Presentation Team: Co-constructing Ethical Action
Quality Twitter Interaction
Confusion in Comm Class
- Taylorgarron- i literally have no idea what's going on in this class, maybe this is just not my learning style..hope things will make sense soon! #LbLLP
- cdanoff_2- @taylorgarron I couldnt agree more. I'm lost at the moment. I'm sick of the group projects, we should stick to individual assignments #LbLLP
- me- @cdanoff_2 i'm with you on moving toward more individual work if that's possible. #LbLLP
- shannonheff- @kimdelehanty @cdanoff_2 I agree, group work is hectic but sometimes its nice to work w/ others. So I guess I'm in neutral about it! #LbLLP
- ilana_maims- @cdannoff_2 and @kimdelehanty, I agree with you about working individually. #LbLLP
- sgershlak- Was the E&D meeting after class today or tomorrow? I cannot make either, however I hope they make some good progress... #LbLLP
- me- @sgershlak the meeting was today #LbLLP
- ddavies315- Clinchy team! What time works for everyone tonight? 8? #LbLLP
- ckmetz- @ddavies315, I'm going to be doing a project with my food science class at 630, and i dont know when ill be back, so i might be late #LbLLP
- me- @ddavies315 8 works for me. @ckmetz we probably can wait for you no worries. #LbLLP
- ckmetz- @kimdelehanty sweet, i probably won't be too long. hopefully 8 will work for @demifo14
- demifo14- @ddavies315 yeah and time works for me! #LbLLP
2nd Semester Schedule
- me- preparing my schedule for next semester. is the RAP seminar required? #LbLLP
- stephjoke- the RAP seminar is a treat ONLY you RAP folk get - broadest, most comprehensive contact with faculty and the field @kimdelehanty #LbLLP
- me- @stephjoke ok thanks. i was planning on taking it anyways #LbLLP
Final Project Meetings
- Sarah_Ellis926- harry potter team can someone let me know when i should walk over ? #LbLLP
- me- @Sarah_Ellis926 we rescheduled to another time
- taylorgarron- maybe the final paper should be optional? like, doesn't hurt your grade if you don't do it. it can only help those (me) that need it! #LbLLP
- me- @taylorgarron I like your idea for the final paper. especially now that I know how bad I need those extra points. #LbLLP
- me- what is the essay on pearce? i don't remember what that is. #LbLLP
- me- was the pearce essay our midterm questions? #LbLLP
- ckmetz- @kimdelehanty The midterm question was on Pearce. we all had separate questions. #LbLLP
- me- @ckmetz thanks. i was hoping it was something else though considering my grade :/ #LbLLP
- ckmetz- @kimdelehanty :[ at first i was going to say it was the group thing we did...but then i saw the link on my wiki saying Pearce. #LbLLP
- me- @stephjoke why do i not have a number grade on my pearce essay section? #LbLLP
- stephjoke- @KimDelehanty did you leave your wikisignature? After you do that, put a link to your essay on my usertalk page #LbLLP
- me- @stephjoke I'm not sure I know what you're talking about still. I guess I'll clear things up tomorrow in class. #LbLLP
- stephjoke- @KimDelehanty check with @shannonheff about the midterm/pearce essay wikisignature thing.... #LbLLP
Late Night Food
- me- lots of IPC when they forgot our nuggies at wendys! #LbLLP
- cdanoff_2- Kim how you holding up with no food? gonna be alright? #LbLLP
- me- @cdanoff_2 it's alright. just a shame that there was no IPC at dunkies because they were closed :/. #LbLLP
- cdanoff_2- @kimdelehanty definitely a lack comm at dunkies tonight! i feel terrible for you #LbLLP
Harry Potter Progress
- ddavies315- I'm really excited for our harry potter project, it's really shaping up!! #LbLLP
- me- @ddavies315 same here. it's coming together better than I had imagined. #LbLLP
- cdanoff_2- do the tweets after 12 still count? #LbLLP
- me- @cdanoff_2 i think it's just what we tweet until we have to turn in our tally. or at least i hope. #LbLLP
- cdanoff_2- @kimdelehanty cool beans sounds good to me! #LbLLP
Buzz Buzz Boom
Initial Thoughts on The Buzz Buzz Boom
- Dean has a disability.
