interpersonal communication - Lee College

LEE COLLEGE CRITICAL THINKING PORTFOLIO
SPCH 1318 – INTERPERSONAL COMMUNICATION
INSTRUCTOR: JOSEPH M. GANAKOS
I: Outline & Reflective Statement
II: Syllabus for SPCH 1318 (Spring 2010)
III: Relational Dynamics Project: “Assessing Your Interpersonal Relationships”
IV: Relational Dynamics Project: “Improving Your Interpersonal Relationships”
V: Relational Dynamics Project: “Relational Dynamics Assignment”
VI: Relational Dynamics Project: “Relational Dynamics Presentation”
VII: Instructional Critique for “Relational Dynamics Presentation”

LEE COLLEGE CRITICAL THINKING PORTFOLIO
OUTLINE & REFLECTIVE STATEMENT
SPCH 1318 – INTERPERSONAL COMMUNICATION
INSTRUCTOR: JOSEPH M. GANAKOS
INTRODUCTION & REFLECTIVE STATEMENT
Since 2006, SPCH 1318 has been taught at Lee College with an annual census of approximately
200 students over ten sections taught throughout the academic year. Interpersonal
Communication is a class used to satisfy the “oral communication” requirement for Lee College
and the State of Texas and is often preferred by certain majors due to its greater applicability in
certain workplaces. Nursing, CAD, and many of the vocational majors are often better served
through the elements of this class than by other Speech Communication offerings.
As SPCH 1318 is taught both in both traditional (face-to-face, on-campus) and hybrid (a
composite of traditional and online instruction) courses, it was necessary to design assignments
that could be delivered easily in either environment. By creating an assignment that is sequential,
incremental and results in a capstone experience, the Relational Dynamics Project that I have
designed integrates not only the academic content demanded by this subject area but seeks to
include a significant critical thinking component in order to enhance the student’s experience and
to provide an opportunity for significant self-evaluation.
By creating an assignment that demonstrates real-world applications for theoretical concepts,
students will not only have a greater understanding of the material but be able and willing to apply
these learnings across the curriculum and their own lives.
PROCESS
Students will undertake a semester-long project that will result in multiple learning outcomes and
seeks to integrate all the primary learning objectives covered through lecture, readings and
classroom interaction. Additionally, by utilizing several key elements of the Paul-Elder Critical
Thinking Framework, it is incumbent upon the student to not only report the existence of
interpersonal phenomena but to seek to explain those same phenomena through theoretical and
practical analysis and application.
In the initial phase of the assignment (“Assessing Your Interpersonal Relationships”), students will
experience four distinct critical thinking elements: Purpose, Problem, Empirical Evidence and
Assumptions. They will be asked to analyze three real world relationships and draw some
preliminary conclusions based on the data they gather through subjective and objective questions.
In the second phase of the assignment (“Improving Your Interpersonal Relationships”), students
will take the data they gathered in the previous phase and begin to analyze the relational
dynamics of each relationships and begin to compare and contrast each relationship. By doing
so, the students should experience the same four critical thinking elements from the first phase as
well as engaging in the designation and understanding of a Frame of Reference.
Taking the sum of the information gathered in the first two phases, they will create a 3-4 page
subjective analysis of the relationships in the third component of the assignment. In this phase,
they will apply a minimum of four a priori questions dealing with seminal issues from the course
material to all three relationships. In so doing, they will apply the critical thinking elements of
Conceptualization and Inferences in addition to the previous five critical thinking elements.

Finally, the students will design a capstone presentation (a 13-14 minute speech) that will take all
the relational data gathered over the three previous assignments and use them in an experimental
process by which a major theory (Maslow’s Hierarchy of Needs, Knapp’s Stages of Relational
Development, Altman & Taylor’s Social Penetration Model, etc.) is used to not only explain the
relational data but be used as a tool for the exploration, understanding and maintenance of each
relationship. In this final phase of the assignment, not only will students utilize all seven of the
previously applied critical thinking elements but include the eighth and final element: Implications.
By creating a process-driven assignment that spans 90% of the total class time, it is my belief that
students will not only have a working knowledge of the fundamentals of critical thinking but be
able to replicate the analytical functions of this process in relationships beyond those studied in
this assignment.

