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2000

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Articles 1 - 25 of 25

Full-Text Articles in Interpersonal and Small Group Communication

Dealing With Co-Workers We Don't Like, Jon A. Hess Jul 2000

Dealing With Co-Workers We Don't Like, Jon A. Hess

Communication Faculty Publications

When we take a job with a company, we instantly develop a large network of new acquaintances. The relationships we have with co-workers are called “nonvoluntary relationships” because as long as we hold a job with that organization, we have no choice but to interact with the other people who work there.

As long as we like our co-workers, the nonvoluntary nature of these relationships is unremarkable, but for most of us it is inevitable that we won’t like a few of those people. This can cause a difficult situation. Relationships with co-workers we don’t like are stressful ...


Drama Methodology And Its Usage In Removing Barriers To English Language Acquisition In Japanese University Students, C Malcom Barry Duff Jan 2000

Drama Methodology And Its Usage In Removing Barriers To English Language Acquisition In Japanese University Students, C Malcom Barry Duff

MA TESOL Collection

This paper examines how drama methodology can be used to remove barriers to English acquisition and to encourage English language production in Japanese university students. The effect of the affective filter and Monitor use in language production will be covered. The use of drama methodology will be analyzed and its usage in the classroom evaluated. The use of drama techniques to create lessons will be demonstrated.


Title Page Jan 2000

Title Page

Basic Communication Course Annual

No abstract provided.


The Effects Of Praise On Student Motivation In The Basic Communication Course, B. Scott Titsworth Jan 2000

The Effects Of Praise On Student Motivation In The Basic Communication Course, B. Scott Titsworth

Basic Communication Course Annual

This exploratory study tested the effects of praise on student motivation and affect toward a class and instructor. Participants (N=64) listened to a teacher-student interaction containing either praise or neutral feedback from the teacher. Students hearing praise reported higher levels of hypothetical affect and motivation than students hearing neutral feedback. Qualitative data were examined to help explain these results. Results are discussed in terms of future research possibilities in the basic course.


Peer Mentoring For Graduate Teaching Assistants: Training And Utilizing A Valuable Resource, Katherine G. Hendrix Jan 2000

Peer Mentoring For Graduate Teaching Assistants: Training And Utilizing A Valuable Resource, Katherine G. Hendrix

Basic Communication Course Annual

Experienced graduate teaching assistants (GTAs) can be valuable resources capable of assisting basic course directors with training novice GTAs. Peer mentoring is suggested as one means for training GTAs in departments with two year M.A. programs; but is also useful in departments offering the doctoral degree. Peer mentoring is highlighted as the first of three GTA training stages. A specific program is described based on a the experiences of a department offering the Master of Arts as the terminal degree.


Author Identifications Jan 2000

Author Identifications

Basic Communication Course Annual

No abstract provided.


Call For Submissions Jan 2000

Call For Submissions

Basic Communication Course Annual

No abstract provided.


Back Cover Jan 2000

Back Cover

Basic Communication Course Annual

No abstract provided.


Wigmore's Chart, Jean Goodwin Jan 2000

Wigmore's Chart, Jean Goodwin

Jean Goodwin

A generation before Beardsley, legal scholar John Henry Wigmore invented a scheme for representing arguments in a tree diagram, aimed to help advocates analyze the proof of facts at trial. In this essay, I describe Wigmore's "Chart Method" and trace its origin and influence. Wigmore, I argue, contributes to contemporary theory in two ways. His rhetorical approach to diagramming provides a novel perspective on problems about the theory of reasoning, premise adequacy, and dialectical obligations. Further, he advances a novel solution to the problem of assessing argument quality by representing the strength of argument in meeting objections.


The Importance Of Community Building In The Efl Classroom, Svitlana Trofymenko Jan 2000

The Importance Of Community Building In The Efl Classroom, Svitlana Trofymenko

MA TESOL Collection

This paper argues that success in the EFL classroom depends less on techniques and materials, and more on the relationships between the class members and the educational climate. It asserts that, because the creation of a sense of community facilitates learning in different ways, the most important talk of a teacher is to foster a sense of community between students in the language classroom as well s to challenge them with linguistic tasks. A classroom community can increase student motivation and self-esteem. It can reduce extreme anxiety and maximize student-student interaction in the EFL classroom. It can also facilitate co-operation ...


Front Cover Jan 2000

Front Cover

Basic Communication Course Annual

No abstract provided.


