Revisits the conceptualization and formation of the basic course in public speaking. Considers how the undergraduate course in basic public speaking introduces new students to the discipline, provides continuing teaching opportunities for both permanent and adjunct faculty, and often supports graduate programs through its staffing by graduate…

Nonverbal communication is critical to the success of the communication process. Examines nonverbal techniques for enhancing communication: appearance, voice, body movement and posture, gestures, facial expressions, touch, and space. (LMI)

Describes how a teacher revised his public speaking textbook by altering the style to "E-Prime" (a form of English that eliminates all forms of the verb "to be"). Summarizes the arguments against the use of E-Prime and provides responses that might come from E-Prime's supporters. (HB)

Public speaking goes with being on the school board. A few pointers and practice can help you get better at communicating in public. Experts suggest the following: know what your point is and state it precisely; strive to be expressive, using your voice and gestures; and present a story that people can relate to. (MLF)

Investigates whether variations in five audience characteristics (size, status, familiarity, similarity, and behavior) are related to audience anxiety. Supports the contention that the effect of situational factors are greatly tempered by an individual's predisposition to respond anxiously. Discusses instructional implications of these findings.…

Responses from 206 of 504 business school deans/faculty surveyed yielded the following findings: oral communication instruction is rigorous; few faculty have a background in speech; students need more preparation in using visual aids in presentations; and discussion of public speaking anxiety may help relax students. (SK)

Describes the nature and assessment of the first interactive videotape instruction (IVI) program for coping with speech fright. Finds that students in the IVI condition achieved significantly higher immediate and delayed cognitive test scores and significantly greater reduction in speech fright over a four-week period than did students in the…

Examines potential sources of public-speaking anxiety among undergraduate students stemming from the audience. Identifies three sources of anxiety: degree of formal evaluation, level of audience interest in the topic, and audience's responsiveness to the speaker. Measures willingness to speak and expected speech quality. Finds interest,…

Explores how womanist sermons can be used in the writing classroom with other-literate students to help them produce hybrid discourse that problematizes and expands what is acceptable and progressive rhetoric within the academy. Demonstrates how exploring womanist sermons can help non-traditional students create provocative and analytical essays…

Discusses how public speaking or the "speech contest" is a great way for students to gain confidence in a second language. Provides a history of the speech contest at West Virginia University, a rationale for using the speech contest, and information on preparation, evaluation, and benefits of the speech contest. (Author/VWL)

Examines self and peer ratings of oral business presentations in business classrooms. Finds that both holistic and analytical peer assessments are reasonable substitutes for instructor assessment when raters are trained; self assessment does not closely reflect either peer or instructor assessments; and peer assessment of delivery characteristics,…

Previous research suggests that college students bring gender biases to their evaluations of male and female instructors. Increasingly, college oral communication classes are utilizing peer evaluation of student speeches. This study of 330 student evaluators at a Midwestern university examined gender bias in student peer evaluations of public…

Effective teaching of presentation skills focuses on the most important element of the presentation--the message itself. Some instructors place the heaviest emphasis on the messenger (the presenter) and focus their presentation feedback on all the presenter is doing wrong--saying "um," gesturing awkwardly, and so forth. When students receive this…

This research compares speaking times and turns of female and male presenters and audience members at the 2000 Annual Meeting of the American Educational Research Association (AERA). In their presentations, males spoke longer than females, but the differences were not statistically significant. They spoke significantly longer than females,…

FFA and 4-H are two youth-based organizations that cite leadership development as a key foundational component. The purpose of this study was to review and document the historical development of leadership events and activities in both programs. Evidence can be found of leadership development in schools, conferences, and camps. Leadership-related…