INTERPERSONAL COMMUNICATION
SPCH 1318 SPRING 2010
INSTRUCTOR CONTACT INFORMATION:
Instructor: Joseph M. Ganakos, M.A. Office Phone: (281)425-6502 (x6502)
Office:
Advanced Technology Center
ATC 303
Office Hours:
Please see instructors website or
the hours posted on my office door.
Instructor’s E-mail: jganakos@lee.edu Instructor’s Webpage: www.lee.edu/faculty_pages/
Division Chair:
Ray Whitlow
Office Phone:
Office:
(281)425-6876
Gym 107
Division Secretary:
Beth Barclay
Office Phone:
Office:
(281)556-4003
Gym 103
WELCOME TO:
Course Title: Interpersonal Communication
Course Number: SPCH 1318
Credit Hours: 3
Course Sections:
M/W 12:15-1:30 (1475)
M/W 7:15-8:30 (1476)
T 5:45-8:25 (1477)
COURSE OVERVIEW:
Catalog Description: Interpersonal Communication focuses on the complex process of person-to-person communication. The
course is designed to facilitate the student's conscious awareness of the impact of messages, verbal and nonverbal, sent and
received by him/her.
Course Learning Outcomes: This course is designed to help you:
• Recognize and apply effective listening skills.
• Recognize and interpret nonverbal messages.
• Analyze and interpret one's own personal verbal and nonverbal messages.
• Recognize and demonstrate appropriate emotions and feelings in a variety of communication situations.
• Be able to use assertive behavior for appropriate settings.
• Be able to skillfully deal with conflict situations.
• Recognize the importance culture plays in interpersonal communication.
• Explain the concepts in communication theory.
• Illustrate the perception process.
• Define the self-concept and its relationship to communication.
• Cite examples of effective and ineffective relationships.
Required Materials: The required text for this course is Looking Out, Looking In by R.A. Adler & N. Towne, 12 th Ed.
You are expected to keep current in the reading of the text, even if chapter material is not directly covered in class. Exams
will be drawn primarily from the textbook and lecture.
Please note: read the required material prior to class! Cramming right before we begin is of little use. I will ask you to keep your
textbooks closed while I am lecturing; I want to know what you think, not what the authors think.
Additionally, I would urge you to purchase a three-ring binder to keep your syllabus, handouts and notes in; you will be required to
have them in ALL classes. You should also purchase a pack of 3x5 white note cards for use in your presentation.

