The authors present the case for improvement in the teaching of oral communication skills to business students. They describe a successful model laboratory approach to teaching these skills. (CH)

Uses the judicial model of reasoning employed by the Supreme Court as an exemplar in teaching critical skills in the basic argumentation and debate course. Describes the model and course highlights. (PD)

Presents annotations of materials representing the range of current cross-disciplinary theories and research connecting speaking and writing. Topics range from cognitive psychology, linguistics, and rhetoric to learning theory. (HTH)

Summarizes four papers that report a University of Calgary project to improve four methodological practices (Socratic, facilitative, teleconference, partisan review) for a basic speech communication course in terms of classroom performance and relevance of course content to testing and performance. (NEC)

The battle for communication skills has already been won; the task ahead is to get teachers in the trenches to teach them, either in separate units or in their subject areas. Nine references are listed, and a list of resources for implementing instruction in speaking and listening is provided. (Author/DCS)

Describes how a computer can be used to help instructors evaluate classroom speaking. Discusses the value of a computerized system of speech criticism. (PD)

Discusses adult student motivation, life cycle theories, and adult education program responses and ways the speech communication program is especially suited to meet the needs of adult learners. (PD)

Synpractic and social language, differentation, categorization, and constructive alternativism can be encouraged through instruction in creative dramatics. (CH)

Confirms results suggested in previous studies: in viewing video replays of their speeches, students recognize the need for improvement in language and delivery but give less attention to content. Concludes that using video replay for student self-critiques will be beneficial primarily in identifying and improving language and delivery. (PD)

Considers the problem of insuring that students acquire thoughtfulness, knowledge, and wisdom, as well as the skills and techniques of eloquent expression, in interpersonal and public communication. Examines historical roots of this problem in classical rhetorical theory; contemporary problems of the discipline; and needed areas of research and…