scrutinizes

Human beings are social creatures, which makes communication important for our survival. In fact, prolonged isolation has been shown to severely damage a human

Poor listening skills were shown to contribute significantly to failure in a person’s first year of college. Also, students who take a communication course report more confidence in their communication abilities, and these students have higher grade point averages and are less likely to drop out of school.

Phatic communion is an instructive example of how we communicate under the influence of rules and norms (Senft, 2009). Phatic communion refers to scripted and routine verbal interactions that are intended to establish social bonds rather than actually exchange meaning. When you pass your professor in the hall, the exchange may go as follows:

Some common instrumental needs include influencing others, getting information we need, or getting support (Burleson, Metts, & Kirch, 2000). In short, communication that meets our instrumental needs helps us “get things done.”

Although younger people have tended not to be as politically engaged as other age groups, the current generation of sixteen- to twenty-nine-year-olds, known as the millennial generation, is known to be very engaged in volunteerism and community service.

This book is meant to help people see the value of communication in the real world and in our real lives. When I say real, I don’t mean to imply that there is some part of our world or lives that is not real. Since communication is such a practical field of study, I use the word real to emphasize that what you’re reading in this book isn’t just about theories and vocabulary or passing a test and giving a good speech. I also don’t mean to imply that there is a divide between the classroom and the real world. The “real world” is whatever we are experiencing at any given moment. In order to explore how communication is integrated into all parts of our lives, I have divided up our lives into four spheres: academic, professional, personal, and civic. The boundaries and borders between these spheres are not solid, and there is much overlap. After all, much of what goes on in a classroom is present in a professional environment, and the classroom has long been seen as a place to prepare students to become active and responsible citizens in their civic lives. The philosophy behind this approach is called integrative learning, which encourages students to reflect on how the content they are learning connects to other classes they have taken or are taking, their professional goals, and their civic responsibilities.

many students still resist taking communication classes. Perhaps people think they already have good communication skills or can improve their skills on their own. While either of these may be true for some, studying communication can only help. In such a competitive job market, being able to document that you have received communication instruction and training from communication professionals (the faculty in your communication department) can give you the edge needed to stand out from other applicants or employees.

All symbolic communication is learned, negotiated, and dynamic. We know that the letters b-o-o-k refer to a bound object with multiple written pages. We also know that the letters t-r-u-c-k refer to a vehicle with a bed in the back for hauling things. But if we learned in school that the letters t-r-u-c-k referred to a bound object with written pages and b-o-o-k referred to a vehicle with a bed in the back, then that would make just as much sense, because the letters don’t actually refer to the object and the word itself only has the meaning that we assign to it. We will learn more, in Chapter 8 “Verbal Communication”, about how language works, but communication is more than the words we use.

Professionally, employers desire employees with good communication skills, and employees who have good listening skills are more likely to get promoted.

My students often remark that they already know from experience much of what’s discussed in the interpersonal unit of the course. While we do learn from experience, until we learn specific vocabulary and develop foundational knowledge of communication concepts and theories, we do not have the tools needed to make sense of these experiences. Just having a vocabulary to name the communication phenomena in our lives increases our ability to consciously alter our communication to achieve our goals, avoid miscommunication, and analyze and learn from our inevitable mistakes

Communication ethics varies by culture and context and involves the negotiation of and reflection on our actions regarding what we think is right and wrong

The United States is considered an individualistic culture, where emphasis is put on individual expression and success

Communication allows us to present ourselves to others in particular ways.

Offering rewards. Seeks compliance in a positive way, by promising returns, rewards, or generally positive outcomes. Threatening punishment. Seeks compliance in a negative way, by threatening negative consequences such as loss of privileges, grounding, or legal action. Using expertise. Seeks compliance by implying that one person “knows better” than the other based on experience, age, education, or intelligence. Liking. Seeks compliance by acting friendly and helpful to get the other person into a good mood before asking them to do something. Debt. Seeks compliance by calling in past favors and indicating that one person “owes” the other. Altruism. Seeks compliance by claiming that one person only wants “what is best” for the other and he or she is looking out for the other person’s “best interests.” Esteem. Seeks compliance by claiming that other people will think more highly of the person if he or she complies or think less of the person if he or she does not comply.

