CMN457: Introduction to Interpersonal Communication

Spring 2003, Professor John Shotter

REVISION HINTS FOR THE FINAL EXAM: Weds 7^th May, Spaulding 120, 2.10-3.50pm

(All the hints can be grouped to accord with the readings mentioned in the “covered material”)

‒            FIRST EXAM [covered material from: Introduction to the course (in course outline); #1 Shotter; #2 Mills: #3 Scott & Lyman; #4 Garfinkel Ch.2; #5 Garfinkel Ch.3; #6 Goffman] – use 1st hints sheet again.

‒            SECOND EXAM [covered material from: #8 (Schegloff); #9 (Notes - Shotter); Tannen ch.1, ch.2, ch.3, ch.4, ch.5, ch.6, ch.7, ch.8, ch.10; #11 (Krippendorff); #13 (Scheff)] - use 2^nd hints sheet again.

‒            THIRD EXAM [covered material from Readings: #14 (Sampson); #15 (Middleton & Edwards); #16 (Goffman); #17 (Gergen); #20 (Gilligan); #21 (Geertz); and #22 (Whorf)] – use 3^rd hints sheet again.

‒            All the previous hints sheets are available on my web-site: http://pubpages.unh.edu/~jds

‒            FINAL EXAM [will cover material from ALL of the above, PLUS material from Readings: #26, #27, and #28 (Sacks); #29 (Sabat); #30 (Goodwin); #36 (Becker et al); and #37 (Fowler et al)] – look at the hints below.

‒            Note changes in Sacks himself due to being incapable of using his right arm.

‒            The paradox of disease

‒            Vygotsky and the plus of compensation                       1) disease never just a deficit - a creative, restorative, compensation: aphasia, agnosia, Dr.P

‒            The new view of the brain

‒            Redefining the concepts of health and disease             2) standard tests (for deficits) do not detect this compensation

‒            Inner worlds and identity

‒            Getting ‘inside’ unimaginable inner worlds                 3) need to ‘get inside’ the person’s ‘inner world’ (their identity – done by meeting them in their ‘natural surroundings.

‒            Consulting rooms and natural settings

‒            Aphasia and sensitivity to extra-verbal cues

‒            Natural speech and utterance

‒            The fact that the spontaneous, involuntary expressions that go with words are difficult to fake

‒            Agnosia and the exactness of word use

‒            The failure of interplay between gaze and expression

‒            Making sense of pictures (landscapes and faces)

‒            Making sense of shoes (feet), rose, and gloves

‒            Getting ‘inside’ Dr.P’s world

‒            What was wrong with Dr.P?

‒            What was right with Dr.P?

‒            The overall aims of Sabat’s article                               1) Sabat and Goodwin continue Sacks’s themes

‒            The four subsidiary points

‒            The twelve indicators of well-being                             2) Evidence ‘out in the world’ of patients’s ‘inner worlds’ – meet them in their ‘natural settings’

‒            The four global sentient states

‒            Sabat seeing his patients in their natural settings          3) Look at the ‘interactional details’ of the cases described.

‒            Features of Mrs G.D’s life

‒            Features of Dr. M’s life                                                4) Working with ‘remaining abilities’.

‒            What do his results mean for medicine?

‒            No published observational studies of aphasic patients in natural settings

‒            The importance of everyday settings and contexts

‒            But what is “the context”?

‒            Why are the concepts of CA important to Goodwin?

‒            Actions as “interpretative frameworks”

‒            Features of IPC in Rob’s own activities

‒            Features of IPC in exchanges between Rob and his caregivers

‒            The features of IPC that make it possible for Rob to live as a competent, co-participant in IPC

‒            Characteristics of ‘stuck’ debate                                  1) The move from ‘one true view’ (Modernism and Romanticism) to ‘may truths’ (the Dialogical turn)

‒            Differences between Dialogue and Debate

‒            Costs of Debate for losers

‒            Costs of Debate for winners                                         2) The move from the ‘conditions’ conducive to Debate to those conducive to Dialogue

‒            Costs of Debate for non-participants

‒            The idea of a “dominant discourse”                

‒            The step-by-step structure for the conduct of a Dialogue

‒            Guiding objectives                                                        3) How are the results of Dialogue to be assessed, compared with those of Debate (in which one view wins)?

‒            The point of each other the three questions explored in the Dialogue

‒            Crucial ground rules

‒            Pro-Life group’s statement of beliefs                           4) What is the one crucial feature that makes talk in Dialogues different from talk in Debates? – speaking not as the representative of a group but from one’s own personal exprience.

‒            Pro-Choice group’s statement of beliefs

‒            Ground rules

‒            Avoiding the use of “hot-button” words

‒            Results

‒            Why still meet when they still disagree?