- Maryann wants more out of the relationship than Dean.
- Dean's Uncle isn't understanding of Dean's disability.
- Dean is often in a different state of mind than Maryann.
- I do not believe Dean to be deaf.
Identifying Details in The Buzz Buzz Boom, by Seth Gore
- Who is in this story? Dean, Maryann, Uncle Richard, the Thunderbird, Dean's dad, Jerry Seinfeld
- What are they doing in this story? Maryann and Dean are trying to take their relationship to the next level.
- How are they doing that in this story? In this case, taking their relationship to the next level means moving in together.
- What have you already learned from this story? Communication is necessary in a relationship, or else there is no way to progress. The story has shown that some communication does not have to be verbal to be effective.
- What does your intuition suggest you can learn more about by thinking for a longer time, more deeply, about this story? What questions does the story raise for you? The story made us wonder about Dean's past. Why does he tune the world out? Did something happen to make him this way? Is there something wrong with his brain?
What's thunder got to do with it?
- 1. The thunderstorm took place the morning of our first Comm class at about 6:46 AM.
- 2. During the thunderstorm my team was alarmed and frightened because we were woken up and uncertain of what was happening.
- 3. Our thunderstorm experience relates to the Buzz Buzz Boom because our relationship with the storm was more than just a noise. It was something you felt if you actually woke up.
- 4. Like Dean, some kids did not hear the storm the same way as the rest of us. It is similar to when Dean could not hear what his Uncle Richard was talking about.
- 5. Unlike Dean, those who did not hear the thunder did not because they just slept through it, not because they had a disability.
- 6. Making comparisons between experiences is the basis of our course subject, Interpersonal Communication.
An angle on Interpersonal Communication
- 1.Our section dealt with Psychology, Parapsychology, Occult.
- 2.The information in this category relates to Seth Gore's short story because the whole story is told through the perspective of Dean's thoughts. As a reader, we see into his memories, emotions, feelings, wants, and needs. It also relates to Mary Ann's role in the story because she was following her conscious with advancing her relationship with Dean. She lets her feelings and emotions take over and guide her, while Dean seems to be more held back and resistant to his conscious.
- 3.Our categories highlight Dean's struggle within his mind. Also, his conscious and cognition about his insecurities with his uncle and his guardedness toward Mary Ann. He is extremely conscious for his surroundings and his emotions. All of theses categories pertain to the mental struggle and memories he is having and to Mary Ann's need for commitment.
- 4.Our categories can pertain to mostly every part of this story. Every action, thought, memory, and feeling are related to the brain, mind, consciousness, or cognition. These four categories can be related to basically any part of the story.
- 5.This category is significant in examining the meanings in Seth's story because if Dean had looked into the reasons why he was the way he is then he could've told Mary Ann why he couldn't commit. Dean didn't know what was bothering him and what was bringing back these memories so he couldn't successfully communicate them.
- 6.We'd definitely recommend using the framework of the category because if we were able to understand Dean's personal issues we could see what was influencing his relationship with Mary Ann and why his experiences with his uncle keep coming up.
