Interpersonal and Small Group Communication Commons^™

An Esl Oral Communication Lesson: One Teacher's Techniques And Principles, John M. Murphy

Basic Communication Course Annual

This article presents a set of techniques and principles for teaching English as a second language (ESL) oral communication that is designed to prepare ESL students as successful participants in the introductory courses in communication. The discussion is divided into two major sections: a detailed description of an authentic classroom lesson and a concise listing of thirty techniques and principles derived from the lesson.

It is widely acknowledged that ESL speakers sometimes experience debilitating degrees of anxiety/apprehension during oral communication lessons which may results in resistance to traditional methods of instruction. Aiming to address this concern, the article presents a …

Experiential Learning As An Adjunct To The Basic Course: Student Responses To A Pedagogical Model, Judith A. Rolls

Basic Communication Course Annual

An experiential learning model requiring regular weekly attendance at a communication lab, videotaped classroom presentations, and journal submissions as adjunctive course requirements is described as assessed. A content analysis of lab evaluation forms and journal entries clearly shows that the model works. Students report they enjoy the experience, improve their interpersonal skills, become more sensitive communicators, experience personal growth, and feel they are more successful in classroom presentations as a results of the lab experience.

Communication Competence: A Commentary, Lawrence W. Hugenberg, Donald D. Yoder

Basic Communication Course Annual

There have been many attempts to identify "communication competence" by communication scholars. Many attempts in determining definitions have focused on action definitions (speaker-defined competence) and reaction definitions (listener defined competence). In agreeing that communication is transactional, communication competence should be held to the same standard. Communication competence must be viewed as a joint effort by all participants in a situation; not as solely dependent on the communicator or the listener).

Public speaking evaluation forms attempt to measure communication competence of the speaker only. A recent attempt is The Competent Speaker Speech Evaluation Form (1992). This form identifies 8 competencies for …

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Basic Communication Course Annual

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Basic Communication Course Annual

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Basic Communication Course Annual Vol. 5

Basic Communication Course Annual

Full issue (279 pages, 12.582 MB)

Teaching Public Speaking As Composition, Michael Leff

Basic Communication Course Annual

The public speaking course has changed little during the past two decades, despite the rapid and profound changes that have occurred in rhetorical scholarship. By contrast, the basic composition course in English Departments has undergone transformations that more closely reflect the development of the scholarship. One reason for this difference may rest in our failure to regard the public speaking course as a serious part of our mission as teachers and scholars. By concentrating on the rhetoric of composition. we might not only generate innovative and theoretically interesting approaches to pedagogy, but we might improve our rhetorical scholarship by connecting …

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Basic Communication Course Annual

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Title Page

Basic Communication Course Annual

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Editorial Board

Basic Communication Course Annual

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Editor's Page, Lawrence W. Hugenberg

Basic Communication Course Annual

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Contents

Basic Communication Course Annual

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Academic Success In The Basic Course: The Influence Of Apprehension And Demographics, Charles A. Lubbers, Diane Atkinson Gorcyca

Basic Communication Course Annual

This investigation sought to empirically test the existence of a causal relationship between communication apprehension and academic success in the basic communication course. Will prior experience in communication courses and prior experience in extracurricular communication activities such as debate, forensics and theater, affect the level of communication apprehension as reported by students enrolled in a basic communication course? Additionally, this research sought to determine the impact of several demographic variables on both communication apprehension and final grade in the basic communication course.

Basic Public Speaking Principles: An Examination Of Twelve Popular Texts, Jon A. Hess, Judy C. Pearson

Basic Communication Course Annual

The importance of the basic course is reflected in the number of published articles focused on it. Aside from having an annually published journal (The Basic Communication Course Annual) devoted to it, articles concerning the basic course are sprinkled throughout many of the discipline's journals. However, Schneider (1991) pointed out that few studies have focused on the textbooks used. Since the textbook is generally the foundation upon which the course is built, it is an important object of study.

Although the term basic course may be used to identify a variety of courses (such as public speaking, interpersonal communication, hybrid …

Evaluation Of A Basic Communication Course, Wendy S. Zabava Ford, Andrew D. Wolvin

Basic Communication Course Annual

This study addressed the effects of a basic communication course on students' perceptions of their communication skills. Students enrolled in a basic course were asked via a pre- and post- course questionnaire to assess changes in their perceptions of their communication skills. An analysis of the questionnaire results revealed that the basic course did have a positive effect on students' perceptions of their communication skills, particularly in presentation and interviewing skills, and on their comfort in communicating. The results also illustrate that the effects on communication skills were stronger in those areas (especially public speaking) where students perceived the greatest …

Critical Thinking Is/As Communication, Warren Sandmann

Basic Communication Course Annual

This essay argues for the place of critical thinking in the basic communication course. Included in the argument is a discussion and critique of traditional modes of critical thinking, an analysis of an alternative approach to critical thinking, the grounding of this alternative approach in a classical communication model, a discussion of why the basic course in communication is the most appropriate home for the teaching of critical thinking, and a sample approach to teaching critical thinking in the basic course.