Research has shown that introductory communication courses provide important skills necessary for functioning in entry-level jobs, including listening, writing, motivating/persuading, interpersonal skills, informational interviewing, and small-group problem solving

To be a competent communicator, you should have cognitive knowledge about communication based on observation and instruction; understand that individual, social, and cultural contexts affect competence; and be able to adapt to those various contexts. Getting integrated: The NCA notes that developing communication competence in speaking and listening will help college students in academic, professional, and civic contexts.

hich is to notice and reflect on your communication more. And that already puts you ahead of most people!”

Knowing the dimensions of competence is an important first step toward developing competence. Everyone reading this book already has some experience with and knowledge about communication. After all, you’ve spent many years explicitly and implicitly learning to communicate. For example, we are explicitly taught the verbal codes we use to communicate. On the other hand, although there are numerous rules and norms associated with nonverbal communication, we rarely receive explicit instruction on how to do it. Instead, we learn by observing others and through trial and error with our own nonverbal communication. Competence obviously involves verbal and nonverbal elements, but it also applies to many situations and contexts. Communication competence is needed in order to understand communication ethics, to develop cultural awareness, to use computer-mediated communication, and to think critically. Competence involves knowledge, motivation, and skills. It’s not enough to know what good communication consists of; you must also have the motivation to reflect on and better your communication and the skills needed to do so.

Decades of research conducted by communication scholars shows that communication apprehension is common among college students (Priem & Solomon, 2009). Communication apprehension (CA) is fear or anxiety experienced by a person due to actual or imagined communication with another person or persons. CA includes multiple forms of communication, not just public speaking. Of college students, 15 to 20 percent experience high trait CA, meaning they are generally anxious about communication. Furthermore, 70 percent of college students experience some trait CA, which means that addressing communication anxiety in a class like the one you’re taking now stands to benefit the majority of students (Priem & Solomon, 2009).

Remember, you are not alone. Public speaking anxiety is common, so don’t ignore it—confront it.

Before you have built up a rich cognitive knowledge base of communication concepts and practiced and reflected on skills in a particular area, you may exhibit unconscious incompetence, which means you are not even aware that you are communicating in an incompetent manner.

Decades of research conducted by communication scholars shows that communication apprehension is common among college students (Priem & Solomon, 2009). Communication apprehension (CA) is fear or anxiety experienced by a person due to actual or imagined communication with another person or persons. CA includes multiple forms of communication, not just public speaking.

The transaction model of communication describes communication as a process in which communicators generate social realities within social, relational, and cultural contexts. In this model, we don’t just communicate to exchange messages; we communicate to create relationships, form intercultural alliances, shape our self-concepts, and engage with others in dialogue to create communities. In short, we don’t communicate about our realities; communication helps to construct our realities.

A competent communicator shouldn’t assume to know all the cultural contexts a person brings to an encounter, since not all cultural identities are visible. As with the other contexts, it requires skill to adapt to shifting contexts, and the best way to develop these skills is through practice and reflection.

The interaction model takes physical and psychological context into account. Physical context includes the environmental factors in a communication encounter. The size, layout, temperature, and lighting of a space influence our communication.

While environmental noise interferes with the transmission of the message, semantic noise refers to noise that occurs in the encoding and decoding process when participants do not understand a symbol. To use a technical example, FM antennae can’t decode AM radio signals and vice versa. Likewise, most French speakers can’t decode Swedish and vice versa. Semantic noise can also interfere in communication between people speaking the same language because many words have multiple or unfamiliar meanings.

