Speech and Rhetorical Studies Commons^™

Prisoner Of Context: The Truman Doctrine Speech And J. Edgar Hoover’S Rhetorical Realism, Stephen Underhill

Stephen M. Underhill

In this project, I argue that J. Edgar Hoover’s style of political realism should be studied by critics because it long preceded that of President Harry S. Truman. Thestyle belonged to a stockpile of anti-Communist imagery that helped to shape how the Truman Doctrine speech was drafted and how audiences interpreted its meanings in more local domestic politics. When Truman fınally announced that the Soviet Union had challenged international protocol, I argue that he confırmed the vision that his Federal Bureau of Investigation (FBI) director and other detractors had developed throughout the New Deal to discredit reformers who challenged issues …

Evidence-Based Design: Documenting A Research Experiment In A School Environment With Children With Autism Spectrum Disorder, Julie E. Irish

Julie Elaine Irish

Purpose Autism spectrum disorder (ASD) is a developmental disorder affecting around 1:59 children. Among other characteristics, children with ASD can be unduly sensitive to elements in the built environment, such as noise or light. Despite this knowledge, to date there has been little evidence-based experimental research investigating how the environment affects them. The purpose of this paper is to conduct an experiment in a school environment with children with ASD and document the process as a model that other researchers could apply to similar studies.

Design/methodology/approach The study focused on whether the application of wayfinding aids (colored doors, colored shapes …

The Rhetorical Situation Meets Adult Education: A Public Speaking Workshop For B-School Graduate Students, Lindsey Ives, Janet Tinoco, Sally Blomstrom

Lindsey Ives

Introduction To Speech Communication, Sara Gronstal

Sara Gronstal

The Effect Of Mindfulness On Cognition & Self-Monitoring After Acquired Brain Injury, Tessa Trumbauer, Katy H. O'Brien, Rebecca Shisler Marshall, Ariella Kaplan

Ariella Kaplan

No abstract provided.

Flag-Waving: Visual Arguments, Verbal Reconstruction, And Speaker Intentions, Brian Larson

Brian Larson

Communicating Entrepreneurial Passion: Personal Passion Vs. Perceived Passion In Venture Pitches, Kristen Lucas, Sharon Kerrick, Jenna Haugen, Cole J. Crider

Kristen Lucas

Research problem: Entrepreneurial passion has been shown to play an important role in venture success and therefore in investors’ funding decisions. However, it is unknown whether the passion entrepreneurs personally feel or experience can be accurately assessed by investors during a venture pitch. Research questions: (1) To what extent does entrepreneurs’ personal passion align with investors’ perceived passion? (2) To what cues do investors attend when assessing entrepreneurs’ passion? Literature review: Integrating theory and research in entrepreneurship communication and entrepreneurial passion within the context of venture pitching, we explain that during venture pitches, investors make judgments about entrepreneurs’ passion that …

Enacting A Pragmatist Educational Metaphysic Through Civic Engagement In The Basic Media Studies Course, Shawn T. Wahl, Chad Edwards

Chad Edwards

We argue that in order to help forward John Dewey’s vision of a pragmatist educational metaphysic, civic engagement through service learning in the basic media studies communication course is a possible plan of action. Specifically, we focus on basic media studies communication courses (e.g., introduction to media criticism, media and society, media and culture) and discuss ways to implement civic-oriented service learning activities for the purposes of fostering greater civic engagement. We draw on literature concerning media literacy and service learning that lead to a case study featuring application of Dewey’s philosophy to a media literacy project. This essay is …

Drury And Kuehl 2018 Introduction To The Special Issue On The Rhetoric Of The 2016 U S Election.Pdf, Sara A. M. Drury, Rebecca A. Kuehl

Rebecca A. Kuehl

No abstract provided.

Enhancing The Epistemological Project In The Rhetoric Of Science: Information Infrastructure As Tool For Identifying Epistemological Commitments In Scientific And Technical Communities., Nathan Johnson

Nathan R. Johnson

Enhancing the Epistemological Project in the Rhetoric of Science: Information Infrastructure as Tool for Identifying Epistemological Commitments in Scientific and Technical Communities. Article discusses how the STS concept of infrastructural provides a mesolayer approach to understand global issues in science with rhetorical methodology.

