Case studies are valuable tools for instruction but are often limited to a single topic and a single class period. Courses such as evolution that synthesize multiple concepts around a common theme, however, can use a single case study type project that extends over the entire semester to develop and link core concepts. A central theme in…

Courses: Public Speaking, Business and Professional Communication, Persuasion, or any other skill-based oral communication course. Objectives: Students will practice the development and demonstration of persuasive arguments in this single-class social judgment theory activity to improve their ability to change resistant audience attitudes.

This article presents an activity that engages students in a fun and collaborative process of learning, with a primary objective of teaching them how to identify and label formal and informal argumentative fallacies. After playing a variation of "Who Wants to be a Millionaire?," students ought to be better prepared to craft stronger arguments and…

In late 1939, the United States Bureau of the Census was gearing up for the 16th official enumeration, or count, of the nation's population. Authorities wanted to insure widespread participation. So, they made good use of some information revealed in the 1930 Census--namely that roughly 40 percent of American households had a radio set. In…

In this article, the author discusses a four-part exercise called "To the Moon!" The exercise encourages students to develop and orally defend their choice of four volunteers who will be part of a team to colonize Earth's moon. This oral exercise prepares them for subsequent written work. As Bean (1996, 7) states, "Good writing...grows out of good…

Oral presentations are pedagogically useful when there are many examples or subcategories for the topic at hand. For example, in the author's biology classes, students make presentations on different species of bacteria--highlighting morphology, benefits or detriments, transmissions, niches, and other relevant information. They also present on a…

Surveys of employers continually highlight the need for better communication skills among recent college graduates. Yet, writing instruction in higher education serves far more than a transactional purpose. Writing facilitates learning, helps students gain skills in analysis and synthesis, and supports a range of other personal and intellectual…

As many scholars have discussed, when addressing divisive social issues many people immediately assume an adversarial posture, thus lessening the chance for productive dialogues about these issues and lessening the likelihood that people will listen to each other. One area that is keenly affected by our "argument culture" is the classroom; after…

We live in a climate ripe for noise: Media outlets and 24-hour news cycles mean that everyone with access to a computer has access to a megaphone to broadcast their views. Never before in human history has an opinion had the opportunity to reach so many so quickly regardless of its accuracy or appropriateness. Of course, it's difficult to hear…

Is it possible to teach someone to be an entrepreneur? Is innovation something that can be assessed and taught in a classroom? Teaching Innovation and Entrepreneurship answers these and other questions by focusing on a teaching experiment in Singapore at Nanyang Technological University, wherein classes of English-speaking Singaporeans and…

Objective: To engage in the process of formulating compelling persuasive arguments. Type of speech: Persuasive. Point value: Incorporated into participation points. Requirements: (a) References: 0; (b) Length: 1-2 minutes; (c) Visual aid: No; (d) Outline: No; (e) Prerequisite reading: Chapter 19 (DeVito, 2003); (f) Additional requirements: None.…

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,…

Focuses on people "having arguments" and "making arguments" in conversation. Considers (1) examples of ordinary arguments, (2) argument as the disagreement-relevant expansion of speech acts, and (3) felicity conditions and the interpretation of arguments. (PD)

Analyzes a 1976 House of Representatives' debate in light of classical writings on the problem of defining and using "power" for rhetorical ends. Outlines the classical solution of powerful diction, brevity, and figures of speech for intensifying the impact of already compelling argument and applies these to the contemporary analysis.…

Asserts that persuasive communication is an essential skill. Describes a class in which students learn to develop and deliver persuasive speeches. Note that they learn to focus their topics, understand different points of view, support beliefs with evidence, and deliver their speech in a persuasive way. (PRA)