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Full-Text Articles in Speech and Rhetorical Studies

Jiahd In The Global Village: Al-Qaeda's Digital Radicalization And Recruitment Campaign, Katie Cannata Nov 2014

Jiahd In The Global Village: Al-Qaeda's Digital Radicalization And Recruitment Campaign, Katie Cannata

Theses

Following America’s “War on Terror,” al-Qaeda and its affiliates became highly decentralized in terms of organizational and media operations. Though mass media outlets continue to play a significant role in drawing attention to al-Qaeda’s transnational campaign, Salafi Jihadists have recently begun to rely on new media for purposes of legitimization and promotion. The Internet serves as a suitable platform for these groups’ media objectives since it is inherently anonymous and absent of censorship. Most importantly, the Internet facilitates al-Qaeda in reaching a global audience, which is made evident by the growing amount of Salafi Jihadist media that is ...


A Burkian Pentadic Analysis Of Msu Riot Narratives, Joseph Mohrfeld Aug 2014

A Burkian Pentadic Analysis Of Msu Riot Narratives, Joseph Mohrfeld

Journal of Undergraduate Research at Minnesota State University, Mankato

In the fall of 2003 a riot occurred very near the Minnesota State University, Mankato campus and in its aftermath many different narratives emerged describing the events. Using Kenneth Burke's pentad, this project examines those narratives in order to discover how different groups construct their accounts and which narrative elements different groups emphasize. By understanding how the narrative accounts given by these agents are influenced by their situation, the research allows us to see how riots emerge out of tensions within the conflicting productive contexts.


Presidential Epideictic Rhetoric During Times Of Crisis: Barack Obama's "9/11" Moment, Michael Eisenstadt May 2014

Presidential Epideictic Rhetoric During Times Of Crisis: Barack Obama's "9/11" Moment, Michael Eisenstadt

UNLV Theses, Dissertations, Professional Papers, and Capstones

Epideictic or ceremonial rhetoric, in its most basic and essential function, praises or blames an object. Ceremonial speakers seek to articulate why those particular objects are worthy of honor or the reverse. In the unfortunate event of a national tragedy, citizens may be confused or troubled, presenting the need for clarification and reassurance. Often times, concrete political solutions do not satisfy these needs because they do not explain what has occurred in terms the public can understand and proceed from. Presidents often inject memories of the past into public address to define these troubling situations in ways that broad, national ...


Conceptions Of Speech Acts In The Theory And Practice Of Argumentation: A Case Study Of A Debate About Advocating, Jean Goodwin Mar 2014

Conceptions Of Speech Acts In The Theory And Practice Of Argumentation: A Case Study Of A Debate About Advocating, Jean Goodwin

English Publications

Far from being of interest only to argumentation theorists, conceptions of speech acts play an important role in practitioners’ self-reflection on their own activities. After a brief review of work by Houtlosser, Jackson and Kauffeld on the ways that speech acts provide normative frameworks for argumentative interactions, this essay examines an ongoing debate among scientists in natural resource fields as to the appropriateness of the speech act of advocating in policy settings. Scientists’ reflections on advocacy align well with current scholarship, and the scholarship in turn can provide a deeper understanding of how to manage the communication challenges scientists face.


Leveraging Rhetoric For Improved Communication Of Science: A Scientist’S Perspective, Jamie L. Vernon Jan 2014

Leveraging Rhetoric For Improved Communication Of Science: A Scientist’S Perspective, Jamie L. Vernon

Poroi

Abstract: The set of rhetorical engagements in science, technology and medicine presented at the 2013 ARST preconference panel provide case studies of the value the rhetorician offers science outreach programs. As an invited respondent from the scientific community, I took this opportunity to provide a critical perspective to the panel. In my opinion, the rhetorical contributions the panelists delivered through their collaborations with scientists make a compelling case for strategically incorporating more practitioners in the science outreach workforce.


