3. EXTENDED DYADIC DIALOGUE (20 percent of grade).

Schedule at least three face-to-

face visits with someone in the community who has agreed to cooperate with you (not an

immediate family member), and from whom you'd like to learn something. Older citizens are

often enthusiastic interviewees who have much to share, and who especially appreciate being

asked about their experiences. You might want to focus on the interviewee's memories,

crafts, skills, knowledge, or social involvement. I'd suggest you start early in the term

exploring the idea with potential interviewees and arranging for the meetings; in addition to

the suggestions on oral history in the textbook, I’ll have more handouts that will help you

plan and conduct this sort of interview.

While interviewing, keep notes, recordings (if OK with interviewee), and also log entries of

your conversations in a continuing journal. This will aid you in writing a five- to eight-page

paper, typed and double-spaced, due _____. This paper should describe the communication

choices you made, the nature of your experience, relevant features of the relationship, and

most important, why you believe the interviews progressed as they did. Be specific in relating

your experience to the course readings. Each of you will be giving an informal report to the

class on what you learned in your interviews.

4. VIDEO-RECORDING WORK (20 percent of grade; but see “Reminder” that follows).

Each student will be responsible for scheduling the following activities during out-of-class

time:

— Two (or more) 15-minute segments as interviewer, with

others in class acting as interviewees;

— Two (or more) 15-minute segments as interviewee, with

others in the class acting as interviewers;

— Two (or more) 15-minute observations of interviews

conducted by others in the class.