Martin O'Malley Announcement Speech Analysis,
2016
Augustana College, Rock Island Illinois
Martin O'Malley Announcement Speech Analysis, Karolyn M. Erickson
Rhetorical Analyses of the Announcement Speeches of Presidential Hopefuls
No abstract provided.
Clinton Frames Her Campaign,
2016
Augustana College, Rock Island Illinois
Clinton Frames Her Campaign, Anna R. Basten
Rhetorical Analyses of the Announcement Speeches of Presidential Hopefuls
No abstract provided.
Editor's Page,
2016
University of Dayton
Editor's Page, Joseph M. Valenzano Iii
Basic Communication Course Annual
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.
Creating Rhetorical Subjectivities: Negotiating The Precarity Of The Homo Oeconomicus In The Neoliberal Workplace,
2016
University of Denver
Creating Rhetorical Subjectivities: Negotiating The Precarity Of The Homo Oeconomicus In The Neoliberal Workplace, Leslie Lynne Rossman
Electronic Theses and Dissertations
The ubiquitous impact of the neoliberal economy on our everyday life leads to questions of rhetorical significance. This project strives to incorporate service labor experience as a source as well as an effect of rhetoric thereby embodying materialist notions of the body at the site of production. I explore neoliberal discourses through the phenomena of outsourcing and offshoring by interviewing service industry employees that have experienced job uncertainty within a Fortune 500 corporation. By studying narratives, this project explores how the material effects of rhetoric are able to determine discourses of power relating to production. Thus, this study questions the …
Death Of A Politician,
2016
Pepperdine University
Death Of A Politician, Brian W. Sanders
Global Tides
This paper strives to explain the remarkable efficacy of brash rhetoric, specifically analyzed through the lens of Donald Trump’s sustained popularity in the 2016 Presidential Election. Examining Trump’s rhetorically generated relationships with the media, immigrants, politicians, and women, this paper explores the increasing importance of sophistic rhetoric and rhetorical ethos. Appeals to audience identification through in-groups and out-groups are explored, followed by an examination of the appeal of violent metaphors and sanctity considerations to Trump’s voter base. Trump’s successful self perpetuating cycle of shocking statements, followed by increased news coverage and political popularity is explained. Finally, this paper analyzes the …
Call For Manuscripts,
2016
University of Dayton
Every(Day) Identities In Forensics: Performing Identities Within The Constraints Of Intercollegiate Forensics,
2016
Minnesota State University Mankato
Every(Day) Identities In Forensics: Performing Identities Within The Constraints Of Intercollegiate Forensics, Julie Louceil Germain Walker
All Graduate Theses, Dissertations, and Other Capstone Projects
Goffman's (1959) dramaturgical theory of identity provides a framework for making sense of complicated, mundane identity performances. Through in-depth interviews and focus groups conducted with intercollegiate forensic co-culture members, the current research builds on Goffman's dramaturgical theory of identity. Crystallization-based analysis showed identity performances are situated within one another like Russian matroyshka (nesting) dolls. Co-cultural expectations produce multi-level professionalism expectations, and overlapping co-cultures mean individuals manage conflicting conventions. Implications are offered for the forensics community, other co-cultures, and identity scholars.
Physical Challenges In Forensics: An Autoethnography Advocating For Accommodations On Behalf Of Speakers With Physical Challenges In Competitive Speech Environments,
2016
Minnesota State University Mankato
Physical Challenges In Forensics: An Autoethnography Advocating For Accommodations On Behalf Of Speakers With Physical Challenges In Competitive Speech Environments, Elise Mccauley Row
All Graduate Theses, Dissertations, and Other Capstone Projects
The realm of competitive forensics is filled with challenges including written and unwritten rules and norms, multiple categories with different guidelines for each, a distinct culture only people intimately connected with the activity can navigate without conscious effort, and a basic knowledge of the ever-changing world of communication. For competitors who struggle with physical disabilities, the challenges are beyond daunting. Using the method of autoethnography, this paper investigates how students with physical challenges can successfully participate through accommodation and how speech coaches can advocate for their physically-disabled speakers and request and implement the best accommodations.
Why I Stayed,
2016
Parkland College
Why I Stayed, Taylor Mattingly
A with Honors Projects
Using interviews, scripts, and poetry sources, the student performs an oral interpretation on the topic of domestic violence.
Front Cover,
2016
University of Dayton
Title Page,
2016
University of Dayton
Editorial Board,
2016
University of Dayton
Contents And Abstracts,
2016
University of Dayton
The Internal Marginalization Of Basic Course Scholarship,
2016
Illinois State University
The Internal Marginalization Of Basic Course Scholarship, Cheri J. Simonds, Stephen K. Hunt
Basic Communication Course Annual
There is an adage in the field of communication education that states, the difference between knowing and teaching is communication (Hurt, Scott, & McCroskey, 1978). That is, a teacher can be an expert in his or her field, but if he or she cannot communicate that knowledge in a way that students understand, learning is not achieved.
