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Communication Mosaics An Introduction To The Field Of Communication 7th Edition Julia T. Wood - Solutions
What areas of study and teaching constitute the discipline of communication today?
What methods do communication scholars use to conduct research?
In what context did the study and teaching of communication begin?
How would your communication differ if you acted according to a linear model of communication, as opposed to a transactional one?
What responsibilities do you have to Toya, to your supervisor, and to the company? How can you reflect thoughtfully about potential tensions between these responsibilities?
What would you say next to Toya? How would you meet your ethical responsibilities as her mentor and also adapt to her need for reassurance?
Visit the Center for Communication and Civic Engagement, which can be accessed by going to the book’s online resources for this chapter and clicking on WebLink 1.8. At this site, you’ll fi nd information about Seattle’s Student Voices Project, a one-year curriculum focused on civic
Watch the fi lm An Unfi nished Life. Analyze the communication among the four main characters, with a focus on the system within which they operate. What are the elements of the system?Identify two changes in the relationship system, then trace how those affect all parts of the system as the fi lm
Visit the website of the National Communication Association (NCA), which can be accessed by going to the book’s online resources for this chapter and clicking on WebLink 1.7. Click links to learn about the mission, history, and programs that the NCA offers. Click on Educational Resources and then
Survey the last three editions of your campus newspaper for announcements of opportunities for community service and civic engagement. Can you identify one that interests you? If so, use the contact information provided to pursue this as a possibility for yourself.
Go to the placement offi ce on your campus and examine descriptions of available positions.Record the number of job notices that call for communication skills.
Interview a professional in your fi eld of choice.Identify the communication skills that he or she thinks are most important for success. Which of those skills do you already have? Which skills do you need to develop or improve? How can you use this book and the course it accompanies to develop the
Using each of the models discussed in this chapter, describe communication in your class. What does each model highlight and obscure? Which model best describes and explains communication in your class?
What careers are open to people with strong backgrounds in communication?F
How do diff erent models represent the process of human communication?
What communication processes and skills are relevant in all contexts?
How is communication defi ned?
What are the benefi ts of studying communication?
4. Do you perceive any relationship-level meanings that aren’t being addressed in this conversation? Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available
3. To what extent do you think Andy and Martha feel listened to by the other? Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available online at your CouresMate
2. Identify communication that fosters a defensive interpersonal climate. Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available online at your CouresMate for
1. Identify examples of mind reading, and describe their impact on Martha’s and Andy’s discussion. Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available
4. Clicking on WebLink 7.3 will take you to the Powerful Non-Defensive Communication site, which offers exercises to assess and improve your skill in creating supportive communication climates.
3. To learn how gender and other facets of identity affect communication, including listening, go to the book’s online resources for this chapter and click on WebLink 7.2.
2. To read Jack Gibb’s original paper on defensive and supportive communication, go to the book’s online resources for this chapter and click on WebLink 7.1.
1. Redford Williams, M.D., and Virginia Williams, Ph.D. (1993). Anger kills: Seventeen strategies for controlling the hostility that can harm your health. New York: HarperPerennial. This is veryreadable book details the harm that anger and hostility cause us and provides practical advice on ways to
6. As a class, identify ways in which faculty at your school confi rm and disconfi rm students.Be specifi c in naming particular types of communication (and examples) that are confi rming and disconfi rming.
5. When do you fi nd it most diffi cult to confi rm others? Is it hard for you to be confi rming when you disagree with another person? After reading this chapter, can you distinguish disagreement from disconfi rmation?
4. How often do you use exit, voice, loyalty, and neglect responses to confl ict? What are the effects?
3. Interview a professional in the fi eld you plan to enter or return to after completing college. Ask your interviewee to describe the kind of climate that is most effective in his or her work situation.Ask what specifi c kinds of communication foster and impede a good working climate. How do your
2. As a class, discuss the ethical principles refl ected in the communication behaviors discussed in this chapter. What ethical principles underlie confi rming communication and disconfi rming communication?
1. Think about the most effective work climate you’ve ever experienced. Describe the communication in that climate. How does the communication in that situation refl ect the skills and principles discussed in this chapter?