CLASS POLICIES:
Attendance: Attendance is required. You are allowed one excused absence. For each absence, 50 points will be deducted from
your final total possible score. It is your responsibility to cover any and all material missed and to turn in any assignments that may
have been due on the day you were absent. Under no circumstances will absences on speech days be excused except in the
most extreme (and sufficiently documented) cases. This policy extends to those days where your classmates may be presenting
their work even if you are not.
An excused absence that is the result of a scheduled, sanctioned Lee College activity must be accompanied by prior notice and
supporting authorization from the activity sponsor. Tests and non-speech assignments must be made up within one week of the
absence. All speeches must be delivered the class preceding the absence or at a time mutually agreed upon.
You are considered tardy if not present when class begins (one second, one minute, or one hour … tardy is tardy) or if you leave
class before it is finished. The first two tardies will equal one absence; every tardy thereafter will then be treated as an absence. If
you are late to class and miss a quiz, you are not allowed to take a make-up quiz or assignment/exercise. A tardy may be excused
if approved in advance at my discretion.
Assignments: Assignments are to be submitted at the beginning of class, not during the middle or end of class. If you will be
absent the day an assignment is due, make arrangements ahead of time to have it to me prior to the due date. Late work will be
accepted, but you lose 25% of the base score per class session (or portion thereof including tardy attendance). Thus, if the
assignment is two class sessions late, even if your work earns an “A”, you will only receive an “F” based on this deduction. If you
have a valid reason for the work being late, such as documented serious illness or a verifiable family emergency, the work must be
handed in the class session you return or else it becomes late work.
Submission of Assignments: All assignments must be typed and spell-checked. On these assignments, please use standard
(1”) margins, 12 pt. font (Arial or Times New Roman are good choices), and double spacing. All assignments must follow a major
citation methodology if appropriate (APA or MLA only). Cover pages are optional. Multi-page assignments must be stapled … not
paperclipped, not folded over; invest in a stapler … trust me on this one. I realize all of this sounds anal retentive but you’d be
surprised how many people think 3” margins and 20 pt. font are a good idea. Assignments submitted that fail to meet one or more
of these guidelines will be subject to a 25 point penalty. Handwritten assignments will not be accepted under any circumstances
unless I have specified this in advance (in-class quizzes, etc.). Also … get in the habit of saving all your assignments to disk; you
never know when you’ll need them again.
If you need assistance in creating and editing written assignments (including speeches), please make use of the Writing Lab in
Bonner Hall 225 at (281)425-6534.
Behavioral Expectations During Presentations: You are expected to be present and on-time on days presentations are
scheduled. Anyone who is not present, with the appropriate critique sheet, at the beginning of the class period will receive a 25%
penalty to their presentation grade.
Additionally, you should refrain from any activity that may jeopardize the grades of your classmates during presentations. If you
are late and walk in the door during another student’s presentation you will receive no credit (zero) for your own presentation;
please wait outside until the instructor admits you to the classroom. Also, please refrain from any activity other than listening to the
speaker while you are an audience member (going over your notecards, eating or drinking, whispering to one another, etc.) that
may distract other students.
The same penalty of no credit (zero) will occur should you not deactivate your cellphone/pager/etc. per the syllabus guidelines.
Make-up Exams & Speeches: If you miss an exam you must provide valid/verifiable documentation excusing your absence;
otherwise you will not be allowed to make up the exam. Also bear in mind that a make-up exam will typically be harder than the
original exam. The Final Exam must be taken at the specified time as it will be impossible to schedule a make-up exam.
Due to time constraints, make-up speeches will only be granted, at my sole discretion, in the most extreme circumstances. Prior
notice of an absence is absolutely mandatory to receive this consideration.
Sources and Research: Several of your assignments may require you to conduct outside research. You will have a minimum of
required sources provided to you during the preparation phase of each assignment. Failure to provide the minimum of sources will
result in you receiving a grade no higher than a ‘D’ on your assignment. I will strictly enforce this rule.
Please note: while the internet provides many wonderful things (ESPN.com Fantasy Football, MP3s from Emule, Yahoo Games,
etc.) is a very scary place when it comes to research. Any nutcase can make a website; just because you can Google it doesn’t
mean it is credible. I will expect your research to go beyond internet citations and actually enter into the world of credible sources.
Oh … and just for future reference. Wikipedia and About.com are not appropriate sources. Seriously.
Quizzes: Daily Quizzes will be unannounced. They will usually be based on the reading assignment or on the previous day’s
lecture. Quizzes may not be made up under any circumstances; if you miss a quiz, you will receive no credit.
Participation: Participation in any class is preferred; in a communications course it is essential. However, I do evaluate you on
the quality of your participation, not the quantity. There will be opportunities in class to earn points … don’t waste them.

