This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust

the course design.

COMM 300: CONCEPTUALIZING COMMUNICATIN

AN INTRODUCTION TO COMMUNICATION THEORY

Fall 2017 Breanne Acio
Wednesday 4pm-6:40pm Email: bacio@sdsu.edu
Location: SHW-011 Office: COM 208A
Office hours:
T/TH - 12:15pm-1:45pm,
W - 3pm-4pm,
or by appointment

School of Comm website: Teaching Assistant: Eli Mangold

www.communication.sdsu.edu Email: elimangold@gmail.com
Office/hours: COM 227/M 2:30-4:30pm

COURSE DESCRIPTION

Course Description
This course designed to introduce you to the world of theory, specifically related to the study of
communication. Theory is a means by which we attempt to make sense of the world around us
and it can be applied to every part of human social life. In this class, we will overview some of
the major theories of communication, spanning interpretive, critical, and social scientific
perspectives, to give you a broad understanding of the field. The purpose of this course is to offer
a foundation of knowledge for the rest of your upper-division communication courses and
illustrate the use of theory to analyze, critique, and respond to communicative phenomena in a
variety of contexts.

Learning Outcomes
Survey foundational communication theories in preparation for entry into more specific,
upper-division communication courses.
Analyze the components of a communication theory and critique its elements.
List the criteria for evaluating theories and explain the significance of each criterion.
Distinguish between and critically evaluate the merits of the social scientific, interpretive,
and critical communication theory perspectives.
Contrast and critically evaluate the merits of the seven traditions within the field of
communication.
Differentiate key terms, concepts, and theories and effectively apply them to communicative
practices and contexts.

REQUIRED MATERIALS

You are required to have (1) the textbook and (2) Packback (see instructions below).
 This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

1) TEXTBOOK:
Griffin, E., Ledbetter, A., & Sparks, G. (2015). A first look at communication theory (9th
ed.). Boston: McGraw-Hill.

2) PACKBACK REGISTRATION:
Participation is a requirement for this course, and the Packback Questions platform will be
used for online discussion about class topics. Packback Questions is an online curiosity
community where you can be fearlessly curious and ask BIG questions about how what
were studying relates to life and the real world.

Your participation on Packback will count towards 20% of your final grade.

To sign up and start posting on Packback:

1. Navigate to https://Packback.co/questions and click Register as a new student.

Note: If you already have an account on Packback you can login with your credentials.

2. Make sure to register with your SCHOOL email address and real first name and last
name.

3. Enter our class communitys access code into the Join a new Community module on
your dashboard.

Our Community access code: COPY/PASTE ACCESS CODE HERE (Can be found in
the righthand sidebar of your community, in Professor Tools)

4. Follow the instructions on your screen to finish your registration.

For a brief introduction to Packback Questions and why we are using it in class, watch this
video: vimeo.com/packback/Welcome-to-Packback-Questions

YOUR RESPONSIBILITIES

EMAIL ETIQUETTE: In the subject line of any email, include which class, day, and time
you are in so that I know where to find your course information for reference. For inquiries
regarding grade discrepancies on blackboard, email our large lecture assistant, Eli, at
elimangold@gmail.com. For anything else, please feel free to email me directly. I check my
email regularly during the week and usually respond within 24 hours. The following emails
will not warrant a response from me: (1) emails asking questions with answers that can
be found on the syllabus or daily schedule; (2) emails asking if I can make an exception
to any policy outlined in this syllabus; and (3) emails that do not have a subject line
with your class, day(s), and time, and your name. Please be advised that emails may not
 This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

be responded to over the weekends. If you miss a class, it is your responsibility to get in
touch with a peer. Do not e-mail me to find out what you missed. If you need further
clarification after consulting a peer, please come to my office hours

ATTENDANCE: You will not be graded for attendance, but I will base some portion of extra
credit on it. Additionally, the most powerful predictor of GPA is attendance, so I cannot
stress the importance of coming to class enough.

TURNING IN ASSIGNMENTS: No late work will be accepted. Since you submit your
assignments online, be sure to check that your submission was completed right away. This is
your responsibility. There will be no excuses or exceptions for technical difficulties, unless
you email me your complete assignment before the due date.