4. When is it appropriate to show grace toward others?
3. How can we confi rm both ourselves and others?
2. In what ways can confl ict enrich relationships?
1. What kinds of communication foster defensive and supportive communication climates?
3. What advice would you offer Josh on listening more effectively to his father? Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available online at your CourseMate
2. If you could advise Josh’s father on listening effectively, what would you tell him to do differently? Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also
1. What examples of ineffective listening are evident in this dialogue? Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available online at your CourseMate for
2. To learn more about taking good notes to improve recall, go to the book’s online resources for this chapter and click on WebLink 6.3 to visit the Web page created by the Offi ce of Academic Advising at the College of St. Benedict/St. John’s University.To develop skill in creating and using
1. The fi lm Erin Brockovich dramatically illustrates the power of listening. Watch the fi lm, and pay attention to how Julia Roberts, in the role of Erin Brockovich, shows she is listening carefully to people who have been harmed by toxic chemicals.
2. Spend time with people you do not usually interact with. If you are engaged in a service learning project, your community partners would be a good choice. Practice using minimal encouragers and paraphrasing to increase the depth of your understanding of their perspectives.
1. As a class, identify ethical principles that guide different listening purposes. What different moral goals and responsibilities accompany informational and critical listening and relationship listening?
5. How we can improve our listening skills?
4. How does eff ective listening diff er across listening goals?
3. What obstacles interfere with eff ective listening?
2. What’s involved in listening?
1. How do listening and hearing diff er?
4. If you were the sixth member of this team, what kinds of communication might you enact to help relieve tension in the group? Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case
3. How do artifacts affect interaction between members of the team? Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available online at your CourseMate for
2. Identify nonverbal behaviors that express relationship-level meanings of communication. What aspects of team members’ nonverbal communication express liking or disliking, responsiveness or lack of responsiveness, and power? Apply what you’ve learned in this chapter by analyzing the following
1. Identify nonverbal behaviors that regulate turn taking within the team. Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available online at your CourseMate for
2. Tootsie remains one of the best fi lms ever made depicting gendered nonverbal communication.View the fi lm, and notice how lead actor Dustin Hoffman changes his nonverbal behaviors when he is portraying Michael Dorsey, a male, and Dorothy Michaels, a female.
1. R. E. Axtell. (1998). Gestures: The do’s and taboos of body language around the world. New York:John Wiley. This is a very readable book that provides fascinating examples of how different cultures interpret gestures.
4. Attend a public hearing at your school or in the nearby community. It could be a meeting about zoning, placement of a public facility, etc. Observe nonverbal communication such as where public offi cials and citizens are located(which locations suggest greater power?), timing of the meeting (who
3. As a class, discuss current gender prescriptions in the United States. How are men and women“supposed” to look? How are these cultural expectations communicated? How might you resist and alter unhealthy cultural gender prescriptions?
2. Describe the spatial arrangements in the home of your family of origin. Was there a room in which family members interacted a good deal? How was furniture arranged in that room? Who had separate space and personal chairs in your family?What do the nonverbal patterns refl ect about your
1. Attend a gathering of people from a culture different from yours. It might be a meeting at a Jewish temple if you’re Christian, an African-American church if you are white, or a meeting of Asian students if you are Western. Observe nonverbal behaviors of the people there: How do they greet one
Observe a restaurant in which you feel rushed and another restaurant in which you feel like taking your time. Describe the following for each restaurant:1. How much space is there between tables?2. What kind of lighting is used?3. What sort of music and sound are in the place?4. How comfortable are
Observe a business setting—an offi ce or other work context. To sharpen your insight into spatial indicators of power, answer the following questions:1. Who has more space? Who has less?2. Who enters the space of others? Who does not?3. Who touches others?4. Who uses commanding gestures? Who does
4. How can you improve your eff ectiveness in using and interpreting nonverbal communication?
3. How does nonverbal communication express cultural values?
2. What types of nonverbal behavior have scholars identifi ed?
1. What is nonverbal communication?
4. To what extent do Celia and Bernadette engage in dual perspective to understand each other? Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available online at
3. Do you agree with Celia that the problem is Bernadette’s, not hers?Explain your answer. Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available online at
2. Identify examples of loaded language and ambiguous language. Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available online at your CourseMate for
1. Identify examples of you-language in this conversation. How would you change it to I-language? Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available online
2. Pinker, S. (1994). The language instinct:How mind creates language. New York:HarperPerennial; Pinker, S. (2008). The stuff of thought: Language as a window to human nature. New York: Penguin. These books provide accessible discussions of how language works.Unlike some books on the subject of
1. Visit the Institute of General Semantics website by going to the book’s online resources for this chapter and clicking on WebLink 4.4.