Signs Dean is Deaf
- I Love You
- Dean doesn't laugh at Seinfeld
- "Began walking out of my eyes"
- Always says "reply"
- Talks about "feeling" things
- Constantly reading facial expressions
- "It was for me being able to hear"
- "I needed to feel the world"
- "the world that I knew from my eyes"
- His hand surveyed her own
- "her hand in mine like a ball, saying things"
- "just the ridges on your fingers"
- "not knowing how to talk to me"
Essay appyling SPEAKING
- Nate Foy's User Page
- Nate Foy's Library Team Page
- Demi Foley's User Page
- Demi Foley's Library Team Page
Dell Hymes' SPEAKING model
- Setting & Scene - Where and what is happening
- Participants - Who is doing the actions
- Ends - The intended outcome
- Act Sequence - The order of events
- Key - Tone or mood of utterance
- Instrumentalities - Styles
- Norms - Accepted behavior of scene, Social Rules
- Genre - Humor or comedy,educational, social, work,etc
The Negative - Kenneth Burke
- "Pragmatism is a philosophical movement that includes those who claim that an ideology or proposition is true if it works satisfactorily, that the meaning of a proposition is to be found in the practical consequences of accepting it, and that impractical ideas are to be rejected" Wikipedia
- John Dewey was know best for his contributions to pragmatism and believed "that value was a function not of whim nor purely of social construction, but a quality situated in events"-Wikipedia
Speech Act Theory
- Why might Raymond Gozzi Jr’s work be relevant to the study of interpersonal communication, especially as experienced in our class?
Gender, Identity, and Intimate Communication
- Assignment Description
- Foeman Article
- Intimate Communication
- Clinchy Gender and Identity
- Class Notes
Norms Found in Clinchy's Article
The concept of marriage presents many norms. Gender roles and stereotypes are prevalent in the bonds of marriage because of society's rules. As in any relationship between opposites, whether they be an interracial couple, a disabled couple, or simply a married couple, there will be traits seen in all couples of the same type. Society expects
In Search of Gorillas
Selective Attention Model
When we watched the first video, everyone on the team correctly counted 15 passes, and everyone saw the gorilla. When we watched the second video, everyone said 16 passes, and again we all saw the gorilla. However, none of us noticed the black player leaving or the curtain changing color. We concluded that since we knew about the gorilla from the first video, we were looking for him in the second video and therefore we missed the other activities that happened. As a team, we learned that previous knowledge can hinder your ability to view all things in a given scenario.
Cool Potentials of the Wiki
False: #4,#9,#13,#16 Best: #6,#19,#21
Struggles with the Wiki
- Navigating the page and finding the links on a more specific level.
- What to do when I get there. I see your page but all the page was about was the class and signing up for Twitter.
- Making sure that I go to all the pages and not miss any information.
- Trying to put my work onto the Wiki page.
- Trying to join the page or group.
- There are too many different parts to it and it is set up very confusingly so I know I've missed parts of the site.
- Navigating the pages and learning how to find everything we're going to need.
- There are too many links, and too many different hidden websites. It is very difficult to navigate through all the different webpages and then click on other links to find more information on the class.
- There are so many links so I'll be able to find one page one day, but it will take me a much longer time to find it again.
- First off, getting on the Wiki. But once I mastered that, then getting accustomed with everything and discovering where everything was placed and such.
- Navigating in general. Sometimes I get confused on what links to click on.
In the Aquarium with Steph
Observing Fish brains in Action
Buzz Buzz Boom Fishbowl
- Maryann, Dean, Uncle Richard, Thunderbird, Jerry, Jesus, God
- Uncle Richard and Dean both understand the Thunderbird, but in different ways
- Does the car being a Thunderbird matter? What is the significance of it specifically?
- Uncle Richard is ashamed of Dean and his disability
- Usage of different senses
- Sounded like something other than thunder, "war"
- Frightened everyone awoken by it
- Created a group dynamic
- Similar relationship between those that heard it and didn't and Uncle Richard and Dean
Theory Determines Interpretation
- you can only grow a relationship through communication.
- body language and words are equally important in communication.
- not communicating prevents a relationship from progressing
- all groups saw some theme in interpersonal communication
- a relationship is a common thread with communication
- communication is vital for any relationship
- all groups had communication between two people or describing what you can do in a conversation.