Video-Modeling And Pre-Performance Apprehension: Is Ignorance Bliss?, Craig Newburger, Michael Hemphill

Basic Communication Course Annual

This research examined the impact of video-modeling on basic communication course students' public speaking apprehension. Students were confronted with successful and unsuccessful video model presentations of their first public speaking assignment. The viewing of the video models preceded in-class live performances. Results indicate that students who were confronted with both of the video models experienced increased public speaking apprehension, while students who viewed neither video model did not.

Directing The Basic Communication Course: Eighteen Years Later, Richard L. Weaver Ii, Howard W. Cotrell

Basic Communication Course Annual

We focused on three problems that evolve over time for veteran basic course directors. After briefly commenting on the state of basic course literature, we discuss dealing with tradition, motivating students for the long term, and maintaining our own motivation for the course — three areas quite distinct from those addressed in an earlier article. The ideas and issues discussed here have arisen as a result of eighteen years of directing a basic communication course.

To Say Or Not; To Do Or Not — Those Are The Questions: Sexual Harassment And The Basic Course Instructor, Mary M. Gill, William J. Wardrope

Basic Communication Course Annual

Although men and women may be the victims of sexual harassment, the majority of women will experience harassment in the classroom and/or on the job. Harassment in the classroom occurs often out of ignorance of knowing what constitutes harassing behaviors. Those feeling harassed often are not the only victims in these situations. Many "victims" of harassment are the inexperienced instructor or graduate assistant who realize too late that their well-intended actions have been received differently. The specific parameters of what constitutes harassing behaviors and its prevalence are examined. A training module is offered which presents guidelines for the basic course …

Be Relevant, Careful, And Appropriate: Scary Advice On The Use Of Humor To The Novice Public Speaker, Judythe A. Isserlis

Basic Communication Course Annual

Most contemporary public speaking texts contain some reference to the effective use of humor by public speakers. This advice tends to reflect common assumptions on the role of humor in public speaking and the ability of the novice speaker to incorporate humor in a speech. A review of 27 contemporary texts explores the trend in humor instruction and offers 11 categories which summarize the treatment of humor: (1) theories of humor, (2) rationale for the use of humor, (3) guidelines for the use of humor, (4) sources of humor, (5) humor as a factor of attention, (6) specific humorous techniques …

The Introduction Of A Speech: Do Good Introductions Predict A Good Speech?, Valerie A. Whitecap

Basic Communication Course Annual

Can the introduction predict the success or failure of the speech? Does anything predict a successful speech? First, textbooks were examined to see what is being taught about introductions. Then the results of the first speeches given by freshmen and sophomores in a hybrid communication course were studied to see if successful introductions predicted successful speeches. Finally, some other predictors to speech success are discussed, including public speaking experience and the verbality of the student's chosen major.

This comparison of the introduction of the speech and the subsequent grade on the speech was done as a preliminary "think piece," so …

The Use Of Role Models In Teaching Public Speaking, Lauren A. Vicker

Basic Communication Course Annual

This study investigated the use of role models as an instructional strategy in public speaking classes. The subjects in this study were 24 college students in two communication classes. One group viewed a videotape of seven informative speeches given by upper-division speech students and representing a range of ability. The other group did not view the video. Both groups were videotaped presenting their own speeches, and these speeches were rated by a group of senior speech majors at another college. Means of the ratings for each speaker were analyzed using a two-sample t-test. Results did not support the hypothesis that …

Basic Communication Course Annual Vol. 4

Basic Communication Course Annual

Full issue (180 pages; 7.5 MB)

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Basic Communication Course Annual

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Front Cover

Basic Communication Course Annual

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Title Page

Basic Communication Course Annual

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Editorial Board

Basic Communication Course Annual

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Editor's Page, Lawrence Hugenberg

Basic Communication Course Annual

This volume is the result of a lot of hard work by the authors and the editorial board. When we changed the submission date to get The Annual to press earlier in the year, it meant we had to have submissions sooner than expected, reviews turned around quickly and revisions made as soon as possible. Everyone cooperated in getting this edition of The Annual out following the publisher's deadlines. I will be forever grateful for everyone's hard work, patience and understanding through this process.

Contents

Basic Communication Course Annual

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A Forum: Six Approaches To The Introductory Communication Course, Lawrence Hugenberg

Basic Communication Course Annual

During the 1990 Speech Communication Association Convention in Chicago, the Basic Course Committee sponsored a program to discuss five popular approaches to the introductory communication course. These included the public speaking course, the hybrid or blend course, the interpersonal communication course, the introductory communication theory course and the business and professional speaking course. During the exchanges between the presenters and the 80 audience members, it was noted the group communication course was conspicuously absent but was added for this volume.