand that if I do not comply with the course policies I risk
the possibility of failure or withdrawal from the course.
Name:
Signature: __________________________
Date:
Class: Speech_______
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Speech 120
Working Schedule - This could change over the semester
Date
Day
Activities
8/18
Wed.
First day of class/Review Syllabus
8/20
Fri.
Assumption Exercise
8/23
Mon.
Interview a Classmate
8/25
Wed.
Intros. Contd.
8/27
Fri.
Intros. Contd.
8/30
Mon.
Intros. Contd.
9/1
Wed.
Name Game
9/3
Fri.
Why we communicate
9/6
Mon.
Labor Day.
9/8
Wed.
Interpersonal Communication
9/10
Fri.
Interpersonal Communication contd.
9/13
Mon.
Communication Competence
9/15
Wed.
Communication and the Self
9/16
Fri.
Self-fulfilling Prophecy
9/20
Mon.
Improving Self Concept
9/22
Wed.
Improving Self Concept
9/23
Fri.
Plan of Action/Gender Jeopardy
9/27
Mon.
Perception
9/29
Wed.
Perception contd.
10/1
Fri.
Cultural Differences and Social Roles
10/4
Mon.
Checking your Perceptions/Bomb shelter
10/6
Wed.
Review Session for first exam
10/8
Fri.
Exam day!
10/11
Mon.
Group Work
10/13
Wed.
Discuss research project
10/15
Fri.
Class activity
10/18
Mon.
Nonverbal Communication
10/20
Wed.
Nonverbal Research Study
10/22
Fri.
Nonverbal Study Report
10/25
Mon.
Listening
10/27
Wed.
Listening
10/29
Fri.
Listening Cont’d
11/1
Mon.
Listening Role play
11/3
Wed.
Communication Climate
11/5
Fri.
Communication Climate
11/8
Mon.
Preventing Defensiveness in Others
11/10
Wed.
Preventing Defensiveness in Others
11/12
Fri.
No class-Veteran’s day.
11/15
Mon.
Types of Defensive Reactions
11/17
Wed.
Communication Climate
11/19
Fri.
Discuss Self-Disclosure
11/22
Mon.
Review for Exam 6-9
11/24
Wed.
Exam 6-9
11/26
Fri.
No Class Thanksgiving.
11/29
Mon.
Johari Window
12/1
Wed.
Paper Bags
12/3
Fri.
Paper Bags
12/6
Mon.
Paper Bags
12/8
Wed.
Exam
12/10
Fri.
Last day of class.
Completed by:
Rd chap. 1
Rd. chap. 2
Rd. chap. 3
Review Chaps. 1-3
Rd chap 6
Rd chap 7
Rd chap 10
Review Chaps. 6-9
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Your partner's name _____________________________________
ASSUMPTIONS
This exercise is designed to get you to know your partner.
1 - NO TALKING! You may only say: "Hi, my name is _______."
2 - Pick one answer per question - the thing you think your partner would most likely do.
3 - After answering the first 16 questions, review (talk with) your partner and out the "correct" responses.
4 - Count up the number of correct assumptions.
5 - Review "To Discuss" questions 1-4 on the last page.
Your partner would most likely:
1. read:
________
________
________
________
________
a comedy
a magazine
a current popular novel
a blog
a newspaper
2. see:
________
________
________
________
________
a mystery movie
an erotic film
a romantic movie
a music video
a comedy
3. participate in:
________
surfing the web
________
skate boarding
________
working out
________
skiing
________
shopping
________
sleeping
4. listen to:
________
________
________
________
________
________
hip hop
rap
rock
country
alternative
R&B
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5. watch on television:
________
PBS programs
________
comedy
________
reality TV
________
does not watch TV
________
soap operas
6. prefer to be:
________
alone
________
with friends
________
with one person at a time
7. go to:
________
________
________
________
________
any music concert
a movie
an art museum
to a restaurant
a night club
8. look for in a love interest:
________
intelligence
________
personality
________
looks
________
money
________
matrimonial prospects
9. would speak up if a wrong were committed:
________
yes
________
no
________
would wait and plan what to do
________
would pursue legal action
________
would throw a punch
10. treatment of toothpaste:
________
would roll carefully from the bottom
________
would squeeze from the middle
________
would leave the cap off
________
would squeeze toothpaste for their partner
________
does not use toothpaste
11. in the kitchen:
________
knows the difference between baste and sauté
________
can read a cookbook
________
can heat a frozen dinner in the microwave
________
drinks milk from the carton
_______
sets the table for dinner
________
creates a fire hazard
12. lives:
________
________
________
________
in the dorms
with their parents
on their own
with roommates
13. Where does your partner reside?
________
San Francisco
________
Peninsula
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________
________
________
East Bay
South Bay
Marin
14. What is your partner's age?
________
17 - 19
________
20 - 25
________
26 - 30
________
31 - 40
________
over 40
15. What is your partner's occupation? _____________________________________
16. Does your partner play the lotto? ____________
To Discuss:
1. What verbal cues were important in the assumptions you made about your partner?
2. What nonverbal cues were important in the assumptions you made about your partner?
3. How did your first impression affect your later judgments about your partner?
4. What did this exercise communicate to you about how you assess strangers?
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Interview Assignment
To be completed before coming to the first class session.
As you can see the first day of class will involve you interviewing a classmate. In order to
complete this activity you will need to develop 10 open ended questions you would like to
find about a fellow classmate. To make things a bit more interesting I would like you to
develop questions that we might consider out of the box.
I am not interested in where they are from, or what they did over break. I do want you to
invent 10 questions of the obscure.
Examples from the past are: if there was an earthquake and we were trapped in the classroom
who would you eat first and why? Or, what was the most peculiar food you've ever eaten and
did you enjoy it? Think different--not about the person's major.. You'll be graded on creativity.
The questions you develop can be as far reaching as long as they are kept at a University level.
Be sure to have them typed and be prepared to begin the assignment on the first class meeting.
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