- Dean would be the patient and Uncle Richard the doctor if their relationship was seen as a doctor-patient relationship
SPEAKING about the Buzz Buzz Boom
- Setting/Scene - motel room, soccer field, sitting in bed, Dean and Maryann talking, where they are in history of relationship
- Participants - Dean, Maryann, intrapersonal conversation with Uncle Richard, Maryann externalizes her thoughts and feelings
- Ends - Maryann wants Dean to move forward in the relationship but Dean isn't sure if he wants to. Dean is trying to convince himself, looking for Maryann to understand his previous experience with his uncle
- Acts Sequence - Dean's daydreaming/Maryann's watching Seinfeld, Dean comes back to reality/Maryann still resting on him. Maryann is respecting his "space", but then ready to start the conversation while Dean tries to change the subject with humor
- Key - serious and discussing relationship. Serious matter, neutral location, Dean is less serious. Maryann differs from Uncle Richard because she isn't as serious all of the time. He realizes she gets what Uncle Richard didn't/she understands him on a different level. Maryann is versatile with how she acts towards Dean
- Instrumentalities - Sign Language, silent communication, once we realized Dean was deaf the signs were more apparent
- Norms - Relationship between Dean and Maryann, memories of Thunderbird, family relationship, act a certain way with friends/family, gender roles in society
- Genre - serious, awkward, love story, intercultural
- The way people vary - natural/chosen variation
- What separates people
- Between the way people communicate
- Need a difference in ideas for IPC
- The difference in context of communicating
- Difference if relationship affects IPC
- One factor should be your conscience
- Right or wrong/easier way/pressure
- Parents factor in with their influence
- Last minute instinctual decisions
- Has a lot to do with emotions
- Group decisions depend on what everyone wants
- Opinions of others influence decisions
- Must consider pros/cons/risks/outcome
- Environment and time can have influence
- Better decision making comes with maturity
Fishbowl: Skeptics, Questioners, Alternatives
- We can video a decided topic
- Take everything we learned from BBB and apply it to another story to see if we've actually learned
- Something other than sign language
- The recording wouldn't be about us
- More beneficial to Steph because it's her interest
- How would we get graded on it?
- The project is too time consuming just to get it started
- $3,000 in a month is too much money
- Asking for money for a class project is unrealistic
Steph conversing with us through feedback
Understanding the Lifelike Pedagogy
- In my Speaking response Steph underlined and circled certain lines or words. From what I can tell the underlined sections are considered good points, and the circled words were not very clear. For example, "actively learn together" was underlined when writing about my class experience. I think Steph agrees with my observation of the class itself, but disagrees when I say things are "random". I said the Learning by the Lifelike Pedagogy was random, and Steph obviously disagreed. I think she doesn't consider it random or else she would not have made us watch it.
- Two things I wrote were surrounded by multiple stars. They were "learning about interpersonal communication requires actual communication", and "they (the class and the video) both just take time to understand properly". I think Steph starred these because these two points show a higher understanding of the point of the class and what should be expected.
- Steph asked "what does it mean to be random?" because I said the video in Spanish was random. By saying it was random, I meant I didn't understand the point of it. But like I said earlier, I'm sure Steph has a reason for making us watch this specific video.
- I said re-watching the video after being in class for a few weeks would be beneficial. Steph asked if I had done this, which I hadn't. Then she asked when would be the best time for the class to watch it again. I actually think watching the video as a class and then discussing it together might help better understand it if we are going to be referring to it in the future.
- I wrote ""they (the class and the video) both just take time to understand properly". To this Steph said, "what does this mean? lots of learning possibility here!" I wrote this because I felt like a lot of people were struggling with the class, without giving it much chance. Everyone is panicking and stressing about not understanding the class, but if they just calm down and give it a chance it will obviously become easier.
I wrote, "Difference is what separates two things. It is what distinguishes between two sometimes opposite things. Difference matters in Interpersonal Communication because of the different ways people communicate. There's a difference between someone who communicates using words and someone who communicates through signing. A difference isn't always bad although it sometimes has a negative connotation. Someone using sign language can get their point across just as effectively as someone speaking although there is a difference."
