TE 883A Oral Language and Literacy Fall, 1998
This course is designed for graduate students in the Literacy Masters Degree Program, lifelong students for certification credit, elective credit in masters degree programs, and others who are interested in oral communication. The goal of this course is to examine the relationships between oral language and learning. To examine these relationships, we will focus, in part, on oral communication as the object of study; that is, we will analyze examples of oral communication from different perspectives (e.g., language, audience and context analysis, persuasion strategies). We will also look at the use of language as it enhances the understanding of other subject areas. We will take up a variety of topics within the broad area of oral communication and will examine value and policy issues within many of them. Course Assignments and Evaluations This course is structured to engage you in communication analysis during class. Much of the content of the class will be presented in class rather than readings, so absences will interfere with your ability to obtain significant portions of the course material. Participation in each class discussion is critical. You are expected to read and research topics for this class and will present findings from your own reflection and research in the class. You are also encouraged to communicate with others outside of class, particularly through electronic mail. You should obtain and activate your email address immediately if you don't already have one. Bring your email address to class by September 9th or email it to me by that date. Class participation is worth 10% of your class grade. Speech Analysis Paper. Due September 30, this assignment requires you to find a speech of significance which you could appropriately have students (elementary, middle high or secondary) analyze. It should be used in an integrated unit to illuminate the power of talk to influence or inform socio-cultural events, history, science or other current issues. You are to bring in the speech, identify the speaker, audience, context and analyze the impact this speech had at the time and how the speaker used the speech to influence or inform the audience. Analyze persuasive strategies, language strategies, credibility strategies and audience adaptation. Explain how you would introduce this speech to students and how you would integrate it into instruction of other subject matter (e.g., history, current events, science, language arts). The analysis is to be typed and handed in (with the speech) on September 30th. You will give a brief in-class presentation about your lesson/unit plan using this speech and its appropriateness for the student level. This assignment is worth 20% of your grade. Speech Presentation Assignment. Create a speech/debate assignment appropriate for elementary, middle high or secondary level students. Engage students in this assignment and either videotape or audiotape at least two presentations. Bring the videotape or audiotape or actual student to class to show your classmates. Critique the speech/debate and explain how you engaged the students who heard the speech/debate in critiquing the speech/debate. Consider carefully the objectives you establish for the assignment. Justify the assignment and critique your own assessment of the effectiveness of this assignment. What would you do differently in creating a similar assignment next time? You will present your student's speech in class and conduct a critique of it with your classmates on November 4th. Your written assignment, lesson plan, critique of the assignment, and revision of the lesson plan are due on November 4th also. This assignment is worth 20% of your grade. Research Paper. Due December 2nd, this research paper is to provide you with the opportunity to explore a question about oral communication. It can take the form of an action research project in which you examine the effectiveness of teaching or using communication in your classroom or altering a communication strategy you use in the classroom. Or it can take the form of a research proposal about a communication topic, such as you might develop for a master's thesis or grant proposal. Or it can be a thorough review of literature about a communication issue with conclusions drawn about the communication behavior. Each paper, regardless of focus, is to identify the specific question to be addressed, the method used to conduct the research, a thorough review of the literature pertinent to the topic, an explanation of the findings, and the conclusions drawn. The research papers will be presented orally in class on December 2nd and 9th. You will have approximately 20-30 minutes (depending on the number of students in the class) to present your work and to engage class members in a brief discussion about the topic. Topics of a similar nature will be put on the same date if possible. You are to identify the topic for your research, the type of project you expect to complete, and the method you intend to use no later than October 28th. Email your topic, method, etc. to me by that date so that we can assign presentation dates. All papers, regardless of presentation date, are due Dec. 2nd. The papers should be typewritten, double spaced and as long as it takes to thoroughly present the research (I assume 10-20 pages) and should include a bibliography using APA style. I would like to either talk with you in person or over email about your research project before the end of October, and ideally early in October. Please either arrange an appointment or communicate via email. The paper is worth 25% of the grade and will be graded on significance of the question, thoroughness of the literature review, coherence of the research (e.g., did your method address the question? did the conclusions follow from the data?), thoughtfulness of the conclusions, and clarity of writing. In addition, you will present your work in class on Dec. 2 or 9th. The presentation should be succinct yet clearly present the summary of research, method used, and conclusions drawn. The discussion should frame the issue so that others can be drawn in to examine the relevance of the question. Final Examination On December 9th you will be given a take home examination which will draw upon topics from the entire course. These essay questions are to be answered individually without consultation with other class members. The responses should be typewritten, double spaced. The exams will be due on Thursday December 16th at 5 PM in class. During the final examination period we will have a discussion about your responses to the exam questions. Attendance during this session is mandatory for a grade to be given on the final exam. The final examination is worth 25% of the course grade.
