Format: Your answers must be word processed and spell-checked; use 1" margins and a 12-point, proportionally spaced, serif font such as Times New Roman (like this font); use unscented, white paper. Remember to proofread your work. Each answer must be on a separate piece of paper and you may not use more than one page for an answer, that is, all parts of one question must be answered on one side of one sheet of paper. Your name must not appear on your exam (so exams can be graded blind). At the top of each page type "Comm 104 Spring 2000 / Exam #____ / " then your SSN; then put a blank line, followed by the question number and your answer, so a page should look like this:

Comm 104 Spring 2000 / Exam #___ / 123-45-6789 1 (a). ....

General Info about the exam: These questions are based on the material in your textbook, as discussed and elaborated in class. The questions generally follow the chapters in the text, but for some questions material from other chapters may be relevant, and you should use it if it makes your answer better. The point of all questions on this exam is to show that you have learned about the material you read about in your textbook and discussed in class, and that you can relate this material to real life. Read each question carefully, not because we are trying to trick you, but because communication is a complicated process that requires careful thought. Strive in your answers to be concise. Longer answers often get FEWER rather than more points, because they are rambling and confused. Don't put in things not related to the question; this suggests you don't understand the question. Include in your answers the technical vocabulary from the textbook, particularly labels that apply to what you are describing. Be sure to answer all 4 parts of each of the three questions you choose.

Academic Integrity: This exam is to represent your own thinking. You may not give or receive assistance in the completion of this exam. Except for definitions given in the text or in class, all phrasing and examples should be entirely your own. In particular, you may not use examples from class, the textbook or discussions with others. You may go to your instructor for clarification of the questions. Instructors reserve the right to ask students to explain verbally anything they write on their exam, either in case of suspicion or at random. Remember (see syllabus) anyone caught misrepresenting work as their own when in fact it is not, will receive a failing grade for the course.

1. (Chapter 1 - Nature of Interpersonal Comm) Create and explain your own definition of interpersonal communication. Why have you included these components in the definition? How is interpersonal communication different from intergroup communication? Explain what a system is and what it means to say that interpersonal communication always takes place within a system.

2. (Chapter 2 - Identity and Comm) Give an example of a personal and a social identity that are important aspects of your self- concept. For each of these, what else would change in your self-concept and/or your behavior if you lost this aspect of your identity? In what aspect of your life would you say your self-esteem is highest? Lowest? How does your self-esteem in these domains compare with reflected appraisals relevant to these domains? Do your friends generally share your view of yourself? Using concepts from the text, how might you explain the correspondence or lack of correspondence?

3. (Chapter 3 - Dispositions) How does our text define monologue and dialogue? What is mindfulness, and how would mindful communication look within the context of a monologue? a dialogue? Explain what it means to be assertive vs. nonassertive vs. aggressive. How would these three behaviors be different in a monologue vs. in a dialogue?

4. (Chapter 4 - Social Cognition) In an interaction, what might you be uncertain about and how might you deal with your uncertainty? As part of your answer be sure to include explanations and examples of each of the following: (a) The 3 uncertainty reduction strategies identified by Berger; (b) 4 of the types of errors in attributions; and (c) how culture affects uncertainty reduction and attribution.

5. (Chapter 5 - Emotion) Think about a recent situation in which you experienced anger. Describe (as much as possible without interpreting or evaluating) that experience: Where did it take place? Who was there? What did you say/do and what did others say/do? What physical sensations did you have in your body (e.g., tight muscles, sweaty palms, shakiness, feeling hot)? What emotions did you experience in addition to the anger? Whom where you angry at? What were you telling yourself about this situation and how did that affect your anger? How did you feel about being angry? (aversive? fun? you shouldn't!?!) How did your anger affect your communication? Did your communication increase or decrease your anger? Did you attempt to manage your anger, and if so, how and how did it work out? Was there anything you wanted to say, but didn't? Anything you said that you wish you hadn't? Say how you might have used two of the anger management techniques suggested in the text, and how you would expect these to have changed the situation and your feelings.

6. (Chapter 6 - Structural and Situational Influences). Identify the people that you communicate with in a typical week. (If you find it helpful, you may draw a picture of your network to include with your answer. Indicate network members with a circle with their initials (or whatever) in it. Put this drawing on a separate page; it will not count toward your page limit for this answer.) How many people are there in your network, that is, how differentiated is your communication network? How much do these people communicate with each other, that is, how integrated is your communication network? In what ways are the people in your communication network similar to you, and in what ways different? What groups are "excluded" from you communication network in the sense that you don't communicate with members of these groups in a typical week (e.g., think about gender, ethnic, racial, organizational, socioeconomic, occupational and other groups).

7. (Chapter 7 - Perception)

   (a) Describe the perception process as presented in our text.

   (b) Say what it means for perceptions to be biased, and explain how this is different from saying that perceptions are inaccurate.

   (c) What are the three steps in the perception checking process according to our text? Give an example showing when you could have used this process (whether you actually did or did not).

   (d) Give examples of three different types of sexist language from our text, including labels, and for each say how it could be avoided.

8. (Chapter 8 - Listening)

   (a) List 3 of the things our text suggests cause people not to listen effectively, and give a brief (one or two sentences), real-life example of each.

