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
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
Objectives: DD integrates fundamental skills of the basic speech course, fosters participation through group work, and introduces new concepts and skills. By the end of the activity, students should be able to (1) display fundamental speech skills by researching a topic quickly, organizing an informative speech, and delivering a presentation; (2) function effectively in a group by working cooperatively on a project with a tight deadline; and (3) understand basic elements of upcoming skills by creating an informative and visually appealing presentation for a mass audience before having visual aid instruction. DD has similar learning objectives to activities occurring later in the term (i.e., graded speeches) in order to introduce the students to expectations of future, more advanced assignments. As such, I do not treat DD as a graded activity, but rather a fun, low-risk, and useful practice opportunity. 相似文献
Objectives: This semester-long collaboration between a communication professor and campus librarian is designed to increase the information literacy and research skills of students in the introductory speech course. Upon completion of the course, students will demonstrate their ability to: locate, assess, and effectively use a variety of credible supporting materials in their presentations; effectively assess the credibility of supporting materials used in classmates’ speeches; and make full use of library resources. 相似文献
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
Objective: At the end of this activity, students should be able to define key components of expectancy violations theory and apply the theory to analyze violations that occurred in Clint Eastwood’s speech at the 2012 Republican National Convention. 相似文献
Objectives: This single-class activity is intended to (1) build students’ ability to communicate orally “off the cuff;” (2) foster students’ understanding of the major organizational formats used in organizing speeches; and (3) increase students’ awareness of their nonverbal communication. 相似文献
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
Courses: This single-class activity can be implemented in several courses, including interpersonal communication, the dark side of interpersonal communication, and family communication.
Objectives: Students who complete this activity should be able to: (1) outline what qualities comprise a person-centered support message; (2) discuss why highly person-centered messages are effective in providing support to others; and (3) evaluate death loss support messages across levels of person centeredness. 相似文献
Objective: This activity increases students’ understanding of audience adaptation and improves their ability to adapt presentations to specific audiences. 相似文献
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
Objectives: 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
Objectives: (1) To provide graduating students a semester-long capstone experience where they can apply communication theories/skills in a professional context. (2) To create a capstone project that contributes to programmatic assessment. 相似文献
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
Objective: This activity will enhance students’ awareness and critique of their own negotiation behaviors. 相似文献
Objective: This semester-long approach utilizes weekly podcasts to engage students in narrative learning. Students evaluate podcast narratives and apply interpersonal communication concepts and theories through structured and unstructured learning activities. 相似文献
Objective: The goal for this single class activity is for students to apply discourse of renewal to an organizational crisis fueled through social media. 相似文献
Objectives: At the end of this single-class activity, students will have an understanding of civility in order to: (1) identify civility and consequences of behaviors, (2) create their own communication civility code for classroom behaviors and presentations, and (3) practice civility throughout the semester. 相似文献
Objectives: Using the Ally, Advocate, Activist framework in a basic communication course will help students apply course concepts to their lives and communities. This framework helps students practice civic engagement while mastering the skills that are typically tested for assessment purposes in the basic communication course. 相似文献
Objectives: Students will demonstrate their ability to work effectively both individually and in teams to apply health communication theory to emerging, practical, on-campus health issues via formative research, multimodal message development, community engagement, and effective presentation of findings. 相似文献