Front Cover, 2016 University of Dayton
Title Page, 2016 University of Dayton
Editorial Board, 2016 University of Dayton
Assessment Of Student Learning Gains In Oral Competency, 2016 Wheaton College
Assessment Of Student Learning Gains In Oral Competency, Lynn O. Cooper, Rebecca Sietman
Basic Communication Course Annual
The basic course in communication has a well-established record of enhancing oral competency, which plays a primary role in personal, academic, and professional success. However, there is limited empirical support to substantiate that the ways we teach this course are responsible for these gains. A 24-item Likert- like scale instrument developed from the eight Competent Speaker categories (Morreale, Moore, Taylor, Surges-Tatum, & Hulbert-Johnson, 1990; Morreale, Moore, Surges-Tatum, & Webster, 2007; SCA, 1993) has been reliably used for the past decade in campus pre- and post-assessments.
In Study One, measures of 2485 students taking the basic course over the past six …
Back Cover, 2016 University of Dayton
Jeb Bush Candidate Announcement Speech Analysis, 2016 Augustana College - Rock Island
Jeb Bush Candidate Announcement Speech Analysis, Marlisa A. Barrett
Rhetorical Analyses of the Announcement Speeches of Presidential Hopefuls
No abstract provided.
Martin O'Malley Announcement Speech Analysis, 2016 Augustana College, Rock Island Illinois
Martin O'Malley Announcement Speech Analysis, Karolyn M. Erickson
Rhetorical Analyses of the Announcement Speeches of Presidential Hopefuls
No abstract provided.
Clinton Frames Her Campaign, 2016 Augustana College, Rock Island Illinois
Clinton Frames Her Campaign, Anna R. Basten
Rhetorical Analyses of the Announcement Speeches of Presidential Hopefuls
No abstract provided.
Why I Stayed, 2016 Parkland College
Why I Stayed, Taylor Mattingly
A with Honors Projects
Using interviews, scripts, and poetry sources, the student performs an oral interpretation on the topic of domestic violence.
The Internal Marginalization Of Basic Course Scholarship, 2016 Illinois State University
The Internal Marginalization Of Basic Course Scholarship, Cheri J. Simonds, Stephen K. Hunt
Basic Communication Course Annual
There is an adage in the field of communication education that states, the difference between knowing and teaching is communication (Hurt, Scott, & McCroskey, 1978). That is, a teacher can be an expert in his or her field, but if he or she cannot communicate that knowledge in a way that students understand, learning is not achieved.
This statement highlights the central role of communication in the teaching and learning process. As communication education scholars and Basic Course Directors, we conduct research in the domains of communication pedagogy (i.e., research questions that address the best methods of teaching communication) and …
The Unaware, Accurate, And Overly Critical: Video Technology Use Of Improving Public Speaking Competency, 2016 Iowa State University
The Unaware, Accurate, And Overly Critical: Video Technology Use Of Improving Public Speaking Competency, Luke Lefebvre, Leah E. Lefebvre, Mike Allen
Basic Communication Course Annual
Students often hold overly favorable views of their public speaking skills. In this study, students set goals prior to speaking, and then assess the presentation via video replay. Although some basic courses use video, the technology is not standard practice nor consistently utilized to aid student skill development for speechmaking.
Differences between students’ self-estimated and earned grades students were categorized into five estimator groupings. Study 1 (N = 102) results indicated video self-evaluation positively influenced student ability for predictive goal-setting, improved accuracy for assessing speech quality, and diminished overestimation from the informative to persuasive speech.
To further explore the findings …
Basic Communication Course Annual Vol. 28, 2016 University of Dayton
Basic Communication Course Annual Vol. 28
Basic Communication Course Annual
Full issue (222 pages, 8.5 MB)
Creating Rhetorical Subjectivities: Negotiating The Precarity Of The Homo Oeconomicus In The Neoliberal Workplace, 2016 University of Denver
Creating Rhetorical Subjectivities: Negotiating The Precarity Of The Homo Oeconomicus In The Neoliberal Workplace, Leslie Lynne Rossman
Electronic Theses and Dissertations
The ubiquitous impact of the neoliberal economy on our everyday life leads to questions of rhetorical significance. This project strives to incorporate service labor experience as a source as well as an effect of rhetoric thereby embodying materialist notions of the body at the site of production. I explore neoliberal discourses through the phenomena of outsourcing and offshoring by interviewing service industry employees that have experienced job uncertainty within a Fortune 500 corporation. By studying narratives, this project explores how the material effects of rhetoric are able to determine discourses of power relating to production. Thus, this study questions the …
Linguistic Construction Of Migrant Identity In U.S. Crime Reports, 2016 University of Nebraska-Lincoln
Linguistic Construction Of Migrant Identity In U.S. Crime Reports, Theresa Catalano
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This article explores the representation of Latino migrants in U.S. crime reports. Through multidisciplinary linguistic analysis incorporating critical discourse analysis and cognitive linguistics, the author demonstrates how migrant identity is constructed linguistically in media discourse using various linguistic strategies to reveal an underlying xeno-racist discourse that serves the dominant group’s purpose of staying in power. The contribution of this paper lies in its systematic illustration of the covert nature in which this discourse is (re)produced in crime reports and the connections it can have to immigration policies and public attitudes. In addition, the aim of the paper is to serve …
Editors' Note, 2016 Berry College
Editors' Note, R. Randolph Richardson, Kathy Brittain Richardson
National Forensic Journal
No abstract provided.
