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1.
《Communication Teacher》2013,27(1):17-19
Objective: To address cultural diversity within the context of informative speaking Type of speech: Informative Point value: 15% of course grade Requirements: (a) References: 3 (1 reference must be an interview); (b) Length: 5–6 minutes; (c) Visual aid: Optional; (d) Outline: Yes; (e) Prerequisite reading: Chapters 3, 18 (DeVito, 2003); (f) Additional requirements: No more than six note cards (i.e., 4"×6") can be used during the speech College students need to be aware of the ways in which diversity can affect their personal and professional lives. This assignment is one way instructors can assist students in realizing the inherent links between communication and culture. Addi tionally, this assignment provides an often much-needed refreshing change from the otherwise traditional topics students choose for informative speaking assignments. 相似文献
2.
《Communication Teacher》2013,27(1):36-37
Objective: To expand an informative speech into a television news package Type of speech: Informative Point value: 5% of course grade (Note: The original informative speech is worth 10% of the course grade) Requirements: (a) References: 3; (b) Length: 30 seconds; (c) Visual aid: 3; (d) Outline: Yes; (e) Prerequisite reading: Chapter 14 (Whitman & Foster, 1987), Chapter 15 (McKerrow, Gronbeck, Ehninger, & Monroe, 2000), Chapter 14 (Andrews, Andrews, & Williams, 2002), Chapter 13 (Zettl, 1985), Chapter 11 (Gibson, 1991), Chapter 9 (Berner, 1991); (f) Additional requirements: Need use of television camera and editing station This assignment demonstrates the interrelationship between speech communication and mass media. Having students take the components of an informative speech and placing the components into a “news package” teaches students how to effectively organize a television news package. Moreover, this assignment teaches students basic television production and news techniques (e.g., source attribution, editing techniques) and illustrates the value of effective visual aids to communicate the information. 相似文献
3.
《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
4.
《Communication Teacher》2013,27(1):26-27
Objective: To consider sex roles in public speaking through the conversational style of modern-day political rhetoric Type of speech: Informative Point value: 15% of course grade Requirements: (a) References: 3; (b) Length: 5–7 minutes, (c) Visual aid: No; (d) Outline: Yes; (e) Prerequisite reading: Any biographical information found on the person that students are portraying, Chapter 11 (Brydon & Scott, 2002); (f) Additional requirements: None This assignment requires students to research the biography of either a political candidate or a candidate's spouse, and structure this information in an informative way. Students then portray the candidate or the candidate's spouse and present the information at a “meet the candidates” forum in class. 相似文献
5.
《Communication Teacher》2013,27(1):33-35
Objective: To lead a brief training session over a distance-learning network Type of speech: Informative Point value: 20% of course grade Requirements: (a) References: Not specified; (b) Length: 15 minutes; (c) Visual aid: Yes; (d) Outline: No; (e) Prerequisite reading: Chapters 12–16, 18 (Bailey, 2002); (f) Additional requirements: None This assignment recognizes the growing importance of computer-mediated com munication in professional contexts and is designed to introduce undergraduate students to the fundamentals and challenges of giving a speech (as part of a training session on web design) over a distance-learning network via live interactive video. Teleconferencing is becoming a popular means of doing business for companies whose employees, clients, and contractors may be geographically scattered. More over, a number of companies now offer some employees the option of working from their homes at least a few days a week. Videoconferencing from home (in the form of an inexpensive web cam, speakers, and microphone connected to an Internet- ready computer) allows telecommuters to exchange information with colleagues conveniently and affordably. Finally, distance-learning courses, especially at multi- campus universities, are becoming more popular not only as a way to manage exploding student populations, but also to serve the needs of students pursuing degrees at multiple campuses. 相似文献
6.
Douglas E. Pruim 《Communication Teacher》2019,33(1):26-30
Courses: Critically fun is a single-class activity for communication classes discussing persuasive messages, the effects of mass media, or rhetorical analysis (e.g. public speaking, communication theory, mass media, and rhetoric).
Objectives: By the end of the activity, students should be able to analyze critically the rhetorical significance of the setting, visual features, message content, humor, persuasive elements, and impact of a humorous, political artifact. This activity was designed to help students engage in critical thinking, evaluation, and assessment of humor. Although this can function as a non-graded, in-class activity, it could be modified into an out-of-class assignment for traditional, hybrid, or online courses. 相似文献
7.
