Instructor Manual: Woods, Interpersonal Communication Everyday Encounters, 10e, ©2027 9798214157429; Chapter 1: An Introduction to
Interpersonal Communication
Instructor Manual
Woods, Interpersonal Communication Everyday Encounters, 10e, ©2027
9798214157429; Chapter 1: An Introduction to Interpersonal Communication
TABLE OF CONTENTS
Purpose and Perspective of the Chapter......................................................................2
Chapter Objectives........................................................................................................2
Complete List of Chapter Activities and Assessments.................................................3
Key Terms.....................................................................................................................3
Chapter Outline.............................................................................................................5
Discussion Questions....................................................................................................9
Additional Activities and Assignments.......................................................................10
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 1
accessible website, in whole or in part.
, Instructor Manual: Woods, Interpersonal Communication Everyday Encounters, 10e, ©2027 9798214157429; Chapter 1: An Introduction to
Interpersonal Communication
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to introduce learners to the fundamental concepts and principles of
interpersonal communication. This chapter explores how communication meets essential human needs
ranging from basic survival to self-actualization, while examining Buber’s three levels of communication
relationships: I-It, I-You, and I-Thou. Students here will learn to define interpersonal communication as a
selective and systemic process that builds personal knowledge and creates shared meanings between
individuals. The chapter distinguishes between content and relationship levels of meaning, applies the
transactional model to understand communication dynamics, and identifies eight core principles for
effective interpersonal interaction. Additionally, learners will discover how these concepts apply to social
media contexts and develop competence through five essential skills: building diverse communication
abilities, adapting appropriately to situations, engaging in dual perspective-taking, monitoring personal
communication, and committing to ethical practices that honor both self and others.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
1.1 List the range of needs that people try to meet through interpersonal communication.
1.2 Give examples of the three types of relationships in Buber’s view of communication.
1.3 Identify the key features that define interpersonal communication.
1.4 Distinguish content and relationship levels of meaning.
1.5 Apply the transactional model of interpersonal communication to a specific interaction.
1.6 Recognize eight principles behind effective interpersonal communication.
1.7 Explain how the definition of interpersonal communication and its features apply to social media.
1.8 Apply the guidelines discussed in this chapter to assess communication competence in a particular
interaction.
[return to top]
COMPLETE LIST OF CHAPTER ACTIVITIES AND
ASSESSMENTS
Chapter Source (i.e., PPT slide,
Objective Activity/Assessment Workbook) Duration
1.1 – 1.8 Self-Assessment Quiz End of Chapter content 25 minutes
1,1 – 1.8 Communicating in End of Chapter content 30 minutes
Relationships
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 2
accessible website, in whole or in part.
, Instructor Manual: Woods, Interpersonal Communication Everyday Encounters, 10e, ©2027 9798214157429; Chapter 1: An Introduction to
Interpersonal Communication
1.1 – 1.8 Improve Metacommunication End of Chapter content 15 minutes
1.1 – 1.8 Review the use of social media End of Chapter content 15 minutes
1.1 – 1.8 Critical Thinking End of Chapter content 25 minutes
1.1 Think-Pair-Share Activity PPT Slide 8 20 minutes
1.6 Think-Pair-Share Activity PPT Slide 27 20 minutes
1.8 Discussion Activity PPT Slide 30 30 minutes
[return to top]
KEY TERMS
Content meaning: the literal or denotative meaning of communication that deals with the actual
information being conveyed
Dual perspective: the ability to understand both your own and another person’s perspective,
beliefs, thoughts, or feelings in communication
Ethics: the branch of philosophy that focuses on moral principles and codes of conduct concerning
right and wrong behavior
Feedback: a response to a message that allows communicators to gauge understanding and adjust
their communication accordingly
High-context cultures: cultures that emphasize holistic understanding of meanings based on
collective knowledge and shared context rather than explicit verbal content
I-It communication: a level of communication where people treat others impersonally, almost as
objects, without acknowledging their humanity
Interactive models: communication models that portray communication as a process where
listeners give feedback and create meaning within personal fields of experience
Interpersonal communication: a selective, systemic process that allows people to reflect and
build personal knowledge of one another and create shared meanings
Interpersonal communication competence: the ability to communicate effectively,
appropriately, and ethically in interpersonal interactions
Interpersonal needs theory: Schutz’s theory asserting that people create and sustain
relationships to meet three basic needs: affection, inclusion, and control
I-Thou communication: the highest form of human dialogue where each person affirms the
other as cherished and unique, involving complete genuineness and openness
I-You communication: communication where people acknowledge one another as more than
objects but don’t fully engage each other as unique individuals
Linear models: early communication models that depicted communication as a one-way process
flowing from sender to passive receiver
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 3
accessible website, in whole or in part.
