As part of a national assessment of speech communication education in secondary schools, a 1979 survey was conducted in 336 Indiana schools. Typically, the basic speech course offered in Indiana high schools was an elective, one semester course covering a combination of topics, including public speaking, interpersonal communication, debate,…

This report is the result of a six-week study in which the voice training offerings at four schools of drama in London were examined using interviews of teachers and directors, observation of voice classes, and attendance at studio presentations and public performances. The report covers such topics as: textbooks and references being used; courses…

This paper focuses on the alternative-justification approach to debate, seeks to explore some of the objections to this approach, and considers several of the basic assumptions made by its supporters. The alternative-justification theory of debate is based on the assumption that any given question under debate has a number of affirmative plans and…

In preparing urban teachers to become effective classroom communicators, urban speech teachers should involve their students in interpersonal communication within an intergroup context whenever possible. Students must be taught to become sensitive to word choice, aware of the importance of verbal and nonverbal codes, and more empathic. To…

Previous studies of elocution and expression in America established the cultural significance of oral reading activities in the nineteenth and early twentieth centuries. There is an abundance of information available from private oral expression schools established by four prominent Dallas teachers: Mrs. A. A. Cocke, Mrs. Pearl Wallace Chappell,…

An electrical engineer and phoneticist has taught himself to read voiceprints, spectrograms that display a plot of the sound frequency of speech against time. This technique may prove useful in training the deaf to read voiceprints or to mimic natural speech. (BB)

Points out the reduction or elimination of speech instruction in secondary schools due to the return to "basics" and argues that teachers must justify speech instruction and respond to issues of accountability inherent in the "back to basics" movement. (MH)

Presents a course syllabus which incorporates recent research findings indicating that students that suffer from communication apprehension may be treated in a regular oral communication course with no detrimental side effects to the rest of the class. Claims that, in general, an immediate atmosphere of support and encouragement must be developed.…

Indicates that the "Sharing Feelings Speech" assignment (1) failed to support the hypothesis that self-disclosure reduces stage fright in public speaking situations more than other forms of public speaking, and (2) revealed no significant gender-based differences. (JD)

Develops a model of the stages of student rhetorical development and relates it to public speaking instruction. Suggests teaching strategies designed to lead students to each successive level of the model. (MS)

A variety of activities are offered to help children develop skill in public speaking. Confidence is built when childen practice presenting themselves both visually and orally. (DF)

Calls for standardizing speech forms and topics and sharing resource materials. Offers a three-phase model of extemporaneous speech contest preparation. (PD)

A survey about the current overenrollment in communication courses indicates that students are willing to accept some alterations in the structure, teaching mode, and format of communication courses, but they are not willing to sacrifice all the advantages a major in communication has traditionally represented. (PD)

Uses three examples of children's spoken English to indicate the need to teach children organized, sequential speech. (DD)