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1.
《Communication Teacher》2013,27(4):236-251
Abstract Authors of basic public-speaking course textbooks frequently encourage students to select speech topics in which they have vested interest, care deeply about, and hold strong opinions and beliefs. This study explores students' level of ego-involvement with informative and persuasive speech topics, examines possible ego-involvement predictors of students' speech grades, and investigates the influence of preparation time and process activities on public-speaking grades. Results reveal that students' ego-involvement is positively related to their speech success; however, the explanation is more complex than those offered by basic public-speaking course textbooks. Pedagogical implications and areas for future research are discussed. 相似文献
2.
Ross Louis 《Communication Teacher》2016,30(2):87-93
Courses: Public Speaking.
Objectives: This semester-long service-learning activity examines access to affordable healthy food as a social justice issue, using critical ethnography as a framework to help students understand the link between activism and public speaking skills. After completing the project, students will be able to: (1) develop a narrative speech that links their respective identities to food justice; (2) adapt a persuasive message that connects a community partner's food justice goals to a target audience; and (3) communicate ethically with a public while participating in a food justice campaign. 相似文献
3.
Leroy T. Laase 《Communication Studies》2013,64(1):9-12
Adlai Stevenson's speech strategy in the 1956 campaign was radically different from his 1952 approach. How Stevenson conducted his second campaign and why it failed is the subject of this article. The author wrote his dissertation on the 1952 campaign, and in 1956 traveled with Stevenson on his Ohio tour. 相似文献
4.
Craig O. Stewart 《Communication Research Reports》2020,37(1-2):11-21
ABSTRACTThis study analyzed the tone of public campaign remarks of right- and left-wing populist (Donald Trump and Bernie Sanders, respectively) and right and left-wing non-populist (Mitt Romney and Hillary Clinton, respectively) U.S. presidential candidates using DICTION 7.0. Findings suggest that populists tended to use a linguistic tone that is high in pessimism, group abstractness, and exclusion. Pessimism and group abstractness were positively associated with immigration language in right-wing populist speech. Commonality and “we-ness” were positively associated with populist language in left-wing populist speech. 相似文献
5.
《Communication methods and measures》2013,7(4):295-313
ABSTRACTTarget audience ratings of the likely impact of persuasive messages, known as perceived message effectiveness (PME), are commonly used during message development and selection. PME is also used to examine receptivity of messages after they are fully developed or deployed. Despite this, we know little about the conceptual and methodological characteristics of extant PME measures used in the literature. We conducted a systematic review of tobacco education video, print, and audio campaign studies to examine conceptual and methodological characteristics of PME measures. One hundred twenty-six PME measures from 75 studies conducted in 21 countries with more than 61,000 participants were reviewed. Results indicated considerable variability in measures’ focus on general perceptions of a message (i.e., message perceptions) vs. perceptions of expected message effects (i.e., effects perceptions). Considerable variability was also found on underlying persuasive constructs, use of referents, and referencing of behavior in PME items and measures. We conclude with several recommendations for future research on PME measurement and validation. 相似文献
6.
A ten year update of Michigan secondary school speech programs indicated little change in curricula. The basic course is best described as an elective, semester, combination course for ninth through twelfth graders. Most frequently offered advanced courses are drama, debate, and advanced speech. Most respondents graduated from one of Michigan's state universities, and usually teach English in addition to speech. Few are involved in professional associations. 相似文献
7.
Frank E. X. Dance 《Communication Studies》2013,64(3):209-214
A persistent problem faced by the speech fundamentals instructor is that of evaluating student performance and assigning a numerical or letter “grade.”; Unlike courses in which the final grade is based upon one or two tests or projects, in the fundamentals course it most often is based on a series of performances, both spoken and written, which occur throughout the duration of the course. This study was designed to examine evaluation procedures in the speech fundamentals programs found in colleges and universities in this country. Although evaluation procedures were the primary focus of the investigation, other factors relating to the general organization and conduct of the beginning speech course also were considered. 相似文献
8.
Amy O'Connor 《Journal of Applied Communication Research》2013,41(3):263-284
This exploratory study addresses the ability of values advocacy messages to influence target publics’ behavior beyond consumer purchase decisions. In doing so, it fills a gap in the research by extending our understanding of the persuasive premises of values advocacy messages beyond rhetorical (de)construction; consumer behavior; and the establishment of typologies, definitions, and methods of inquiry. Using focus group methodology, target audience members (n=37) of a contemporary values advocacy campaign reflect upon the messages presented in the context of jury deliberations. The findings show that focus group participants would likely reduce punitive damage judgments if exposed to values advocacy messages. The social and cultural implications exposed by participants’ comments reflect ongoing concern among critical scholars about the ability of corporations to manipulate public behavior and indicate the ethical conundrum between corporate and community speech. 相似文献
9.
Heidi Hamilton 《Communication Teacher》2017,31(3):149-155
Courses: Persuasion; Persuasive Speaking
Objectives: Students will demonstrate the ability to apply persuasive concepts in constructing persuasive messages creatively, and students will present and analyze their persuasive messages. 相似文献
10.
《Communication monographs》2012,79(1):39-47
This article seeks to isolate factors associated with effective and ineffective campaign speeches made by Adlai E. Stevenson in 1956. To distinguish effective from ineffective speeches, the author solicited the judgments of 105 campaign associates, Democratic and Republican politicians, journalists, and students of public address. Eighty‐seven replies were received and sixty‐four were sufficiently complete for analysis. There was high agreement that six speeches were effective and six ineffective. Factors associated with effectiveness (their opposites with ineffectiveness) included the following: single issue discussed; relatively uncontroversial subject; constructive material emphasized and refutation de‐emphasized; responsive and sympathetic audience; speaker spent great deal of time editing and revising but little on basic draft; revisions were to clarify and identify with audience rather than to qualify remarks; emphasis on solutions rather than problems; introductions contained humor, irony, and satire; presence of direct ethical appeals; emphasis on values rather than needs; frequent alterations in text during delivery. The author also found several factors common to both effective and ineffective speeches. These included, among others: foreign or domestic issue; size of audience and size of auditorium; length of speech of introduction; length of program prior to speech; logical organization; poor use of summaries and transitions. 相似文献
11.