CLASSROOM CONDUCT: We will be discussing and learning about many different

views, identities, perspectives, beliefs, and ways of life. While I do not expect you to agree
with everything (I do not agree with everything), I do expect you to be open to learning and
being willing to challenge your own paradigms. Asking questions, disagreeing, and having
discussions is part of the learning process. I want you to think critically, but you must keep in
mind and respect the differing positions from which your classmates come. In other words,
be respectful and embrace knowledge from different points of view as opportunities for
growth.

EXAMS: There are no make-up exams. Inform family and friends that travel during this time
on these dates are not possible because they are scheduled as of the first day of class! Very few
exceptions will be made for extenuating circumstances, and only if arranged prior to the exam.

READINGS. You are expected to do all assigned readings from the text and on Blackboard
prior to class. Although we may not cover all the material in class, you are responsible for all
of the content assigned.

SUGGESTIONS FOR LEARNING:

Be present and show up for yourself and learn every time you enter this class.
Be conscious of your own behavior and work to understand before being understood.
Be tolerant of others and the way they communicate and listen to them with mind, body,
and spirit.
Be curious about the communication world you are a part of.
Be open to new opportunities and possibilities.
Be willing to risk in order to grow and change.
Be respectful of others and the richness of human experience they offer you.

METHODS OF EVALUATION FOR DETERMINING GRADES: This course

uses a total point grading system, in which your final letter grade is based on your
total points earned in the class over the course of the semester. I will not bump
grades, no matter how good the excuse is, so do not ask me at the end of the semester.
The extra credit I offer is what will boost your grade.
 This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

APA formatting for all written assignments: All work must be typed, double-spaced, 12-
point Times New Roman font, stapled, and have 1 margins. That is the standard for the
APA style manual. This class requires student papers to be formatted according to the
Publication Manual (6th ed.) of the American Psychological Association. Therefore, a
portion of the grade for written assignments in this class is based on compliance and
accuracy with which the APA style is used. Resources are widely available for providing
guidance in the APA style, including: the library, the bookstore, and the Purdue Owl website
(http://owl.english.purdue.edu/owl/section/2/10/). Also see this APA tutorial for assistance:
http://flash1r.apa.org/apastyle/basics/index.htm

ACCOMMODATION OF DISABILITY: If you are a student with a disability and believe

you will need accommodations for this class, it is your responsibility to contact Student
Disability Services at (619) 594-6473. To avoid any delay in the receipt of your
accommodations, you should contact Student Disability Services as soon as possible. Please
note that accommodations are not retroactive, and that I cannot provide accommodations
based upon disability until I have received an accommodation letter from Student Disability
Services. Your cooperation is appreciated.

CLASSROOM BEHAVIOR AND STUDENT CODE OF CONDUCT: Students are expected

to respect and obey standards of student conduct while in class and on the campus. The student Code
of Conduct, disciplinary procedure, and student due process (Policy 3100, 3100.1 and 3100.2) can be
found in the current college catalog in the section Academic Information and Regulations pages 39-
51, and at the office of the Dean of Student Affairs (H-500). Charges of misconduct and disciplinary
sanctions may be imposed upon students who violate these standards of conduct or provisions of
college regulations. As your instructor, I have the following expectations or your behavior in this
class:
1. Promote a courteous learning atmosphere by exhibiting mutual respect and consideration of the
feelings, ideas, and contributions of others.
2. Demonstrate respect for your work, as well as the work of others, by recognizing and
acknowledging strengths and improvements.
3. Demonstrate respect for tools, equipment and supplies in the classroom.
4. Practice consideration for others by maintaining a clean and orderly learning environment.
5. All cell phones MUST BE TURNED OFF or SILENCED and put away inside a backpack or purse
during class time.
6. Unacceptable behaviors: eating, sharpening pencils during lecture, bringing children to class,
uncooperativeness (mockery or insult), leaving ones seat, profanity, reading materials other than
your class materials, doing work from a different class, touching others, using personal electronic
equipment to text or listen to music, having private conversations, having a phone visible.
7. This class will be conducted in accordance the college student code of conduct and basic
standards of academic honesty. Cheating, plagiarism or other forms of academic dishonesty are
not acceptable and will not be tolerated. Violations of standards of academic honesty will be
reported to the school dean for appropriate action.
8. Recognize everyone's opportunity to contribute information in a relevant and meaningful manner
by not monopolizing discussions, interrupting, interjecting with irrelevant, illogical or
inappropriate questions or comments.