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

David Ingram

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 …

What’S In A Name? Defending Forensics: A Response To Kimble’S “By Any Other Name”, Christopher P. Outzen, Daniel Cronn-Mills

Daniel Cronn-Mills, Ph.D.

Our essay is a response to Kimble’s “By Any Other Name: On the Merits of Moving Beyond Forensics.” We argue forensics has not lost the battle for its name, since the battle does not necessarily exist. We contend changing the name is unnecessary since forensics is the most accurate label one may apply to inter-scholastic speaking and debating. Furthermore, changing the name would have considerable negative repercussions. Instead, the forensic community needs to return to its roots as educators and activists to enhance public understanding of the term to include forensic speaking and debate. We conclude the name forensics is …

The Next 50 Years Of Forensics: Acknowledging Problems, Preparing Solutions, Christopher P. Outzen, Lucas J. Youngvorst, Daniel Cronn-Mills

Daniel Cronn-Mills, Ph.D.

In previous decades, forensics was a well-respected co-curricular activity, with students becoming involved as early as middle school and moving into colleges across the country. The activity provides a multitude of meanings for individuals, teams, and colleges across the nation conjuring feelings of friendship, community, education, leadership, and competition. Many within the forensic community know the reputation of this activity can be attributed to influential individuals such as Grace Walsh, L. E. Norton, and Larry Schnoor, among others. Despite the great past and present of this activity, the future is looming with potential pitfalls that could damage the activity. We …

Developing A Senior Capstone And Portfolio Course, Nanette Johnson-Curiskis, Daniel Cronn-Mills, Warren Sandmann

Daniel Cronn-Mills, Ph.D.

Our purpose in this essay is to explain how the Speech Communication Department at Minnesota State University, Mankato developed a senior capstone and portfolio course. We describe how this course helped the department improve its curriculum and teaching, and helped its students enhance their learning of the discipline.

Genesis Of A Special Issue, Daniel Cronn-Mills

Daniel Cronn-Mills, Ph.D.

Notes from guest editor Daniel Cronn-Mills on the special issue of volume 52 of Speaker & Gavel.

Editor's Special Section-Larry Schnoor: A Celebration Of His Impact On Intercollegiate Forensics, Richard Paine, Karen R. Morris, Daniel L. Smith, R. Randolph Richardson, Joann M. Edwards, Daniel Cronn-Mills, Larry Schnoor

Daniel Cronn-Mills, Ph.D.

This panel is honoring Professor Larry Schnoor for his lifelong contribu-tions to Intercollegiate Forensics. National Individual Events Tournaments have continued to flourish under his direction. In addition, his constant mentoring has guaranteed the life of this activity. Panelists will describe Professor Schnoor‘s impact on the AFA-NIET, NFA, IOC and both his mentoring of forensic coaches and programs. Professor Schnoor will help to clarify and add to this oral history.

Editor's Section: A Guide To Scheduling The Afa-Niet, Daniel Cronn-Mills

Daniel Cronn-Mills, Ph.D.

At the request of the DSR-TKA executive board, this article is presented in Speaker & Gavel so the AFA-NIET process explained here has a permanent record in forensic archives.

Anderson Et Al. (2017) Tbm Bsb Public Deliberation And Dissemination.Pdf, Jenn Anderson, Rebecca A. Kuehl, Sara A. M. Drury

Rebecca A. Kuehl

No abstract provided.

Kuehl Hungerford Comm Teacher 2017 Article On Map Your Consumption.Pdf, Rebecca A. Kuehl, Hilary Hungerford

Rebecca A. Kuehl

No abstract provided.

Strengthening The Introductory Communication Course: An Opportunity Through Better Alignment With Today’S Needs, Jon A. Hess

Jonathan A. Hess

More than a century after its inception in contemporary form, the discipline of Communication has encountered a tremendous opportunity—the chance to become an “essential discipline” in the academy, one like Math or English, which universities consider indispensable to the work they do. And yet, as a discipline, we have not sufficiently moved toward taking advantage of that opportunity. While such a move will require action in curriculum, scholarship, and service, one of the highest-impact areas in establishing the necessity of Communication is the introductory course. In order to understand the opportunity that lies before us, we have to understand how …

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

Samuel P. Wallace

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 …

A Model For The Development Of A Sustainable Basic Course In Communication, Samuel P. Wallace

Samuel P. Wallace

The purpose of this essay is to provide clarity and direction for developing and maintaining outcome-driven courses for inclusion in general education curricula. The focus is on the basic course in Communication, but the principles can be applied to nearly any course. The outcome-driven perspective changes many traditional conceptions of the basic communication course and provides an opportunity to integrate communication content into a student’s broader college education and subsequent career. A model is proposed that can provide guidance in the development of sustainable courses that emerged from the experience with course development and implementation.