Editorial Board Jan 2000

Editorial Board

Basic Communication Course Annual

No abstract provided.


Contents Jan 2000

Contents

Basic Communication Course Annual

No abstract provided.


The Relationship Between A Required Self-Disclosure Speech And Public Speaking Anxiety: Considering Gender Equity, Deanna D. Sellnow, Tamara Golish Jan 2000

The Relationship Between A Required Self-Disclosure Speech And Public Speaking Anxiety: Considering Gender Equity, Deanna D. Sellnow, Tamara Golish

Basic Communication Course Annual

This study examines the relationship between a required self-disclosure speech and public speaking anxiety levels expressed by student speakers. If students report higher anxiety levels when asked to self-disclose during a speech, then the potential classroom climate warming advantages of such an assignment may not outweigh the disadvantages. Results indicated: (1) that most students did not report increased anxiety when presenting the self-disclosure speech; (2) there appeared to be no significant gender differences with regard to anxiety and self-disclosure in a public speaking situation; (3) students revealed that feeling confident, in control, and respected are primary factors necessary to reduce ...


Critical Thinking Assessment: The Link Between Critical Thinking And Student Application In The Basic Course, Karla J. Huffman, Christy L. Carson, Cheri J. Simonds Jan 2000

Critical Thinking Assessment: The Link Between Critical Thinking And Student Application In The Basic Course, Karla J. Huffman, Christy L. Carson, Cheri J. Simonds

Basic Communication Course Annual

The intent of this study is to evaluate existing literature on the concept, teaching and assessment of critical thinking. To reach this goal, critical thinking will be examined in terms of its multiple definitions, and its relationship to higher order thinking, critical teaching, and assessment.

In response to the need for a more generative and creative way of assessing critical thinking, the authors offer an activity assigned in the basic course (artifacts) as a viable tool for allowing students to take an active role in learning to think critically. The artifacts are then analyzed to determine if they serve as ...


Assessment Of The Repeated Speech Performance As A Pedagogical Tool: A Pilot Study, Mark A. Gring, Jera W. Littlejohn Jan 2000

Assessment Of The Repeated Speech Performance As A Pedagogical Tool: A Pilot Study, Mark A. Gring, Jera W. Littlejohn

Basic Communication Course Annual

Realizing the ongoing need to develop pedagogy in public speaking, these researchers investigated the learning achieved by asking students to repeat one of their speech assignments. They assessed the value of this practice from the students' viewpoint as well as the statistical change in performance outcomes. Across the eight competencies evaluated, students' average scores increased significantly on the repeated speech. Students who scored in the lower quartile on the first speech benefited most from the second opportunity. The researchers conclude that allowing students to repeat a speech appears to have pedagogical and practical merit.


An Examination Of Male And Female Students' Perceptions Of Relational Closeness: Does The Basic Course Have An Influence?, Jennifer M. Heisler, Susan M. Bissett, Nancy L. Buerkel-Rothfuss Jan 2000

An Examination Of Male And Female Students' Perceptions Of Relational Closeness: Does The Basic Course Have An Influence?, Jennifer M. Heisler, Susan M. Bissett, Nancy L. Buerkel-Rothfuss

Basic Communication Course Annual

Several scholars have argued that men and women are socialized to establish interpersonal relationships, such as friendships, in different ways. Traditionally feminine individuals emphasize empathy, self-disclosure, and interdependence while masculine individuals rely on activities, helping behaviors, and advice/problem-solving. In spite of these differences, basic communication courses have provided students with only a model of traditionally feminine closeness skills in coursework and materials. This study sought to determine if, after 16 weeks of instruction in a basic communication course emphasizing feminine intimacy skills, male students would prefer masculine closeness behaviors. Three-hundred and seventy-three male and female students provided self-report data ...


Basic Communication Course Annual Vol. 12 Jan 2000

Basic Communication Course Annual Vol. 12

Basic Communication Course Annual

Full issue (232, 7.896 KB)


An Acrostic Approach To Teaching Public Speaking In The Hybrid Communication Course, David W. Worley Jan 2000

An Acrostic Approach To Teaching Public Speaking In The Hybrid Communication Course, David W. Worley

Basic Communication Course Annual

Given the time and pedagogical demands of teaching the principles of public speaking in the hybrid course, both instructors and students are assisted by using a summative, yet sufficiently through, approach to teaching these principles. As acrostic approach described in a preparation outline format and built upon the word S-P-E-A-K provides an integrated, summative and sufficiently thorough instructional approach to meet these demands.


