Open Access. Powered by Scholars. Published by Universities.®
Speech and Rhetorical Studies Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
-
- Original research (23)
- Basic communication course (9)
- Basic course (9)
- Editorial contributions (5)
- Public speaking (4)
-
- Communication apprehension (3)
- Communication skills (3)
- Pedagogy (3)
- Public speaking anxiety (3)
- Basic Course (2)
- Blended learning (2)
- COVID-19 (2)
- Communication competence (2)
- Contributor information (2)
- Course design (2)
- Critical thinking (2)
- Fundamentals of communication (2)
- General education (2)
- Preparation (2)
- Public speaking performance (2)
- Recruiting (2)
- Self-efficacy (2)
- #MeToo (1)
- & inclusion (DEI) (1)
- 2008 (1)
- Academic skills (1)
- Accounts (1)
- Administration (1)
- Advocacy (1)
- Affect experiences (1)
- Publication Year
- Publication
-
- Basic Communication Course Annual (584)
- Discourse: The Journal of the SCASD (10)
- Access*: Interdisciplinary Journal of Student Research and Scholarship (1)
- Class, Race and Corporate Power (1)
- Conversations (1)
-
- Human–Wildlife Interactions (1)
- Journal of Research on the College President (1)
- Journal of Undergraduate Research at Minnesota State University, Mankato (1)
- Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي (1)
- Laurier Undergraduate Journal of the Arts (1)
- Speaker & Gavel (1)
- The Qualitative Report (1)
Articles 1 - 30 of 604
Full-Text Articles in Speech and Rhetorical Studies
توظيف اللوبي الفلسطيني في أمريكا لمنصة فيسبوك في هندسة الجمهور الأمريكي, Aseel Abu Fardi, Omar Abu Arqoub
توظيف اللوبي الفلسطيني في أمريكا لمنصة فيسبوك في هندسة الجمهور الأمريكي, Aseel Abu Fardi, Omar Abu Arqoub
Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي
هدف المقال تحليل خطاب مؤسسات اللوبي الفلسطيني في أمريكا المستخدم لهندسة الجمهور الأمريكي من خلال صفحات فيسبوك، والتعرف على الأطر التي وظفها لتأطير موضوعاته وقضاياه، بالاستناد إلى نظرية التأطير الإعلامي. تنتمي هذه الدراسة إلى حقل الدراسات الوصفية التحليلية، باستخدام أداة تحليل المضمون لعينة الدراسة المكونة من 247 منشوراً من منشورات صفحات مؤسسات اللوبي الفلسطيني على منصة فيسبوك خلال النصف الثاني من العام 2021. وخلصت الدراسة إلى مجموعة من النتائج أبرزها، تركيز خطاب اللوبي على الموضوعات الإنسانية والسياسية والحقوقية القانونية، يليها الموضوعات الثقافية الأكاديمية، كما أن الأطر الإعلامية الأكثر توظيفاً في خطاب اللوبي هي: إطار المسؤولية، وإطار الصراع، وإطار الاهتمامات الإنسانية. …
Argumentation For Critical Heterogenous Political Discussions: Constructing A Rebuttal, Rebecca Oliver
Argumentation For Critical Heterogenous Political Discussions: Constructing A Rebuttal, Rebecca Oliver
Discourse: The Journal of the SCASD
This activity seeks to explain to undergraduate students how to craft a proper attack and defense in argumentation and debate, persuasion, or political communication courses. The activity teaches students 1) the parts of a basic argument structure and 2) how to construct a rebuttal using a basic argument structure. Students will argue against their true political typology by selecting an opposing typology from the Pew Research Typology Quiz. Broadly, this exercise is designed to encourage students to engage in dialogues with people who disagree with their political positionality. Specifically, the activity accomplishes this by teaching students the value of basic …
Encoding & Decoding: Artfully Modeling Communication, Daniel L. Foster, Ashley D. Garcia
Encoding & Decoding: Artfully Modeling Communication, Daniel L. Foster, Ashley D. Garcia
Discourse: The Journal of the SCASD
Drawing objects and concepts, such as cats, trees, love, democracy, and family, is probably the last activity students expect to do in a communication course. Although this sounds like an introductory art activity, creating visual representations provides a nuanced understanding of the encoding and decoding processes. Encoding and decoding are the most hidden and often the most unfamiliar and complex fundamental components of communication for students to comprehend. By engaging in this activity, students translate their decoding process into drawings, which serve as personal artifacts representative of their encoding and decoding. Students come to better conceptualize this cognitive process with …