4. The national Student Voices Project was created in 2000 by the Annenberg Public Policy Center.Over the years, it has been launched in multiple cities. Learn more about this project by going to the book’s online resources for this chapter and clicking on WebLink 4.3. See if there are
3. Visit chat rooms and online forums and notice the screen names that people use. How do the names people create for themselves shape perceptions of their identities? What screen names do you use?Why did you choose them?
2. In the chapter, we learned that language names experiences and that language is continuously evolving. As a class, identify experiences, feelings, or other phenomena for which we don’t yet have names? What is a good term to describe someone with whom you have a serious romance?Boyfriend and
1. To appreciate the importance of symbolic capacities, imagine the following: living only in the present without memories or hopes and plans;thinking only in terms of literal reality, not what might be; and having no broad classifi cations to organize experience. With others in the class, discuss
For the next 24 hours, pay attention to instances in which you use you-language. Catch yourself saying, “You made me angry,” “You’re being pushy,” or engaging in other uses of you-language. Whenever you do so, change your language to I-language: “I feel angry when you…” or “I feel
3. What happens when you learn about each other’s punctuation?How does this aff ect understanding between you?
2. What does the other person defi ne as the beginning?
1. What do you defi ne as the start of interaction?
4. How do rules guide verbal communication?
3. What are the practical implications of recognizing that language is a process?
2. What abilities are possible because humans use symbols?
1. How are language and thought related?
4. What could you say to Jim to help him and his parents reach a shared perspective on his academic work? Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the case study are also available
3. What constructs, prototypes, and scripts seem to operate in how Jim and his parents think about college life and being a student? Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video of the
2. How might you assess the accuracy of Jim’s attributions? What questions could you ask him to help you decide whether his perceptions are well founded or biased? Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These
1. Both Jim and his parents make attributions to explain his grades. Describe the dimensions of Jim’s attributions and those of his parents. Apply what you’ve learned in this chapter by analyzing the following case study, using the accompanying questions as a guide. These questions and a video
2. Paul Watzlawick (1984). The invented reality: How do we know what we believe we know? Don’t let the publication date of this book fool you. It is as useful today as when it was published in raising awareness of how our perceptions shape our sense of reality.
1. Learn more about fact–inference confusion and other ways in which language and perception affect our thinking by visiting the website of the Institute of General Semantics. You can access it by going to the book’s online resources for this chapter and clicking on WebLink 3.1.
6. Volunteer to work in a context that allows you to interact with people you have not spent time with—for example, volunteer at a homeless shelter. At the start of your work, make a list of schemata (prototypes, personal constructs, stereotypes, and scripts) you have about these people before
5. Go to a grocery store and notice how products are placed on shelves (at eye level, lower, or higher)and the colors and designs on product packaging.Identify factors discussed in this chapter that are used to make products stand out and gain shoppers’ attention.
4. Think of someone you know who is personcentered.Describe the specifi c skills this person uses and how they affect his or her communication.
3. Read a local paper and pay attention to how the language in stories shapes your perceptions of events and people. Identify examples of how language shapes perceptions.
2. How do physiological factors affect your perceptions? How do your biorhythms affect your daily schedules?
1. As a class, discuss how you communicate with people both online and face to face.What differences can you identify in how you communicate in each medium? What differences can you identify in how others communicate with you online and in person?
◆ How many people share a car in your family? How many cars are there in the United States?
◆ How are living spaces arranged? How many people live in the average house? Do families share homes? Does each member of the family have his or her own bedroom and/or other space?
◆ How is seating arranged in restaurants? Are there large communal eating areas or private tables and booths for individuals or small groups?
5. How can we use language to enhance skill in perceiving?
4. Does mind reading help or hinder communication?
3. How does the self-serving bias aff ect the accuracy of our perceptions?
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