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Just What the Students Ordered: A Final Dose of Public Speaking Experience in the Basic Communication Course
Joseph P. Mazer
School of Communication
Illinois State University
Phone: 309-438-7744
Fax: 309-438-3048
jpmazer@ilstu.edu
G.I.F.T.S. Presentation
National Communication Association Convention
Boston, MA
November 2005
Goal:
This final dose of public speaking experience is prescribed for students to reflect on their basic communication course experience, reinforce the skills they have acquired throughout the term to construct a final presentation, and make a final attempt at combating public speaking apprehension.
Rationale:
I have found that a common theme among course evaluations is a request by students for additional public speaking opportunities in the basic communication course. Students indicate that they would like to feel as comfortable as possible while in front of an audience, and they would appreciate as many pubic speaking opportunities as possible.
With the large number of careers that require public speaking experience and the importance of communication in daily life, this activity allows students to combat public speaking apprehension, a common fear among many individuals. In fact, the National Communication Association (1999) found that only 13 percent of those in the 18-24 year old age group are "very comfortable" giving a speech or other formal presentations.
In the basic course that I teach at my university, most students fall into the 18-24 year old age group. They present three main speeches (i.e., informative, group, persuasive) and are offered additional opportunities to grow as public speakers through in-class activities that place them in front of the classroom in groups or individually.. This activity offers students a chance to reflect on their basic course experience in order to construct a sort speech utilizing the public speaking skills that they have developed over the course of the term.
Directions:
I discuss the assignment approximately one week prior to the speech day. Students are instructed to reflect on their basic communication course experience. I provide them with a list of questions: (1) What did you learn? (2) How did you improve? In what areas? (3) What are you most proud of? (4) What will you miss the most? (5) How will you apply the skills learned in this class to your career after college?
I instruct my students to answer the questions outside of class and convert their answers into 2-3 main points. Utilizing the speech construction format (i.e., attention getter, preview points, present points ,review points, memorable close) they have used for each major speech assignment, students will construct a 2-3 minute speech for their classmates.
Because this is the final speech in the course and students have become comfortable in the presence of their classmates, I encourage them to speak without note cards; however, I limit students to one 3 X 5 index card with key words and phrases on one side only.
I schedule the speech day during the final week of the semester, usually on the last day of class. I typically assign ten activity points for this assignment. Compared to the major speech assignments, this activity is somewhat informal and I do not require a speech outline. When I assign the speech, I indicate that they may use one visual aid if necessary, but because the speech is brief, remind students of previous class discussion on the effective use of visual aids (Lucas, 2004).
Explanation:
This activity allows students to reinforce the knowledge and skills they have acquired in the course. Specifically, this assignment offers students the opportunity to reflect on their basic course experience, utilize the speech construction format that they have used for previous speaking experiences, and improve feelings of apprehension in public presentations.
Because strong writing skills are an important component of effective communication, this assignment complements a final synthesis/reflection paper in which students analyze the improvements they made during the semester.
When the final person finishes his or her speech, I lead a discussion where I ask students to reflect ton their public speaking experiences in the basic course. Specifically, I ask them to compare their feelings about public speaking from early in the semester (i.e., informative speech) to their feelings after completing this activity.
Typical Results:
Students have commented that they enjoyed constructing and presenting this speech. Many appreciate the flexibility they have in constructing the speech, while others appreciate the public speaking opportunity as a final attempt at improving apprehension.
Finally, from a teacher's standpoint, it is gratifying to observe students cite memorable moments in the course, the knowledge and skills they will take with them, and how they plan to apply their basic course experience to their careers. It is an effective exercise that aids me in evaluating improvements that each student has made over the course of the term.
Even though I use this assignment in the basic communication course, given the various careers that require public speaking experience and the importance of communication in our lives, this assignment can be applied to almost any class. The instructor can simply tailor the reflection questions to the particular course.
As students evaluate their basic course experience and utilize the knowledge they have acquired, this assignment not only ends the term on a positive note, it promises to serve as a true "prescription for success" on any communication classroom.
References:
Lucas, S. E. (2004). The art of public speaking, (8th ed.) Custom
published for Illinois State University. New York:
McGraw Hill.
National Communication Association.
(1999), How Americans communicate. Retrieved January 3, 2005, from
www.natcom.org/research/Roper/how_americans_communicate.htm.
