Molly Gearan

COM 491
Professor Berkos
September 12, 2017
Discussion Prompt Paper #1

In the Introduction to Communication Theory chapter of Applying Communication Theory

for Professional Life, various aspects of communication are discussed. These aspects include

various definitions of the term communication; the three ways definitions vary; the nine

contexts of communication; the idea of communication competence; the distinction between

theories, concepts, and models; the three types of theory; and helpful criteria to consider when

evaluating theory.

As a fourth year Communication student I think of communication as verbally and

nonverbally sending and receiving messages to express thoughts and feelings. The beginning of

the chapter explained that good communication means different things to different people in

different situations. In business, communication is synonymous with information.

Communication takes on a much deeper meaning for communication scholars, who all

essentially believe that it is a complex process associated with sending, receiving, and

interpreting messages. While communication scholars differ in opinion on topics such as source

and receiver orientation, they all recognize communication as more than just the flow of

information.

The chapter then goes on to explain several definitions of the term communication. In the

1970s Dance identified three variations of those definitions. First, he argued that definitions

varied based on the level of observation, meaning the level of observation might be narrow,

limiting the focus of what counts as communication, or broad, accepting a wide range of

activities as communication. Second, Dance noted the stance the definition takes on

intentionality. This is the extent to which a definition of communication focuses on source

orientation or receiver interpretation. Source orientation proposes the only messages that should
be considered communication are those a source intends to send. Receiver interpretation

proposes that anything a receiver considers a messages should be considered communication.

Lastly, Dance identified normative judgement as a way definitions vary. Normative judgement

says whether a definition of communication requires success or accuracy in order for an activity

to be considered communication. This could be evaluative, which limit communication to only

those situations where the receiver and the source share the same understanding after the

communicative effort, or nonevaluative, where transmission is important, not the understanding.

After identifying three ways definitions of communication vary, the chapter highlights nine

specific contexts of communication. These include cognitive, individual and social,

interpersonal, intercultural, persuasive, group, organizational, mediated, and mass

communication. As a Communication Major, I have studied most of these contexts, but I have

the most experience with mass communication. Over the past three years, I have taken a Mass

Communication course as well as two Media Literacy courses. Theories such as agenda-setting

theory, cultivation theory, social cognitive theory, mean-world syndrome, third-person effect,

and parental mediation theory are very familiar to me. After studying these theories in Mass

Communication, I was able to use them in my research for Media Literacy. In my first Media

Literacy course, my group and I researched the effects of the internet on middle school students.

For my upper-level Media Literacy course, I researched televisions sexualization and

adulification of 8-to-10-year old children. These research projects showed me the value and

impact of communication. I now realize that communication can be used for both good and evil.

As mentioned in the chapter, being communication competent means that you are achieving a

successful balance between effectiveness and appropriateness. Communication used effectively

and appropriately, especially in the media today, can change the world by promoting worthy

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causes such as advocacy for education, human rights, environmental issues, health care, etc. On

the flip side, communication can also be used for evil, especially in the media today. Major

companies like Disney and Nickelodeon target children to make a profit. Companies do not

produce programming to teach our youth about relevant topics, they produce whatever will sell.

Currently, what is selling is highly sexualized and adulified content. Although this bad content

has been proven to have severe long-term effects on children, companies put the blame on

parents and teachers. While parents and teachers are absolutely responsible for communicating

with young people about the dangers of the media, they do not stand a chance up against major

corporations that are constantly advertising to children. I hope to discuss more media related

topics in class as the semester goes on.

This chapter also discusses the distinction between theories, concepts, and models. It

compares theories to a pair of glasses because theories provide us with a lens to view the world.

Theories provide an abstract understanding of the communication process. A theory is not the

same as a concept. A concept refers to an agreed-upon aspect of reality such as time, love,

colors, or tastes. A concept doesnt not provide insight. This is also different from a model,

which is known as a few different things. A model can be used as a synonym for theory; a

precursor to a theory; a physical representation of a theory; or a specific, often mathematical,

application of prediction. After identifying those terms, the chapter ends by explaining three

types of theory as well as criteria for evaluating theory.

The three types of theory this chapter discuses are the commonsense theory, working theory

and scholarly theory. The commonsense theory is also known as the theory-in-use. It is often

created by an individuals own personal experience or developed from family, friends, or

colleagues. An example of this would be knowing that touching a hot stove is painful-its

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common sense because you learned it from a young age when your parents would yell at you

every time you were too close to the stove. Working theory has to do with generalizations made

in particular professions about the best techniques for success. For example, filmmakers use

specific types of camera shots when they want to make the audience feel a certain emotion.

Scholarly theory provides more thorough, accurate, and abstract explanations for communication

than do commonsense or working theories. The agenda-setting theory, which says that the media

do not tell us what to think but what to think about, would be an example of a scholarly theory.

Lastly, the chapter shares helpful criteria for evaluating theory. Pinpointing the accuracy,

practicality, succinctness, consistency, and acuity are crucial in identifying the usefulness of a

theory.

As previously mentioned, I am fairly well-versed in mass communication theory, but after

reading this chapter, I am left wondering about how the mediated context is different from mass

communication? Also, in regards to the mediated context, what influence does technology have

in an organizational setting? I am looking forward to getting these questions answered and

increasing my knowledge in the art of communication.