“Party In The Communication Classroom”: Exploring Communication Competence To Raise Social Awareness, Nancy Bressler
“Party In The Communication Classroom”: Exploring Communication Competence To Raise Social Awareness, Nancy Bressler
Discourse: The Journal of the SCASD
This activity demonstrates communication competence and allows students to observe, assess, and ultimately utilize the model of communication competence to engage with other people successfully. To understand how to engage in communication competence, students must recognize that appropriateness and effectiveness are crucial aspects of their communication. Through the communication competence model, students examine how to achieve effectiveness in their communication by setting goals for specific contexts; they also consider to what extent their goals are achievable given the particular situation. Using a 2014 MTV Video Music Award example, students can analyze why Miley Cyrus allowed a homeless man to accept …
Introducing Public Speaking Self-Concept (Pssc): A Novel, Qualitatively-Derived Communication Anxiety And Competence Variable, Karla M. Hunter, Joshua N. Westwick
Introducing Public Speaking Self-Concept (Pssc): A Novel, Qualitatively-Derived Communication Anxiety And Competence Variable, Karla M. Hunter, Joshua N. Westwick
Discourse: The Journal of the SCASD
Despite numerous quantitative assessments of teaching interventions that have helped mitigate public speaking anxiety (PSA), this common barrier to public speaking persists. In addition, quantitative measures may not be appropriate for all instructional goals, especially with students from across a variety of cultures. To enrich educators’ capacity to help diverse bodies of students overcome the challenges presented by PSA, this qualitative study asked students to “Please describe yourself as a public speaker” at the beginning and the end of a freshman-level, general education public speaking class. Thematic analysis identified a two-dimensional pattern within student responses (N = 51) (a …
Discourse: The Journal Of The Scasd, Volume 8 (2023), The Speech Communication Association Of South Dakota
Discourse: The Journal Of The Scasd, Volume 8 (2023), The Speech Communication Association Of South Dakota
Discourse: The Journal of the SCASD
No abstract provided.
Call For Manuscripts For Volume 36, Angela Hosek
Call For Manuscripts For Volume 36, Angela Hosek
Basic Communication Course Annual
No abstract provided.
Creating Equitable And Inclusive Basic Course Classrooms: A Response Essay, Kristina Ruiz-Mesa, Melissa A. Broeckelman-Post
Creating Equitable And Inclusive Basic Course Classrooms: A Response Essay, Kristina Ruiz-Mesa, Melissa A. Broeckelman-Post
Basic Communication Course Annual
In 1992, Jo Sprague challenged communication educators to think more critically about how we teach and what we include in our communication curriculum. In the decades since Sprague’s powerful call for instructional communication researchers and instructors to ask ourselves, “What is knowledge and how is curriculum established?” (p. 11), we find ourselves needing to engage with ongoing contemporary conversations about what counts as knowledge in a basic communication course and which knowledge is viewed as important enough to include in the curriculum. A meta-synthesis of basic communication course surveys showed little change in the basic communication course content over the …
Trauma-Informed Pedagogy: Promoting Inclusivity In The Basic Course, Tim Mckenna-Buchanan, Kristen L. Farris
Trauma-Informed Pedagogy: Promoting Inclusivity In The Basic Course, Tim Mckenna-Buchanan, Kristen L. Farris
Basic Communication Course Annual
The goal of trauma-informed pedagogy is to understand how trauma impacts how our students learn. As such, basic communication course (BCC) instructors need to better understand trauma-informed pedagogy as a means of promoting diversity, equity, and inclusion. The BCC curriculum often requires a level of vulnerability among our student body, therefore instructors need to become aware of practices to build trust and create community. Three ideas are outlined to showcase trauma-informed pedagogy in the BCC; (1) promoting well-being, (2) developing transparency, (3) fostering growth.
