As usual, I began with an exercise as jump-off point for introducing what makes up communication study. I told my students to recall their reading of the opening chapters of Griffin, Littlejohn and Foss, and West and Turner. Then I gave my students (working by groups) the following instructions:
Using their answers to the exercise, we talked about how communication may be defined according to the elements they've identified and they've diagrammed how these elements function. We compared their definitions with the 126 definitions mapped by Frank Dance in his 1976 study. We also differentiated their definitions following Dance's three (3) points:
Using the various definitions (Dance's and the students'), we go into a discussion of how communication has been studied through time. We looked at Griffin's drawing (seen below) to map how communication study developed through the years:
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