Academic, Professional, Technical, Trade, Research Books & Journals
americanpress@flash.net • 617-247-0022 • 60 State Street #700 • Boston, MA 02109
BCCA Contents & Abstracts, Volume 9, 1997
Editor Lawrence Hugenberg
ISBN 978-0-89641-307-8E-mail americanpress@flash.net to order PDFs of any article.
Osborn, M.— Three metaphors for the competencies acquired in the public speaking class — The many skills taught in the basic public speaking class come together in three fundamental metaphors. The first of these, the speaker as builder, suggests we need to shape our surroundings through the spoken word. The second, the speaker as weaver, includes the arts of shaping symbols into the fabric of a speech, and of designing evidence and proofs into the tapestry of argument. The third, the speaker as climber, emphasizes overcoming interference. Barriers of fear, indifference, suspicion, and cultural variation recede as speakers and listeners learn to climb them. (1-11)
Yoder, D.D. & Davilla, R.A. — Perceptions of basic communication texts: Factors in student learning and textbook adoption decisions — The purpose of this study is to assess existing pedagogical assumptions about basic communication course textbook features. Two separate surveys were administered to students (N= 1,379) and instructors (N= 118) in basic communication courses at 15 colleges and universities. (12-36)
Jensen, K.K. & Lamoureux, E.R. — Written feedback in the basic course: What instructors provide and what students deem helpful — Although the issue of speech evaluation has been a mainstay in our discipline, an updated discussion of written feedback merits our attention. To revisit this topic, this two part content analysis first reveals the type of written feedback instructors offer students in basic public speaking classes. Building on these findings, the second part focuses on student perceptions of the helpfulness of the written feedback. (37-58)
Yook, E.L. — Culture shock in the basic communication course: A cast study of Malaysian students — Malaysian students comprise a large student group coming to the U.S. for higher education. Despite these numbers, however, there has been little attention given to their culture shock in the classroom. The present study investigates the concerns of Malaysian students in the basic communication course. (59-78)
Heaton, D.W. — The em-powter-ing of America: Using info-mercials to teach persuasion and popular discourse in the basic communication course — This article describes how a critique of Susan Powter’s “Stop the Insanity!” infomercial provides educators with an effective, class tested, and fun assignment to be included in the persuasion section of a basic communication course. (79-93)
Miller, J.J. — The use of simulation in the beginning public speaking classroom: Let’s make it realistic, relevant and motivating — This article offers the instructional method, the simulation, as an alternative public speaking assignment in the beginning public speaking course. (94-104)
Kasch, C.R. — Computer-mediated learning environments: Theory and research into practice — Information technology is furnishing modes of accessing and manipulating knowledge which is radically different from those offered by the traditional curriculum. Teaching effectiveness in the basic course is likely to depend increasingly on understanding the nature, function, benefits and potential costs of computer mediated communication. The purposes of this article are to: (1) review theory and research illuminating the potential benefits and costs of computer mediated instruction, (2) suggest some starting points for implementing computer mediated instruction, and (3) identify factors which are likely to influence the effectiveness of teaching in computer mediated environments.(105-129)
Williams, G. — Two heads are better than one? Setting realizable goals in the basic course — Establishing goals is central to the success of the basic course. The degree to which those goals are realized depends, in large measure, upon the manner in which they are established and reviewed. This article assists course directors and instructional staff by examining the process of defining objectives, a process which encompasses goals, mission, and vision and which benefits from widespread, active involvement. (130-159)
Hugenberg, L.W. & Moyer, B.S.— A commentary: the basic communication course, general education and assessment —The importance of developing student communication skills in a general education program is a focal point of each college and university accrediting agency in the United States. However, course directors and faculty frequently find themselves at the center of a controversy when trying to include a basic communication course in skill development in a general education program. This article develops a case for the inclusion of a basic communication course in a general education program. (160-179)
