CMS 354 
Conflict Resolution

COURSE SYLLABUS for Summer 2000

available on the web at http://www.utexas.edu/courses/maxwell/teach/354/index.htm
TABLE OF CONTENTS
  1. Description
  2. Instructors
  3. Tentative schedule
  4. Required reading
  5. In-class
  6. Projects
  7. Exams
  8. Grading policy
  9. Attendance policy
  10. Paper standards
  11. Ethical standards

Description

Days: MTWThF.
Time: 10:00 - 11:30
Unique#:  72635
Room:  CMA 3.116

Goals: Conflict and communication are pervasive in human social life. There are differences in disputes involving participants with different backgrounds and goals in different situations, but there are similarities and identifiable underlying dimensions in conflict talk. Some relevant dimensions may be gender, role, ethnicity, nationality, and even family background. The purpose of this class is to acquire a framework for systematic analysis of conflict and communication and to learn some of the effects of communication on conflict and of conflict on communication. Activities for learning include reading about conflict and communication, analyzing conflicts, and experiencing and evaluating communication behaviors that are said to be effective in conflict talk.

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Instructor

Name: Madeline M. Maxwell, Ph.D.
Office: CMA 7.120. Jesse H. Jones Communication Center
Office hours: MT 11:30 - 12:00, WTh 11:00 - 11:30, and by appointment. E-mail seems to work well for messages and arranging appointments. Or leave a message on the bulletin board on my office door or in my department mailbox in CMA 7.114, and I will get back to you. Please come by and see me at least once during the session
Phone & voice mail: 471-1954.

mmaxwell@utxvms.cc.utexas.edu

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Tentative Schedule

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Required Reading

  1.  Wilmot, William & Hocker, Joyce. Interpersonal Conflict. Dubuque, IA: Wm. C. Brown Publishers, 5th edition,1997. Someone else has produced a terrific outline of the main points in this book.  (Their schedule is very different from ours, though).
  2. Tannen, Deborah. That's Not What I Meant! How Conversational Style Makes or Breaks Your Relations with Others. NY: Random House, 1986. The focus in this book is on the first half.
  3. packet (available from Longhorn Copies)
  4. World Wide Web pages
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In-class

You will frequently be asked to prepare a written response to a question before you come to class. Other times, you will be asked to write something brief in class. Sometimes, but not always, these will be collected as part of your participation grade. These brief writing exercises prime the class us all for a better class. You should also expect to orally participate during class - either by making contributions or questions, answers, or comments during discussions or by participating in exercises.

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Projects

    Both projects are designed to allow students to apply the class materials to conflict situations. Students are encouraged to talk over their ideas as they develop their projects. Besides the brief descriptions in the syllabus, some guidelines are available to help you get started. Project guidelines
  1. Public Policy Case Study. A case study of approximately 2000 words of analysis is required. Your analysis will specifically be derived from the analysis chapter of Wilmot and Hocker (Chapter 6: Assessment). The purpose of the case study is to apply the course material to an actual case, so it will be evaluated on how much and how well the reading and class presentations are used in your analysis. You will need to attend at least one city council meeting, county commissioners meeting, dormitory meeting, or other public forum. You will probably need to attend three or four until you come upon material you can use, because you must observe live public conflict, and it doesn't always happen on schedule. You will do this project with a partner, and each of you will get the same grade. If you are having any trouble with your partner, let me know right away, so that the problem doesn't get away from you and damage both of you. Following standards of college writing, your paper must be well-written, presented in appropriate grammar, and accurately spelled. No extensions.
  2. Interpersonal Case Study of Conflict Tactics. A case study of 1200 - 1500 words of analysis is required. The purpose of this case study is to apply a specific aspect of the course material to an actual case, so it will be evaluated on how much and how well the reading and course presentations are used in your analysis. Your analysis will specifically be derived from the tactics chapter of Hocker and Wilmot and from Tannen. Your focus is the communication used by the participants, so you will need to quote the participants. You should include a transcript or scenario (not included in the word count of the analysis). This case study may be a conflict you have engaged in yourself or that you have observed, or it may be fictional. You will not work with a partner on this assignment. No extensions.
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Exams

There will be one test in class and a take-home final examination. The goal of these tests is for you to integrate the material into your thinking and for me to monitor and evaluate your handling of the material. You are responsible for all assignments, all handouts, all class material, whether or not it is emphasized or discussed in class. For the in-class test you will be given the questions ahead of time to prepare, but you will write without notes. For the final exam, which will be a take-home, open-book discussion of the Jim Walters Homes case in your packet, you will be given a number of questions to answer. The only reason possible for a make-up exam or extension is a medical excuse, written by a medical doctor, stating that you were physically unable to write the exam in class (for the test) or between the distribution of the questions and the due date (for the final). Of course, if you have a positively irresistible invitation to Katmandu for that week only, you may be able to arrange an earlier test date. See me early.