The roles of sender and receiver in the transaction model of communication differ significantly from the other models. Instead of labeling participants as senders and receivers, the people in a communication encounter are referred to as communicators. Unlike the interaction model, which suggests that participants alternate positions as sender and receiver, the transaction model suggests that we are simultaneously senders and receivers. For example, on a first date, as you send verbal messages about your interests and background, your date reacts nonverbally. You don’t wait until you are done sending your verbal message to start receiving and decoding the nonverbal messages of your date. Instead, you are simultaneously sending your verbal message and receiving your date’s nonverbal messages. This is an important addition to the model because it allows us to understand how we are able to adapt our communication—for example, a verbal message—in the middle of sending it based on the communication we are simultaneously receiving from our communication partner.

he interaction model of communication describes communication as a process in which participants alternate positions as sender and receiver and generate meaning by sending messages and receiving feedback within physical and psychological contexts (Schramm, 1997). Rather than illustrating communication as a linear, one-way process, the interaction model incorporates feedback, which makes communication a more interactive, two-way process. Feedback includes messages sent in response to other messages. For example, your instructor may respond to a point you raise during class discussion or you may point to the sofa when your roommate asks you where the remote control is. The inclusion of a feedback loop also leads to a more complex understanding of the roles of participants in a communication encounter. Rather than having one sender, one message, and one receiver, this model has two sender-receivers who exchange messages. Each participant alternates roles as sender and receiver in order to keep a communication encounter going. Although this seems like a perceptible and deliberate process, we alternate between the roles of sender and receiver very quickly and often without conscious thought.

In fact, intercultural communication has the potential to enrich various aspects of our lives. In order to communicate well within various cultural contexts, it is important to keep an open mind and avoid making assumptions about others’ cultural identities. While you may be able to identify some aspects of the cultural context within a communication encounter, there may also be cultural influences that you can’t see. A competent communicator shouldn’t assume to know all the cultural contexts a person brings to an encounter, since not all cultural identities are visible. As with the other contexts, it requires skill to adapt to shifting contexts, and the best way to develop these skills is through practice and reflection.

Communication is a complex process, and it is difficult to determine where or with whom a communication encounter starts and ends. Models of communication simplify the process by providing a visual representation of the various aspects of a communication encounter. Some models explain communication in more detail than others, but even the most complex model still doesn’t recreate what we experience in even a moment of a communication encounter

ansmission model of communication describes communication as a linear, one-way process in which a sender intentionally transmits a message to a receive

Ancient Greek philosophers and scholars such as Aristotle theorized about the art of rhetoric,

one person is typically responsible for conveying information

Communication studies as a distinct academic discipline with departments at universities and colleges has only existed for a little over one hundred years (Keith, 2008).

While there are rich areas of study in animal communication and interspecies communication, our focus in this book is on human communication. Even though all animals communicate, as human beings we have a special capacity to use symbols to communicate about things outside our immediate temporal and spatial reality (Dance & Larson, 1976). For example, we have the capacity to use abstract symbols, like the word education, to discuss a concept that encapsulates many aspects of teaching and learning. We can also reflect on the past and imagine our future.

roup communication is more intentional and formal than interpersonal communication. Unlike interpersonal relationships, which are voluntary, individuals in a group are often assigned to their position within a group. Additionally, group communication is often task focused, meaning that members of the group work together for an explicit purpose or goal that affects each member

Therefore the study of group communication is valuable in many contexts

Organizations have been moving toward more team-based work models, and whether we like it or not, groups are an integral part of people’s lives. Therefore the study of group communication is valuable in many contexts.

As with the other forms of communication, competent intrapersonal communication helps facilitate social interaction and can enhance our well-being.

Since this form of communication deals so directly with our personal relationships and is the most common form of communication, instances of miscommunication and communication conflict most frequently occur here (Dance & Larson, 1976).

Group communication is more intentional and formal than interpersonal communication. Unlike interpersonal relationships, which are voluntary, individuals in a group are often assigned to their position within a group. Additionally, group communication is often task focused, meaning that members of the group work together for an explicit purpose or goal that affects each member of the group.

Even though all animals communicate, as human beings we have a special capacity to use symbols to communicate about things outside our immediate temporal and spatial reality (Dance & Larson, 1976). For example, we have the capacity to use abstract symbols, like the word education, to discuss a concept that encapsulates many aspects of teaching and learning. We can also reflect on the past and imagine our future. The ability to think outside our immediate reality is what allows us to create elaborate belief systems, art, philosophy, and academic theories. It’s true that you can teach a gorilla to sign words like food and baby, but its ability to use symbols doesn’t extend to the same level of abstraction as ours.

Public communication, at least in Western societies, is also more sender focused than interpersonal or group communication. It is precisely this formality and focus on the sender that makes many new and experienced public speakers anxious at the thought of facing an audience.

