The creation and building of an interpersonal communication course varies with the course content and format, the instructor, and the students. Although such courses have changed over the past 10 years and will continue to change, there are five points of emphasis in which these variables figure. The first point or rule is that the course must successfully blend theory and applications, or experience. There is a great body of research literature and a wealth of activities, exercises, and experiences available to help teachers achieve this blend. Instructors are better trained than ever before, and students are more intelligent and curious. Rule 2 states that both in giving data and in developing understanding of the applications, teachers should leave room for students to fill in the gaps. Course content and format should include time for discussion, and the instructor may need to appear modest and fallible to motivate students to be attentive and assertive. According to rule 3, the interpersonal course must have a supportive climate to thrive. This means avoiding competitive situations in the classroom. "Do things" is rule number 4. Let the students get involved in activities, make mistakes, and learn from their errors. Finally, rule 5 states "discuss it, and get closure." Relate the activities to real life and draw longer range possibilities from the students as they predict how interpersonal exercises might affect their future communications. (HTH)