Remembering Radical Black Dissent: Traumatic Counter-Memories In Contemporary Documentaries About The Black Power Movement, Kristen Hoerl Jan 2014

Remembering Radical Black Dissent: Traumatic Counter-Memories In Contemporary Documentaries About The Black Power Movement, Kristen Hoerl

Scholarship and Professional Work - Communication

Contemporary rhetoric about race and racism has been shaped, in part, by popular films. Since the late 1980s and 1990s, Hollywood has provided a variety of what Kelly Madison refers to as "anti-racist-white-hero" films.1 Movies including Amistad, Cry Freedom, The Long Walk Home, Mississippi Burning, and Ghosts of Mississippi have routinely positioned white protagonists as civil rights heroes who win justice for the black community by punishing or humiliating white antagonists. Each film frames racial injustice as the consequence of closed-minded individuals, rather than as the outcome of the U.S. economic and political system. More recently, the motion ...


Basic Course Central Student Learning Outcomes: Enhancing The Traditional With The Critical, David H. Kahl Jr. Jan 2014

Basic Course Central Student Learning Outcomes: Enhancing The Traditional With The Critical, David H. Kahl Jr.

Basic Communication Course Annual

Given that well-developed outcomes are crucial for instructor and student success, it is necessary to delineate the central learning outcomes for the basic course in communication. Therefore, I will first articulate four traditional outcomes that I believe are necessary for students to become effective public speakers. Second, after discussing the benefits of integrating a critical approach in the basic course, I will present a fifth, critical, learning outcome. After doing so, I will discuss how this additional critical learning outcome can enhance the course by expanding upon each of the traditional outcomes.


Editorial Board Jan 2014

Editorial Board

Basic Communication Course Annual

No abstract provided.


Index Of Titles And Authors, Volumes 1-25 Jan 2014

Index Of Titles And Authors, Volumes 1-25

Basic Communication Course Annual

No abstract provided.


Back Cover Jan 2014

Back Cover

Basic Communication Course Annual

No abstract provided.


Editor's Page, Joseph M. Valenzano Iii Jan 2014

Editor's Page, Joseph M. Valenzano Iii

Basic Communication Course Annual

This year the National Communication Association (NCA) celebrates its centennial. NCA began over a dispute between speech teachers and English teachers over the perception of oral communication receiving less instructional attention, and for the last century communication experts have been the primary party responsible for communication instruction of college students. Over the years the basic course has largely been focused on public speaking as the course to deliver this instruction, though we developed, and still teach, interpersonal communication and hybrid courses that also include small group communication. There have been several different venues in which the basic communication course has ...


Communication Apprehension In Hybrid And Public Speaking Basic Communication Course Textbooks, Emily A. Paskewitz Jan 2014

Communication Apprehension In Hybrid And Public Speaking Basic Communication Course Textbooks, Emily A. Paskewitz

Basic Communication Course Annual

For students enrolled in the basic communication course, their primary source for information about communication apprehension comes from the course textbook. Previous researchers have content analyzed textbooks for their coverage of communication apprehension in public speaking textbooks, but none have compared hybrid textbooks and public speaking textbooks. Twenty basic communication course textbooks, ten hybrid and ten public speaking, were analyzed for how they address communication apprehension. Results were consistent with previous research regarding communication apprehension in public speaking textbooks, noting few changes over the past 30 years. Implications for the basic communication course, along with suggestions for future research regarding ...


Public Address As The Basic Communication Course, William R. Upchurch Jan 2014

Public Address As The Basic Communication Course, William R. Upchurch

Basic Communication Course Annual

Public speaking has been at the heart of our discipline from its conceptual foundations in the ancient world to the founding of the National Council of Academic Teachers of Public Speaking in 1914. According to a longitudinal series of studies surveying the basic course in communication, the vast majority of such courses are either wholly or partially devoted to public speaking skill acquisition (Morreale, Worley, & Hugenberg, 2010). Though the field has fractured into an interdisciplinary mélange over the last century, public speaking has held onto its primacy, at least as the visible face of most departments. In fact, its status ...