《Communication Teacher》2013,27(1):15-16
Objective: To field questions from a room of students simulating a press conference Type of speech: Impromptu Point value: 10 participation points. To receive all 10 points, students must (1) address three questions from the lectern and ask three questions from their seat (3 points), (2) respond thoroughly to each question by providing a supportive explanation (5 points), and (3) remain composed at the lectern (2 points) Requirements: (a) References: 0; (b) Length: 1–2 minutes, (c) Visual aid: No; (d) Outline: No; (e) Prerequisite reading: No; (f) Additional requirements: None This activity requires students to think on their feet while challenging them to remain composed when addressing controversial topics derived by their classmates. The purpose of this activity is to orient students to impromptu speaking while having them engage in a speaking environment seldom rehearsed in the classroom, yet one that exists within society. 相似文献
8.
《Communication Teacher》2013,27(1):10-12
Objective: To learn about candidates for a political office by presenting and listening to speeches about the candidates and their platforms Type of speech: Informative Point value: 100 points, which is 10% of course grade Requirements: (a) References: Minimum of 3 from recent and varying publications; (b) Length: 5–7 minutes; (c) Visual aid: No; (d) Outline: Yes; (e) Prerequisite reading: No; (f) Additional requirements: None In a typical college-level public speaking class, many students are young adults who have the opportunity, perhaps for the first time, to vote for candidates for national, state, and local offices. Yet, adults in the 18–24 age group are the least likely to vote due to a lack of time, low interest, or cynicism about politics (National Public Radio, 2002). This speech provides student-citizens with (1) information about candidates that can help them determine if or for whom they will vote, (2) the opportunity to discuss their perceptions of political processes with peers, and (3) the experience of crafting an informative speech using up-to-date information. 相似文献
9.
《Communication Teacher》2013,27(1):31-32
Objective: To gain practice with public speaking Type of speech: Impromptu Point value: 5% of course grade Requirements: (a) References: 0; (b) Length: 1–2 minutes; (c) Visual aid: No; (d) Outline: No; (e) Prerequisite reading: None; (f) Additional requirements: None This assignment offers students an opportunity to speak on a familiar (and ideally fun) topic. The objectives of this assignment are threefold: (1) to identify students' collective strengths and weaknesses with public speaking, (2) to lessen students' speech anxiety, and (3) to improve students' listening skills. 相似文献
10.
Todd Cesaratto 《传播与批判/文化研究》2013,10(4):307-328
“The Good Will Hunting Technique” analyzes and enacts rhetorical paradigms present in popular culture. The main objects of examination are Gus van Sant's film, Good Will Hunting, and Eminem's music video “Mosh.” The author extracts positive aspects of popular culture to feature a rational-affective approach to rhetoric. The notion of mind–body rhetorical collaboration, which stems from Behavioral Doctrine developed during Germany's Weimar era, combines an emphasis on exteriority with traditional notions of rhetoric to establish a method for progressive action in lived reality. 相似文献
11.
Krista L. Phair 《Communication Studies》2013,64(1):104-117
The battle between secular culture and conservative religion is one that pervades modern society. In the face of this vehement clash, a curious collection of books has emerged that attempt to provide a means of reconciliation between faith and popular culture. The Gospel according to book series by Presbyterian publisher Westminster John Knox (WJK) Press pairs seemingly controversial artifacts of popular culture such as The Simpsons with the gospel message. These books function in a way that is similar to allegory but lacks allegorical form. This essay argues for the existence of a distinctive rhetorical strategy called transformative discursive allegory that functions to create an allegorical relationship between a secular and a sacred text. WJK's The Gospel according to book series is shown as an example of how transformative discursive allegory functions to allow the faithful to participate in popular culture while simultaneously affirming one's ideological beliefs as omnipresent in the world. The findings suggest that allegorical function and form are separate elements and that one can create an allegorical relationship without allegorical form or intent. 相似文献
12.
