Speech and Rhetorical Studies Commons^™

Ua3/9/5 Special Announcement - Kelly Autism Project, Wku President's Office

WKU Administration Documents

Speech delivered by WKU president Gary Ransdell announcing the beginning of the Kelly Autism Project at Western Kentucky University.

Ua3/9/5 Dr. John D. Minton Hall Dedication, Wku President's Office

WKU Administration Documents

Speech delivered by WKU president Gary Ransdell at the Minton Hall dedication.

Ua3/9/5 Higher Education Reform From The Perspective Of A Comprehensive University, Wku President's Office

WKU Administration Documents

Speech delivered by WKU president Gary Ransdell at the Pritchard Committee meeting.

Threat And Threatening Language: Public Discourse On Iraq, Ibpp Editor

International Bulletin of Political Psychology

This article explores the relationship of language, the construction of threat, and the constructor’s response to that which is constructed.

Ua3/9/5 Commemoration Ceremony Of September 11, Wku President's Office

WKU Administration Documents

Speech delivered by WKU president Gary Ransdell at the commemoration of September 11, 2001 terrorist attacks in New York, Pennsylvania and Washington, DC.

Ua3/9/5 Complex For Engineering & Biological Sciences Groundbreaking, Wku President's Office

WKU Administration Documents

Remarks delivered by WKU president Gary Ransdell at the groundbreaking of the Complex for Engineering & Biological Sciences.

Ua3/9/5 Faculty-Staff Convocation, Wku President's Office

WKU Administration Documents

Speech delivered by WKU president Gary Ransdell at fall convocation. He discusses the budget, enrollment, community college, College of Health & Human Services, faculty engagement, economic development, sponsored programs, donations, campus construction and parking.

The Use Of Active Learning Pedagogy In Teaching The Public Speaking Component Of A Basic Oral Communication Hybrid Honors Course: A Case Study, Melissa S. Plew

All-Inclusive List of Electronic Theses and Dissertations

Instructors who teach the hybrid oral communication course are often looking for time efficient instructional methods to use when teaching the public speaking component of the course. These methods must create student satisfaction as well as produce satisfactory student grades. By conducting a case study that followed an honors hybrid oral communication class as they used a technologically based cognitive instructional aide outside the classroom and applied the concepts through active learning during class time, three research questions were answered. R. Q. 1 asked, "What in-classroom pedagogy emerges when using technologically based cognitive instructional aides outside the classroom while teaching …

Ua3/9/5 Sofia-Downing International Center Dedication, Wku President's Office

WKU Administration Documents

Speech delivered by WKU president Gary Ransdell at the WKU Sofia-Downing International Center dedication ceremony.

Ua3/9/5 Guthrie Bell Tower Dedication, Wku President's Office

WKU Administration Documents

Speech delivered by WKU president Gary Ransdell at the Guthrie Bell Tower dedication ceremony in honor of the Guthrie family and WKU's servicemen.

Ua3/9/5 Central Regional Postsecondary Education Center Dedication, Wku President's Office

WKU Administration Documents

Speech delivered by WKU president Gary Ransdell at the WKU Elizabethtown / Ft. Knox campus dedication.

Ua3/9/5 4th Annual Biodiversity Conference, Wku President's Office

WKU Administration Documents

Remarks made by WKU president Gary Ransdell at the 4th annual Biodiversity Conference.

Ua3/9/5 Society Of African-American Alumni Spring Celebration, Wku President's Office

WKU Administration Documents

Remarks made by WKU president Gary Ransdell at the WKU Society of African-American Alumni spring celebration.

Ua3/9/5 South Regional Postsecondary Education Center Dedication, Wku President's Office

WKU Administration Documents

Speech delivered by WKU president Gary Ransdell at the WKU Glasgow dedication.

Monstrous Youth In Suburbia: Disruption And Recovery Of The American Dream, Kristen Hoerl

Scholarship and Professional Work - Communication

Although the American Dream myth idealizes youth who grow up in suburbia as culturetypes of imminent success, the Columbine High School shootings demonstrated that all not suburban youth will grow up to succeed. The extensive news media coverage of the tragedy reflects broader anxieties about the declining status of the suburbs in American society. In the wake of the shootings, the news media created a myth of monstrous youth in suburbia that functioned to repair suburbanites’ waning faith in the myth of the American Dream.

Ua3/9/2 1997-2002 The Beginning Of A Transformation, Wku President's Office

WKU Administration Documents

A review of the first five years of the Gary Ransdell administration of Western Kentucky University. The booklet contains information regarding academic reputation, enrollment, private support, Sponsored Programs, budget, physical infrastructure, extended campus, distance education, economic development, athletics and a strategic plan for 2002-2007.

An Orthodox Heresy: Scientific Rhetoric And The Science Of Prions., Carol Reeves

Scholarship and Professional Work - LAS

A significant theoretical shift in the research community examining a class of terminal, infectious neurological disorders that includes Mad Cow Disease, Creutzfeldt-Jakob disease, and Kuru was assisted by rhetorical production. The local rhetoric of one laboratory, that of Professor Stanley B. Prusiner, involved first situating an heretical hypothesis within the framework of the orthodox narrative and then audaciously promoting that heresy. Another aspect of rhetorical production in this case involved situating a new language associated with the heretical hypothesis. To promote their new lexicon, the Prusiner team evoked orthodox values of consistency, efficiency, and collective ratification. Eventually, what was once …

Front Cover

Basic Communication Course Annual

No abstract provided.