The Communication Center At U.S. Colleges And Universities: A Descriptive Overview, Luke Lefebvre, Leah Lefebvre Jan 2014

The Communication Center At U.S. Colleges And Universities: A Descriptive Overview, Luke Lefebvre, Leah Lefebvre

Basic Communication Course Annual

Communication centers were originally designed to augment the basic communication course and assist students in the development of their oral communication skills. According to the National Association of Communication Centers (2012), there are currently over 70 communication centers in the United States. This study offers a descriptive investigation of communication centers at colleges and universities from communication center directors. Our purpose is to provide data about the nature and state of centers so that it may inform others about how to develop, maintain, and compare centers’ trends and tendencies. This investigation discusses the following communication center information: (a) institutional context ...


Contents And Abstracts Jan 2014

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.


Student Learning Outcomes: Primary Drivers Of Course Design, Samuel P. Wallace Jan 2014

Student Learning Outcomes: Primary Drivers Of Course Design, Samuel P. Wallace

Basic Communication Course Annual

Student Learning Outcomes (SLOs) should be the core around which every college course is centered. As a result of taking this course: What should students know? What should they be able to do or to demonstrate? What should students value? Perhaps most important, How should students be changed or affected by taking this course? Effective course planning is made possible when these outcomes are focused and specific, and when the outcomes themselves are a high priority of the course. In spite of this maxim, student learning outcomes have not always been the primary driver of the design(s) of the ...


Author Biographies Jan 2014

Author Biographies

Basic Communication Course Annual

No abstract provided.


Submission Guidelines Jan 2014

Submission Guidelines

Basic Communication Course Annual

No abstract provided.


The Public Sphere As Site Of Emancipation And Enlightenment: A Discourse Theoretic Critique Of Digital Communication, David Ingram, Asaf Bar-Tura Jan 2014

The Public Sphere As Site Of Emancipation And Enlightenment: A Discourse Theoretic Critique Of Digital Communication, David Ingram, Asaf Bar-Tura

Philosophy: Faculty Publications and Other Works

Habermas claims that an inclusive public sphere is the only deliberative forum for generating public opinion that satisfies the epistemic and normative conditions underlying legitimate decision-making. He adds that digital technologies and other mass media need not undermine – but can extend – rational deliberation when properly instituted. This paper draws from social epistemology and technology studies to demonstrate the epistemic and normative limitations of this extension. We argue that current online communication structures fall short of satisfying the required epistemic and normative conditions. Furthermore, the extent to which Internet-based communications contribute to legitimate democratic opinion and will formation depends on the ...


Front Cover Jan 2014

Front Cover

Basic Communication Course Annual

No abstract provided.


Title Page Jan 2014

Title Page

Basic Communication Course Annual

No abstract provided.


Civility As A Central Student Learning Outcome In The Basic And Introductory Communication Courses, Rod Troester Jan 2014

Civility As A Central Student Learning Outcome In The Basic And Introductory Communication Courses, Rod Troester

Basic Communication Course Annual

The basic argument being advanced is that civility ought to be a fundamental or central concern and guiding principle in our basic and introductory courses. Like the more common standards of effectiveness and appropriateness, civility ought to become one of the key standards by which we judge the quality of communication, and consequently ought to become a central learning outcome and a more significant focus in our teaching and research. Specifically, students should leave our basic interpersonal, public speaking, and business and professional speaking courses with an understanding of and appreciation for how an attitude of civility can positively influence ...


Social Justice And The Basic Course: A Central Student Learning Outcome, Andrea Patterson, Omar Swartz Jan 2014

Social Justice And The Basic Course: A Central Student Learning Outcome, Andrea Patterson, Omar Swartz

Basic Communication Course Annual

The economic, social, political, cultural, and environmental dimensions of globalization impacting our society demand new ways of thinking, acting, and teaching the Basic Communication Course (BCC). By emphasizing the learning outcomes of intellectual and practical skills and acceptance of personal and social responsibility, students will experience a new central learning outcome: what we are calling a social justice sensibility. In this essay we will emphasize the need to integrate the intellectual and practical skills of oral communication and personal and social justice in the BCC. We will discuss how the BCC can help students learn habits of citizenship and the ...