Intrapersonal communication is communication with oneself using internal vocalization or reflective thinking. Like other forms of communication, intrapersonal communication is triggered by some internal or external stimulus. We may, for example, communicate with our self about what we want to eat due to the internal stimulus of hunger, or we may react intrapersonally to an event we witness. Unlike other forms of communication, intrapersonal communication takes place only inside our heads. The other forms of communication must be perceived by someone else to count as communication. So what is the point of intrapersonal communication if no one else even sees it?

ntrapersonal communication serves several social functions. Internal vocalization, or talking to ourselves, can help us achieve or maintain social adjustment (Dance & Larson, 1976). For example, a person may use self-talk to calm himself down in a stressful situation, or a shy person may remind herself to smile during a social event. Intrapersonal communication also helps build and maintain our self-concept. We form an understanding of who we are based on how other people communicate with us and how we process that communication intrapersonally.

Intrapersonal communication is communication with oneself using internal vocalization or reflective thinking. Like other forms of communication, intrapersonal communication is triggered by some internal or external stimulus. We may, for example, communicate with our self about what we want to eat due to the internal stimulus of hunger, or we may react intrapersonally to an event we witness. Unlike other forms of communication, intrapersonal communication takes place only inside our heads. The other forms of communication must be perceived by someone else to count as communication. So what is the point of intrapersonal communication if no one else even sees it?

James A. Winans, one of the first modern speech teachers and an advocate for teaching communication in higher education, said there were “two motives for learning to speak. Increasing one’s chance to succeed and increasing one’s power to serve” (Keith, 2008)

During this period, villages also developed class systems as more successful farmers turned businessmen prospered and took leadership positions. Religion also became more complex, and a new class of spiritual leaders emerged. Soon, armies were needed to protect the stockpiled resources from others who might want to steal it. The emergence of elite classes and the rise of armies required records and bookkeeping, which furthered the spread of written symbols. As clergy, the ruling elite, and philosophers began to take up writing, the systems became more complex.

Public communication becomes mass communication when it is transmitted to many people through print or electronic media. Print media such as newspapers and magazines continue to be an important channel for mass communication, although they have suffered much in the past decade due in part to the rise of electronic media.

Public communication, at least in Western societies, is also more sender focused than interpersonal or group communication. It is precisely this formality and focus on the sender that makes many new and experienced public speakers anxious at the thought of facing an audience.

Goal-oriented communication at the group level usually focuses on a task assigned to the whole group; for example, a group of people may be tasked to figure out a plan for moving a business from one office to another. You know from previous experience working in groups that having more communicators usually leads to more complicated interactions. Some of the challenges of group communication relate to task-oriented interactions, such as deciding who will complete each part of a larger project.

nterpersonal communication builds, maintains, and ends our relationships, and we spend more time engaged in interpersonal communication than the other forms of communication.

Intrapersonal communication is communication with oneself using internal vocalization or reflective thinking. Like other forms of communication, intrapersonal communication is triggered by some internal or external stimulus

Memory is the least studied of the five canons and refers to the techniques employed by speakers of that era to retain and then repeat large amounts of information.

North American Free Trade Agreement (NAFTA)

Table 3.3: The World’s Top 11 Largest Multinational Corporations

not by the resonance

NHCOR

Of the statements in Exercise 9, which are quantitative?

The Titanic was the largest passenger ship build at that time.

Describe the scientific method.

Pure silicon is shiny and silvery but does not conduct electricity or heat well. Of these properties, how does silicon behave as a metal? How does silicon behave as a nonmetal?

In Exercise 10, which choices are also solutions

The elements sodium and chlorine come together to make a new substance called sodium chloride.

The house across the street has been painted a new color.

Graphite, a form of elemental carbon, can be turned into diamond, another form of carbon, at very high temperatures and pressures.

gas

liquid

solid

taught string

\bigg

\bigg

\tan \bigg \sqrt{\frac{2mc^2L^2E}{(\hbar c)^2}} \bigg) = - \sqrt{\frac{E}{U-E}}

children and adults have different qualities and characteristics

Part of how your message will be received is how you, the communicator, are perceived.

transactional model:

The linear model is straight-forward.