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Grading policy

  • Each assignment category contributes to your grade. The case studies and the take-home final are each worth 25%; the test is worth 15%; class participation is worth 10%. Missed or late work will receive NO CREDIT. Absences will affect the final grade.
    1. An "A" is awarded to outstanding, unusually fine work. Outstanding work means that the student not only masters the material, knows the details of assigned reading and of class presentations, but goes beyond the bounds of memorization to integrate, apply, critique and reflect on the facts and ideas presented. A grade of "B" is awarded to above average, strong work that reveals these same qualities but is perhaps less consistent or less thorough.. A "C" is awarded to work that meets the requirements, with some ambiguity about its adequacy. A "D" is awarded to work that is sub-standard but has some merit. An "F" is awarded when work is not completed and when work is inadequate.
    2. The University of Texas at Austin is one of the outstanding universities in the country. Students succeeding at UT should expect to stretch themselves to achieve at the standard expected of a great university..
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    Attendance policy

    Regular attendance is required at all class meetings. Alert and thoughtful participation is expected.

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    Paper Standards

    1. Logical Organization
    A. Is the question clearly stated? (1.Is the major question presented concisely in the introduction so that the reader knows what the paper is about? 2.Is the rationale for the question clear and cogent? 3.Is the introduction enticing?)
    B. Does the paper keep the promise of the introduction?
    C. Is the method of answering the question clear? Is it justified?
    D. Is the sequence of ideas and information logical?
    E. Do you do something worthwhile with each idea you present or each source you cite?
    F. Is it clear what ideas are yours and what you got from someone else?
    G. Is the question clearly answered and its import assessed?

    2. Development
    A. Are transitions between paragraphs and topics clearly stated? Is the relevance perceived in your head on the paper for the reader to follow?
    B. Do you basically present one full idea per paragraph?
    C. Do you use the best ideas or every idea you could get your hands on?
    D. Does the size of your paragraphs fit the size of the ideas?

    3. Content
    A. Originality and creativity (1.Do you have anything interesting to say? Do you have your own interpretation? 2. Have you thought about what you learned and analyzed it or do you just copy it? 3. Is your language rich and meaty or flat and flabby?)
    B. Support (1. Do you support your ideas with evidence from readings, with clear reasoning, with examples, or with a combination? Is your support relevant and persuasive? 2. Is language from what you have read quoted? Are the quotations that you use necessary and helpful?)

    4. Style
    A. Are sentences clear and concise?
    B. Are sentences grammatical? (1.Do you have pronoun-verb agreement? 2. Do you have verb tense consistency? 3. Do you put commas in the right places?)
    C. Does each of your sentences say something?
    D. Cite references in parentheses in the text (e.g., Maxwell 1985, p. 37).
    E. List sources/references cited at the end of the text (e.g., Maxwell, M. 1997. Deaf culture and multiculturalism. San Diego, CA: Singular Press.)
    F. Is your spelling correct?
    G. Are your possessives and plurals correct?
    H. Active voice and direct verbs usually work better than passives.
    I. Have you used the right words and used them correctly?

    5. Presentation
    A. Does your paper "look nice"?
    B. Is your print crisp (is your cartridge low on ink)?
    C. Are your margins about an inch and your print average size?
    D. Is your font a standard one?
    E. Are your name, date, and title clearly printed?

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    Ethical Standards

    Students at the University of Texas at Austin are expected to demonstrate the highest ethical standards about their intellectual work and their scholarly participation. Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You are expected to have read and understood the current issue of General Information Catalog, published by the Registrar's Office, for information about procedures and about what constitutes scholastic dishonesty.

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     Summer 2000 
    [Home| General| Teaching| World] 
    13 July 2000
    The College of Communication
    The Department of Communication Studies
    University of Texas at Austin
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    Send comments or inquiries to Madeline Maxwell