Speech and Rhetorical Studies Commons^™

Contents

Basic Communication Course Annual

No abstract provided.

Using Interactive Video Instruction To Enhance Public Speaking Instruction, Michael W. Cronin, William R. Kennan

Basic Communication Course Annual

This article discusses the nature of interactive video instruction (IVI) and the potential benefits of IVI applications in supplementing instruction in the basic communication course. It describes the IVI programs in oral communication that are currently available, the equipment required to institute IVI, and details possible applications of IVI for instructors, students, and educational institutions.

Interactive Video Instruction For Teaching Organizational Techniques In Public Speaking, Michael W. Cronin

Basic Communication Course Annual

This article describes two interactive videodisc instructional programs for teaching organizational techniques in public speaking and reports the assessment of these programs. Formative evaluations indicate that students enjoyed the level III interactive video instruction (IVI). One-way analyses of variance indicated that students receiving IVI in "Constructing Speaking Outlines" (study 1) or "Developing Key Ideas" (study 2) achieved significantly higher recall/application test scores than did students in the control group in the respective study. Implications for the use of these IVI programs in supplementing traditional public speaking instruction are discussed.

Writing As A Tool For Teaching Public Speaking: A Campus Application, Karla Kay Jensen, Pat Mcqueeney

Basic Communication Course Annual

All basic communication courses seek to improve students' oral communication skills while also deepening their understanding of the theoretical principles and processes underlying effective communication. Writing, whether in the form of formal assignments or informal in-class activities, can help achieve these goals. This paper offers rationales and approaches for incorporating writing throughout basic courses, and illustrates how formal and informal strategies promote an oral/written relationship in these courses. Included are numerous examples of assignments for basic public speaking courses.

Literacy Enhancement And Writing Across The Curriculum: A Motivational Addendum, L. Brooks Hill, Sandra L. Ragan

Basic Communication Course Annual

This "thought piece" supplements the preceding article with complementary information drawn from a national literacy project underwritten by the Ford Foundation. This project attempted to persuade teachers in all disciplines to become more proficient in the use of written exercises and to encourage an expanded conception of literacy as an essential cornerstone of education. As a part of the writing-across-the curriculum (WAC) efforts, this extensive project helped to organize these efforts by identifying the obstacles to enhanced literacy, specifying innumerable techniques for use in diverse contexts, and motivating faculty to intensify their work on this dimension of any curriculum. This …

Obstacles To Overcome In The Implementation Of A Program To Reduce Communication Apprehension In The Basic Public Speaking Course, Bruce C. Mckinney, Stephen J. Pullum

Basic Communication Course Annual

The problem of communication apprehension (CA) is well documented in the speech communication literature and many schools have implemented programs to help students overcome CA, especially CA associated with public speaking. Often times this is done as part of the basic course. However, there are many obstacles to overcome in the implementation of such programs. This article analyzes six common obstacles associated with implementing a program to reduce CA in a special section of the basic communication course.

An Assessment Of Panel Vs. Individual Instructor Ratings Of Student Speeches, David E. Williams, Robert A. Stewart

Basic Communication Course Annual

This study addressed the possibility of utilizing a panel of instructors to evaluate student speeches. Forty-six public speaking students were videotaped during an informative speech assignment. Instructor panels evaluated each speech using the same criteria as the real instructor. This study found that trait error exists in panel grading as it does in individual instructor evaluation. Panel and individual instructor ratings were generally similar but inferior speeches were graded lower by the panel than the real instructor. This suggests that panels may be less likely to experience leniency error and may give more accurate evaluations of weaker speeches. Considerations are …

Ta Mentoring: Issues And Questions, Pamela L. Gray, Martin G. Murray

Basic Communication Course Annual

The widespread use of graduate teaching assistants (TAs) in higher education has generated a search for techniques to improve the quality of teaching of TAs as well as enhance the entire TA experience. One such technique is mentoring. This paper attempts to accomplish four things: (a) delineate issues to be addressed, (b) share feedback from educators with mentoring experience, (c) present questions to guide decision making, and (d) provide a bibliography of literature on mentoring. The information presented comes from a questionnaire administered to basic course directors, a conference discussion on mentoring and the personal experiences of the authors.

Meeting Certification Requirements For Teacher Certification Through The Basic Course, S. Clay Willmington, Kay E. Neal, Milda M. Steinbrecher

Basic Communication Course Annual

This article explains how one institution of higher education designed their basic course to include communication proficiency for teachers as an integral part of the course. Features of the course include the following standardized assessments: a 60-question multiple-choice exam to assess cognitive proficiency; a one-on-one interpersonal encounter to assess interpersonal proficiency; a speech to inform to assess public speaking proficiency; and the use of the Steinbrecher-Willmington Listening Test to assess listening.

Instructional Resource Innovations For The Introductory Communication Course, Craig Newburger

Basic Communication Course Annual

The following four articles represent the proceedings of an SCA Seminar held at the New Orleans convention: "Instructional Resource Innovations for the Introductory Communication Course." These monographs detail four multi-media resource areas that introductory communication course directors can consider: Storytelling — the student-as-medium (Pamela Cooper); Visualization — the student-as-medium (Joe Ayres and Debbie M. Ayres); Self-confrontation — applications involving the use of videotape with public speaking instruction (Craig Newburger, Linda Brannon, and Arlie Daniel); and Computer-Mediated-Communication (Gerald M. Santoro and Gerald M. Phillips).

Stories As Instructional Strategy: Teaching In Another Culture, Pamela Cooper

Basic Communication Course Annual

This article describes the use of story as an instructional strategy in a basic communication course taught at the Chinese University of Hong Kong.

The Role Of Performance Visualization In The Basic Public Speaking Course: Current Applications And Future Possibilities, Joe Ayres, Debbie M. Ayres

Basic Communication Course Annual

This essay discusses current applications of visualization as well as future possible applications. At present visualization is used to help people cope with speech anxiety. Of the versions of visualization currently available, performance visualization seems superior because it helps people reduce anxiety and improve their presentation skills. The conditions under which performance visualization ought to be employed are discussed along with potential refinements in the procedure. The second section of the essay suggests that visualization may play a broader role in public speaking courses than it currently does. We point out that public speaking courses are grounded in a western …

Self-Confrontation And Public Speaking Apprehension: To Videotape Or Not To Videotape Student Speakers?, Craig Newburger, Linda Brannon, Arlie Daniel

Basic Communication Course Annual

This study examines the impact of self-confrontation (self-viewing of videotaped speeches) on student public speaking apprehension. Subjects who were confronted with their videotaped speeches (as post-performance feedback) did not experience a reduction in their public speaking apprehension, while subjects who were not so confronted did experience a significant reduction. The experience of presenting several speeches before an audience appears to be the intervening variable that invoked the reduction in public speaking apprehension, while self-confrontation appears to inhibit this reduction.

Author Identification

Basic Communication Course Annual

No abstract provided.

Call For Papers And Editorial Philosophy

Basic Communication Course Annual

No abstract provided.

Visualization And Imagined Interaction As Cognitive Interventions For Lowering Levels Of Communication Apprehension, Kathleen A. Snyder

Masters Theses

Communication apprehension is something with which many students and people in general are faced when forced into an involuntary communication situation. Various treatments have been tested for coping with it. Imagined interaction and visualization, two cognitive processes associated with intrapersonal communication, were investigated in this study as interventions for lowering communication apprehension levels in introductory public speaking courses. One-hundred and fifty college students enrolled in introductory speech courses at Eastern Illinois University served as subjects and were assigned to one of four groups: a control group, a script visualization group, a performance visualization group, and an imagined interaction group.

The …