Chapter 1: Introduction to Human Communication
Chapter Objectives and Integrator Guide
After reading and thinking about this chapter, students should be able to meet the
following objectives.
1. Objectives
2. State reasons why the study of communication is essential.
3. Define communication.
Key terms: communication, process, meaning
4. Name the components of communication.
Key terms: source, receiver, message, channel, feedback, code, verbal codes, nonverbal
codes, encoding, decoding, noise
5. Explain some principles of communication.
Key term: dialogue
6. Explain how the contexts of communication differ from each other.
Key terms: context, intrapersonal communication, interpersonal communication, dyadic
communication, small-group communication, public communication, mass communication
7. Set goals for improving yourself as a communicator.
Key terms: communication competence, ethics, social scientific method
Activities
,Activity 1.1 This Person Is Unique
Objectives
Students should be able to name all the members of the class and identify the unique
characteristics of at least half of the class.
Procedure
Divide the students into groups of four or five. Tell the students that their task is to become
acquainted. In their conversations, they should try to discover something that makes each
person unique. After about fifteen minutes, have each student introduce another, until everyone
has been introduced. Each introduction should tell as much about the other individual as
possible, especially what makes that person unique. You may want to take
time during the introduction to ensure that a unique characteristic is indeed unique. For
example, a person may claim that being married makes another unique, but if others in the class
are also married, then the introducer should be challenged to find something else that is unique
about the person being introduced.
Class Discussion
After everyone has been introduced, test the students’ ability to remember the names of
their classmates. Point to each individual and have the class call out his or her name.
Applications
This activity’s primary value is for the students to become acquainted and thus establish
rapport. It also can be used as a foundation for a discussion of self-concept (chapter 2).
Activity 1.2 Forming Impressions
Objectives
Students should be able to identify at least one person in the class who shares some
,characteristic with them, to determine what characteristics are unique to themselves, and to
discuss the effects of similarities and differences on communication.
Procedure
Have each student fold a piece of paper so that it is divided horizontally into three fairly even
sections; then have them fold the paper again so that it is divided vertically into three fairly
even sections. The folds should divide the paper into nine sections. Ask the students to write
down a characteristic about themselves in each of the nine sections. Students may write down
their religious affiliation, party affiliation, membership groups, dislikes, likes, subject major,
hobbies, class year, age, marital status, the general area of the country from which they come, or
the sports in which they participate. After they have written down these characteristics about
themselves, they should get up and move around the room and try to find at least one other
person who shares one of the characteristics. When they have found a person who shares a
characteristic, that person should sign the square in which the characteristic is written.
Students should attempt to have all nine of the squares signed by at least one person. (They can
have more than one person sign each square.) When a student has all nine squares signed, he or
she should sit down. After about one-third of the students sit down, discuss the exercise.
Class Discussion
Consider what characteristics were selected by those persons who sat down; that is,
had their papers completely signed. Why were they able to identify common
characteristics? Were they focusing on the others in the classroom, making
observations, and drawing inferences about similar characteristics? Were the people
who did not get all nine squares signed surprised? Which of their characteristics did no
one else have in common with them?
Did they focus on themselves or on others when they wrote down their nine
characteristics? Why is it important that we focus on common experiences and
characteristics when we are communicating with others? Have the students identify
particular characteristics that affect communication directly.
Applications
This activity is a good introduction to the course because it allows students to become
informally introduced to each other, and it underlines the basic definition of communication,
, which is to “make common.” Students begin to see the relationship between their
“commonness” and their ability to communicate with others.
Activity 1.3 The Big Picture
Objectives
Students should be able to observe and understand essential components in communication;
and witness illustrations of people, the message, the channel, feedback, code, encoding and
decoding, and noise.
Procedure
Divide the class into small groups of three to five students. Assign each group one or two
components for which students will be responsible. Allow ample time for the students to
familiarize themselves with the information. Show a current sitcom or drama taped from
television. As the show progresses, students should note any of the concepts/ideas that are
detailed in the chapter. At the conclusion of the show, students should be prepared to discuss
relevant information and how the show depicted this information.
Class Discussion
Students should comment on the term or concept that the show illustrated, and provide specific
dialogue that addresses the term or concept. The instructor should ensure the accuracy of
interpretation throughout the discussion.
Applications
While many types of shows are appropriate for this activity, sitcoms and dramas are short
enough to be viewed as part of one class period and also tend to have plots emphasizing topics
relevant to communication (e.g., miscommunication, ethical lapses, ambiguity, and conflict).
This activity serves as an overview of the components and provides students with a visual
representation of concepts. This activity can also be used as an end-of-term synthesis
assignment where students write essays analyzing a television show or movie.
