SYLLABUS
Communication Theory COMM 6302
Meeting Times 5:30PM--8:30PM M, Fall 2003
Associate Professor
Jim L. Query, Jr., Ph.D. Phone: Office (713) 743-8608; Fax (713) 743-2876; primary e-mail is jquery@uh.edu; alternate email to be used only if U of Houston's go down is profjim90@hotmail.com.
Office Location: Communications Bldg., 203G. Hours: MTWTH 10:00-11:00, TH 4:30-6:30 Virtual meetings by appt. and password. Other times by appointment also.
Home Page:
http://www.homestead.com/profjims/directory.html
This directory lists all current links at my website. I believe you will find my site has lots of useful info, a bulletin board, and links to several key sites. Be sure to visit it and regularly.
Email Requirement and Response Policy Easing Your Access:
You will be receiving a variety of class-related materials---such as sample quiz/exam questions, Self-Review Questions (SRQs), and notices of class content changes and grades---in an electronic format (using rich text file [rtf], word [doc], and/or inside the box approaches); hence, it is REQUIRED that you have and regularly peruse an active email account.
Notwithstanding my office hours above, it is not always possible to have a face-face meeting with me (due to my circumstances or yours). In case a face-face meeting is not possible, I thus encourage you to email me about any concerns or questions you may have as the semester unfolds. Barring some difficulty, I generally respond to all emails within 48 hrs beginning Sunday evenings at 6pm until Friday evenings at 3pm. As my bulletin board indicates [go to http://www.homestead.com/profjims/classemailposts.html], NO class-wide emails are sent out after 3pm on Fridays, except in the cases of technological difficulties or emergencies.
Course Overview:
Frequently, when one first encounters the terms, "theory" or "theories," a certain amount of dread seems to arise. Please be assured, these anxious feelings are not abnormal. Many of us have a natural aversion to the unknown, to "things" we cannot see or touch, and to phenomena which are only slightly familiar to us. "Theories" often fall within the preceding categories. Fortunately, however, as the level of one's uncertainty is reduced, the extent of apprehension concerning the understanding and application of various communication theories tends to decrease.
Another concern which helps perpetuate a counter-productive mindset about theories is their high level of abstraction. Although high complexity is not necessarily "bad," initially, it can be intimidating. By engaging in an informed, systematic, and diligent study of major communication theories, however, much of this ambiguity can be subsequently reduced and ideally appreciated. Moreover, decision makers and investigators who operate from sound theoretical foundations are more likely to produce high-quality outcomes than those who are guided solely by intuition and common sense.
At this juncture, a key question arises and merits brief discussion. In light of the challenges posed by this course's subject matter, what are some of the reasons fo taking it? SImilar to the nature and development of theories, several alternative views are possible. These include: (1) it looked "good" in the course catalog; (2) the time slot fitted my schedule; (3) my significant other was also in the class; (4) it satisfied a requirement; (5) it would help develop and test my analytical, research, and writing skills; and/or (6) it might improve my marketability. Which option(s) did you select? Can you identify the possible ramifications of each option?
Hopefully now, some of the myths about "theories" have been dispelled. Remember, it is quite typical to be somewhat concerned about a strange and complex subject matter. It is also possible to firmly grasp and then apply theories to "real world" situations. At a broad level, then, this course will seek to provide you with the tools to demystify the abstract nature of theories, as well as the opportunity to apply theories to important social contexts.
Course Objectives:
Upon completion of the course, you should be empowered to:
1.. Understand and explain how select theories of communication help us
better analyze human interaction.
2. Evaluate the merit of particular perspectives according to underlying
philosophical assumptions, as well as scholarly and "real-world" criteria.
3 Be able to describe and evaluate the fundamental goals of qualitative
research and quantitative research relative to theory building and testing.
4.. Acquire a modestly broad knowledge base of past, present, and emerging
communication perspectives.
Required Text:
Heath, R. L., & Bryant, J. (2000). Human communication theory and research: Concepts, contexts, and challenges. Mahwah, NJ: Lawrence Erlbaum and Associates.
Suggested Documentation Reference:
American Psychological Association (1999). Publication manual of the APA, (5th ed.). Washington, DC: APA.
You need not purchase the APA manual. All written work, however, will follow its standards. Visit my homepage to learn how to use APA and to use a FAST and FREE service to build your bibliography (bib): Dr. Flint's StyleWizard [at the bottom of the classes' page].