In accordance with Board of Trustees Policy, BP 3100 Student Rights, Responsibilities and
Administrative Due Process, students have the right to an educational environment free of
 This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

interference or disruption. As such, students must adhere to the Student Code of Conduct. In
accordance with Administrative Procedure, AP 3100.2 Student Disciplinary Procedures:
If a student violates the Student Code of Conduct, faculty may remove a student from their class for
that class meeting and the following class meeting.
Acceptance of make-up work during the removal is at the discretion of the instructor in
accordance with the class syllabus and Board of Trustees Policy, BP 3110 Attendance Accounting.

GRADING/ASSIGNMENT DESCRIPTIONS

Packback (100 points, 20%)

You will have a total of 12 possible weeks to post, and each week is worth 10 points. In order to
receive your full points per week, you must post 2 questions and 2 answers relevant to our
class subject matter that week. If you hit the minimum posting requirement for 10/12 of those
weeks, you will receive the full 100 points (20%). If you hit 9/12, that would equate to 90
points, etc. You cannot earn more than 100 points for Packback, so you only need to do 10.

The people who score in the top 15 for curiosity points by the end of the semester will receive 5
points of extra credit toward their final grade. See packback for clarification on how to earn
curiosity points.

Before you start posting, be sure to read the Community Guidelines

(https://blog.packback.co/2013/03/05/packback-questions-community-guidelines/) found in the
tutorial on Packback.

If your post doesnt follow the Packback Community Guidelines, it will be removed and
you wont receive points for that post.

The submission deadline is Tuesday at 11:59pm on the weeks specified in the daily schedule.
Your posts must pertain to the chapter(s) covered that week (not the week prior). Late work will
not receive credit.

Theory Responses (100 points, 20%)

You are to complete 3 theory responses throughout the semester. You will choose 4 theories to
which you will write a response to the questions below. Your responses should be 3-4 pages in
length and you may choose any theories you wish from the daily schedule. Your responses
should contain critical and thoughtful insights, and hopefully, help you to see how applicable
communication theories really are to your personal, professional, and social life. Submissions
must be in APA format and include a proper reference page. Each

Response items:
1) What does the theory seek to explain, predict, and/or describe?
 This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

2) Find and summarize an academic article from the SDSU databases which uses this theory
in the research. How did the scholar(s) use this theory to further our understanding of
people or symbolic life?
3) What is your personal critique of the theory?
4) Use personal examples and connect the theory to your personal or professional
communication environments (i.e., your life). Theory is not only for knowledge, but for
application and utility. How is this theory practical in your own life?
Responses are due at 11:59pm on Sundays. Each response is worth 50 points, which means that
your lowest score will be dropped. If you get 100% on your first 2, there is no reason to the third
response. Do not just reiterate what is in the textbook, use your own words. Your response must
cover the theory that we will be discussing that day. No more than 3 responses, and no late
work are accepted.

Exams
Exams are objective format (multiple choice), covering the text, class lectures, and any handouts
or readings assigned. You are responsible for understanding the material in the assigned
readings, as I will not be able to cover everything in class. All exams are taken in class and you
will have the entire class period to finish. There are NO make-ups or exemptions, unless you
provide proof of a university excused emergency/absence.

Exam 1 (100pts) Overview of Communication Theory & Syllabus: Weeks 1-3

Exam 2 (100pts) Interpersonal Communication and Rhetoric: Weeks 5-10
Exam 3 (100pts) Mass Communication and Culture: Weeks 12-16

Extra credit
The maximum amount of extra credit you can earn for the course is 20 points. Opportunities will
be offered throughout the semester (e.g., attendance, events, curiosity points, etc.).

COURSE GRADE

METHODS OF EVALUATION FOR DETERMINING GRADES: This course uses

a total point grading system, in which your final letter grade is based on your total points
earned in the class over the course of the semester. The total points possible for this
course is 500. For your convenience, I provided you with a personal grade recording
sheet at the bottom of this syllabus.

500-470 = A 384-370 = C
469-450 = A- 364-350 = C-
449-435 = B+ 349-335 = D+
434-420 = B 334-320 = D
419-400 = B- 319-300 = D-
399-385 = C+ < 300 = F
 This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

Incompletes
Each incomplete creates extensive problems for professors and students, so they will be
permitted only when students have experienced serious unforeseeable emergency or dire
personal/family crisis past the official drop date. An incomplete is not provided because the
course or your schedule is too difficult or because you did not manage your time sufficiently.