Cell Phones and Beepers: Please silence all cell phones and beepers. I, too, have a cell phone; please note that it will not be
heard while class is in session. If your cell phone or beeper disturbs the class, 50 points will be deducted from your participation
grade per disturbance and my eternal wrath. And, just to clarify: “off” does not mean on vibrate with the occasional covert glance
to see if someone is thinking about you … it means completely and utterly silent.
Also, please refrain from text messaging during my class as the same penalty will apply for this transgression … yes, your
surreptitious glances and key-tapping isn’t nearly as unnoticed as you think. Any violation of this policy will result in a 50 point
deduction from your participation score and … you guessed it, my eternal wrath.
Moreover, please refrain from wearing Bluetooth headpieces while in class.
Limited exceptions for cellphones will be made in emergency situations; please discuss this with me prior to the beginning of class.
Phones are not allowed to be accessed during exams, quizzes or presentations for any reason whatsoever; they must remain in
your backpack, pocket or purse. Failure to abide by this policy will result in an immediate zero on the exam, quiz or presentation.
Internet and E-mail: Lee College provides computing resources to all students. You are encouraged to use the computers,
software packages, and e-mail for educational and/or paraprofessional activities. If you don’t have a computer or internet access
you may make use of the Open Computer Lab in ATC 208.
You must utilize and maintain the e-mail account via Lee College that was provided to you at the time of registration. It is, by far,
the most efficient means of getting in touch with me (and vice versa) and it is completely free of charge. Your MyLC account will
be the only account I will recognize for your incoming e-mails; similarly, I will only distribute all mail to your MyLC accounts.
Any e-mails sent to me must include your class section number within the subject line of the e-mail (ex: “1552 - My Speech”).
Also, please include a “signature” consisting of your proper name at the conclusion of your e-mail.
Yes, I understand that you can’t live without your Hotmail, GMail or Yahoo accounts but it is time to realize that
Sk8trgurl@yahoo.com or TexanFan69@hotmail.com isn’t really the image you want prospective employers (and instructors) to
judge you on.
Also, as a quick aside: Get in the habit of spellchecking your e-mails and be conscious of proper grammar and punctuation
(including capitalization). Remember that it is not what you do but what you look like you do … if your e-mail makes you appear
incompetent or careless then, for all intents and purposes … you are.
Faculty Website & Student Handouts: Over the course of the semester you will be required to print assignments from my faculty
website. These handouts are due (per the attached course calendar) and may be used not only for exams and assignments but
may be required as an in-class quiz. Please print them out for the night they are due.
Look under “Course Material” to find your course number. A copy of this syllabus will be found under “Class Outline”. All handouts
will be listed under “Study Guides”. All assignments will be listed under “Assignments”. Helpful links (especially those used to help
you in your research) will be found under “Class Web Links”.
WiFi Laptops: If you choose to bring a laptop to class, I strongly urge you to utilize it only to aid you in taking notes. If you choose
to surf the Internet or play games during class you will do so at your own risk. If I determine that your use of a laptop acts as a
distraction to the class in any way I will ask you to use a more conventional form of taking notes.
Grading Scale: A = 100 – 90 B = 89 – 80 C = 79 – 70 D = 69 – 60 F = 59 – 0
Grade Determination:
Your grade will be
determined by
the following:
Details
Point Value
Percent of
Final
Average
Exam I, II & III In-class, equally weighted at 10% Each 300 30
Jung Typology Assignment Personality Typing Assignment & Questions 50 5
Relational Dynamics Project Critical Thinking Assignment 100 10
Reflection Papers Material Competency Assignment 100 10
Final Presentation Capstone Theory & Analysis Assignment 250 25
Quizzes/Participation Quizzes, in-class exercises and participation. 200 20
TOTAL: 1000 100%

