Despite assessment's prominence in higher education, many communication departments still find its implementation problematic. In this case study, we answer a call for heightened research pertaining to the best practices for assessment of large, multisection, standardized public speaking courses. We demonstrate the ease with which the basic course…

Attention to presentation technology in the public speaking classroom has grown along with its contemporary use, but instruction generally positions the topic as a subset of visual aids. As contemporary public discourse enters an age of electronic eloquence, instructional focus on verbal communication might limit students' capacity to effectively…

Presents six impromptu speaking exercises suitable for developing a variety of speaking skills. (PD)

Argues that the etic/emic distinction in teaching intercultural communication is an artificial one. Offers a framework which integrates both focuses as a basis for instruction. (MS)

Describes the use of a maze to teach students how to construct the speech outline. Provides an example. (PD)

Reflects on 50 years of teaching in the speech profession and what is entailed in complete teaching of communication. (PD)

Reviews 15 documents in the ERIC system on the basic course in speech communication covering philosophy, research, teaching approaches, and challenges. (PD)

Reviews the basic assumptions on which linear and branching programed-instruction methods are based. Speculates about why these methods did not take hold in communication education: nature of the materials, economics of programed instruction, and the attitudes of teachers. (PD)

Traces the movement away from the classical model of speechwriting and proposes a new rationale for viewing ghostwritten speeches as organizational products. Notes the implications for speech pedagogy. (PD)

Describes documents in the ERIC system on (1) theory about forensics, (2) the coach as teacher, (3) views from other disciplines. (PD)

Discusses the role of "The Speech Teacher" journal (since 1977 "Communication Education") from its start in the 1930s from the point of view of the author of the lead article in the premier issue. Notes many changes the journal has undergone while the field of speech communication transitioned from beginner to expert. (SG)

Describes areas in which aspiring broadcast announcers can be helped, such as correct voice production, precise articulation, proper consonant formation, etc. (PD)

Presents six generalizations on using humor in public speaking. (PD)

Demonstrates the basic nature of speaking as related to learning. Argues that speech should be a basic component of instruction at all levels, especially at the presently neglected elementary level. (PD)

Contends that the study of Burke's pentad gives students in basic speech courses a stronger theoretical base for understanding communication and a more thorough knowledge of speech criticism. (PD)