A way to teach speech that could be helpful to teachers of other disciplines. (Editor/IR)

Using a computerized content analysis, the authors demonstrate changes in speech behaviors of prison inmates. They conclude that two to four hours of public speaking training can have only limited effect on students who live in a culture in which "prison speech" is the expected and rewarded form of behavior. (PD)

Surveys possibilities for future scholarship in public address. Notes that the communication historian in an age of information must take into account (1) the mass and diversity of public communication events and (2) the dominant intellectual version of information in speech communication. (PD)

Contrasts the relationships between the communication apprehension construct and its two most common operationalizations--the 20- and 25-item versions of the Personal Report of Communication Apprehension (PRCA). Concludes that the PRCA may be valuable as an indirect measure of evaluation apprehension, but not of oral communication apprehension.…

Presents data from a five-year follow-up study of basic college speech courses. Indicates that orientation of courses has moved toward a more pronounced public-speaking emphasis with increased attention to performance activities. Enrollment growth and faculty makeup are described. (JMF)

Suggests the significant influence that Dallas C. Dickey had on contemporary study of public address, particularly the regional study of southern public address. Discusses major influences upon Dickey, his views of the critical study of public address, and the nature of his professional influence. (JMF)

Advanced Communication for Group Presentation is a public speaking course offered for deaf students at the National Technical Institute for the Deaf (NTID). The objective of the course is that upon completion, a student will demonstrate competence and confidence in presenting factual information, responding to questions, and expressing feelings…

Examines the pedagogy of African-American elocutionist Hallie Quinn Brown (1845-1949), professor of elocution at Wilberforce University from 1893 to 1923, as it addresses pedagogical issues still important today, such as how rhetorical instruction should address the needs of those who have a different linguistic heritage and culture. (TB)

Finds that instructors of the basic public speaking course are treating students with communication apprehension (CA) during regular class time by concentrating on a skills training approach to teach the necessary speaking skills; creating a supportive and positive classroom environment; recognizing students' CA as normal; and using teaching…

Finds no relationship between undergraduate students' self-evaluations as interpersonal communicators, public speakers, or listeners and their observed ability to perform in these three communication areas. Argues that observed performance data are more valid than self-report data, and advises caution in drawing conclusions when using self-report…

Step by step, the designer of this employee-based recruiting tool, a campus speaker's bureau, details its rationale, planning, and implementation at American Telephone and Telegraph. Concludes a speaker program is an invaluable link between a company and students. (Author/TE)

Expands Carl Hovland's Yale Communication Model to include dimensions which explain gender differences in speaker credibility in persuasive business communication, with support from the gender literature. (MS)

Uses the results of meta-analyses examining the effects of various message design strategies to evaluate public speaking and persuasion textbooks. Compares the conclusions of the meta-analyses to the conclusions and advice offered by textbooks that rely on social scientific studies. (MG)