Temple University School of Communications and Theater MMC 9101 Communication Theory II Spring 2011 Monday 5:00 7:30

0 p.m. AH 301 Instructor: Dr. Deborah A. Cai Office: 215 Weiss Hall Phone: (215) 204-1882 E-mail: debcai@temple.edu Office hrs: Thursday, 10:00 a.m. to 11:30 a.m., or by appointment (Please check before you come for office hours, as meetings often arise at the last minute.) Purpose of the Course This course will familiarize graduate students with fundamental concepts, approaches, and problems in communication theory from various perspectives. To this end, the course is designed to cover a wide variety of topics, including different approaches to theorizing and some of the major theories and concepts with which any Communication graduate student should be familiar. Covering communication theory in one semester is a formidable task. The most this course can do is give you exposure to some of the key concepts and theories that you are likely to encounter throughout your graduate education and as communication professionals. Hopefully you will complete this course with an appreciation for the history of our field, the various ways to think about theory, the scholars who have laid the foundation for much of the communication theories in use today, the relationship of the communication discipline to other disciplines, and the ongoing scholarship of creating and applying communication theory. Attendance and participation. Participation is an essential feature of a graduate seminar. Although the instructor will provide background information by lecture, students are expected to read all the required material and spend time thinking about the issues raised by the readings. These activities translate into involvement and engagement in the seminar: asking questions, comparing theories and their underlying philosophies, and analyzing concepts for their clarity, operationalizability, and theoretical and empirical fertility. Required Books Bryant, J., & Oliver, M. B., (Eds.) (2009). Media effects: Advances in theory and research (3rd ed.). New York: Routledge. American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: APA. Recommended Books Goffman, E. (1959). Presentation of self in everyday life. New York: Anchor. (ISBN: 0385094027) Kuhn, T. S. (1996). The structure of scientific revolutions (3rd ed.). Chicago: University of Chicago Press. (ISBN: 0226458083)

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Lave, C. A., & March, J. G. (1993). An introduction to models in the social sciences. Lanham, MD: University Press of America. (ISBN: 0819183814) Littlejohn, S. W. (2002). Theories of human communication (7th ed.). Belmont, CA: Wadsworth. (ISBN: 0534549578) Recommended Articles Berger, C. R. (1991). Chautauqua: Why are there so few communication theories? Communication theories and other curios. Communication Monographs, 58, 101-113. Delia, J. G. (1987). Communication research: A history. In C. R. Berger & S. H. Chaffee (Eds.), Handbook of communication science (pp. 20-98). Newbury Park, CA: Sage. Course Requirements SNACs Paper proposal Research paper Research paper presentation 25% 10% 50% 15%

SNACs For Topics 3-6 and 8-11, students will be divided into groups of 4 people to prepare analyses of the readings. These analyses will be referred to as SNACs: Sets of Non-obvious & Analytical Considerations. Groups will be assigned for Topics 3-6, and then new groups will be assigned for Topics 8-11. For each assigned reading, the group will: A. 1. Create a list of the key concepts from each reading, with a very brief definition of the concept (the authors, not yours; if the author does not have an explicit definition, try to provide one). (You should have no more than fifteen concepts in total for a given set of readings.) Indicate explicitly the location of the concept in the reading assigned article for that topic. 2. Choose the concept from the list that you believe is used by the author in a way most different from the ordinary English-language meaning of the concept, and explain this difference in meaning. B. Discuss the non-obvious implications of this set of readings for the study of communication. In your answer you must mention each reading in the set, and tie the set to scholarly research questions. You are to submit one write-up for the group. Part A must be no more than two pages. Part B must be no more than three pages. SNACs should be prepared through face-to-face group discussion among all of the group members. Members in each group should set a weekly meeting time when they will meet together, after each person has read that weeks readings, to collectively determine appropriate responses for that week. Do not compile SNACs via e-mail or paper exchange; group discussion of the readings is an important aspect of this assignment. As part of your group discussion for each topic, it is important that the group spend some time reviewing and critiquing each reading. Groups often criticize a reading by asserting that its approach or ideas or hypotheses are inapplicable to or inappropriate for another culture or gender or time. Although such assertions may be true, they are not very useful. They are more useful if argument or evidence can be put forth that supports the assertion.