Editor's Page, Joseph M. Valenzano Iii

Joseph M. Valenzano III

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 Pathways, Joesph M. Valenzano, Melissa A. Broeckelman-Post, Erin S. Parcell

Joseph M. Valenzano III

Description from the publisher's website: From the authors of The Speaker and The Speaker’s Primer comes an innovative new textbook that covers communication curriculum in an approachable way. Communication Pathways introduces a modern approach to the survey course, with concise chapters that emphasize communication theory. The authors organize content around a communication-centric theme: dialogue. A full chapter devoted to dialogic communication unpacks the concept for students; the authors further incorporate and explicate dialogic communication as it applies to subsequent chapter concepts. This theme is unique to the text and is a central element of what the authors aim to accomplish: …

Editor's Page, Joseph M. Valenzano Iii

Joseph M. Valenzano III

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.

Editor's Page, Joseph M. Valenzano Iii

Joseph M. Valenzano III

Despite its nom de guerre, there is nothing “basic” about the basic communication course in colleges and universities. It has served as a locus for research into communication skills, instructional technology, speech anxiety, instructional design and pedagogical practices. All of the research on these topics impacts more than just the basic course, as it is often relevant to instruction in other courses. The work done in the basic communication course is complex and important for both our students and the discipline.

In this, the 27th volume of the Basic Communication Course Annual, there continue to appear studies that examine the …

Directing The Winds Of Change: The Basic Course And General Education, Joseph M. Valenzano Iii

Joseph M. Valenzano III

Communication departments remain heavily reliant on the inclusion of an introductory communication course in their institution’s general education program. For this reason it is essential for Basic Course Directors (BCDs) to educate themselves on general education. In doing so they will find a new iteration of change to general education where the required course and distribution model are disappearing in favor of an interdisciplinary outcomes-driven approach. Such a shift can have dramatic repercussions on the basic course and communication programs if the course is not further connected with other areas of general education. In this essay, I argue for Basic …

Teaching Ethics In Introductory Public Speaking: Review And Proposal, Jon A. Hess

Jonathan A. Hess

Ethics are not heavily emphasized in either public speaking textbooks or classroom lectures. This de-emphasis of public speaking ethics is unfortunate. Educators should take responsibility for making sure that students are familiar with ethical issues and that they know that unethical public communication is not acceptable. Since public speaking textbooks do not provide much explicit guidance for ethical decision making, supplementary material is provided in this article. Four ethical principles are provided to help students understand the nature of communication ethics, a sample class lecture is outlined, and teaching ideas are included.

'Wait — Something’S Missing!': The Status Of Ethics In Basic Public Speaking Texts, Jon A. Hess

Jonathan A. Hess

The basic course is important to the welfare of the speech communication discipline. According to Seiler and McGukin (1989), the basic course is the mainstay of the discipline. Gibson, Hanna, and Leichty (1990) surveyed 423 institutions of higher education nationwide and found that at 92% of the schools’ enrollment in the basic course was increasing or holding steady (this is up from the figure of 88% reported in 1985). In a survey of college graduates, Pearson, Nelson, and Sorenson (1981) found that 93% believed that the basic speech course should be required for all students. Because of its popularity and …

Rethinking Our Approach To The Basic Course: Making Ethics The Foundation Of Introduction To Public Speaking, Jon. A. Hess

Jonathan A. Hess

The basic public speaking course is often taught from a standpoint of effectiveness. That approach can be problematic due to the dangers of technique. The use of ethics as a foundation for public speaking can overcome this drawback and has other advantages. Included in these advantages are its fidelity to the subject matter, promoting more responsible use of power, improved fit with the liberal arts mission of higher education, and better meeting student needs.

Issues in implementing an ethics-based course are discussed, such as identifying ethical issues and engaging in dialogue. The model is illustrated through a description of one …