PDF Drive is your search engine for PDF files. As of today we have 78,, eBooks for you to download for free. No annoying ads, no. PDF | On Dec 9, , Faiz S Abdullah and others published Speech Communication. Speech as process: models of speech communication. 4. Principles and Types of Speech Communication. Book. Sep 2. Introduction to Speech Communication Honors Course Handbook. Spring Table of Contents. Page Number. Introduction to Speech Communication.

Speech Communication Book Pdf

Language:English, Arabic, Japanese
Genre:Academic & Education
Published (Last):04.05.2016
ePub File Size:17.57 MB
PDF File Size:16.60 MB
Distribution:Free* [*Registration Required]
Uploaded by: TIMMY

Speech Communication is the study of how people generate shared meaning Choose up to 18 credits from the Department of Speech Communication. 12 of. We all need to communicate, both in order to get things done and to share our thoughts and feelings with Communication is not just about speech and writing. Use this research guide as a starting point for finding books, articles and Internet sites on speech and oral communications. An online version of this guide.

To receive an "A" in this course, your presentations must be significantly better than that which passes for acceptable work. More precisely, an "A" speech is one that shows originality, careful research, tight reasoning, well thought out persuasive appeals, and skillful delivery. Additionally, "A" speeches will deal with non- trivial subject matter, and will constitute a genuine contribution to the knowledge and beliefs of the audience.

Do not assume that you can do simply what is assigned to receive a high grade in this course. Doing "what is assigned" gets you only a "C".

Speech Communication Books

A further word of warning: this course is academically rigorous and time- consuming, and it will require a lot of you to do well. Semester after semester, students enroll in this course thinking that public speaking is a "bunny course" and that speeches can be tossed off with only a few hours preparation. Nothing could be further from the truth.

Although this course will begin with relatively simple assignments, most speeches in this course will require students to do library research, and all of them will require substantial effort to prepare.

Beyond that, your instructors will expect you to both outline the speech and rehearse it before presenting it in class. Add to this the fact that you will begin preparing for the next speech as soon as the previous one is completed, and you will begin to appreciate the academic demands of this course. The bottom line is this: if you don't have adequate time and interest to devote to public speaking, don't take this course.

You won't do well, and your instructors won't feel satisfied with your work. Course Policies 1. Attendance: Attendance at all class meetings is expected and is essential to your success in COM Use your two absences wisely.

Every absence after two will result in a penalty of 10 points off your final grade in the course. You will also lose any participation and quiz points that occur during your missed class meeting. For instance, the class could have taken a point quiz and participated in an activity worth 10 participation points on the day of your absence. This means you will lose 20 points. Quiz and participation points cannot be made up. If you must be absent because of extenuating circumstances i.

You are responsible for obtaining the material that you miss. Class notes can be obtained from other students. It is not the responsibility of your instructor to see that you are caught up.

Your instructor will not loan out class notes. Tardiness: You are expected to show up for class on time and stay the entire period. If you have a schedule conflict that does not allow you to meet this requirement, I suggest you make a commitment to either this class or the conflicting activity. You simply cannot be in two places at once and frequent tardiness or leaving early is not conducive to your learning or the learning of other students in the class.

Academic Dishonesty: Academic Dishonesty will not be tolerated in this course.

Purdue has strong policies against academic dishonesty. Anyone engaging in academic dishonesty will be reprimanded and subject to disciplinary action which can result in a minimum of a ZERO on an assignment but may include failure of the course or expulsion from the university. Copying someone else's work and claiming it as your own. Paraphrasing someone else's work and claiming it as your own.

Collaborating with another person and claiming the work solely as your own. For example, you may not reuse papers from another course and turn them into a speech or use speeches you have written in COM from previous semesters. The work must be original to this course and this semester.

All speeches and assignments in this course require your own original work. The work you produce in this course must be original and unique for this particular course.

Cell Phones: Turn your cell phones off when you enter the class room. These interruptions are distracting and disrespectful to your fellow classmates and instructor. If your cell phone rings or buzzes during a student presentation, your grade may be penalized.

Disabilities: Students with disabilities who need accommodation seating placement, arrangements for examinations, etc. Accommodations cannot be retroactive, so work with your instructor from the beginning to get the most you can from this course.

Grading: You must wait twenty-four hours after receiving a grade to discuss it with your instructor. A meeting must be scheduled between the instructor and student. Neither the classroom nor email is appropriate for these discussions. You will receive the final grade for the number of points you earned.

The final grading scale will be strictly enforced. For example, if you earn points you receive a B. There will be no discussion. COM grades are on a point system, not a percentage system, so there is no "rounding up. Course Requirements 1. Presentations: You will present three individual presentations and one group presentation. These will include two informative speeches, a persuasive speech, and a group persuasive presentation.

You are expected to deliver your speech on your assigned day. There are no exceptions!!! See course policies for more details. Outlines: All presentations must be accompanied by an outline. If you fail to submit an outline through SafeAssign by the assignment deadline, you will lose your opportunity to present your speech. All outlines must be submitted through SafeAssign to receive credit. Electronic malfunction is not an excuse. It is recommended that you print your SafeAssign receipt as evidence of submission.