Using In-Class Versus Out-Of-Class Peer Workshops To Improve Presentational Speaking, Melissa A. Broeckelman-Post, Angela M. Hosek Jan 2014

Using In-Class Versus Out-Of-Class Peer Workshops To Improve Presentational Speaking, Melissa A. Broeckelman-Post, Angela M. Hosek

Basic Communication Course Annual

This study sought to determine whether there is a difference in the effect of in-class and out-of-class peer workshops on Cognitive Learning, Affective Learning, speech grades, Public Speaking Anxiety, Connected Classroom Climate, and Perceived Workshop Value. This study used a within-subjects modified switching-replications design and found that there were no significant differences in the effects of the two types of workshops. However, students preferred in-class workshops, and there is slight evidence that there might be benefits for doing an in-class workshop first so that students can build trust and learn to give and receive better feedback before considering out-of-class workshops.


Clicking Instead Of Speaking: The Impact Of Students’ Communication Apprehension On Their Evaluation Of Mediated Participation And Learning In The Basic Course, Katherine J. Denker Jan 2014

Clicking Instead Of Speaking: The Impact Of Students’ Communication Apprehension On Their Evaluation Of Mediated Participation And Learning In The Basic Course, Katherine J. Denker

Basic Communication Course Annual

As research has well established the benefits to students of an engaged classroom, faculty are called to transform their classrooms into spaces focused on the learner (Petress, 2001). Though the basic course has traditionally been an engaged space, some formats of the basic course are limiting interaction. Researchers have argued that Student Response Systems (SRS) or “clickers” are one of the most promising technologies in transforming the classroom, particularly with the basic course, and offer venues for engagement for students particularly those who are most prone to avoid interaction. Nonetheless, many claims about these types of pedagogical tools have yet ...


Preparing To Learn: Structuring The Basic Course To Increase Student Preparation And Learning, Melissa A. Broeckelman-Post, Melissa F. Tindage, Jewlz M. Shaffer, Chantel Solomon, Sarah J. Black, Mylen F. Yamamoto Jan 2014

Preparing To Learn: Structuring The Basic Course To Increase Student Preparation And Learning, Melissa A. Broeckelman-Post, Melissa F. Tindage, Jewlz M. Shaffer, Chantel Solomon, Sarah J. Black, Mylen F. Yamamoto

Basic Communication Course Annual

This manuscript investigates whether frequent quizzing might facilitate greater preparation and learning in the Basic Course and tests variations of frequent quizzing through a series of three separate studies in order to identify best practices for using such quizzes. The first study showed that students who were given frequent quizzes performed better on the final exam than students who were given a midterm. The second study showed that frequent online quizzes can be just as effective as frequent in-class quizzes. In the final study, students were given skeletal notes to fill out as they prepared for class, and the results ...


Basic Communication Course Annual Vol. 26 Jan 2014

Basic Communication Course Annual Vol. 26

Basic Communication Course Annual

Full issue (276 pages, 9.7 MB)


Molding Messages: Analyzing The Reworking Of ‘Sleeping Beauty’ In Grimm’S Fairy Tale Classics And Dollhouse, Jeana Jorgensen, Brittany Warman Jan 2014

Molding Messages: Analyzing The Reworking Of ‘Sleeping Beauty’ In Grimm’S Fairy Tale Classics And Dollhouse, Jeana Jorgensen, Brittany Warman

Scholarship and Professional Work - LAS

The story of “Sleeping Beauty” (ATU 410) is one of the most consistently captivating fairy tales. It tells of a cursed princess dreaming in a tower, waiting patiently for her prince to rescue her. Those who recreate the tale for contemporary audiences spin the story anew, reconstructing again and again what it means both to sleep and to awaken. This chapter analyzes two modern television versions of the tale, one for children and one for adults, comparing their incorporation of feminist messages and parallel ideas about shaping narratives and shaping lives. The children’s cartoon Grimm’s Fairy Tale Classics ...