This statement highlights the central role of communication in the teaching and learning process. As communication education scholars and Basic Course Directors, we conduct research in the domains of communication pedagogy (i.e., research questions that address the best methods of teaching communication) and …
Strengthening The Introductory Communication Course: An Opportunity Through Better Alignment With Today’S Needs,
2016
University of Dayton
Strengthening The Introductory Communication Course: An Opportunity Through Better Alignment With Today’S Needs, Jon A. Hess
Basic Communication Course Annual
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 …
Nontraditional Students, Multilingual Learners, And University Type: The Vital Missing Comparisons In Our Basic Course Research,
2016
George Mason University
Nontraditional Students, Multilingual Learners, And University Type: The Vital Missing Comparisons In Our Basic Course Research, Melissa A. Broeckelman-Post, Brenda L. Macarthur
Basic Communication Course Annual
After the G.I. Bill was passed in 1944, the United States saw a massive expansion of higher education. The subsequent economic growth, expanding middle class, and support of public education meant that more Americans had access to college education than ever before (Bok, 2006).
In the decades that followed, a typical or “traditional” college student was a person who entered a four-year university at the age of eighteen immediately after completing high school, attended full time, considered their education a full-time responsibility, had no dependents, was employed part time or not at all, and graduated in four years (Center for …
Beyond 'Basic': Opportunities For Relevance,
2016
San Jose State University
Beyond 'Basic': Opportunities For Relevance, Deanna L. Fassett
Basic Communication Course Annual
Recently one of my colleagues asked me if I could foresee a time when I would give up supervising teaching associates; she said it in a kindly way, but with a cringe and a shrug, as if to suggest that I was sacrificing my efforts on something beneath me…a departmental service. I’ve been coordinating our introductory public speaking course and supervising TAs for fourteen years now, and I still get this question.
Each time, I explain that giving up those responsibilities would be like asking someone to uproot their research passion from, say, performance studies to instructional communication, from any …
Basic Course Strength Through Clear Learning Outcomes And Assessment,
2016
Saint Xavier University
Basic Course Strength Through Clear Learning Outcomes And Assessment, W. Bradford Mello
Basic Communication Course Annual
Former NCA President Richard West, writing in Spectra during his presidential year, lamented that the basic course in communication lacked national cohesion, especially compared to other disciplines like psychology, political science, or sociology (West, 2012). Some, including myself, may quibble with the comparison to other disciplines, arguing that History 101, Political Science 101 or Sociology 101 do not necessarily look the same at all institutions around the nation.
However, West’s call for examination of the basic course was a welcome one:
- I believe it is time for our organization to undertake a thoughtful examination of the basic course and ascertain …
A Digital Divide? Assessing Self-Perceived Communication Competency In An Online And Face-To-Face Basic Public Speaking Course,
2016
South Dakota State University
A Digital Divide? Assessing Self-Perceived Communication Competency In An Online And Face-To-Face Basic Public Speaking Course, Joshua N. Westwick, Karla M. Hunter, Laurie L. Haleta
Basic Communication Course Annual
Previous research has documented an inverse relationship between speaking anxiety and self-perceived communication competence (SPCC). However, a recent assessment case study of an online basic public speaking course revealed that while the course decreased students’ speaking anxiety, it failed to increase their SPCC. Prompted by this surprising discrepancy and bolstered by continuing calls for increased exploration of educational quality of online public speaking courses, the current study compared SPCC between online (n = 147) and face-to-face (F2F) (n = 544) delivery of the large, standardized, multi-section basic public speaking course at our institution. Pretest scores of students’ overall SPCC were …
Assessing The Effects Of A Public Speaking Course On Native And Non-Native English Speakers,
2016
Arizona State University
Assessing The Effects Of A Public Speaking Course On Native And Non-Native English Speakers, Tara Suwinvattichaiporn, Melissa A. Broeckelman-Post
Basic Communication Course Annual
This study tested whether there is a difference in the benefits of a traditional public speaking course for Native English Speakers (NES) and Non-Native English xii Speakers (NNES). The study assessed changes in Communication Apprehension (CA), Self-Perceived Communication Competence (SPCC), and Willingness to Communicate (WTC) before and after participants took the traditional public speaking course.
The findings indicate that NES and NNES had equal benefits and growth in these self-report measures and suggest that we should further investigate which public speaking course structure is most beneficial for NNES.