   (b) List and explain briefly 3 goals of responsive listening.

   (c) List and explain briefly 3 ways that responsive listening can increase communication effectiveness.

   (d) List and discuss briefly 3 ways we can indicate to others that we are paying attention to them when they are talking?

9. (Chapters 9 and 10 - Verbal Communication)

   (a) According to our text, differences in verbal communication attributed to gender can be explained via "deficit," "culture," and "power." Briefly describe each explanation.

   (b) Which of the explanations in (a) do you personally rely on most when you attempt to understand differences in female-male communication? Why do you think you lean toward this explanation?

   (c) Using concepts from the text, give an example of the communication problem you most frequently experience in female-male interaction; explain why it is a problem and how it relates to gender.

   (d) List and explain briefly how you might improve your communication when interacting with someone of the other gender.

10. (Chapter 11 - Nonverbal Communication) According to your text, nonverbal communication is considered a "relationship code because nonverbal cues are often the primary means of signaling the nature of our interpersonal relations."

    (a) How are facial expression, voice tone, eye contact, posture, touch, and proxemics different when you are expressing rage versus compassion?

    (b) Illustrate 3 ways nonverbal cues can function in relation to verbal cues. Include content vs. relational aspects of a message in your answer.

    (c) What are the possible "messages" when your friend is always late for everything? What other information could you use to determine what his or her "real message" is?

    (d) You have a new roommate from another culture who speaks English but doesn't understand the nuances of the language. Assume you want this person to be your friend and you want to help him/her adapt to the US and the UofA student culture. What nonverbal cues, symbols, or signals would you tell your new friend about that are significant in the US? At the UofA?

11. Chapter 12 - Relational Development/Termination

    (a) One approach to understanding relationship development and deescalation is as a series of stages. List and describe briefly each stage of development and deescalation in Knapp and Vangelisti's stage model. Explain two factors that influence movement through those stages.

    (b) The book describes three primary "dialectics" that influence how our relationships develop and change over time: autonomy-connection, novelty-predictability, and openness-closedness. Briefly describe each of these dialectics and explain how they work in escalating and deescalating relationships.

    (c) Although the stage model of relationship escalation and the dialectical perspective are different approaches to understanding relationship development and deescalation, both models are useful. What is one strength of the stage model approach and what is one strength of the dialectical perspective model?

    (d) Give an example of a relationship in your life that has developed (and possibly deescalated, as well). Which model, stages or dialectics, better describes the course of this relationship? Explain, labeling events/aspects of your relationship with the concepts from the model used.

12. Chapter 13 - Communication in Close Relationships

    (a) Describe briefly a close (e.g., a really good friend, a significant other, a family member) and a non-close (someone you do not feel close to but must get along with or work with to accomplish a task , e.g., a roommate, a work associate, a family member) relationship you have, to be used in all parts of this question. Compare (describe and provide examples) the communication in these two relationships with regard to immediacy, receptivity, composure, and dominance. How do these communication characteristics affect relational closeness?

    (b) Compare (describe and provide examples) the extent of interdependence in these relationships with regard to frequency of interaction, variety of interaction and influence attempts. How do these different behaviors affect relational closeness?

    (c) Compare (describe and provide examples) the communal, individual and impersonal themes of communication in these two relationships. How do these different themes of communication affect relational closeness?

    (d) What "rules" of communication are there in these two relationships? Discuss your thoughts on how and why these "rules" evolved.

13. Chapter 14 - Maintaining and Rejuvenating Relationships

    (a) Discuss the four general causes of problems in interpersonal relationships.

    (b) What is the role of communication in sustaining relationships and how does it affect our level of satisfaction in interpersonal relationships?

    (c) Think about a time when someone said or did something that made you feel supported. Which supportive communication-climate characteristics (description, problem-orientation, spontaneity, empathy, equality, provisionalism were used?

    (d) According to the text, there are several strategies for dealing with relationship problems, three of which are focus on what works, don't become defensive, and use creative interpretations. Describe the characteristics of each strategy and provide examples.

14. Chapter 15 - Conflict Management

    (a) Conflicts are inevitable, so we must manage them by making communicative/behavioral choices, that is, by selecting conflict strategies. The book lists three general types of conflict strategies (Hint: S0, N, & C). Explain each strategy type in terms of goals and actions. Give a brief example of a conflict and say how one could use each of these strategy types in this conflict. (What would one do/say?)

    (b) A "zero sum" conflict is one in which one person's losses equal the other person's gains. Give an example of such a conflict and explain why it appears to be a zero-sum conflict. What might the relational or identity goals of the conflicted parties be? Are these also zero sum? Explain.

    (c) Give an example of a conflict you recently had with someone. For this conflict situation, answer the five questions relating to the decision tree on p.433 of your text. What strategy does the decision tree recommend to you? What type of strategy is it? (See (a) above.) Compare and contrast your actual strategy with the recommended one.

    (d) For the conflict you discussed in (c) above, answer the same five questions as you think your conflict partner would have answered them. What strategy would the decision tree recommend to him or her? What type of strategy is it? (See (a) above.) Compare and contrast his or her actual strategy with the recommended one.