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However, I suggest that you avoid asserting this idea (the readings approach or ideas or hypotheses are inapplicable to or inappropriate for another culture or gender or time) in your SNACs; it is not the best way to demonstrate your understanding. Each SNAC will be graded as (-), (0), (+), or (++). The double-plus grade means that the SNAC shows significant insight into the topic and its relation to the study of communication theory. For these assignments, each group member will receive the same grade. Each week the group submitting the best SNAC will receive the coveted Theorists Chalk of the Week Award. Each SNAC will be graded as (-), (0), (+), or (++). The double-plus grade means that the SNAC shows significant insight into the topic and its relation to the study of communication theory. For these assignments, each group member will receive the same grade. Each week the group submitting the best SNAC will receive the coveted Theorists Chalk of the Week Award. Content and grading criteria. The grade for the SNACs will reflect, in part: 1. Demonstrated knowledge of the readings, including the readings ambiguities, inconsistencies, or other problems. 2. Demonstrated ability to relate the readings of the week to significant themes regarding communication theory as well as to previous course readings and discussion. 3. Careful analysis of the concepts of the readings. 4. Demonstrated understanding of the fertility, generalizability, and degree of abstraction of the readings. 5. Demonstrated understanding of the empirical implications of the readings. Format and schedule. The SNAC cover page should begin as follows: Temple University School of Communications and Theater MMC 9101: Communication Theory II Spring 2011 Topic 6. Persuasion [ An example] <Group Name (to be determined by each group)>[ Without the angle brackets] <Names of Group Members, alphabetically > <Date of the topic on syllabus> Provide a header for the SNAC on subsequent pages with the topic title, group name, the date, and the page number. Your SNACs should be double spaced, and you should provide a citation (at the end) to any work cited that is not on the course syllabus; you may refer to readings that are on the syllabus in an abbreviated way, such as Hagstrom (1966). Be sure to indicate the page or pages from which you drew a quotation or paraphrase. Indicate the original page and the author (year): (Brehm, 1966, p. 2). The SNACs for that week should be e-mailed as an attachment to Dr. Cai at debcai@temple.edu by Monday at 9:00 a.m. for that same Mondays topic. In addition, each group should bring enough copies of their SNAC for the week for the 12 students in the class to distribute on Monday afternoon.

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Paper Proposal Early in the semester (February 28), you will turn in a 3-4 page paper that addresses a theory-based research question that you plan to address in your final research paper. This paper proposal should include a clear rationale for the research question, an explanation of its significance for the study of communication, and a description of the theoretical framework that drives this question. The paper should include a starting bibliography for the project along with an explanation and justification for the method to be used to address this question. Format. Papers must be written using the format found in the Publication manual of the American Psychological Association (6th ed., 2009). Use APA style with precision. Your paper will be graded on a 0 to 100 scale. Research Paper Most of your grade in this course is based on the research project you will be working on during this semester. Your final paper should be theory-driven and should be of suitable quality to submit as a conference paper for a national-level communication association. In deciding your topic, you should give careful consideration to how the paper could be used in the future to be developed into a seminar paper, conference paper, or thesis/dissertation proposal. You will write a research study that is theoretically grounded and addresses specific research questions and/or hypotheses (depending on the methodology you are using). Your paper should include a complete and well-developed literature review with clearly conceptualized and operationalized constructs, and a rationale for your study; specific hypotheses and/or research questions that will be tested; and a complete methods section including proposed participants, how you intend to find the necessary participants, the instrument(s) fully developed and ready to use, and a description of how the data will be collected and analyzed; and a discussion section proposing what you expect to find and the implications of the expected findings. The methodology you choose should be appropriate for the questions studied and your methodological expertise (or expected expertise). If you are conducting a qualitative or quantitative study, you are not expected to complete your data collection during this semester, but you should know where you will be able to collect data. By the end of the semester, your paper should be completed to the extent that you have only the actual data collection and analyses remaining to complete the paper for submission to a relevant conference. Of course, if you are able to collect data during the semester, you are strongly encouraged to do so. The research paper is due on the day of the final exam (May 9), which is also the final day of presentations. Papers should be written using precise APA style. The length should be between 15 and 18 pages of text; do NOT exceed 20 pages of text. Research instruments, and any relevant models and figures should be included after the references. Format. Papers must be written using the Publication manual of the American Psychological Association (6th ed., 2009). Use APA format with precision. Attention to Format. For the research paper, your grade will be affected by your attention to APA. Format (e.g., page numbering, headings, cover page, or author information), form (e.g., reference format, citations, inclusion of cited references in reference section, use of quotation marks and the use of all UPPER CASE LETTERS or bold or underlining or italics), grammar (e.g., capitalization, punctuation, and sentence structure), or spelling (including author names) mistakes will affect your grade on the research paper.

