Open Access. Powered by Scholars. Published by Universities.®
Speech and Rhetorical Studies Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
- Publication
- Publication Type
Articles 1 - 30 of 33
Full-Text Articles in Speech and Rhetorical Studies
Masonic-The Greatness And Antiquity Of Free Masonry, Charles C. Chapman
Masonic-The Greatness And Antiquity Of Free Masonry, Charles C. Chapman
Charles C. Chapman Masonic Speeches
These are notes for a speech Chapman gave addressing the topic of freemasonry.
Masonic-The Meaning Of Free Masonry, Charles C. Chapman
Masonic-The Meaning Of Free Masonry, Charles C. Chapman
Charles C. Chapman Masonic Speeches
Here are the text and notes of a speech given by Chapman addressing the principles and foundations of freemasonry - among them wisdom, beauty, strength, morality, equality, and rectitude of life.
College Notes-Chapman College, Charles C. Chapman
College Notes-Chapman College, Charles C. Chapman
Charles C. Chapman College Lectures
A speech about the history and goals of Chapman College. It was founded as a Christian college whose mission was to instill Christian morals and values into students, and help them to build character in such a way as to lead them to success while spreading Christian influence.
College Notes-Advice To College Students, Charles C. Chapman
College Notes-Advice To College Students, Charles C. Chapman
Charles C. Chapman College Lectures
Notes for a speech in which Chapman gives students advice on their education and their intellectual, spiritual and social development.
College Notes-Welcome To New Students, Charles C. Chapman
College Notes-Welcome To New Students, Charles C. Chapman
Charles C. Chapman College Lectures
Notes for a speech given at the opening dinner for students at California Christian College, where Chapman claims that the most important thing students can gain is not intellectual knowledge, but Christian character and a personality that will lead them to be successful.
College Notes-Character Building 2, Charles C. Chapman
College Notes-Character Building 2, Charles C. Chapman
Charles C. Chapman College Lectures
Chapman advises students to work to build good character while they are still young, as it will contribute to success later in life.
College Lectures-The Minister As An Executive Revised, Charles C. Chapman
College Lectures-The Minister As An Executive Revised, Charles C. Chapman
Charles C. Chapman College Lectures
This is a revised version of a speech with the same name. In it Chapman compares the organization of a church to that of a business, and therefore admonishes ministers to act as executives and to utilize similar techniques to organize and maintain their church. He urges ministers to allow members to assume as many leadership roles as possible and to always adapt his methods to the unique qualities of his particular congregation.
College Lectures-The Pastor Revised, Charles C. Chapman
College Lectures-The Pastor Revised, Charles C. Chapman
Charles C. Chapman College Lectures
This is a revised version of a speech with the same name. In it Chapman uses the metaphor of a shepherd and his flock to describe the ideal relationship between a minister and his congregation. He says that pastors must be active in managing their flock and be willing to go out of their way to save a "lost sheep". A minister should also call on his members at home and make a great effort to have a personal connection to each and every one.
College Lectures-The Minister In His Relation To The Community, Charles C. Chapman
College Lectures-The Minister In His Relation To The Community, Charles C. Chapman
Charles C. Chapman College Lectures
A speech in which Chapman reminds ministers that they are a vital member of their community and should strive to be an active part of it. He cautions that they should go out in the community and join in various organizations, but should remember that their religious duties come first.
College Lectures-Marriages--Funerals, Charles C. Chapman
College Lectures-Marriages--Funerals, Charles C. Chapman
Charles C. Chapman College Lectures
A lecture where Chapman gives advice about the proper ways in which to conduct weddings and funerals. It includes a large section with a step-by-step marriage ceremony.
College Lectures-Four-Fold Education, Charles C. Chapman
College Lectures-Four-Fold Education, Charles C. Chapman
Charles C. Chapman College Lectures
These speech addresses the proper physical, intellectual and spirtual development of young people.
College Lectures-The Minister As An Executive, Charles C. Chapman
College Lectures-The Minister As An Executive, Charles C. Chapman
Charles C. Chapman College Lectures
In this lecture Chapman compares the organization of a church to that of a business, and therefore admonishes ministers to act as executives and to utilize similar techniques to organize and maintain their church. He urges ministers to allow members to assume as many leadership roles as possible and to always adapt his methods to the unique qualities of his particular congregation.
What Is Writing In Undergraduate Anthropology? An Activity Theory Analysis, Boba M. Samuels
What Is Writing In Undergraduate Anthropology? An Activity Theory Analysis, Boba M. Samuels
Electronic Thesis and Dissertation Repository
How students learn to write in the disciplines is a question of ongoing concern in writing studies, with practical implications for academia. This case study used ethnographic methods to explore undergraduate writing in two upper year anthropology courses at a Canadian university over one term (four months). Student and professor interviews, classroom field notes, surveys, and students’ final papers were analysed using a framework drawn from activity theory and informed by genre theory. Four themes emerged from the data: anthropology as school; the familiar vs. unfamiliar; reading; and hidden rhetoric. Findings suggest students approach disciplinary work primarily as students rather …
Public Address As The Basic Communication Course, William R. Upchurch
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 …
Communication Apprehension In Hybrid And Public Speaking Basic Communication Course Textbooks, Emily A. Paskewitz
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 …
Index Of Titles And Authors, Volumes 1-25
Index Of Titles And Authors, Volumes 1-25
Basic Communication Course Annual
No abstract provided.
Basic Communication Course Annual Vol. 26
Basic Communication Course Annual Vol. 26
Basic Communication Course Annual
Full issue (276 pages, 9.7 MB)
The Communication Center At U.S. Colleges And Universities: A Descriptive Overview, Luke Lefebvre, Leah Lefebvre
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, …
Editor's Page, Joseph M. Valenzano Iii
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 …
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
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 …
Student Learning Outcomes: Primary Drivers Of Course Design, Samuel P. Wallace
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 basic …
Civility As A Central Student Learning Outcome In The Basic And Introductory Communication Courses, Rod Troester
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 …
Basic Course Central Student Learning Outcomes: Enhancing The Traditional With The Critical, David H. Kahl Jr.
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.
Social Justice And The Basic Course: A Central Student Learning Outcome, Andrea Patterson, Omar Swartz
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
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.