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COM 520, Spring 2007 – Reading Guide Questions for January 22

For Burtis & Turman, Ch. 1:

1. On p.. 3-8, they outline six reasons that groups matter.  For each of these:
    a) Explain the reason in your own words
    b) Explain why it's uniquely true for groups and not for individuals -- or is it?
    c) Provide an example from your own example of this feature of groups
    d) Do you agree that this is a necessary and beneficial feature of groups?

2. a) At the very bottom, of p. 10 they say that "group communication is the co-construction of the group."  What's that mean?  What's their definition of "group" on  p. 11
    b) How does co-construction manifest itself through each of the first four elements of their definition of "group," as they explain them on pp. 11-13?

3. On p. 13, they argue that "All groups serve task, relational, and individual functions" and that "Every group must serve these three functions do be judged an effective group."  They then elaborate on the nature of these three functions on pp. 13-15.  For each of the three functions (which I may sometimes call "goals" instead of "functions."):
    a)  Describe the function in your own words
    b) Why do Burtis & Turman consider this function necessary?
    c)  What can go wrong in emphasizing this function over the other two?

4. On pp. 15-16, how do they define "pitfalls" and "breakdowns?"  How do they distinguish between those two terms?

5. On p. 17, what are the two forms of breakdown they identify?  Why do they consider underperformance a breakdown?  Do you agree?

6.  On pp. 19-21, what is their argument for orienting the study of groups around pitfalls?  Do you agree?

For Burtis & Turman, Ch. 2:

The intro on pp. 22-24 is a good example of co-construction.  Read it to orient yourself to the chapter, then......

1. pp. 24-26, what do they call the universal truths of grouping activity?  On p. 27, what are the three propositions of their Framework for Grouping and Group Direction?

2. pp. 29-30: Put into your own words their definitions of "Grouping," "Group Direction," "Direction Giving," and "Direction Givers."

3.  pp. 31-32: In your own words, explain their five types of Direction Givers.  What are examples of each from your own experience?

4. pp. 32-37: For each of these terms, both explain Burtis and Turman's use of  the term and provide an example from your own group experience: a) direction-conducive group, b) inertia; c) entropy; d) aggregate and aggregate puddle; e) exigency

5. pp. 37-39: What is a rhetorical situation?  How is it distinguished from an exigency?  What is a purgatory puddle?  What are examples of rhetorical situations and purgatory puddles from your own group experience?

6. pp. 39-43.  In Burtis & Turman's framework, when grouping activity begins, there are three potential types of dramatic action that can occur: a) The Way/Process, b) Vision/Outcome, and c) Savior Complex.  Explain each in your own words and provide an example of each from your own group experience.

For Burtis & Turman, Ch. 10:

We're cheating and reading this final chapter on observing groups now so you can have a framework for how to observe groups throughout the semester.  They refer to concepts that are introduced in chapters we haven't read yet, so we'll make do, and you will find it useful to refer back to this chapter as we progress through the semester.

1. On p. 208, they suggest two questions to consider when preparing to study a group.  Identify those questions and the implications of each for a group you are familiar with.

2.  On pp. 208-209, what is meant by "unit of analysis?"  What is the relationship between the unit of analysis and the research question?  How would that relationship manifest itself in a study you might conduct of a group you are familiar with?

3. On pp. 209-210, what is triangulation?  Why is it important?  What might you do to triangulate your observations of a group you are familiar with?

4. On pp. 210-214, they identify six issues for analysis in studying a group's "purgatory puddle."  Explain each in your own words.  What is the significance o f each for the study of group interaction?  What might you expect to learn from each about a group you are familiar with?

5. On pp. 210-214, they suggest ways for studying grouping techniques?  What's a grouping technique issue you'd want to study in a group you're familiar with?  Given the suggestions here, what would you do to study it?

6. On pp. 217-219, they suggest ways for studying group norms and the roles individuals play in groups.  What are norm and role issues you'd want to study in a group you're familiar with?  Given the suggestions here, what would you do to study them?

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Last Updated: 9 January 2007
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