ACADEMIC DISHONESTY

Plagiarism is theft of intellectual property. It is one of the highest forms of academic offense
because in academe, it is a scholars words, ideas, and creative products that are the primary
measures of identity and achievement. Whether by ignorance, accident, or intent, theft is still
theft, and misrepresentation is still misrepresentation. Therefore, the offense is still serious, and
is treated as such.

Overview:
In any case in which a Professor or Instructor identifies evidence for charging a student with
violation of academic conduct standards or plagiarism, the presumption will be with that
instructors determination. However, the faculty/instructor(s) will confer with the director to
substantiate the evidence. Once confirmed, the evidence will be reviewed with the student. If,
following the review with the student, the faculty member and director determine that academic
dishonesty has occurred, the evidence will be submitted to the Office of Student Rights and
Responsibilities. The report identifies the student who was found responsible, the general nature
of the offense, the action taken, and a recommendation as to whether or not additional action should
be considered by the campus judicial affairs office . (CSSR Website[1]).
[1]
http://www.sa.sdsu.edu/srr/academics1.html

Intellectual Property:
The syllabus, lectures and lecture outlines are personal copyrighted intellectual property of the
instructor, which means that any organized recording for anything other than personal use,
duplication, distribution, or profit is a violation of copyright and fair use laws.

Proper source attribution

Proper attribution occurs by specifying the source of content or ideas. This is done by (a)
providing quotation marks around text, when directly quoted, and (b) clearly designating the
source of the text or information relied upon in an assignment.

Specific exemplary infractions and consequences:

a. Reproducing a whole paper, paragraph, or large portions of unattributed materials
(whether represented by: (i) multiple sentences, images, or portions of images; or (ii) by
percentage of assignment length) without proper attribution, will result in assignment of
an F in the course, and a report to Student Rights and Responsibilities.
b. Reproducing a sentence or sentence fragment with no quotation marks but source
citation, or subsets of visual images without source attribution, will minimally result in
an F on the assignment.
 This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

Self-plagiarism
Students often practice some form of double-dipping, in which they write on a given topic
across more than one course assignment. In general, there is nothing wrong with double-dipping
topics or sources, but there is a problem with double-dipping exact and redundant text. It is
common for scholars to write on the same topic across many publication outlets; this is part of
developing expertise and the reputation of being a scholar on a topic. Scholars, however, are not
permitted to repeat exact text across papers or publications except when noted and attributed, as
this wastes precious intellectual space with repetition and does a disservice to the particular
source of original presentation by diluting the value of the original presentation. Any time that
a writer simply cuts-and-pastes exact text from former papers into a new paper without proper
attribution, it is a form of self-plagiarism. Consequently, a given paper should never be turned in
to multiple classes. Entire paragraphs, or even sentences, should not be repeated word-for-word
across course assignments. Each new writing assignment is precisely that, a new writing
assignment, requiring new composition on the students part.

Secondary citations
Secondary citation is not strictly a form of plagiarism, but in blatant forms, it can present similar
ethical challenges. A secondary citation is citing source A, which in turn cites source B, but it is
source Bs ideas or content that provide the basis for the claims the student intends to make in
the assignment. For example, assume that there is an article by Jones (2006) in the students
hands, in which there is a discussion or quotation of an article by Smith (1998). Assume further
that what Smith seems to be saying is very important to the students analysis. In such a
situation, the student should always try to locate the original Smith source. In general, if an idea
is important enough to discuss in an assignment, it is important enough to locate and cite the
original source for that idea. There are several reasons for these policies: (a) Authors sometimes
commit citation errors, which might be replicated without knowing it; (b) Authors sometimes
make interpretation errors, which might be ignorantly reinforced (c) Therefore, reliability of
scholarly activity is made more difficult to assure and enforce; (d) By relying on only a few
sources of review, the learning process is short-circuited, and the students own research
competencies are diminished, which are integral to any liberal education; (e) By masking the
actual sources of ideas, readers must second guess which sources come from which citations,
making the readers own research more difficult; (f) By masking the origin of the information,
the actual source of ideas is misrepresented. Some suggestions that assist with this principle:

When the ideas Jones discusses are clearly attributed to, or unique to, Smith, then find the
Smith source and citation.

When the ideas Jones is discussing are historically associated more with Smith than with
Jones, then find the Smith source and citation.