Chapter Objectives and Integrator Guide
After reading and thinking about this chapter, students should be able to meet the
following objectives.
1. Objectives
2. State reasons why the study of communication is essential.
3. Define communication.
Key terms: communication, process, meaning
4. Name the components of communication.
Key terms: source, receiver, message, channel, feedback, code, verbal codes, nonverbal
codes, encoding, decoding, noise
5. Explain some principles of communication.
Key term: dialogue
6. Explain how the contexts of communication differ from each other.
Key terms: context, intrapersonal communication, interpersonal communication, dyadic
communication, small-group communication, public communication, mass communication
7. Set goals for improving yourself as a communicator.
Key terms: communication competence, ethics, social scientific method
Activities
,Activity 1.1 This Person Is Unique
Objectives
Students should be able to name all the members of the class and identify the unique
characteristics of at least half of the class.
Procedure
Divide the students into groups of four or five. Tell the students that their task is to become
acquainted. In their conversations, they should try to discover something that makes each
person unique. After about fifteen minutes, have each student introduce another, until everyone
has been introduced. Each introduction should tell as much about the other individual as
possible, especially what makes that person unique. You may want to take
time during the introduction to ensure that a unique characteristic is indeed unique. For
example, a person may claim that being married makes another unique, but if others in the class
are also married, then the introducer should be challenged to find something else that is unique
about the person being introduced.
Class Discussion
After everyone has been introduced, test the students’ ability to remember the names of
their classmates. Point to each individual and have the class call out his or her name.
Applications
This activity’s primary value is for the students to become acquainted and thus establish
rapport. It also can be used as a foundation for a discussion of self-concept (chapter 2).
Activity 1.2 Forming Impressions
Objectives
Students should be able to identify at least one person in the class who shares some
,characteristic with them, to determine what characteristics are unique to themselves, and to
discuss the effects of similarities and differences on communication.
Procedure
Have each student fold a piece of paper so that it is divided horizontally into three fairly even
sections; then have them fold the paper again so that it is divided vertically into three fairly
even sections. The folds should divide the paper into nine sections. Ask the students to write
down a characteristic about themselves in each of the nine sections. Students may write down
their religious affiliation, party affiliation, membership groups, dislikes, likes, subject major,
hobbies, class year, age, marital status, the general area of the country from which they come, or
the sports in which they participate. After they have written down these characteristics about
themselves, they should get up and move around the room and try to find at least one other
person who shares one of the characteristics. When they have found a person who shares a
characteristic, that person should sign the square in which the characteristic is written.
Students should attempt to have all nine of the squares signed by at least one person. (They can
have more than one person sign each square.) When a student has all nine squares signed, he or
she should sit down. After about one-third of the students sit down, discuss the exercise.
Class Discussion
Consider what characteristics were selected by those persons who sat down; that is,
had their papers completely signed. Why were they able to identify common
characteristics? Were they focusing on the others in the classroom, making
observations, and drawing inferences about similar characteristics? Were the people
who did not get all nine squares signed surprised? Which of their characteristics did no
one else have in common with them?
Did they focus on themselves or on others when they wrote down their nine
characteristics? Why is it important that we focus on common experiences and
characteristics when we are communicating with others? Have the students identify
particular characteristics that affect communication directly.
Applications
This activity is a good introduction to the course because it allows students to become
informally introduced to each other, and it underlines the basic definition of communication,
, which is to “make common.” Students begin to see the relationship between their
“commonness” and their ability to communicate with others.
Activity 1.3 The Big Picture
Objectives
Students should be able to observe and understand essential components in communication;
and witness illustrations of people, the message, the channel, feedback, code, encoding and
decoding, and noise.
Procedure
Divide the class into small groups of three to five students. Assign each group one or two
components for which students will be responsible. Allow ample time for the students to
familiarize themselves with the information. Show a current sitcom or drama taped from
television. As the show progresses, students should note any of the concepts/ideas that are
detailed in the chapter. At the conclusion of the show, students should be prepared to discuss
relevant information and how the show depicted this information.
Class Discussion
Students should comment on the term or concept that the show illustrated, and provide specific
dialogue that addresses the term or concept. The instructor should ensure the accuracy of
interpretation throughout the discussion.
Applications
While many types of shows are appropriate for this activity, sitcoms and dramas are short
enough to be viewed as part of one class period and also tend to have plots emphasizing topics
relevant to communication (e.g., miscommunication, ethical lapses, ambiguity, and conflict).
This activity serves as an overview of the components and provides students with a visual
representation of concepts. This activity can also be used as an end-of-term synthesis
assignment where students write essays analyzing a television show or movie.