Anticipated Schedule September 2 Why study
communication? Why is oral language important in a democratic society? What is a
communication exigency? What is the interaction of audience, context, message and speaker? September 9 Communication analysis
of spoken messages September 16 Communication
Analysis of spoken messages: September 23 Communication
analysis of spoken messages September 30 Bring in examples of speeches used for analysis and integration of instruction about current events, history, science, etc. ASSIGNMENT #1 DUE. October 7 Functions of Communication/oral communication curriculum (Read SCA Curriculum Guidelines) October 14 Argumentation and Debate October 21 Public Speaking October 28 Communication assessment and giving feedback November 4 Bring in speech/debate assignment and present in class ASSIGNMENT #2 DUE. November 11 Communication apprehension (Read book) November 18 Group communication and cooperative learning November 25 Oral performance of literature December 2 RESEARCH REPORTS PRESENTED AND WRITTEN REPORTS DUE December 9 RESEARCH REPORTS PRESENTED Final take home exam distributed December 16 5-8 PM FINAL EXAMINATIONS DUE AND DISCUSSED IN CLASS Required Readings Various articles will be assigned to read (probably to be purchased at a local copy center in a bound volume.) Speech Communication Association. (September, 1991). Guidelines for developing oral communication curricula in kindergarten through twelfth grade. Annandale, VA: Author. Richmond, V. P. , & McCroskey, J.C. (1995). Communication: Apprehension, avoidance, and effectiveness. (4th ed.) Scottsdale, AZ: Gorsuch Scarisbrick Publishers. Bibliography Communication apprehension Ayres, J. (1988). Coping with speech anxiety: The power of positive thinking. Communication Education, 37, 290-296. Ayres, J. (1990). Situational factors and audience anxiety. Communication Education, 39, 253-291. Ayres, J., Hopf, T., & Ayres, D. M. (1994). An examination of whether imaging ability enhances the effectiveness of an intervention designed to reduce speech anxiety. Communication Education, 43, 252-258. Ayres, J., Wilcox, A. K., & Ayres, D. M. (1995). Receiver apprehension: An explanatory model and accompanying research. Communication Education, 44, 223-235. Beatty, M. J. (1988). Impact of ambiguity reduction about performance expectations on audience anxiety. Communication Education, 37, 208-213. Beatty, M. J. (1988). Public Speaking Apprehension, decision-making errors in the selection of speech introduction strategies and adherence to strategy. Communication Education, 37, 297-311. Beatty, M. J. (1988). Situational and predispositional correlates of public speaking anxiety. Communication Education, 37, 28-39. Beatty, M. J. & Friedland, M. H. (1990). Public speaking state anxiety as a function of selected situational and predispositional variables. Communication Education, 38, 142-147. Booth-Butterfield, S. (1988). Inhibition and student recall of instructional messages. Communication Education, 37, 312-324. Booth-Butterfield, S. (1988). Instructional interventions for reducing situational anxiety and avoidance. Communication Education, 37, 214-223. Booth-Butterfield, S. & Cottone, R. R. (1991). Ethical issues in the treatment of communication apprehension and avoidance. Communication Education, 40, 172-179. Bourhis, J. & Allen, M. (1992). Meta-analysis of the relationship between communication apprehension and cognitive performance. Communication Education, 41, 68-76. Chesebro, J. W., McCroskey, J. C., Atwater, D. F., Bahrenfuss, R. M., Cawelti, G., Gaudino, J. L., & Hodges, H. (1992). Communication apprehension and self-perceived communication competence of at-risk students. Communication Education, 41, 345-360. Clark, A. J. (1989). Communication confidence and listening competence: An investigation of the relationships of willingness to communicate, communication apprehension, and receiver apprehension to comprehension of content and emotional meaning in spoken messages. Communication Education, 38, 237-248. Comadena, M. E. & Prusank, D. T. (1988). Communication apprehension and academic achievement among elementary and middle school students. Communication Education, 37, 270-277. Ellis, K. (1995). Apprehension, self-perceived competency, and teacher immediacy in the laboratory-supported public speaking course: Trends and relationships. Communication Education, 44, 64-78. Glaser, S. R. (1981). Oral communication apprehension and avoidance: The current status of treatment research. Communication Education, 30,321-341. Hurt, H. T. & Gonzalez, T. (1988). Communication apprehension and distorted self-disclosure: The hidden disabilities of hearing-impaired students. Communication Education, 37, 106-117. McGuire, J., Stauble, C., Abbott, D., & Fisher, R. (1995). Ethical issues in the treatment of communication apprehension: A survey of communication professionals. Communication Education, 44, 98-109. Proctor II, R. F., Douglas, A. T., Garera-Izquierdo, T., & Wartman, S. L. (1994). Approach, avoidance, and apprehension: Talking with high-ca students about getting help. Communication Education, 43, 312-321. Rosenfeld, L. B., Grant III, C. H., & McCroskey, J. C. (1995). Communication apprehension and self-perceived communication competence of academically gifted students. Communication Education, 44, 80-86.
Oral Performance of Literature Stucky, N. (1995). Performing oral history: Storytelling and pedagogy. Communication Education, 44, 1-14. Assessment of Communication Booth-Butterfield, M. (1989). The interpretation of classroom performance feedback: An attributional approach. Communication Education, 38, 119-131. Carlson, R. E. & Smith-Howell, D. (1995). Classroom public speaking assessment: Reliability and validity of selected evaluation instruments. Communication Education, 44, 87-97. Goulden, N. R. (1992). Theory and vocabulary for communication assessments. Communication Education, 41, 258-269. Rubin, R. B., Welch, S.A., & Buerkel, R. (1995). Performance-based assessment of high school speech instruction. Communication Education, 44, 30-39.
Group Communication Cohen. E. G. (1994). Restructuring the Classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-35. French, D. C., & Stright, A. L. (1991). Emergent leadership in children's small groups. Small Group Research, 22, 187-199. Pavitt, C. (1993). What (little) we know about formal group discussion procedures: A review of relevant research. Small Group Research, 24, 217-235. Smagorinsky, P. & Fly, P. K. (1993). The social
environment of the classroom: A Vygotskian perspective on small group process.
Communication Education, 42, 157-171.
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