In contrast, Jones is sometimes merely using Smith to back up what Jones is saying and
believes, and is independently qualified to claim, whether or not Smith would have also
said it; in such a case, citing Jones is sufficient.

Never simply copy a series of citations at the end of a statement by Jones, and reproduce
the reference list without actually going to look up what those references reportthe
 This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

only guarantee that claims are valid is for a student to read the original sources of those
claims.

Solicitation for ghost writing:

Any student who solicits any third party to write any portion of an assignment for this class
(whether for pay or not) violates the standards of academic honesty in this course. The penalty
for solicitation (regardless of whether it can be demonstrated the individual solicited wrote any
sections of the assignment) is F in the course.

Specific exemplary infractions and consequences

Course failure: Reproducing a whole paper, paragraph, or large portions of unattributed

materials without proper attribution, whether represented by: (a) multiple sentences,
images, or portions of images; or (b) by percentage of assignment length, will result in
assignment of an F in the course in which the infraction occurred, and a report to the
Center for Student Rights and Responsibilities (CSRR2).

Assignment failure: Reproducing a sentence or sentence fragment with no quotation

marks, but with source citation, or subsets of visual images without source attribution,
will minimally result in an F on the assignment, and may result in greater penalty,
including a report to the CSRR, depending factors noted below. In this instance, an F
may mean anything between a zero (0) and 50%, depending on the extent of infraction.

Exacerbating conditions--Amount: Evidence of infraction, even if fragmentary, is

increased with a greater: (a) number of infractions; (b) distribution of infractions across
an assignment; or (c) proportion of the assignment consisting of infractions.

Exacerbating conditions--Intent: Evidence of foreknowledge and intent to deceive

magnifies the seriousness of the offense and the grounds for official response. Plagiarism,
whether by accident or by ignorance, still qualifies as plagiarismit is all students
responsibility to make sure their assignments are not committing the offense.

1. Exceptions: Any exceptions to these policies will be considered on a case-by-case basis, and
only under exceptional circumstances.

HOWEVER, THERE ARE NO EXCUSES ALLOWED BASED ON IGNORANCE OF

WHAT CONSTITUTES PLAGIARISM, OR OF WHAT THIS POLICY IS

SDSUs Statement of Nondiscrimination

San Diego State University does not discriminate on the basis of sex, gender, gender identity or
sexual orientation in its education programs or activities. Title IX of the Education Amendments
of 1972, and certain other federal and state laws, prohibits discrimination on the basis of sex,
gender, or sexual orientation in employment, as well as all education programs and activities
operated by the University (both on and off campus), and protect all people regardless of their
gender or gender identity from sex discrimination, which includes sexual harassment and sexual
violence.
 This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

Sex Discrimination means an adverse action taken against an individual because of gender or sex
(including sexual harassment, sexual violence, domestic violence, dating violence, and stalking)
as prohibited by Title IX; Title IV; VAWA/Campus SaVE Act; California Education Code
66250 et seq.; and/or California Government Code 11135. See also Title VII of the Civil
Rights Act of 1964, the California Fair Employment and Housing Act (Cal. Govt. Code 12940
et seq.), and other applicable laws. Any person, regardless of gender or gender identity, can
experience Sex Discrimination. For detailed definitions of Sexual Harassment, Sexual Violence,
Sexual Battery, Sexual Assault, Rape, Domestic Violence, Dating Violence, Stalking and
Consent, please see CSU Executive Order 1095 at http://www.calstate.edu/eo/EO-1095.html.
Options for Reporting:
If a person would like to report an incident of sexual harassment or sexual violence, there are on-
campus and off campus options available.
Right to pursuing a university discipline charge: To do so, you should report the crime to a
campus official such as the Title IX Coordinator or Deputy Coordinators. Your complaint of sex
discrimination will be investigated pursuant to university policies, specifically Executive Orders
1095, 1096 and/or 1097. If the complaint is against a student, the disciplinary process outlined in
Executive Orders 1097 and 1098 will be followed. University proceedings provide a prompt, fair
and impartial investigation and resolution, and the investigations are conducted by officials who
receive annual training. Sanctions for violations of university policy relating to Sex
Discrimination and Sexual Violence, include suspension, expulsion, and termination of
employment.
Right to pursue criminal charges (in cases involving Sexual Violence), whether or not you
pursue university disciplinary charges: You can pursue criminal charges by contacting the police
directly, or, if you would like their assistance, the Title IX Coordinator, Deputy Coordinators, or
staff in Student Health Services, Counseling and Psychological Services or Residential
Education can assist the employee or student in reporting an incident to campus or local law
enforcement.
Right to Report Sexual Violence without Pursuing Charges: Counseling and other support
services and resources are available to you even if you choose not to pursue charges. Regardless
of what reporting option a person chooses, the university will discuss interim measures and the
availability of permanent accommodations, including changing academic, living, transportation
and working situations. If you wish to have a temporary no contact order in place, you can
request one from the Title IX Coordinator, Deputy Coordinators, or the Center for Student Rights
and Responsibilities. A no contact order applies to campus only. In some situations, you may
also be able to obtain a protective order that extends off-campus through a local court.
CSU policy prohibits retaliation against a person who reports Sex Discrimination, Sexual
Harassment or Sexual Violence, or someone who assists someone with a report of such conduct,
or participates in any manner in an investigation or resolution of a complaint.
Links to University Policy and Procedures:
Complaints by students: Students who would like to file a complaint of sex discrimination
can refer to Executive Order 1097 - http://www.calstate.edu/eo/EO-1097.html.
Complaints by faculty, staff, or student employees: Employees who would like to file a
complaint of sex discrimination can refer to Executive Order 1096 -
http://www.calstate.edu/eo/EO-1096.html.
 This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

