共查询到20条相似文献，搜索用时 31 毫秒
1.
《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
2.
《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
3.
《Communication Teacher》2013,27(1):20-22
Objective: To integrate speaking practice with rhetorical theory Type of speech: Persuasive Point value: 100 points (i.e., 30 points based on peer evaluations, 30 points based on individual performance, 40 points based on the group presentation), which is 25% of course grade Requirements: (a) References: 7–10; (b) Length: 20–30 minutes; (c) Visual aid: Yes; (d) Outline: Yes; (e) Prerequisite reading: The appropriate chapter (e.g., generic, feminist, metaphoric, fantasy theme, pentadic criticism, neo-Aristotelian) in Foss (1996); (f) Additional requirements: Each group member should be given an equal amount of time to speak and an equal amount of work in preparing the final presentation This assignment gives students a chance to engage in the study of popular culture as public address, giving them insight into their own worlds and the ways popular culture may help shape/instruct that world. This assignment also allows students to engage in critical analysis, which not only means that students can learn about rhetorical theory, but they also get to engage in the types of analysis used by their instructor during the course. 相似文献
4.
《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
5.
《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
6.
《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
7.
《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
8.
Douglas E. Pruim 《Communication Teacher》2016,30(2):62-66
Courses: Disaster Day (DD) is a single-class activity designed for public speaking classrooms, but could also be applied to courses addressing small group communication.
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
9.
《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
10.
Rosya Izyanie Shamshudeen 《亚洲交流杂志》2013,23(2):142-157
This paper analyses the audience reception of the Malaysian reality television programme Akademi Fantasia (AF), which first aired in 2003 and completed its ninth season in 2011. AF has been an influential pioneer in the national television industry, inaugurating the trend of local reality shows and weathering intense competition from similar shows to remain at the top of the ratings chart over the last decade. Based on the Mexican talent search show, La Academia, Malaysia's AF is a unique hybrid blend of an Idol-style talent contest and Big Brother observational spectacle. The article draws on primary audience research to investigate the ways in which Malay audiences interpret the potentially incommensurable cultural meanings generated within the context of a localised version of a global television format. Chua's concept of ‘identification and distancing’ is employed as a framework to analyse the complex ways in which perceived Malay ‘cultural norms’ assume primacy as interpretative lenses for audience evaluations of the show and measures of its local difference from similar global cultural products. The research also reveals how these cultural norms are themselves being negotiated by the audience as part of the everyday experience of inhabiting coexisting local and global popular cultural spaces. The analysis focuses on audience understandings and pleasure in the programme in relation to fashion and taste; the behaviour of the official judges; voyeurism and conflict in ‘backstage’ coverage; and emotional intimacy onstage in the public performance component of the programme. 相似文献
11.
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
12.
《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(1-2):75-80
Abstract Chapter 7 discusses additional considerations an ILL department supervisor might face: handling requests from far-flung distance education students, providing a library photocopy service, or selecting a document supplier for unmediated ILL. The unique challenges of medical libraries are also discussed. 相似文献
13.
《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
14.
《Communication Teacher》2013,27(1):38-44
Courses: Any large-lecture format, communication course. Objectives: Students will apply and evaluate course concepts through daily discussion activities and class dialogues supported by audience response systems (i.e., clickers). 相似文献
15.
《Communication Teacher》2013,27(4):206-211
Course: Public SpeakingObjectives:At the end of this activity, students will be able to:
Construct a story-based impromptu speech that holds the attention of one's audience;
Articulate how stories hold audience's attention and imagination;
Recognize relevant communication theories/concepts that effectively engage with an audience; and
Utilize specific verbal and nonverbal strategies that effectively hold an audience's attention.
16.
Kristin Moran 《Mass Communication and Society》2013,16(1):79-96
The television landscape has expanded to include an ever-increasing crop of culturally themed programs aimed at the Latina/o audience. Assumptions about the audience have shaped this trend, resulting in questions about the effectiveness of niche programming to satisfy viewer taste. This project investigates LatiNation with specific focus on the differences in the reception process based on participants' connection to their ethnic identity. In-depth interviews were conducted with self-identified Latina/o students who were also given a survey with scaled items to measure their connection to their ethnic identity. In general, the findings indicate that audience members produce varied readings of the text showing the participants actively negotiate identity by using LatiNation as an opportunity to both embrace and critique Latinidad. 相似文献
17.
《Communication Teacher》2013,27(1):63-70
Courses: Mass Communication and Public Opinion, Political CommunicationObjectives: Often, there are media events (e.g., local and national elections, the Super Bowl) that match up with what we hope to accomplish in a particular class. The purpose of this semester-length project for students was threefold: (1) to read and comprehend literature related to communication studies, media, and political strategy; (2) to collect and analyze data; and (3) to participate in civic engagement by taking part in Presidential DebateWatch events, both as an audience member and through the use of Twitter. 相似文献
18.
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
19.
《Communication Teacher》2013,27(2):71-76
Objectives: After completing this project, students will be able to: (a) use health communication research and theory to create educational materials; (b) analyze an audience and develop creative educational materials based on audience characteristics; and (c) consult with key constituents during the development of educational materials Courses: Health Communication; Gender and Health Communication; Senior Capstone 相似文献
20.
People who receive supportive communication when they are distressed benefit from a series of advantageous outcomes. We designed the following activity based on the popular board game Apples to Apples to provide students with an experiential understanding of different types of social support—(1) emotional, (2) esteem, (3) network, (4) informational, (5) tangible, (6) celebratory, (7) social presence, and (8) nonverbal—as well as to illustrate the concepts of support matching and person centeredness.
Courses: Interpersonal Communication, Relational Communication, Health Communication.
Objectives: To provide students with an experiential understanding of different types of social support: (1) emotional, (2) esteem, (3) network, (4) informational, (5) tangible, (6) celebratory, (7) social presence, and (8) nonverbal, as well as to illustrate the concepts of support matching and person centeredness. 相似文献