The existence of scenarios is instrumental in engaging students in conversation. In order to express themselves, preschool children must have something to say; they must feel welcome to participate in conversation and be adequately supported by the teacher. Being a role model for students, the educator plays a crucial part in the process of communication and dialog. As Friedrich notes, educators can obstruct dialog with their actions. This usually occurs when the educator commands, threatens, preaches, criticizes, makes negative comments, advises too much, swears, ridicules, insults, or forbids.

In contrast, the teacher can promote dialog when he knows how to listen and observe, identify and understand emotions, make clear, comprehensible and reasoned announcements, conduct symmetrical dialog with students, and when he or she is genuine in the communication process [ 30 ]. The discussions come from a research conducted in six randomly selected kindergarten classrooms in Athens, Greece. Due to the size of the sample, the results cannot be extrapolated.

The analysis focuses on two questions: Which specific strategies result in children being more productive in oral discourse? Which communication models are implemented by educators?

You must create an account to continue watching

Selected to introduce children to the concept of diversity and engage them in discussion, the poster is a conceptual representation of tolerance and appreciation of social and cultural diversity. Persons and their facial characteristics are represented by colored shapes, elements which preschool learners are already familiar with.

Building on this pre-existing knowledge, the educator aims to communicate the central idea: that, besides differences, there are also similarities between people, and that the latter carry greater significance and are related to universal values. The analysis of the recorded discussions is presented below, highlighting the communication strategies employed by teachers in order to meet curricular goals For transcripts of the discussions see Appendix B.

The first educational practice involves the educator presenting the poster and asking the students to observe it.

This is an effective educational practice in that learners become actively involved in the process, express themselves, and become acquainted with the concept of respecting diversity. The second educational practice involves a different educational event. The teacher makes a rather abrupt introduction, which fails to offer additional input and create a positive learning setting.

As a result, children respond hesitantly, uttering one-word responses and copying one another.

The students fail to respond. Evidently, subjecting preschool children to unclear, complex, or long questions is not an effective practice. Instead, she implements negative discouraging strategies. Children at this age rarely use words to express their emotions; it is much easier for them to do so with actions.

By observing child behavior, we came to realize that children cannot describe how they feel. As a general rule, children do not respond to such questions. Why do you feel good about Nakis being in our class? The students do not respond. Evidently, the personalization of diversity is pedagogically inappropriate.

A practical and comprehensive textbook with a hands-on communication project in every chapter

In this example, such an approach leads to a negative conclusion. In such cases, discussion proves ineffective both in terms of process and in terms of cognitive goals. Conclusion This chapter considered strategies, which promote the development of oral communication skills in preschool education.

Part I considered theoretical and conceptual issues, drawing on the theoretical frameworks of sociolinguistics, ethnography of communication, and the Neo-Vygotskian approach to child learning. Part II presented language development issues in relation to kindergarten curricula. Finally, in Part III, two classroom discussions in the kindergarten were presented on the topic of diversity. The analysis of the educational practices implemented was aimed at establishing how kindergarten educators manage oral discourse in the classroom and to what extent the application of specific educational interventions produce positive outcomes.

Data analysis led to significant findings on the strategies, which promote orality in the kindergarten classroom and established the crucial role of orality development in the preschool learning process. Teaching is a predominantly interpersonal profession and communication skills are inherent to it. For this reason, the authors believe that kindergarten educators must receive both initial and further training in communication skills.

01 Oral Communication in Context.pdf

The analysis found that each educator develops their educational strategy based on their personal theory and oral competencies. Constructive facilitations with positive outcomes were established classroom discussion I , along with less constructive ones, which proved to have a discouraging impact on learners classroom discussion II. Constructive interventions include implementation of the interactive communication model, the initiation—response—feedback IRF rule, a child-centered approach, credit time for children and a positive classroom climate.

In addition, the zone of proximal development ZPD is perceived as a pedagogical phenomenon and not as an individual quality of learners.

The discouraging interventions in discussion II include the following characteristics: The transmission model of communication is implemented. The zone of proximal development is perceived as an individual property of children. The educator mainly introduces ideas without successfully applying initiation—response—feedback. Teacher-centered traits are found in the development of oral discourse.

Communication among students occurs as a means of emotional support and solidarity within a negative pedagogical climate. The teacher fails to transfer ability to students. The constructive interventions in discussion I have the following characteristics: The dialogic model of communication is implemented. The zone of proximal development is perceived as a property of the pedagogical event.

Speech Communication Books

The initiation—response—feedback pattern of discussion is applied.Toward this end, you will learn principles of communication theory and how to apply those principles to the management of speaking situations both individually and in group presentations.

Anyone engaging in academic dishonesty will be reprimanded and subject to disciplinary action which can result in a minimum of a ZERO on an assignment but may include failure of the course or expulsion from the university. Educators and other adults in the school environment can serve a significant role in students developing orality. You must be in class to receive participation points for these exercises.

Partner 2 cannot ask for any clarification.