, Instructor Manual: Woods, Interpersonal Communication Everyday Encounters, 10e, ©2027 9798214157429; Chapter 1: An Introduction to
Interpersonal Communication
Low-context cultures: cultures that do not assume shared collective knowledge and therefore
emphasize content-level meaning and explicit verbal communication
Maslow’s hierarchy of needs: a theory proposing that humans communicate to meet a range of
needs from basic survival to self-actualization Metacommunication: communication about
communication, using words or behaviors to comment on other communication
Model: a representation of a phenomenon that shows how it works or functions
Monitoring: the capacity to observe and regulate your own communication before and during
interactions
Noise: anything that distorts communication or interferes with people’s understanding of one
another, including physiological, physical, psychological, and semantic interference
Person-centeredness: the ability to adapt messages effectively to particular people based on
understanding their unique characteristics and needs
Perspective-Taking: the ability to understand and take on the viewpoints of others, which is vital
for developing empathy and effective communication
Process: the ongoing, continuous nature of communication that evolves over time with no distinct
beginnings or endings
Relationship meaning: what communication expresses about the relationship between
communicators, including dimensions of responsiveness, liking, and power
Symbols: elements like words that have no inherent meaning but must be interpreted by people in
communication
Systemic: the characteristic of communication taking place within various systems or contexts that
influence what happens and the meanings attributed to interaction
Transactional model: a communication model emphasizing the dynamic nature of interpersonal
communication where all participants simultaneously send and receive messages over time
[return to top]
CHAPTER OUTLINE
1. The Interpersonal Imperative (LO 1.1, PPT Slides 4–8)
People communicate and sustain relationships to maintain three basic needs: affection, inclusion,
and control. Think-Pair-Share activity provided.
Maslow’s Hierarchy of Needs
Abraham Maslow (1968) proposed that we communicate to meet a range of human needs. Basic
needs must be satisfied before one moves on to the abstract needs.
a. Physical Needs
The most basic need for human survival, which requires communication with others.
Beyond survival, a child needs to communicate to thrive. Good communication always
leads to positive outcomes.
b. Safety Needs
Communication is required to meet safety needs. It also helps people to notify others if
there is a potential danger or harm.
c. Belonging Needs
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 4
accessible website, in whole or in part.
Interpersonal Communication
Instructor Manual
Woods, Interpersonal Communication Everyday Encounters, 10e, ©2027
9798214157429; Chapter 1: An Introduction to Interpersonal Communication
TABLE OF CONTENTS
Purpose and Perspective of the Chapter......................................................................2
Chapter Objectives........................................................................................................2
Complete List of Chapter Activities and Assessments.................................................3
Key Terms.....................................................................................................................3
Chapter Outline.............................................................................................................5
Discussion Questions....................................................................................................9
Additional Activities and Assignments.......................................................................10
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 1
accessible website, in whole or in part.
, Instructor Manual: Woods, Interpersonal Communication Everyday Encounters, 10e, ©2027 9798214157429; Chapter 1: An Introduction to
Interpersonal Communication
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to introduce learners to the fundamental concepts and principles of
interpersonal communication. This chapter explores how communication meets essential human needs
ranging from basic survival to self-actualization, while examining Buber’s three levels of communication
relationships: I-It, I-You, and I-Thou. Students here will learn to define interpersonal communication as a
selective and systemic process that builds personal knowledge and creates shared meanings between
individuals. The chapter distinguishes between content and relationship levels of meaning, applies the
transactional model to understand communication dynamics, and identifies eight core principles for
effective interpersonal interaction. Additionally, learners will discover how these concepts apply to social
media contexts and develop competence through five essential skills: building diverse communication
abilities, adapting appropriately to situations, engaging in dual perspective-taking, monitoring personal
communication, and committing to ethical practices that honor both self and others.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
1.1 List the range of needs that people try to meet through interpersonal communication.
1.2 Give examples of the three types of relationships in Buber’s view of communication.
1.3 Identify the key features that define interpersonal communication.
1.4 Distinguish content and relationship levels of meaning.
1.5 Apply the transactional model of interpersonal communication to a specific interaction.
1.6 Recognize eight principles behind effective interpersonal communication.
1.7 Explain how the definition of interpersonal communication and its features apply to social media.
1.8 Apply the guidelines discussed in this chapter to assess communication competence in a particular
interaction.