Section Introduction: Basic Course Forum, Brandi N. Frisby
Section Introduction: Basic Course Forum, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Improving Well-Being In The Basic Course: The Impact Of Interpersonal Communication Competence And Public Speaking Anxiety On Loneliness, Belongingness, And Flourishing, Melissa A. Broeckelman-Post, Aayushi Hingle Collier, Henri K. Huber
Improving Well-Being In The Basic Course: The Impact Of Interpersonal Communication Competence And Public Speaking Anxiety On Loneliness, Belongingness, And Flourishing, Melissa A. Broeckelman-Post, Aayushi Hingle Collier, Henri K. Huber
Basic Communication Course Annual
This study evaluated whether interpersonal communication competence and public speaking anxiety had an impact on three indicators of student well-being (loneliness, belongingness, and flourishing) as well as evaluated whether the two most popular types of the introductory communication course (public speaking and hybrid/fundamentals) impacted interpersonal communication competence and public speaking anxiety to the same extent. Survey data was collected from 1378 students enrolled in one of these two introductory communication courses. Results showed that interpersonal communication competence was the strongest predictor of all three outcome variables, and the public speaking anxiety predicted some additional variance in loneliness and belongingness, but …
The Basic Communication Course Syllabus As A Rhetorical Document: The Impact Of Mediated Immediacy On Communication Apprehension With Instructors And Out-Of-Class Communication, Divine N. Aboagye, John Hooker, Cheri J. Simonds
The Basic Communication Course Syllabus As A Rhetorical Document: The Impact Of Mediated Immediacy On Communication Apprehension With Instructors And Out-Of-Class Communication, Divine N. Aboagye, John Hooker, Cheri J. Simonds
Basic Communication Course Annual
The purpose of this study was to examine teachers’ use of mediated immediacy in a syllabus to determine effects on students’ communication apprehension with instructors and student out-of-class communication with instructors. Participants viewed either a basic course syllabus with high levels of mediated immediacy or low levels of mediated immediacy and then completed surveys. The results showed that syllabi high in mediated immediacy made students significantly less apprehensive to communicate with instructors and more likely to engage in out-of-class communication with them. Implications for the use of mediated immediacy in syllabus construction are discussed.
Section Introduction: Research Articles, Brandi N. Frisby
Section Introduction: Research Articles, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Reflections About Future Directions For The Basic Communication Course And Basic Course Scholarship, Sherwyn P. Morreale, Scott A. Myers
Reflections About Future Directions For The Basic Communication Course And Basic Course Scholarship, Sherwyn P. Morreale, Scott A. Myers
Basic Communication Course Annual
The importance of the basic communication course is underscored by a somewhat overused but decidedly meaningful phrase—it’s our discipline’s front porch! While serving as the president of the National Communication Association, Beebe (2013) coined that phrase in reference to the basic course serving as the critical point-of-entry to the communication discipline, introducing students to communication studies for the first time. More recently, others (Bertelsen & Goodboy, 2009; Morreale et al., 2022; Myers et al., 2021) have pointed to the increasing presence of the basic course in general education and the fact that it is one of most frequently taught courses …
Editor's Page, Volume 35 (2023), Brandi N. Frisby
Editor's Page, Volume 35 (2023), Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Cover And Front Matter, Volume 35, Brandi N. Frisby
Cover And Front Matter, Volume 35, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Faking And Conspiring About Covid-19: A Discursive Approach, Rosa Scardigno, Alessia Paparella, Francesca D'Errico
Faking And Conspiring About Covid-19: A Discursive Approach, Rosa Scardigno, Alessia Paparella, Francesca D'Errico
The Qualitative Report
In the more general climate of post-truth - a social trend reflecting a disregard for reliable ways of knowing what is true, mostly acted through massive use of misinformation and rhetoric calling for emotions - an alarming “infodemic” accompanied the COVID-19 pandemic, affecting healthy attitudes and behaviors and further lessening trust in science, institutions, and traditional media. Its two main representative items, fake and conspiracy news, have been widely analyzed in psycho-social research, even if scholars mostly acknowledged the cognitive and social dimensions of those items and devoted less attention to their discursive construction. In addition, these works did not …
“People Don’T Always Show Up The Way You Want Them To”: Utilizing The Hunger Games To Differentiate Between Persuasion, Coercion, Propaganda, And Manipulation, Nancy Bressler
Discourse: The Journal of the SCASD
The ability to define and conceptualize persuasion and its nuances without engaging in coercion, propaganda, and/or manipulation can be difficult for students at first. This activity centralizes the fine points among these persuasive concepts. Students also recognize the role of their audience in the persuasive messages that they create. Rather than only having a conversation about the common characteristics of these terms and how they differ, students can observe them within the fictional movie The Hunger Games: Mockingjay Part 1 (Lawrence, 2014). After discussing these ideas with their classmates, students then apply what they have learned by creating persuasive messages …
“Number Of Nonverbal Delivery Techniques”: Innovative Approaches To Gestures, Movement, And Vocal Delivery, Nancy Bressler
“Number Of Nonverbal Delivery Techniques”: Innovative Approaches To Gestures, Movement, And Vocal Delivery, Nancy Bressler
Discourse: The Journal of the SCASD
Through this activity, students consider to what extent gestures, movement, and vocal inflection affect a speech. Using the same speech content as the rest of their group, each student is provided a prompt requiring them to adapt their speech delivery differently. Through these differences, students can better understand how to incorporate nonverbal speech delivery that is natural, balanced, communicates emotion, and effectively communicates the message of the speech. Students discover the importance of nonverbal delivery while using an entertaining speech they may have seen in a television show. Overall, students learn how planned versus natural speech delivery can alter nonverbal …
The Comedy Of Cancel Culture In A Post-Carlin United States: On The Politics Of Cultural Interpretation, Bryant W. Sculos
The Comedy Of Cancel Culture In A Post-Carlin United States: On The Politics Of Cultural Interpretation, Bryant W. Sculos
Class, Race and Corporate Power
Taking the form of a critical review of the HBO documentary George Carlin's American Dream, this essay explores the character of George Carlin's political and cultural criticism, its implications for contemporary debates about so-called "cancel culture," and the broader political significance of cultural interpretation.