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Presentations Prepare a twelve (12) minute presentation based on your final paper. The logic for having a twelve minute presentation is that most conferences allow only twelve minutes to present your research, so this presentation will be good practice for covering your research in this amount of time. You must adhere strictly to this time limit, thus you should prepare and practice your presentation carefully prior to your presentation time. In addition, please provide a one-page handout for everyone in the class that summarizes your presentation. Your presentation should provide the class with highlights of your paper. Course Policies 1. Late work. Exceptions to due dates will be made only for verifiable family hardship, written medical excuse, or other significant unanticipated changes in a students circumstances that precludes meeting the course deadline; these exceptions must be approved by the instructors, in advance if possible. If you know that you are going to miss a class in which a paper or assignment is due, turn in your paper or assignment before that meeting (or have a classmate turn in the paper for you). I will temper justice with mercy, but not a lot of mercy. 2. Academic dishonesty. Temple University has a Code of Conduct that sets standards for academic integrity at Temple for all undergraduate and graduate students. As a student you are responsible for upholding these standards for this course. It is very important for you to be aware of the consequences of cheating, fabrication, facilitation, and plagiarism. For more information on the Universitys Code of Conduct, please visit http://www.temple.edu/sct/fma/lainternship/pdf/TU-studentconductcode.pdf. 3. Accommodations for students with disabilities. Students with disabilities should register with the Disability Support Service (http://www.temple.edu/orientation/transfers/documents/DisabilityResourcesandServices.pdf) so necessary and appropriate arrangements can be made to assist them. Students with disabilities that require special accommodations should inform the instructor as soon as possible and no later than the third week of class.

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Tentative Schedule Date Jan 24 Jan 31 Topic 1. Introduction to the course and theory 2. History of & approaches to communication theory 3. Cognition: Priming & agenda setting 4. Social cognition: Framing, cultivation 5. Social perceptions 6. Persuasion Readings Peters (1999) Hagstrom (1966) Pacanowsky (1976) The student, the fish, and Agassiz (Handout) Chapters 1, 4, 5 Scheufele (2008) Chapters 2, 3, 6 Blount & Larrick (2000) Chapters 9, 13, 16 Nisbett & Wilson (1977) Eveland & Glynn (2008) Chapters 7 Brehm (1966) Miller (2002) Nabi (2007) No Class Chapters 11, 20, Graber (2005) McGuire (2000) Dunbar (1996) Pinker (1994) Blumer (1972) Barnett & Sung (2006) Diamond (2006) Putnam (2000) Song (2002) Coleman, Katz, & Menzel (1957) Travers & Milgram (1969) Kleinfeld (2002) Fink & Chen (1995) Katz & Kahn (1966) Granovetter (1995) Chapter 8 Reeves & Nass (1996) Nass & Moon (2000) Walther, Gay, & Hancock (2005)

Feb 7 Feb 14 Feb 21 Feb 28

Mar 7 Mar 14

SPRING BREAK 7. Campaigns

Mar 21

8. Language and symbolic interaction

Mar 28

9. Culture and society

Apr 4

10. Diffusion

Apr 11 Apr 18

11. Networks 12. Technology, uses & gratifications

Apr 25 May 2 May 9

Catch up Paper presentations Paper presentations Research Paper Due Class meets from 5:00 to 7:00 p.m.

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Course Readings (Available through e-reserve on the Temple University library website: http://library.temple.edu/services/reserves/?bhcp=1
1.

