共查询到20条相似文献，搜索用时 31 毫秒
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Courses: Large-lecture; public speaking, business, professional, and technical communication; sales and marketing courses; courses with team-based projectsObjectives: To provide opportunities to develop public speaking skills, especially in large-lecture courses; to improve public speaking endurance; to improve students’ abilities to give concise and focused presentations; to reduce public speaking anxiety. 相似文献
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ABSTRACTCourses: Public Speaking, Rhetorical Criticism, Persuasion, Political Communication, and Media Communication. Objectives: By the end of this activity, students should be able to: explain the key components of Lloyd Bitzer’s rhetorical situation; assess and navigate various conditions affecting various speaking situations; conduct audience analysis as it relates to given speaking situations; and adapt messages to cater to specific rhetorical situations. 相似文献
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Courses: Basic Public Speaking, any course with a major oral presentation assignment Objective: Students will learn to manage public speaking anxiety effectively during college classroom presentations 相似文献
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Course: Public Speaking Objectives: (1) To develop communication skills through practical experience that provides a service to the community; and (2) to inspire and equip students to use their public speaking skills for positive societal influence. 相似文献
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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
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Courses: This semester-long assignment series was developed for an online introductory public speaking class, but it has also been used successfully in a hybrid (combination of online/face-to-face meetings) format. Objectives: Students will practice delivering speeches in an online format by applying key concepts from course materials to personal experiences. Students will engage in peer-feedback processes to encourage collaboration and interaction in the online public speaking classroom. 相似文献
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Courses: Public speaking, business, and professional communication Objectives: To improve students' ability to use storytelling elements in presentations; to improve students' ability to design visually appealing slides; to improve students' ability to be concise in oral presentations. 相似文献
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This study attempted to determine the possible differences in verbal output when normal speaking children were paired with speech defective children in an unstructured communicative situation as compared with the performance of normal speaking children paired with other normal speaking children. 相似文献
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Courses: Public speaking; communication courses requiring speeches. Objective: Students will learn how to apply humor principles to speeches through a slideshow method supportive of this goal, and to become more discerning about the possibilities and pitfalls of humorous communication. 相似文献
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Courses: Public Speaking, Argumentation, Persuasion, Debate. Objectives: Students will further develop their public speaking skills, learn about and use comparative argumentation and value frameworks, develop rebuttal skills, and inspire one another to engage in community projects. 相似文献
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Courses: Public speaking, business and professional communication, group communicationObjectives: This activity will introduce Monroe's Motivated Sequence as a way to organize persuasive arguments; improve students’ ability to deliver presentations with consistent content, voice, and style; and improve team-based delivery skills. 相似文献
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ABSTRACTCourses: Intercultural Communication, Interracial Communication, Gender and Communication, Introduction to Communication Course (within a unit on culture), and any courses encouraging critical analyses of power. Objectives: This activity will: illuminate the ways in which everyday performances of privilege and resulting oppressions connect with symbolic, individual, and institutional ideologies and actions; identify the ways in which individuals who are marginalized and oppressed may internalize and/or resist dominant ideologies and actions through such performances of privilege; recognize how individual biographies play into our everyday communication and performances with/of power; encourage intersectional analyses of identity, context, and performances of/with power; and develop communication tools for disrupting and speaking back to oppressive performances of privilege. 相似文献
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Courses: This exercise can be applied to any course or discipline, particularly those that utilize public speaking techniques, interviewing skills, or media Objectives: ? Students will identify key concepts from course readings and deliver verbal responses to the instructor's question, photo, and/or video example. ? Students will learn to effectively communicate and organize ideas around the course readings. ? Students will engage with technology that will enhance the in-class learning experience. ? Students will produce competent communication dialogue and discussion in an asynchronous online format. 相似文献
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Research indicates that individuals with elevated levels of public speaking anxiety report significantly different mental representations of the public speaking context, when compared to individuals with lower levels of anxiety. To examine the effect of the differences in mental representations, narratives for three public speaking contexts were developed. Results indicated that disposition (i.e., trait apprehension) was a better predictor of state anxiety when giving an impromptu speech. Situational factors (i.e., importance, skills, impression), however, were better predictors of state anxiety when either giving a speech to a 5th grade class or giving a speech to friends. 相似文献
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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
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Courses: This teaching unit is for intercultural communication but could be used for any course related to globalization, including public speaking, popular culture and communication, or environmental communication. Additionally, the teaching unit is well-suited for other disciplines, including geography, environmental studies, and global studies. Objectives: Students trace the manufacturing origins of their belongings in order to analyze their connections with other countries through plotting them on a world map. Students research economic, cultural, and/or political globalization of one or two countries plotted on their map in order to consider how to practice ethical consumption. 相似文献
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While cheating has been studied in a variety of academic fields little to no research has been done in the field of communication studies and more specifically in the basic public speaking classroom. This may be due in part to a false sense of security public speaking instructors feel when they observe and evaluate a student as he or she stands and delivers a speech. Instructors may assume that since the student delivers the speech the student also researched and wrote the speech. However, the results of this study indicate that students self‐report cheating on speeches and do not seem to have a clear‐cut idea about what constitutes cheating in a public speaking class. 相似文献
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Data from this experiment indicate that verbal approval of a prior speaker led to disruptive effects on certain speech patterns of a second speaker, both in a condition where the second speaker received no verbal approval and in a condition where the second speaker received verbal approval. Subjects in these two conditions presented a significantly greater number of nonfluencies than did subjects in a condition where the prior speaker had not received verbal approval. Also, the estimates of speaking time indicate that greater anxiety may have existed in these two conditions. Unlike some previous research, this experiment yielded no significant differences in speaking rate among the three conditions. 相似文献
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Courses: This single-class teaching activity was designed for courses on public speaking, rhetorical criticism, and critical thinking. In addition, instructors can adapt this activity for online or face-to-face courses on intercultural communication, organizational communication, listening, and political communication. Objectives: By completing this activity, students should be able to (a) describe the principles of generic rhetorical criticism; (b) identify buzzwords associated with specific communicative contexts and genres (e.g. political debates, commencement speeches, award acceptance speeches); (c) critically examine the rhetorical significance and underlying assumptions of these buzzwords; and (d) discuss the benefits and limitations of using buzzwords in public communication contexts. 相似文献
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