LEE COLLEGE POLICIES:
Academic Integrity: Lee College is committed to a high standard of academic integrity in the academic community. In
becoming a part of the academic community, you are responsible for honesty and independent effort. Failure to uphold these
standards includes, but is not limited to, the following: plagiarizing written work or projects, cheating on exams or assignments,
collusion on an exam or project, and misrepresentation of credentials or prerequisites when registering for a course.
Cheating includes looking at or copying from another student's exam, orally communicating or receiving answers during an
exam, having another person take an exam or complete a project or assignment, using unauthorized notes, texts, or other
materials for an exam, and obtaining or distributing an unauthorized copy of an exam or any part of an exam.
Plagiarism is defined as submitting/presenting information drawn from the work of another as his/her own the ideas (without
giving proper citation and/or attribution to the original source.). Plagiarism includes submitting a paper, report or project that
someone else has prepared or extensive reliance upon non-cited material within the format of a speech.
Collusion is inappropriately collaborating on assignments designed to be completed independently. This may include, but not
be limited to, take-home assignments, take-home tests, in-class quizzes, research papers, etc.
These definitions are not exhaustive. When there is substantial evidence of cheating, plagiarism, collusion or
misrepresentation, disciplinary action may include but is not limited to: requiring you to retake or resubmit an exam or
assignment, assigning a grade of zero or "F" for an exam or assignment; or assigning a grade of "F" for the course. Additional
sanctions including summary withdrawal or expulsion may be imposed on anyone who violates the standards of academic
integrity.
Americans with Disabilities Act Statement: Lee College is dedicated to providing the least restrictive environment for all
students. The Vocational Rehabilitation Act of 1973, Title V, Section 504 and the Americans With Disabilities Act of 1990
(ADA)
enable students with disabilities to participate in and benefit from all post-secondary educational activities.
If you require reasonable accommodations because of a physical, mental, or learning disability, please contact Disabled
Student Services in Moler Hall at (713)425-6384 who will provide you with the procedures you must follow to request
accommodations. Please notify me as soon as possible (preferably before the end of the first two weeks of class) to arrange
for reasonable accommodations.
Equal Opportunity Statement: It is the policy of the Lee College to provide equal employment, admission and educational
opportunities without regard to race, color, religion, national origin, sex, age, or disability. Lee College strives to provide an
excellent learning environment free from harassment or intimidation directed at any person’s race, color, religion, national
origin, sex, age, or disability. Any form of harassment will not be tolerated. If any issues arise please feel free to discuss
these matters with me as necessary.
Withdrawal Policy: Withdrawal from the course after the official day of record and prior to last day for withdrawal will result in
a final grade of “W” on your transcript. No credit will be awarded for a course earning a “W”. If you stop attending class, you
must withdraw at the registration office prior to “W” day. If you stop attending class and do not officially withdraw, you will
receive an “F” for the course.
GRADING CRITERIA FOR CAPSTONE ASSIGNMENTS:
Relational Dynamics Project: A report using assigned criteria to analyze various relationships in your life. The data from
this project will be used to provide you with the material necessary to deliver the Relational Dynamics Presentation to your
classmates. You will undertake a comprehensive assessment of three of your past or present relationships and then
undertake a process-driven critique of those relationships using selected readings from the semester’s course materials.
Please reference the handout “Relational Dynamics Assignment” located on my faculty website for full details on this project..
Relational Dynamics Presentations: A brief speech designed to inform the audience about the impact of active relational
evaluation and management techniques in various real-life relationships. The student must use Powerpoint as your visual aids
of choice to supplement your presentation. The length of the speech will be 13 - 14 minutes. More detailed instructions will
be issued at the time of assignment. Please reference the handout “Relational Dynamics Presentation Overview” located on
my faculty website.
Reflection Papers: You will prepare a one-page analysis and critique of the material in each chapter as it applies to the
relationships in your life. You are expected to use personal examples to frame your answers. I will select four random
chapters to be collected on a date to be specified in-class. You are urged to keep up with your reading and to prepare each
Reflection Paper immediately after completing it. More detailed instructions will be issued at the time of assignment.

INTERPERSONAL COMMUNICATION
SPCH 1318 SPRING 2010
SYLLABUS CONTRACT
I have read and understand all of the requirements and responsibilities set forth by this syllabus. I am fully aware of all the
assignment requirements and expectations, the expectations for attendance and behavior, general performance and grade
expectations, and the policies regarding cheating and plagiarism.
Further, I understand that the class Calendar may be subject to change by the instructor as conditions warrant. Should any
substantive changes occur, the instructor will provide a revised Calendar to the class.
Finally, I agree that this syllabus will act as a compact between instructor and student and that I will abide by all the
expectations outlined therein.
____________________________________ ____________________________________ _________________
Printed Name Signature Date
This signed document must be submitted to the instructor at the beginning of the second day of class.