Title Page

Basic Communication Course Annual

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Editorial Board

Basic Communication Course Annual

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Editor's Page, Deanna D. Sellnow

Basic Communication Course Annual

No abstract provided.

Contents

Basic Communication Course Annual

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Revising Public Speaking Theory, Content, And Pedagogy: A Review Of The Issues In The Discipline In The 1990'S, Nancy Rost Goulden

Basic Communication Course Annual

Literature from the 1990's calling for revision of basic course public speaking theory and pedagogy is examined, summarized, and organized. Discussion of sources that shape and maintain public speaking theory provides background for the reports of journal articles and conference papers categorized under (1) overall perspectives that influence theory, (2) basic theory of what characteristics constitute effective speaking, (3) appropriate course content, and (4) appropriate pedagogy.

The dominant theme for change calls for a new theoretical perspective of effective speaking rejecting emphasis on traditional speech behaviors and supported by changes in attitudes and pedagogy, characterized by flexibility, openness, reliance on …

Common Sense In The Basic Public Speaking Course, Calvin L. Troup

Basic Communication Course Annual

The foundation of the basic public speaking course ought to be questioned and modified to better meet the needs of students today. More specifically, public speaking courses must offer more than technique. Students must be introduced to the historical context that both models effective public discourse and has also contributed to the framework of the American public forum. This article offers some common sense ideas about what the public forum ought to be. Implementation of these ideas, among other things, will serve to enrich the substance of the course, introduce the central role of rhetoric in American history, culture, and …

Extending Learning Opportunities In The Basic Communication Course: Exploring The Pedagogical Benefits Of Speech Laboratories, Stephen K. Hunt, Cheri J. Simonds

Basic Communication Course Annual

This study asked 527 students enrolled in a basic communication course to evaluate the efficacy of a speech lab in relation to speech requirements stipulated by their instructors. In addition, the researchers examined the scores of 435 student speeches to determine if students who visited the lab earned higher grades compared to students that did not visit the lab. Results showed that (a) most instructors require their students to visit the lab before at least one speech, (b) the vast majority of students perceive the help they receive in the lab to be very useful, and (c) students who visit …

Communication Apprehension And Basic Course Success: The Lab-Supported Public Speaking Course Intervention, Karen Kangas Dwyer, Robert E. Carlson, Sally A. Kahre

Basic Communication Course Annual

This study examined a lab-supported public speaking course as an intervention for helping reduce overall and context communication apprehension (CA) for high and moderate CA students. In addition, this study queried whether actual lab usage was related to CA reduction and to course grade for those students. Results showed that the lab-supported public speaking course helped high and moderate CAs significantly reduce overall CA and CA in public speaking, group discussions, meetings and interpersonal conversation contexts.

There was no difference in reduction of CA level between high and moderate CAs who utilized the speech lab and those who did not. …

An Examination Of The Speech Evaluation Process: Does The Evaluation Instrument And/Or Evaluator's Experience Matter?, Karen Anderson, Karla Kay Jensen

Basic Communication Course Annual

Speech evaluation forms are a useful and necessary tool of any communication course with a public speaking component. The continued investigation of how such forms are created and used is beneficial to students and teachers. In this study, raters from various experience levels graded two speeches using a combination of four evaluation forms, half of which included directions. Raters then responded to questions regarding the forms they just used.

Results indicate that experience level and form type influence the speech grade given. Additionally, raters' responses regarding the forms reveal how they view the use of forms in the speech evaluation …

Listening Treatment In The Basic Communication Course Text, Laura A. Janusik, Andrew D. Wolvin

Basic Communication Course Annual

Numerous studies have indicated that listening is instrumental for academic and professional success, and most students receive listening instruction only in the basic communication course. This study analyzed the treatment of listening in the 17 most widely used basic communication course textbooks. The majority of the textbooks did devote at least one chapter to listening; however, the treatment was generally light, atheoretical, and lacked substantive listening scholarship.

D/Deafness And The Basic Course: A Case Study Of Universal Instructional Design And Students Who Are D/Deaf In The (Aural) Communication Classroom, Julia R. Johnson, Susan M. Pliner, Tom Burkhart

Basic Communication Course Annual

The primary purpose of this essay is to suggest ways to create a universally inclusive curriculum, which, by definition, addresses the learning needs of all students, including students with disabilities or, in this case, students who are deaf or hard-of-hearing. Presented with the opportunity of having a d/Deaf students in a public speaking class, we reflect on the accommodations made, the assumptions inherent in an inclusive classroom, and the ideology of ableism. Because d/Deafness is as much a cultural identity as an auditory condition, we also address how to create safe learning environments for diverse student populations through the use …

Author Information

Basic Communication Course Annual

No abstract provided.