Absence Policy:
Learning is a reciprocal process. Barring illness, emergency, work crisis, or relational termination (only 1 per term), I expect you to regularly attend and participate in class and your working groups. Any work missed during an UNEXCUSED absence is not allowed to be made up. You are responsible for all materials covered, all handouts distributed, and all announcements made in class. Two unexcused absences will trigger a failing participation grade for the semester. Please do not place me in this unenviable position.
MakeUps:
Makeups for missed hour examinations or quizzes will be considered ONLY IF: you call the professor at (713) 743-8608, BEFORE the time of the hour exam or quiz; AND your excuse is valid, legitimate and documented. Be advised also that I reserve the right to alter the format of any makeup hour exam or quiz. Hence, if the regular hour exam or quiz was primarily objective, the makeup could become comprehensive essay and/or problem applications. Failure to take an exam or quiz will result in a grade of "F" and that score will be used in final grade calculations.
In Progress Report and Paper Due Dates: optional risk-free in progress reports are due October 13, 2003. Final progress reports are due October 27, 2003. One copy of the final sections of the paper is due December 8, 2003. PLAN YOUR PREPARATION TIME NOW.
Late Assignments:
Late work may be turned in with the following penalties: (l) If the work is not handed at the beginning of the regularly scheduled class time, a 30 percent penalty will be incurred. (2) For each consecutive day that the work is late, a 10 percent penalty will also be incurred. Hence, if a paper is due during the Monday class period, and it is received the next day, Tuesday, the penalty would be minus 40 percent.
Plagiarism/QuizExam Cheating:
Plagiarism has many forms. At one level, it is defined as using the ideas, organization, supporting sources, and/or words of another, without giving credit to the original author(s). "Giving credit" has two dimensions: (1) for material which is in the exact wording of the source's author(s), quote marks should be used to enclose the verbatim pull, accompanied by author(s)' names, year of piece, and exact page number(s); and (2) for material which is paraphrased, the author(s)' names, year of piece, and exact page number(s) are expected. The APA manual details the appropriate format.
Plagiarism also includes: using another student's paper, using another person's unpublished work, submitting a rewritten or revised version of another person's work, allowing another or paying another to write a paper for one's own benefit, purchasing and using for course credit a pre-written paper, as well as using another's paper available on the Internet. Note also that I am well versed in the recent practice of hiring ghost-writers via E-bay...Hmmm, wonder what would happen if the "hired gun" happens to be the course professor?
WARNING: I am very familiar with at least 100 web sites where students can down-load pre-written research papers. As a matter of policy, I regularly browse these sites comparing available papers to my students' papers. SUBMISSION OF A PRE-WRITTEN PAPER, EVEN IN MODIFIED FORM, WILL TRIGGER AN "F" FOR THE ASSIGNMENT, AN "F" FOR THE COURSE, AND REFERRAL TO STUDENT JUDICIARIES. The same penalties will apply to ghost-written papers. In addition, I now use two nationally recognized plagiarism services. YEP...they do the work for me as well.
The grade for any assignment containing plagiarized material will be an "F." The course grade will also be an "F." Group members should ensure that all of the group project material is original or that it has been ACCURATELY DOCUMENTED through appropriate citations. THESE PENALTIES WILL BE APPLIED AT THE TIME OF DISCOVERY AND ALL PREVIOUS GRADES WILL BE VOIDED.
Academic misconduct on a quiz or examination will also result in course failure. Misconduct includes any unauthorized removal of an exam or quiz from the classroom at all times. Such behavior will trigger an "F" for that exam or quiz, and a course grade of "F." See the current University Catalog for an explanation of these policies.
Required Assignments:
* 
One exam will be administered covering the text readings, guest lectures, and other assigned readings. The exam will be essay-based.
*Quizzes and class exercises also will be used. Some class exercises may be unannounced. Inclass critiques of research studies may also be assigned.
*Working in groups, you will identify a communication situation, event, and.or process that intrigues the group. You will review what is known about the topic and you will advance a preliminary research design to investigate the underlying theory which your group will bring to bear on the selected context. An in-progress report and term paper will describe your theoretical template.Each group member authors individual sections of the projects.
Course Method:
This course will use a lecture discussion format, in-class exercises, working groups, and technology. Although the lectures are drawn from the readings, there will be material additions and deletions. Additional material may be presented by guest lecturers.
To enhance your class performance, it is helpful to first skim the assigned readings, peruse the material atlength, take good lecture notes, and then review the material in conjunction with your notes/ study guides. As the quizzes and exam consist of applied, associative, and some recall items, extensive "cramming" is usually related to poor performance.