Complaints by other parties: Other parties who would like to file a complaint of sex
discrimination can refer to Executive Order 1096 - http://www.calstate.edu/eo/EO-
1096.html.
 This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

PERSONAL GRADE RECORDING SHEET

Assignments Possible Points My Points

Packback
Week _______ 10 _____
Week _______ 10 _____
Week _______ 10 _____
Week _______ 10 _____
Week _______ 10 _____
Week _______ 10 _____
Week _______ 10 _____
Week _______ 10 _____
Week _______ 10 _____
Week _______ 10 _____
Total _____/100

Theory Responses (100 points, lowest score dropped)

Response 1 50 _____
Response 2 50 _____
Response 3 50 _____

Total _____/100

Exams (300 points)

Exam #1 50 multiple choice 100 _____
Exam #2 50 multiple choice 100 _____
Exam #3 50 multiple choice 100 _____

Total _____/300

Extra credit (max 20) Total _____

TOTAL* _____/500
This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

Fall 2017 Daily Schedule C300

Assigned
Date Topic Assignments
Readings
WEEK 1
Course introduction
8/30 Ch. 1
Launching your study
WEEK 2
Talk about theory
9/6 Ch. 2 + 3 *Packback
Weighing the Words
WEEK 3
9/13 7 Traditions Ch. 4 *Packback
WEEK 4
9/20 Exam 1 Chapters 1-4
WEEK 5
*Theory response
9/27 Symbolic Interactionism Ch. 5
*Packback
WEEK 6
*Theory response
10/4 Uncertainty Reduction Theory Ch. 9
*Packback
WEEK 7
*Theory response
10/11 Relational Dialectics Theory Ch. 11
*Packback
WEEK 8
Cognitive Dissonance Theory Ch. 16 *Theory response
10/18
Aristotles Rhetoric Ch. 22 *Packback
WEEK 9
*Theory response
10/25 Narrative Paradigm Ch. 24
*Packback
WEEK 10
11/1 Exam 2
WEEK 11
*Theory response
11/8 Cultural Studies Ch. 27
*Packback
WEEK 12
*Theory response
11/15 Uses and Gratifications Ch. 28
*Packback
WEEK 13
Cultivation Theory Ch. 29 *Theory response
11/22
Communication Accommodation Theory Ch. 31 *Packback
WEEK 14
*Theory response
11/29 Agenda-Setting Theory Ch. 30
*Packback
WEEK 15
*Theory response
12/6 Standpoint Theory Ch. 35
*Packback
 This syllabus does not bind the instructor to specific details; the instructor reserves the right to adjust the course design.

WEEK 16
12/13 Common Threads Ch. 37

FINAL

12/20 FINAL EXAM: 4-6pm

*Theory responses are due at 11:59pm on Sundays.

*Packback posts are due by 11:59pm on Tuesdays.
See syllabus for number of assignment due. No late work will receive credit.

This Schedule may be revised as the semester ensues. Fair notice will be announced in class
and Blackboard, and students are responsible for abiding by the most recent version of the
schedule.