Editor's Page, 2016 University of Dayton
Editor's Page, Joseph M. Valenzano Iii
Basic Communication Course Annual
We are now in the 28th volume of the Basic Communication Course Annual, a testament to the dedication of those concerned with the introductory course in communication. Over the years these pages have been graced with significant work that has influenced the nature of the basic communication course, thereby impacting the lives of thousands of students across the country. That said, I am struck by the fact we have no “motto,” no phrase that captures our feeling about this important educational experience. I would like to muse about what might work as a motto for what we do and teach.
Basic Course Strength Through Clear Learning Outcomes And Assessment, 2016 Saint Xavier University
Basic Course Strength Through Clear Learning Outcomes And Assessment, W. Bradford Mello
Basic Communication Course Annual
Former NCA President Richard West, writing in Spectra during his presidential year, lamented that the basic course in communication lacked national cohesion, especially compared to other disciplines like psychology, political science, or sociology (West, 2012). Some, including myself, may quibble with the comparison to other disciplines, arguing that History 101, Political Science 101 or Sociology 101 do not necessarily look the same at all institutions around the nation.
However, West’s call for examination of the basic course was a welcome one:
- I believe it is time for our organization to undertake a thoughtful examination of the basic course and ascertain …
A Digital Divide? Assessing Self-Perceived Communication Competency In An Online And Face-To-Face Basic Public Speaking Course, 2016 South Dakota State University
A Digital Divide? Assessing Self-Perceived Communication Competency In An Online And Face-To-Face Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Laurie L. Haleta
Basic Communication Course Annual
Previous research has documented an inverse relationship between speaking anxiety and self-perceived communication competence (SPCC). However, a recent assessment case study of an online basic public speaking course revealed that while the course decreased students’ speaking anxiety, it failed to increase their SPCC. Prompted by this surprising discrepancy and bolstered by continuing calls for increased exploration of educational quality of online public speaking courses, the current study compared SPCC between online (n = 147) and face-to-face (F2F) (n = 544) delivery of the large, standardized, multi-section basic public speaking course at our institution. Pretest scores of students’ overall SPCC were …
Assessing The Effects Of A Public Speaking Course On Native And Non-Native English Speakers, 2016 Arizona State University
Assessing The Effects Of A Public Speaking Course On Native And Non-Native English Speakers, Tara Suwinvattichaiporn, Melissa A. Broeckelman-Post
Basic Communication Course Annual
This study tested whether there is a difference in the benefits of a traditional public speaking course for Native English Speakers (NES) and Non-Native English xii Speakers (NNES). The study assessed changes in Communication Apprehension (CA), Self-Perceived Communication Competence (SPCC), and Willingness to Communicate (WTC) before and after participants took the traditional public speaking course.
The findings indicate that NES and NNES had equal benefits and growth in these self-report measures and suggest that we should further investigate which public speaking course structure is most beneficial for NNES.
Physical Challenges In Forensics: An Autoethnography Advocating For Accommodations On Behalf Of Speakers With Physical Challenges In Competitive Speech Environments, 2016 Minnesota State University Mankato
Physical Challenges In Forensics: An Autoethnography Advocating For Accommodations On Behalf Of Speakers With Physical Challenges In Competitive Speech Environments, Elise Mccauley Row
All Graduate Theses, Dissertations, and Other Capstone Projects
The realm of competitive forensics is filled with challenges including written and unwritten rules and norms, multiple categories with different guidelines for each, a distinct culture only people intimately connected with the activity can navigate without conscious effort, and a basic knowledge of the ever-changing world of communication. For competitors who struggle with physical disabilities, the challenges are beyond daunting. Using the method of autoethnography, this paper investigates how students with physical challenges can successfully participate through accommodation and how speech coaches can advocate for their physically-disabled speakers and request and implement the best accommodations.