Robert J. Sidelinger Meghan C. Nyeste Paul E. Madlock Janice Pollak Jon Wilkinson 《Communication Studies》2013,64(5):569-589
The aim of this investigation was twofold: (a) drawing from communication privacy management theory, we wanted to examine the associations between instructors’ ineffective communication (i.e., inappropriate conversations, amount of disclosures) and student communication satisfaction; and (b) we wanted to determine if students’ positive perceptions of instructor nonverbal immediacy mediated the negative influences of instructors’ inappropriate conversations and amount of disclosures on student communication satisfaction. Overall, students reported lower levels of communication satisfaction when instructors engage in inappropriate conversations and frequent disclosures. Based on results, we also concluded that instructor nonverbal immediacy maintains students’ communication satisfaction even when instructors engage in inappropriate conversations or disclose too frequently. 相似文献
13.
Kathleen Campbell 《Communication Studies》2013,64(3-4):258-268
In The Year of Living Dangerously, the philosophical position that is argued in the film's content is reflected also in the film's form; i.e., the film is an enactment of the argument it makes. Failure to recognize enactment as a viable rhetorical strategy may have led to a failure to recognize the film's rhetorical force. Further study of enactment and its rhetorical effectiveness are suggested. 相似文献
14.
Joan K. Lippincott 《图书馆管理杂志》2013,53(6-7):538-548
ABSTRACT Information Commons are popular with millennial (also called net generation) students, who often work in groups, use technology avidly, and combine their academic and social lives. Enhancing the configuration of services for the Information Commons can assist in leveraging the value of the available content, hardware, software, and physical setting to support learning and academic programs. Understanding millennial students’ lifestyle is key to developing a robust service program to engage and support them. This article originally published in Journal of Library Administration, Vol. 50, Issue 1, pages 27–37, 2010. doi:http://dx.doi.org/10.1080/01930820903422156. 相似文献
15.
Abstract A superior learning environment provides students widi an opportunity to benefit from the knowledge and experience of an instructor and encourages them to engage in research into the subject matter of the course. Collaboration between a course instructor and a library liaison using online courseware can lead to the creation of a “learning community” that enhances the learning experience. The authors describe an experiment (using Blackboard to create a “pseudo course”) that produced a learning community that nurtured students and fostered Student retention and success. 相似文献
16.
《Communication monographs》2012,79(4):215-228
The rhetorical foundations of social change may be found, not only in polemical discourse but in popular literary discourse as well. A case in point is that of the concept of the evolutionary sublime, an amalgam of the rhetorical/aesthetic theory of the sublime and scientific evolutionary theory, which had significant implications for personal morality and social policy. This reservoir of concepts was transmitted to its readership, the American middle class of the nineteenth century, through the popular literature of natural history; it subsequently served as a basis for the persuasive arguments of the conservation movement. This study traces the emergence of rhetorical argument from bases in popular literary and intellectual culture. 相似文献
17.
《Qualitative Research Reports in Communication》2013,14(1):46-61
This essay will provide further insight into how Black audiences interpret a popular culture text by focusing upon how a group of young black men construct Black masculinity as depicted in the film Barbershop. Interestingly, a rhetorical community of young Black men discussed the representations of the characters in the film from a perspective of Black individualism rather than reaffirming identity through a collective orientation toward the culture. This reading contrasts with much of the “ghettocentric” film literature by highlighting how a Black audience's interpretation of a text can focus on individualism rather than on cultural representations and stereotypes. 相似文献
18.
Ann Johnson 《传播与批判/文化研究》2013,10(2):166-183
This essay examines The Man Show as a contemporary example of blatant sexism. A growing body of feminist criticism documents the emergence of subtle forms of sexism in popular culture. Such forms may be characterized as an accommodation or hegemonic negotiation in which dominant discourses must become flexible in the face of pressure from oppressed groups. Yet blatant sexism abounds in contemporary culture. I argue that The Man Show provides viewers with rhetorical resources to imagine their viewing practices as an act of protest against an imagined dominant female authority, and that those resources potentially allow viewers to accept the sexism of the program at face value. 相似文献
19.
《Communication Teacher》2013,27(1):35-42
Courses: Communication and civic participation course; rhetorical theory, political communication, leadership Objective: Students will explore citizenship through role models and story-telling 相似文献
20.
《Communication Teacher》2013,27(3):144-149
Objective: This assignment illustrates the concept of illness versus disease, and exposes students to information on various conditions. Courses: The assignment is appropriate for an undergraduate course in health communication or other health-related courses. 相似文献