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Speech and Rhetorical Studies Commons™
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Articles 1 - 4 of 4
Full-Text Articles in Speech and Rhetorical Studies
Beyond Delivery, Toward Interpretation: Examining How Students Use Feedback In The Introductory Communication Course, Drew T. Ashby-King, Melissa A. Lucas, Lindsey B. Anderson
Beyond Delivery, Toward Interpretation: Examining How Students Use Feedback In The Introductory Communication Course, Drew T. Ashby-King, Melissa A. Lucas, Lindsey B. Anderson
Basic Communication Course Annual
Feedback is a foundational communicative aspect of the teaching/learning processes in introductory communication courses as students seek to improve their presentational speaking skills throughout the term. Drawing on 1,673 qualitative questionnaire responses, this paper explores how students used and interpreted instructor feedback. Through our thematic analysis of a randomly selected subset of 335 responses, we identified two tensions in how students used and interpreted instructor feedback: (1) feedback as a process vs. a product and (2) feedback as integrated into the course structure vs. a justification for a grade. Theoretically, this research extends Feedback Intervention Theory by highlighting the importance …
Ballots: A New, Comprehensive And Educational Approach For Evaluating Forensic Competitors, Bradford Wakefield
Ballots: A New, Comprehensive And Educational Approach For Evaluating Forensic Competitors, Bradford Wakefield
Proceedings of the National Developmental Conference on Individual Events
There has been much talk in the forensic community about frustration with events and progression of the activity. The National Forensic Association National Tournament student meeting discussed irritation with the Impromptu event saying that it has been stagnant and not providing the skills needed for application in a world outside forensics. I propose a new ballot that promotes the source and intention of the event while at the same time giving a basis for "real world" application. This would not only remind competitors and judges what the intent of the event is supposed to be but also with the constant …
Where Do You Turn? Student-Identified Resources In The Basic Course Experience, Sources Of Information, Feedback, And Help-Seeking Behaviors, Ashley Jones-Bodie, Lindsey B. Anderson, Jennifer Hall
Where Do You Turn? Student-Identified Resources In The Basic Course Experience, Sources Of Information, Feedback, And Help-Seeking Behaviors, Ashley Jones-Bodie, Lindsey B. Anderson, Jennifer Hall
Basic Communication Course Annual
This study explored the formal and informal resources students enrolled in a basic communication course use to gather information and receive feedback about their course experience, including presentations and work in the class. To do so, an online survey was completed by 393 students at three universities. The data were analyzed thematically using an iterative process facilitated through NVivo coding software. This process not only allowed for a descriptive summary of the students’ responses and the creation of a typology of resources, but also revealed four emergent themes related to student motivations to seek out and use sources of information/feedback: …
Judge Training: Judging Individual Events, Judging Parliamentary Debate, Judging Lincoln-Douglas Debate, Todd T. Holm, Justin Foote
Judge Training: Judging Individual Events, Judging Parliamentary Debate, Judging Lincoln-Douglas Debate, Todd T. Holm, Justin Foote
Speaker & Gavel
This article provides a tournament di-rector with a self-contained judge training packet that can be copied and handed to judges or modified with your tournament specific information. This article ex-plains the mechanics of judging Individual Events, Parliamentary Debate, and Lincoln-Douglas Debate by providing lay judges with help in terms of how to express their thoughts about the event they just watched. The following material does not, nor should any judge training, mandate what is good or bad in a perfor-mance, but rather describes how to provide valuable feedback based on their ed-ucated reactions to the performances.