Peters, J. D. (1999). Speaking into the air: A history of the idea of communication (pp. 1-31). Chicago: University of Chicago Press. Hagstrom, W. O. (1966). What is the meaning of Santa Claus? The American Sociologist, 1, 248252. Reprinted in pp. 242-253 in M. Truzzi (Ed.), Sociology and everyday life (1968). Englewood Cliffs, NJ: Prentice-Hall. Pacanowsky, M. (1978). Salt passage: A literature review. Change, 10(8), 41-43 Scheufele, D. A. (2008). Spiral of silence theory. In W. Donsbach & M. W. Traugott (Eds.), The Sage handbook of public opinion research (pp. 175-183). Los Angeles: Sage. Blount, S., & Larrick, R. P. (2000). Framing the game: Examining frame choice in bargaining. Organizational Behavior and Human Decision Processes, 81, 43-71. Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231-259. Eveland, W. P., Jr., & Glynn, C. J. (2008). Theories on the perception of social reality. In W. Donsbach & M. W. Traugott (Eds.), The Sage handbook of public opinion research (pp. 155163). Los Angeles: Sage. Brehm, J. W. (1966). A theory of psychological reactance (pp. 1-16). New York: Academic Press. Miller, G. R. (2002). On being persuaded: Some basic distinctions. In J. P. Dillard & M. Pfau (Eds.), The persuasion handbook: Developments in theory and practice (pp. 3-16). Thousand Oaks, CA: Sage. Nabi, R. L. (2007). Emotion and persuasion: A social cognitive perspective. In D. R. RoskosEwoldsen & J. Monahan (Eds.), Social cognition and communication: Theories and methods (pp. 377-398). Mahwah, NJ: Erlbaum. Graber, D. A. (2005). Political communication faces the 21st century. Journal of Communication, 55, 479-507. McGuire, W. J. (2000). Input and output variables currently promising for constructing persuasive communications. In R. E. Rice & C. K. Atkin (Eds.), Public communication campaigns (3rd ed.: pp. 22-48). Thousand Oaks, CA: Sage. Dunbar, R. (1996). Chapter 4: Of brains and groups and evolution. Grooming, gossip, and the evolution of language (pp. 55-79). Cambridge, MA: Harvard University. New York: Penguin Press.

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3. 4.

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4. 5.

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9.

10. Pinker, S. (1994). The language instinct: The new science of language and mind (pp. 55-82).

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11. Blumer, H. (1972). Symbolic interaction: An approach to human communication. In R. W. Budd

& B. D. Ruben (Eds.), Approaches to human communication (pp. 401-419). Rochelle Park, NJ: Hayden Book.
12. Barnett, G. A., & Sung, E. (2006). Culture and the structure of the international hyperlink

network. Journal of Computer-Mediated Communication, 11, 217-238.

13. Diamond, J. (2005). Chapter 14: Why do some societies make disastrous decisions? Collapse:

How societies choose to fail or succeed (pp. 419-440). New York: Viking.
14. Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community (pp. 216-

246). New York: Simon & Schuster.

15. Song, F. W. (2002, January/February). Virtual communities in a therapeutic age. Society, 39(2),

39-45.
16. Coleman, J. S., Katz, E., & Menzel, H. (1957). The diffusion of an innovation among physicians.

Sociometry, 20, 253-270.

17. Travers, J., & Milgram, S. (1969). An experimental study of the small world problem.

Sociometry, 32, 425-443.

18. Kleinfeld, J. S. (2002, January/February). The small world problem. Society, 39(2), 61-66. 19. Fink, E. L., & Chen, S. S. (1995). A Galileo analysis of organizational climate. Human

Communication Research, 21, 494-521.

20. Katz, D., & Kahn, R. L. (1966). Communication: The flow of information. The social psychology

of organizations (pp. 223-258). New York: John Wiley & Sons.

21. Granovetter, M. (1995). Chapter 3: The dynamics of information flow. Getting a job: A study of

contacts and careers (2nd ed., pp. 51-62). Chicago: University of Chicago Press.
22. Reeves, B., & Nass, C. (1996). The media equation: How people treat computers, television, and

new media like real people and places (pp. 19-72). New York: Cambridge University Press.
23. Nass, C., & Moon, Y. (2000). Machines and mindlessness: Social responses to computers.

Journal of Social Issues, 56, 81-103.

24. Walther, J. B., Gay, G., & Hancock, J. T. (2005). How do communication and technology scholars

study the Internet? Journal of Communication, 55, 632-657.