Course Instructional Aids:
My teaching tools include the following:
* extensive web site;
* working grp web sites;
* online individual grade status reports;
* online office hours by appointment and password;
* online study review sessions;
* online chats with Communication and related discipline scholars
* regular emails and/or faxes if necessary;
* lecture handouts and self-review questions;
* sample quiz and exam questions;
* detailed exam study guides;
* mc exam/quiz challenges;
* class exercises;
* risk-free reviews.
Other Course Performance Tips:
I am often asked for suggestions on how to do well in my courses.
Although I can make no warranty or guarantee, here are some tips
which have been helpful to others.
* Set short-term goals. Upon attaining these, reward yourself.
* If a goal is not met, reflect on the experience and seek to refine or
identify your preparation strategies. Many times, a brief meeting with
me can also be helpful.
* Using the lecture handouts and selfreviews, regularly review the
assigned readings closely.
* Do not just memorize material; know it well enough that you can recognize the concept(s) or principle(s) in novel examples.
* Regularly work through all class handouts. These have payoffs.
* Take good notes; feel free also to record inclass lectures.
* Do ask questions. I want us to be on the "same page."
* Read carefully during quizzes and exams. Consider one question
at a time. Also, look for questions that are related.
* Attempt to view me not as "THE EVALUATOR," but as "THE
COACH."
* Try to identify your MOST demanding judge and
competition...Hint---you should already be very familiar with this person *S*
Writing Considerations:
All written work is to be typed, double-spaced, and documented according to APA. Please refer to the APA handout. HANDWRITTEN, UNDOCUMENTED, AND/OR POORLY DOCUMENTED WORK WILL NOT RECEIVE A PASSING GRADE. The writing style will be in the third person and correspond to university level standards. Specific guidelines are set forth in the writing standard guide, and ALL WRITTEN ASSIGNMENTS SHOULD FOLLOW THESE SPECIFICATIONS. See my homepage, the classes' page.
Course Assignments and Weights:
Midterm Exam 26 percent
In progress Report 20 percent
Participation 8 percent
* You should expect 1 quiz administration totaling 30 multiple choice items. Three scores, based on 10 questions each will be derived. Only two, however, will count with the lowest score being dropped. Hence, each
remaining quiz is weighed at eight percent. .
Grading Scale
Although there is NO standard scale, 90% = A'; 89% = A-- ; 85% = B+ 80% = B; 79% = B-- 75%= C+ 70% = C 69% = C-- 65% = D+ 60% = D 59% = D-- 58% or less = F
Grading Transformation Scale:
A twelve transformation point scale is used, with 1 representing an "A" and 12 representing an "F," is employed. The cut-offs follow: 1-2.49 = A; 2.50-2.99 = A-- ; 3.0-3.5 = B+; 3.51-4.99 = B; 5.00-5.50 = B--; 5.51-6.50 = C+; 6.51-7.99 = C; 8.00-8.50 = C-- 8.51-9.99 = D+ ; 10.00-10.50 = D; 10.51-11.99 = D--; 12.00 or greater = F. All grades are possible.
The following example illustrates the scale.
AssignmentWeightGradeCalculation
Midterm 26% B (4) 26 x 4 = 104
Quizzes16% C (7) 16 x 7 = 112
In progress rpt 20% B+ (3) 20 x 3 = 60
Paper 30% A- (2) 30 x 2 = 60
Participation 8% A- (2) 8 x 2 = 16
Take the total and divide by the total percentage: 352/100% =
3.52 or 3.50 which equals a final grade of "B+."
Tentative Course Calendar ** (I work with those who work with me so adjustsments usually occur as the semester unfolds. Some class time will also be provided for the working grps).
** Quizzes should be announced and occur once before the midterm. Any other schedule changes will be announced in class, via email, or at my homepage. TBD= To Be Distributed in class.
August 25 Course Overview; HB CH1 and (TBD)
Sept 1 NO CLASS
Sept8- Oct 6 HB Chs 2-4 and (TBD)
Sept 22 Last Day to Withdraw or Drop w/o a grade
Oct 13 Risk-Free In Progress Report Due
Oct 20 Mid-term Exam
Oct 27 Final In Progress Report Due; HB CHs5-6 .
Nov 3-Dec 1 HB CH7-8 and TBD
Dec 8 Final Sections of Paper Due