Leslie Ramos Salazar 《Communication Teacher》2017,31(2):90-93
Courses: Public Speaking, Business and Professional Communication, Persuasion, or any other skill-based oral communication course.
Objectives: Students will practice the development and demonstration of persuasive arguments in this single-class social judgment theory activity to improve their ability to change resistant audience attitudes. 相似文献
12.
《Communication monographs》2012,79(3):151-176
This study contends that conclusions regarding persuasive effects derived from much contemporary research are based upon questionable assumptions concerning the nature of attitude. It is proposed that attitudinal content cannot be adequately measured by a single score expressing a most acceptable position but must also include latitudes of acceptance, rejection, and noncommitment. Using Sherif's notions of ego‐involvement as a theoretic base, predictions were derived concerning persuasive effects exhibited by highly involved subjects on their latitudes of acceptance, rejection, and noncommitment relative to changes on their most acceptable position. Results supported the proposed reconceptualization of an expanded notion of persuasive effect. Implications for a theory of persuasion are discussed. 相似文献
13.
This study explores extent and frequency of conventional practices in the basic communication course: speeches, video replay, and self-evaluations from 45 basic course directors and instructors. Results indicated three to four speeches per curriculum, with two prominent speech types: informative (97.8%) and persuasive (91.1%). Approximately 76% of curriculums used video replay. Self-evaluation questions (N?=?254) used 52.8% open, 40.6% closed, 21.9% circular, and 21.9% strategic questions. Most frequently used questions focused on: delivery (12.1%), content (10.6%), or delivery and content (11.1%). Findings suggest pedagogical practices vary across the discipline, and the discussion offers practical applications for improving practices. 相似文献
14.
《Communication Teacher》2013,27(1):13-14
Objective: To select a charitable organization to receive the class monetary donation Type of speech: Persuasive Point value: 100 points, which is 20% of course grade Requirements: (a) References: 5; (b) Length: 5–7 minutes; (c) Visual aid: Yes; (d) Outline: Yes; (e) Prerequisite reading: Chapter 15 (Lucas, 2001), Chapter 7 (McKerrow, Gronbeck, Ehninger, & Monroe, 2000); (f) Additional requirements: None The five-step motivated sequence organizational pattern (i.e., attention, need, satis faction, visualization, action) is an effective model for persuasive speaking, but students often select topics inappropriate for this format. This format, however, is perfect for trying to convince an audience they should do something such as give money to a charity. This speech gets students involved on an emotional as well as an academic level and encourages them to think of people other than themselves. This assignment also teaches students how to effectively persuade an audience that may have a different agenda. 相似文献
15.
《Communication Teacher》2013,27(3):155-159
Courses: Persuasion, Marketing, Popular Culture, Nonverbal, Rhetoric Objective: Students will think critically about the persuasive impact of themed space 相似文献
16.
William L. Benoit 《Communication Studies》2013,64(1-2):89-105
Jim Conran of the California Department of Consumer Affairs accused Sears’ auto repair centers of overcharging their customers. This accusation raised serious questions about whether Sears’ customers could really “Count On Sears” as its advertisements had assured us for years. I analyze this persuasive attack and apply the theory of image restoration discourse to Sears’ attempt to restore its tarnished reputation. I argue that the accusations were persuasive, while Sears’ response—especially its initial response—was weak. 相似文献
17.
《Communication Teacher》2013,27(2):94-99
Objectives: The purpose of this assignment is to increase students’ understanding of health campaign messages and material design. Upon completing this assignment, students should be able to:
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Understand the importance of effective health campaign material design and the potential problems and implications of ineffective health campaign materials,
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Evaluate health campaign materials for clarity and readability, and
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Design effective health campaign materials that are clear and readable for the lay person.
18.
《Communication Teacher》2013,27(3):147-151
Courses: Public Speaking, Professional Speaking, Advanced Public Speaking, Business and Professional Communication Objective: Student speakers and listeners will apply their knowledge of persuasive strategies to create and evaluate infomercials. 相似文献
19.
Pamela A. Hayward 《Communication Teacher》2017,31(4):239-244
Courses: Introduction to public speaking, advanced public speaking, hybrid/survey introduction to communication.
Objectives: At the end of this activity, students will be able to (1) explain the elements of a speaking outline and discover these elements in real-world speech examples, (2) recreate outline formats effectively in their personal speeches, (3) appraise both their own presentations and the presentations of others in order to assess the effectiveness of these presentations, (4) recognize the needed elements of different speech genres and apply those elements when developing and delivering their own speeches, and (5) summarize and synthesize course concepts and apply them to a critical analysis of a real-world speech example. 相似文献
20.
《College & Undergraduate Libraries》2013,20(1-2):139-152
Abstract The Texas A&M University Libraries undertook a collaborative project with the local American Advertising Federation (AAF) undergraduate student chapter to develop a marketing campaign to advertise the availability of 30,000 netLibrary electronic books. The promotional campaign resulted in the creation of approximately 200 new user accounts and 3,800 e-book circulations within the first two weeks. The campaign of screensaver ads and posters that were developed are still in use for ongoing promotion of the netLibrary e-books. The AAF students benefited from having an ad campaign to include in their personal portfolios and the Libraries gained a creative and undergraduate student-focused advertising campaign. 相似文献