INTERPERSONAL COMMUNICATION - SPCH 1318
ASSESSING YOUR INTERPERSONAL RELATIONSHIPS
Purpose: 1. To understand how communication events are guided by the context in which the event
occurs.
2. To understand how different contexts affect the individuals in a relationship differently.
3. To determine the degree of “interpersonalness” of your relationship.
Directions:
Select one relationship in each of the following categories:
First: professional or academic
Second: immediate family or extended family
Third: romantic or friendship
1. First Relational Partner: _______________________ (First Name & Type)
Second Relational Partner: _______________________ (First Name & Type)
Third Relational Partner:
_______________________ (First Name & Type)
2. For each relationship, complete the following items below using the following scale:
5 = Definitely True 2 = Mostly False
4 = Mostly True 1 = Definitely False
3 = Neither True Nor False
QUESTION
PARTNER
1
PARTNER
2
PARTNER
3
My partner and I use psychological information as the basis for predicting each
other’s responses.
I have a high degree of trust and a positive history with my partner.
Most of the rules we use for communicating in our relationship are unique to our
relationship.
Our roles in the relationship are defined almost exclusively by our individual
characteristics.
Our goals for communicating include the satisfaction of both personal and mutual
needs.
TOTAL
The possible range of your score is 4 - 25, indicating degrees of “interpersonalness.” Scores of 15 and lower lean
toward non-interpersonal, while scores of 16 and higher lean toward interpersonal.
ASSESSMENT QUESTIONS
• Is one of your relationships more interpersonal than the others? In what ways?
• Is one of your relationships less interpersonal than the others? In what ways?
• How does the other person’s cultural background affect how he/she responds to you and your
messages?
• How do the situation and the environment affect how you and your partner communicate your messages?
• How does the content and/or the way the messages are communicated change due to the place and the
surroundings in which you are communicating?
• What are some techniques that we’ve discussed in class that will help you improve your interpersonal
relationships? Be specific with regard to their application.

INTERPERSONAL COMMUNICATION - SPCH 1318
IMPROVING YOUR INTERPERSONAL RELATIONSHIPS
Purpose:
Directions:
1. To identify positive and negative communication traits you exhibit.
2. To establish an understanding of those traits.
3. To determine if the positive traits can be maintained or amplified.
4. To determine if the negative traits can be diminished or eliminated.
Using the three relationships you chose for the Interpersonal Communication Assessment,
complete the following exercises.
Professional/Academic Partner: _______________________ (First Name & Type)
Family Partner:
_______________________ (First Name & Type)
Romantic/Friendship Partner: _______________________ (First Name & Type)
ASSESSMENT QUESTIONS
The following questions are to assist you in clarifying your thoughts prior to the final exam, reflection papers and
your capstone presentation. I would advise you to answer each one fully and annotate with proper sourcing for
external sources. The responses from this assignment will be submitted as your Relational Dynamics Report.
1. Which relationship was the most Ainterpersonal@? Trace the development of this relationship from its
beginning to its current position based on Knapp=s Stages of Relational Development.
2. Which relationship was the least Ainterpersonal@? Trace the development of this relationship from its
beginning to its current position based on Knapp=s Stages of Relational Development.
3. For each of the three relationships, establish a list of five basic rules that exist within each. Explain what
would happen if these rules were violated. (Ex: trust, sense of humor, etc.; be creative and elaborate in
defining these rules)
4. Did the rules vary between relationships? If so, why? If not, why not?
5. Why are these relationships significant to you? Use Maslow’s Hierarchy of Needs to analyze each.
6. Are there any circumstances under which the most Ainterpersonal@ of your relationships would be
terminated? If so, what? Explain in terms of the relational rules you defined in Question 3.
7. Are you motivated to improve the least Ainterpersonal@ of your three relationships? If so, why would you
do so and how would you choose to do it? If not, why not?
8. Identify one area in each of the three relationship that needs improvement. How do you intend to alter
your behaviors in order to achieve these improvements? Be specific and thorough.

