CMN457: Introduction to Interpersonal Communication

Spring 2003, Professor John Shotter

REVISION HINTS FOR THIRD EXAM, Weds 23^rd April, 2.10pm, 2003

[The exam will cover material from Readings: #14 (Sampson); #15 (Middleton & Edwards); #16 (Goffman); #17 (Gergen); #20 (Gilligan); #21 (Geertz); and #22 (Whorf)]

‒            What is meant by Celebrating ‘the other’?

‒            What features of conversation does Sampson claim to be of importance to us?

‒            Who are the writers he draws from?

‒            What are Wittgenstein’s main points?

‒            What does Sampson draw from Gergen?

‒            What is ‘the dialogic turn’?

‒            Why does Sampson mention feminist writers?

‒            What are Vygotsky’s main points?

‒            Similarly Mead

‒            The expressions ‘given’ versus those ‘given off’

‒            The definition of the situation

‒            Impressions

‒            The ‘promissory’ character of people’s actions

‒            An interactional ‘division of labor’

‒            ‘Working consensus’

‒            An ‘interactional morality’ of rights and duties.

‒            Note the details of “conversational remembering” (ConvRem)

‒            Specific “linguistic devices” used in the process of ConvRem

‒            What in the past was distortion or forgetting, is now seem in ConvRem as_____?

‒            What do teachers do in ConvREm?

‒            What do mothers do in ConvRem?

‒            What different ‘frames’ can be used in ConvRem?

‒            What becomes of processes that used to be thought of as hidden inside the heads of individuals?

‒            What are the crucial features of Modernism and Romanticism?

‒            What is ‘enlightenment’?

‒            Why is ‘the dialogic’ not just an extension of Romanticism?

‒            What is the main motif of Modernism: the machine.

‒            The two main characteristics of Romanticism: the deep inner self and artistic creativity.

‒            How do Modernism and Romanticism challenge each other?

‒            Compare Jake’s world with Amy’s – think of all the different dimensions in terms of which the comparison can be made.

‒            Compare the interview for Jake with the interview for Amy.

‒            The different ‘selves’ of Jake and Amy.

‒            What are the different worries for boys and girls in relationships?

‒            What is special about Geertz’s methods for understanding other cultures? – for figuring out ‘what they are up to’

‒            What does he tack backwards and forwards between?

‒            Experience-near and experience-distant concepts.

‒            The Western conception of the person.

‒            The Javanese, Balinese, and Moroccan conceptions of the person

‒            What does Whorf mean by saying that Hopi is a ‘timeless’ language?

‒            What is a world of ‘eventing’ like? – a world of ‘verb forms’ rather than nouns.

All the course notes are on my web-site: http://pubpages.unh.edu/~jds