Aggressive Communication, Parental Communication, And Sibling Communication, Kristi K. Eustice Jan 2000

Aggressive Communication, Parental Communication, And Sibling Communication, Kristi K. Eustice

Masters Theses

The family is often seen as the center of instruction for children and the base for learning communication patterns. Aggressive communication is often seen in the family, especially as a parenting method. In this thesis, the current state of available literature on aggressive communication in the family is examined. This includes parenting styles, communication relationships between one parent and one child, and the negative effects verbal aggressive communication has on children. A t-test is used to research the responses of 100 students who have verbally aggressive parents. At 2.59, the t-test supports the hypothesis that parenting communication styles concerning ...


Social Support Among Women In Families: A Descriptive Study Of Support In Intergenerational Relationships, Gina L. Bauswell Jan 2000

Social Support Among Women In Families: A Descriptive Study Of Support In Intergenerational Relationships, Gina L. Bauswell

Masters Theses

This study examines the effects of social support in intergenerational relationships among women in families. The research examines ethnography as a study, some of the benefits of research done in intergenerational communication, changes in this communication over the time span of the intergenerational relationships, the transmission of this communication, social support, the positive effects of the phenomenon of this type of communication for all those participating in this dynamic process, and the heuristic value of this research. The participants were forty women in my extended family, and this study is based upon their answers to a questionnaire and focus group ...


Self-Disclosure Within Intimate Romantic Relationships: Determining Relevant Relational Factors, Gretchen L. Clark Jan 2000

Self-Disclosure Within Intimate Romantic Relationships: Determining Relevant Relational Factors, Gretchen L. Clark

Masters Theses

The Romantic Intimacy Survey assessed the value of self-disclosure in intimate romantic relationships. Males and females place a stronger disclosure importance in specific intimate relationships, such as mom/female guardian, friends from college, friends from high school, previous romantic partners, dad/male guardian, cross-gender friends, and siblings. In addition, females place more disclosure importance than males on specific intimate relationships. These specific relationships included siblings, current roommates, instructors, and peers within social organizations. Males and females categorize relationships into different factors when assessed by a factor analysis. Males and females also thought different relationships had disclosure importance. Males thought adult ...


International Students' Experiences In Higher Education: A Case Study Examining Uncertainty Reduction Theory In Communication Classrooms, Susan Kuhn Jan 2000

International Students' Experiences In Higher Education: A Case Study Examining Uncertainty Reduction Theory In Communication Classrooms, Susan Kuhn

Dissertations and Theses

This was an exploratory case study which focused on international students' experiences in higher education. In particular, this study investigated the efficacy of uncertainty reduction theory in communication classrooms. The research asked four exploratory questions: (a) What are the students’ perceptions of the teacher/student relationship? (b) Do international students experience uncertainty in communication classrooms? (c) If uncertainty is experienced, what is its source(s)? (d) If uncertainty is experienced, do students seek to reduce it, and if so, how?

A phenomenological perspective was utilized in this study as the organizing, theoretical framework. Relevant literature on uncertainty reduction theory was ...


Relationships And Universal Energy Laws, Carroy U. Ferguson Dec 1999

Relationships And Universal Energy Laws, Carroy U. Ferguson

Carroy U "Cuf" Ferguson, Ph.D.

Relationships are our most intense forms of "mirrors" in the world. They show us in direct and indirect ways how we are using our personal energy systems in what I call our three life spaces. They show us how we consciously and unconsciously employ what some authors have called Universal Energy Laws (see attached descriptions of these laws) to co-create the quality of our relationships. Whether or not we "attract" and/or deal with relationships in conscious or subconscious ways, what I call the "mirror effect" is reflected in our three life spaces—personal life space, societal life space, and ...


Criteria Against Ourselves, Art Bochner Dec 1999

Criteria Against Ourselves, Art Bochner

Art Bochner

In the social sciences, we usually think of criteria as culture-free standards that stand apart from human subjectivity and value. The author argues in this article, however, that conflicts over which criteria to apply usually boil down to differences in values that are contingent on human choices. The demand for criteria reflects the desire to contain freedom, limit possibilities, and resist change. Ultimately, all standards of evaluation rest on a research community’s agreement to comply with theirownhumanly developed conventions. The author ends by considering the personal standards that he applies to works that fall under the new rubric of ...