RELATIONAL DYNAMICS ASSIGNMENT - SPCH 1318
OVERVIEW
You will complete two supporting assignments, in sequence, in order to help you undertake a
critical analysis of three of your current or past relationships. First, you’ll need to complete the
assignment “Assessing Your Interpersonal Relationships”. Next, you’ll then apply the
learnings from this assessment to the assignment “Improving Your Interpersonal
Relationships”. The data you gather using these two instruments will enable you to undertake
a comprehensive review of the relational issues you encounter in your daily life.
Utilizing this data, you will write a 3-4 page summary of your progress regarding the Relational
Dynamics Assignment. Utilizing the information you gathered on the Interpersonal
Relationship Assessment and the Interpersonal Improvement Report, you will create a succinct
overview of the three relationships you’ve chosen utilizing at least four of the variables listed
below.
CONTENT
Your summary must analyze ALL THREE RELATIONSHIPS and must include no less than
four of the following variables:
Self-Disclosure & Potential Alternatives to Self-Disclosure
Conflict Resolution
Needs Met by the Relationships
Deception & Trust
Gender or Socio-Cultural Differences
Language & Listening Behaviors
Your Self-Concept & Its Effect on Relationships
Perceptual Sets & Barriers to Perception
Managing with “Difficult Emotions”
Communication Climates
STRUCTURE & SOURCING
Your summary must follow the guidelines for submission found in your syllabus. Please
demonstrate evidence of a cogent thesis, proper transitions and a legitimate introduction and
conclusion.
Additional, ALL sources consulted must be cited using APA or MLA format.
LEARNING OUTCOMES
By examining these key variables, you’ll be better able to target your theory required for
analysis in your Relational Dynamics Presentation. These variables should have universal
application, regardless of which theory you’ve chosen as your unit of analysis. This
assignment will now provide you with the necessary data to begin your Relational Dynamics
Presentation.

RELATIONAL DYNAMICS PRESENTATION - SPCH 1318
OVERVIEW
Using the three relationships you selected in your Relational Dynamics Assignment, you will prepare an
oral presentation that analyzes all three relationships using a major theory, model or definitional
process from your readings over this semester. You will examine the similarities and differences
between all three relationships and use this data to demonstrate the utility of theoretical analysis.
CONTENT
Be certain that you accomplish the following in your oral presentation:
A brief overview of the theory you are using as your critical framework.
A brief overview of each relationship; this may be done all at once or singularly in sequence.
An application of the theory to each relationship.
Demonstrate what the application of the theory reveals and how the theory is applicable for
relational analysis.
Some suggestions for theories would include: Knapp’s Stages of Relational Development, Duck's
Filtering Theory of Attraction, Social Exchange Theory, Altman & Taylor’s Social Penetration Model,
etc.
Some critical issues for examination might include: relational progression, what needs are met by the
relationship, how conflict is dealt with within the relationship, deception cues, etc.
Areas of self-examination might include commonalties and differences in the relationships, tendencies
towards repetitive behavior on your part of those of others, the positive or negative outcomes of these
relationships, etc.
STRUCTURE
Your speech must have a cogent introduction and conclusion. The body of the speech will reflect the
content criteria listed above. You must accomplish this task within the maximum of ten minutes of
speaking time allotted per student.
VISUAL AIDS
You must use Powerpoint to help your audience understand your theory and its application. There is
no minimum or maximum number of slides. Be certain that you follow the guidelines for spellchecking
and grammar.
DELIVERY
You must employ an extemporaneous style of delivery. You are, however, allowed to use limited
speaking notes.
LEARNING OUTCOMES
By applying a sound theory to these relationships, you’ll be better understand not only the theoretical
perspective but the relationships you engage in as well.

INTERPERSONAL PRESENTATION CRITIQUE – SPCH1318
Speaker’s Name: ___________________________
Class Day/Time: _______________________
Relationship 1: _____________ Relationship 2: _____________ Relationship 1: _____________
Theory / Model / Definition Being Used: ________________________________________________
CONTENT / ORGANIZATION
Had clear & concise introduction.
Had connecting transitions between points.
Followed a logical organizational pattern.
Speech clearly established the nature of the relationships.
/30
Speech clearly demonstrated relational significance.
Had clear & concise conclusion.
THEORY & ANALYSIS
Speech demonstrated understanding of theory.
Speech demonstrated application of theory.
Speech demonstrated factors that justify use of theory.
/40
Analysis of relationships coincides with theory guidelines.
Subjective concepts supported by properly cited sources.
PRESENTATIONAL AIDS
Visuals were legible (font size/color/etc.).
Demonstrated both appropriateness and effectiveness.
Met the minimum requirement for number and type.
/10
Used visuals appropriately.
DELIVERY
Gestures freely.
Does not rely solely on manuscript.
Maintains appropriate eye contact.
/10
Speech is free of hesitations / disfluencies.
TIME LIMIT
Met appropriate time requirements. _________ /10
OVERALL COMMENTS:
TOTAL SCORE: __________