Call For Editor: Volumes 36-38
Call For Editor: Volumes 36-38
Basic Communication Course Annual
No abstract provided.
Call For Manuscripts, Brandi N. Frisby
Call For Manuscripts, Brandi N. Frisby
Basic Communication Course Annual
No abstract provided.
Beyond Basic: Transformational Potential Of Pandemic Pedagogy, Roy Schwartzman
Beyond Basic: Transformational Potential Of Pandemic Pedagogy, Roy Schwartzman
Basic Communication Course Annual
The COVID-19 pandemic presents opportunities to foster resilience as an ongoing process of productively adapting to crises and change. The fundamental communication course can serve a key role in building resilience on several levels: personal (for students and teachers), across courses and communication programs, and community-wide. Lessons learned from the pandemic include judiciously adopting new technological tools, counteracting regressive institutional resilience that resists change, and maximizing inclusivity in course design and delivery.
Strengthening The Position Of The Introductory Course: Pandemic Pedagogical Practices (Withdrawn), Sara Mathis
Strengthening The Position Of The Introductory Course: Pandemic Pedagogical Practices (Withdrawn), Sara Mathis
Basic Communication Course Annual
No abstract provided.
Prepared To Pivot: Creating A Resilient Basic Course Program, Nicholas T. Tatum, Melissa A. Broeckelman-Post
Prepared To Pivot: Creating A Resilient Basic Course Program, Nicholas T. Tatum, Melissa A. Broeckelman-Post
Basic Communication Course Annual
The rapid transition to emergency remote teaching due to COVID-19 provides many lessons for how BCDs can design resilient basic course programs that will be prepared to adapt in any number of potential future emergencies. BCDs can design resilient courses by pre-planning how courses will maintain instructional continuity, pre-loading pivoting options into learning management systems, and adopting online texts that are accessible anywhere. BCDs can also build instructor resilience by providing high-quality training and providing continued support for instructor well-being.
Basic Course Forum: Section Introduction
Basic Course Forum: Section Introduction
Basic Communication Course Annual
No abstract provided.
Exploring Introductory Communication Course Administrators' Relationship Management During Covid-19, Ashley N. Aragón, Drew T. Ashby-King
Exploring Introductory Communication Course Administrators' Relationship Management During Covid-19, Ashley N. Aragón, Drew T. Ashby-King
Basic Communication Course Annual
The COVID-19 pandemic rapidly changed the context of higher education during the Spring 2020 semester. As the virus began to spread across the United States, colleges and universities canceled in-person classes and activities, closed campus, and moved all operations online. Within the communication discipline, introductory communication course (ICC) administrators and instructors were not only dealing with these challenges, but they were also navigating the transition of large multi-section, often standardized, courses online at large institutions. This research project used semi-structured, in-depth interviews with 18 ICC administrators from institutions located in 14 states across the Midwest, mid-Atlantic, Southeastern, and West Coast …
Integrating University Value Messages Into The Basic Communication Course: Implications For Student Recall And Adjustment To College, Kristen L. Farris, Michael Burns
Integrating University Value Messages Into The Basic Communication Course: Implications For Student Recall And Adjustment To College, Kristen L. Farris, Michael Burns
Basic Communication Course Annual
This study investigated the effects of integrating a university’s core value messages into the curriculum of a basic communication course on student recall of the messages, adjustment to college, and learning. A quasi-experimental design was used to examine differences between students (n = 302) assigned to one of three conditions: control group, message-only group, and message and experience group. The message and experience group learned about the university’s core value messages as part of their course curriculum, engaged in an out-of-class experience focused on these value messages, and completed a group problem-solving project related to these messages. The message only …