KEY TERMS

Chapter Activities

1. A common regional variance in the United States is the word used for soft drinks (e.g., Coke, pop, and soda). View the map from http://popvssoda.com/countystats/total-county.html and discuss with your classmates their preferred variations of this word. Expand the discussion by offering other experiences you have had with dialects while traveling or living in different places. What are your thoughts on such differences? Did you associate any stereotypes with language variances? Why?

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2. In addition to adding new words to its dictionary each year, Merriam-Webster hosts an “open dictionary” where anyone can submit a new word: http://nws.merriam-webster.com/opendictionary/newword_display_recent.php. Spend a few minutes checking out some recent submissions. Have you heard of these new words? Do you understand and agree on the meaning for each? How do new words come about and how do they spread through society? Write a brief one- to two-paragraph response addressing these questions.

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3. In small groups or in a brief response paper, discuss the implications of gendered communication such as fireman vs. firefighter. Which term do you prefer: policeman, policewoman, or police officer? How often do you use phrasing such as “male nurse” or “female professor” when the added gender descriptor is unnecessary? What do you notice about others’ use (or nonuse) of such terms? How does such gendered communication affect our interactions?

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4. Identify specific scripts you frequently use with acquaintances, friends, family members, and so on. Then, for an out-of-class experiment, deviate from your usual scripts and report back to the class on others’ reactions to your behavior. For example, you could hang up at the end of a phone conversation without saying, “Bye, I love you,” or launch into a detailed story when a classmate passes in the hall and says, “Hi. How are you?”

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5. Watch the video on defensive communication and write a short point-of-view analysis. Consider the teacher’s and the parent’s perspectives on the interaction. What does each person hear in the video? How does each person perceive the interaction? What could each person do to improve the interaction? Ask students to discuss times when they have been in similar situations.

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6. Work in groups and discuss the definitions of and differences between half-truths, lies of omission (concealment), and little white lies. Do you and your classmates view all of these concepts as deception? When are these acceptable or unacceptable in relationships? Provide examples and a rationale for each.

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