[return to top]
COMPLETE LIST OF CHAPTER ACTIVITIES AND
ASSESSMENTS
Chapter Source (i.e., PPT slide,
Objective Activity/Assessment Workbook) Duration
1.1 – 1.8 Self-Assessment Quiz End of Chapter content 25 minutes
1,1 – 1.8 Communicating in End of Chapter content 30 minutes
Relationships
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 2
accessible website, in whole or in part.
, Instructor Manual: Woods, Interpersonal Communication Everyday Encounters, 10e, ©2027 9798214157429; Chapter 1: An Introduction to
Interpersonal Communication
1.1 – 1.8 Improve Metacommunication End of Chapter content 15 minutes
1.1 – 1.8 Review the use of social media End of Chapter content 15 minutes
1.1 – 1.8 Critical Thinking End of Chapter content 25 minutes
1.1 Think-Pair-Share Activity PPT Slide 8 20 minutes
1.6 Think-Pair-Share Activity PPT Slide 27 20 minutes
1.8 Discussion Activity PPT Slide 30 30 minutes
[return to top]
KEY TERMS
Content meaning: the literal or denotative meaning of communication that deals with the actual
information being conveyed
Dual perspective: the ability to understand both your own and another person’s perspective,
beliefs, thoughts, or feelings in communication
Ethics: the branch of philosophy that focuses on moral principles and codes of conduct concerning
right and wrong behavior
Feedback: a response to a message that allows communicators to gauge understanding and adjust
their communication accordingly
High-context cultures: cultures that emphasize holistic understanding of meanings based on
collective knowledge and shared context rather than explicit verbal content
I-It communication: a level of communication where people treat others impersonally, almost as
objects, without acknowledging their humanity
Interactive models: communication models that portray communication as a process where
listeners give feedback and create meaning within personal fields of experience
Interpersonal communication: a selective, systemic process that allows people to reflect and
build personal knowledge of one another and create shared meanings
Interpersonal communication competence: the ability to communicate effectively,
appropriately, and ethically in interpersonal interactions
Interpersonal needs theory: Schutz’s theory asserting that people create and sustain
relationships to meet three basic needs: affection, inclusion, and control
I-Thou communication: the highest form of human dialogue where each person affirms the
other as cherished and unique, involving complete genuineness and openness
I-You communication: communication where people acknowledge one another as more than
objects but don’t fully engage each other as unique individuals
Linear models: early communication models that depicted communication as a one-way process
flowing from sender to passive receiver
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 3
accessible website, in whole or in part.
, Instructor Manual: Woods, Interpersonal Communication Everyday Encounters, 10e, ©2027 9798214157429; Chapter 1: An Introduction to
Interpersonal Communication
Low-context cultures: cultures that do not assume shared collective knowledge and therefore
emphasize content-level meaning and explicit verbal communication
Maslow’s hierarchy of needs: a theory proposing that humans communicate to meet a range of
needs from basic survival to self-actualization Metacommunication: communication about
communication, using words or behaviors to comment on other communication
Model: a representation of a phenomenon that shows how it works or functions
Monitoring: the capacity to observe and regulate your own communication before and during
interactions
Noise: anything that distorts communication or interferes with people’s understanding of one
another, including physiological, physical, psychological, and semantic interference
Person-centeredness: the ability to adapt messages effectively to particular people based on
understanding their unique characteristics and needs
Perspective-Taking: the ability to understand and take on the viewpoints of others, which is vital
for developing empathy and effective communication
Process: the ongoing, continuous nature of communication that evolves over time with no distinct
beginnings or endings
Relationship meaning: what communication expresses about the relationship between
communicators, including dimensions of responsiveness, liking, and power
Symbols: elements like words that have no inherent meaning but must be interpreted by people in
communication
Systemic: the characteristic of communication taking place within various systems or contexts that
influence what happens and the meanings attributed to interaction
Transactional model: a communication model emphasizing the dynamic nature of interpersonal
communication where all participants simultaneously send and receive messages over time
[return to top]
CHAPTER OUTLINE
1. The Interpersonal Imperative (LO 1.1, PPT Slides 4–8)
People communicate and sustain relationships to maintain three basic needs: affection, inclusion,
and control. Think-Pair-Share activity provided.
Maslow’s Hierarchy of Needs
Abraham Maslow (1968) proposed that we communicate to meet a range of human needs. Basic
needs must be satisfied before one moves on to the abstract needs.
a. Physical Needs
The most basic need for human survival, which requires communication with others.
Beyond survival, a child needs to communicate to thrive. Good communication always
leads to positive outcomes.
b. Safety Needs
Communication is required to meet safety needs. It also helps people to notify others if
there is a potential danger or harm.
c. Belonging Needs
a
© 2027 Cengage Learning, Inc. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 4
accessible website, in whole or in part.