Watch the video below for some perspective on the size and depth of the oceans.

Because of these limitations, we use different map projections to represent the Earth, depending on the needs of the presenter.

Other map types include bathymetric maps (Figure 2.4.42.4.4\PageIndex{4}). These are similar to topographic maps for terrestrial locations, with lines connecting areas of equal depth.

The first major distinction is between the pelagic and benthic zones. The pelagic zone refers to the water column, where swimming and floating organisms live. The benthic zone refers to the bottom, and organisms living on and in the bottom are known as the benthos.

The rate at which the line unspooled was measured by counting the number of knots that passed through the sailor’s hands in a certain amount of time. Since it was originally measured as the number of knots per unit time, speed over water traditionally uses the unit of “knots” to indicate speed. One knot (kt) = 1 nautical mile per hour = 1.15 mph = 1.85 kph.

Large-scale mapping of the ocean floor is also carried out by satellites (originally SEASAT, then GEOSAT, now the Jason satellites) which use radio waves to measure the height of the sea surface (radar altimetry). The sea surface is not flat; gravity causes it to be slightly higher over elevated features on the ocean floor, and slightly lower over trenches and other depressions. Satellites send out radio waves, and similar to an echosounder, can use the returning waves to detect differences in sea surface height down to 3-6 cm (Figure 1.4.51.4.5\PageIndex{5}). These differences in sea surface heights allow us to determine the topography under the surface. Unlike the old lead line technology, where hundreds of soundings were necessary to map a small area, each taking an hour or more to complete, the current satellites can map over 90% of Earth’s ice-free sea surface every 10 days!

Passive margins are less geologically active.

Wave action and the movement of sediments over the shelf have continued this smoothing process. Continental shelves only make up about 6% of the ocean’s surface area, but they are biologically one of the richest parts of the ocean; their shallow depth prevents nutrients from sinking out, and their proximity to the coast provides significant nutrient input

nuanced

naively

involved

order

analogy

for the sake of

Opportunity Cost

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T

F

F

T

Life in college usually differs in many ways from one’s previous life in high school or in the workforce. What are the biggest changes you are experiencing now or anticipate experiencing this term?

What do you value that will you likely have less time or money to spend on while in college?

What do you value that will be richer in your future life because you will have a college education?

All of the above

2

3

4

0

5

3

5

3

4

2

2

3

1

1

3

5

5

5

4

2

3

4

2

0

3

4

4

3

2

4

0

5

4

3

4

5

4

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discern

map

coincidence

coordinate

intuition

interval

Get to know my instructors and other students in the class right away

Check the class syllabus for important assignments and exam dates and begin scheduling study periods well ahead of time

Check out tutoring services only as a last resort at the end of the term if I’m in danger of failing

Take it easy my first year in college, not worrying about grades, to avoid burnout

To save time, go first to a friendly instructor to learn about any resources the college may have to help me

Take as many online courses as I can so that I can sleep late and get help from friends doing online assignments

Talk to other students to find out what classes and instructors are easiest to keep my GPA up

If I read too slowly, look for a CliffsNotes summary of the reading so I don’t lose time reading whole textbook chapters

Prepare for each class every day

Pay very close attention in class so that I don’t have to be concerned with reviewing the course material later

Make good friendships and interact with a wide range of people on campus

Sit in the back row where I won’t be noticed or get asked a question I might not be able to answer

Be sure to tell all my instructors what I think they want to hear, not what I might really think

Form study groups with other students different from me so I can take advantage of how they learn as well

Talk to my advisor so that I take only those classes where the teacher’s style matches my own learning style

Give up everything else in life while in college

Adopt a positive attitude and work on staying motivated to succeed

Attend classes when I think something important will be said and I can’t find someone to borrow class notes from

Manage my time well so that I have enough time to study and start on assignments well ahead of the due dates

Decide immediately what I want to major in and never change my mind as I move forward through my courses

View college as a vital experience preparing me for the rest of my life

Approach classes and homework exactly as I did in high school

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F

F

Adapt your style or study with other students.

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Getting integrated: How might knowing the various components of the communication process help you in your academic life, your professional life, and your civic life?