- Steph underlined "what separates", "distinguishes", and "sometimes opposite." When I said difference sometimes has a negative connotation Steph asked if I was proposing a theory or exposing a norm? For my last sentence Steph wrote what is this difference and why does it matter?
- I believed Steph agreed with my definition of difference, which is why she underlined key words. I think my definition of difference makes sense because of the context of the story. When Steph questioned what I was trying to say about having a negative connotation, I meant it as a norm, but I understand how it could be a theory of my own. By a difference between signing and speaking I was referring to the obvious difference where one uses actual words and the other uses hand signals to convey messages.
- Consciousness, symbolism, and meaning making of teacher feedback on written work
- For marking difference Steph underlined "to note its significance", "grade", and "by much conflict". Under grade Steph wrote "in general, task about grading may be unmarked because it is normal and customary to discuss". For discipline Steph underlined "focusing", "you have to be connected", and asterisked by "when you give someone a punishment you have to be connected with them on and IPC level or else they won't take it seriously".
- My definition of marked was completely wrong for the most part because I did not provide the answer Steph was looking for. I thought it was about a conversation having significance, but more specifically being marked is about being important on a social level and not an individual level. However, my answer was also correct because of expressive logic. To me the answer made sense and therefore it was correct. The problem was that I must not have explained it properly because Steph was not fully satisfied with my answers and I only received 4 points out of 5. My understanding of expressive logic is that what I believe to be true is true if I can manage to explain it effectively. My answer made sense to me, but from it I learned how essential proper explanation is to truly make your point and share your ideas with others to make them approve.
Steph wrote to me...
- can you do more work integrating the 'sense' of the things I provide feedback on?
- and then add more ! It would be cool if we can get past a (defensive?) kind of building-block level of interpretation
- your analysis is heading in a creative way, at least you explained the basis of how you understand "expressive logic." However there is absolutely nothing about expression itself (as a logic) that guarantees "truth" -- where did that come from?
- I would suggest that we are arguing (if you want to call it that) over being conventional (assuming expression = truth in a building-block approach) and being rhetorical (co-creating a learning conversation together). What link(s) might have further deepened your response?
- Nice to see this at the top of your entry.... And (but?) what about integrating the title/subheading (of the link) into your response?! Your link back, btw, is completely un-unique :-/
- Why might Raymond Gozzi Jr’s work be relevant to the study of interpersonal communication, especially as experienced in our class?
- Raymond Gozzi and IPC
Far Above and Very Beyond
Communication Does Pizza
- At the Communications majors pizza party I met a girl named Ashley who also takes Intro to Interpersonal Communication. Her professor is Vernon Cronen and she has classes on Monday and Wednesday.
- One of the main differences I noted between Ashley's class and our own is that hers is a lecture. Other than the last class when the Wiki was being explained, our class is more of an open discussion, which I find beneficial. She said that her professor just stands in the front of an auditorium and lectures the entire class. Her class may be set up like this because she is not in a RAP, but I do not think I would like this set up for a class like this. I think to learn about interpersonal communication you should have the ability to actually interact with your classmates and the professor who is the expert on the topic.
- Ashley's class does not use UmassWiki. However, they have a textbook that they have assigned readings in. The UmassWiki was unfamiliar at first, but not as difficult as it was made out to be. I have quickly learned how to use the Wiki and navigate it to find what I need. I was able to find the pop quiz questions before class and did myself a favor by studying quickly before class. Although our class is different, I think ours is better fit for the subject matter. I think interaction is necessary for learning about communication and so far out methods of interacting have helped me understand the course better.
- Back To the Top
- Class Homepage
- Grading System
- Megan Hatz's Fishbowl Notes
- Steph's Talk Page
- Nfoy SPEAKING of my quiz
Class Pages: Kaylin, Danielle, Michelle, Catherine, Stephen, Megan, Dan D, Demi, Carl, Nate, Dan R, Kim, Ali, Shannon, Hannah, Mike, Taylor, Rosey, Ilana, Tony, Caty, Carleigh, Kayla, Natasha, Chelsea, Kelsey & Sam