DOCUMENT RESUME AUTHOR Kettner, Janet Su Zann Oral .
DOCUMENT RESUMEED 103 889CS 201 949AUTHORTITLEPUB DATENOTEKettner, Janet Su ZannOral Communication in the Freshman English Course.Dec 7483p.; M.A. Thesis, Texas A & M UniversityEDRS PRICEDESCRIPTORSMF- 0.76 HC- 4.43 PLUS POSTAGECollege Freshmen; Communication (Thought Transfer);Communication Skills; Course Content; *CurriculumGuides; *English Instruction; *English Programs;Higher Education; *Oral Communication; WrittenLanguageABSTRACTThis guide for a course in communication includesfive chapters. The first chapter discusses the need for oralcommunication as part of the freshman English program. The secondchapter includes an annotated bibliography of articles and booksrelated to communication and communication courses, a summary of thefour basic communication skills (writing, speaking, reading, andlistening), the objectives and content of a communication course, anda discussion of motivation, teacher training, and planning andsectioning a communication course. The third section discusses theclassroom application of a communication course and further considerssectioning, staffing, content, and scheduling. The fourth chapterexamines an oral communication course at Texas A & M and discussesindividual activities, individual-group activities, individual orgroup activities, and group activities. A selected bibliography isalso included at the end of the document. (TS)
U S DE PAR TMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OFEDUCATIONTNIS DOCUMENT HAS BEEN REPRODUCID FIFA( FLY AS RECEIVED PROMT NE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINtONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POt'CYORAL COMMUNICATION IN THE FRESHMAN ENGLISH COURSE1A ThesisbyTHIS COPY'()ylt PIAL HA'. fit IN GRANTED BYJanet Su Zann KettnerJanet Su ZannKettnerf kAP JONTHE-Submitted to the Graduate College ofTexas A & M Universityin partial fulfillment of the requirement for the degree ofDecember 1974Major SubjectsEnglishJO I MI . V.01- )HE NATIONAL INt t ;NJ, A'I(,'. FURTHER REPRO.'.4.,t 'RE ERIC SYSTEM RE'MASTER OF ARTSAM:A ToNS PIRATINGt,iCOPYRIGHT
viTABLE OF CONTENTSPageChapterTHE NEED FOR ORAL COMMUNICATIONIi1REVIEW OF tent36Motivation38Teacher Training38Planning39Sectioning3941CLASSROOM ng54ORAL COMMUNICATION AT TEXAS A & M58Individual Activities62Individual-Group Activities65Individual or Group Activities68Group Activities70BIBLIOGRAPHY76VITA803
1CHAPTER ITHE NEED FOR ORAL COMMUNICATIONColleges and universities have a responsibility to theirstudents and to the society into which they place these students.The responsibility of English departments, and more specificallyfreshman English programs, is even greater."In one important respectthe department of English is unique among the several faculties whichserve at American colleges and universities:all others must use.use of English."'.it alone has something.no discipline can be practiced without theHowever, while English departments today areteaching composition, literature, and some creative and technicalwriting, they are not meeting the demands of industry, business, andgovernment in one vital area--oral communication.The increased complexity of our modern society, with its variedsocial, economic, and political aspects, demands a greater need foreffective oral communication than most people realize.We live in averbal society where we are continuously bombarded with words.Thewords compose our language, and language is the basis of all communication.However, throughout the history of freshman English, moreemphasis has been placed on the written word than on the spoken word.This placement of emphasis needs to be altered--people speak andlisten to others speak far more often than they write.Donald C.This thesis follows the style of PMLA as outlined in TheMLA Style Sheet, 2nd edition.
2Bryant in his article "Critical Responsibilities of the Speech-ErwlishProgram"2 states that "the ordinary, educated citizen is more likelytoday to perform in public, even if in a small intimate public, soas to be seen and heard, than he ever was to write for publicconsumption."Much the same views are expressed in the following statement:3Pupils in elementary grades and students in highschools and colleges should have more experience inspoken than in written communication. Throughout life,occasions for speaking are far more frequent than thosefor writing, more varied in type, often more important,and in many ways more difficult to meet. As one progresses in school achievement, his opportunities widen,so that the necessity for the advanced student to havea mastery of oral as well as written language for morecomplex and important occasions constantly increases.Although this statement appeared almost forty years ago, it is stillrelevant and pertinent to student needs today.Freshman Englishprograms are still not meeting these needs.Most college students do not have the opportunity to developadequate oral communication skills during their college careers.Yeteven before graduation, the student finds himself faced with situations in which he must communicate effectively.The most importantof these situations is the job interview where, face to face with acompany representative skilled in talking with people, the studentmust sell himself.Once the graduate gets a job, he must continueto sell himself through his skills, his ideas, and his progress ifhe wants to succeed in his job.If a new employee cannot speak upand express himself, no one else will speak for him, and the successof an employee in a business organization may depend in many cases
3what he says and how he says it.not only on his work, but also onThe ability to work, cooperate, and get along with other employeesis an important consideration when an employee is being consideredfor a promotion.Some jobs depend almost entirely on oral communication for theirexistence.cate orally.People entering the professions are expected to communiTeachers, lawyers, ministers, and doctors provide themost obvious examples of people whose oral communication is the mostbasic- part of their jobs.Members of these professions are requirednot only to talk to those people they deal with directly, but mustalso talk with colleagues, give speeches to professional organizations, and participate in meetings.Prospective employees entering business or industrial fieldsoften do not realize that they, too, must be able to communicate4orally.David C. Phillips in Oral Communication in Businessbelieves that for a person to be an effective member of a businessorganization, he "should have the ability to communicate in allspeaking situations, such as conversations, interviews, informationand policy-making conferences, as well as the more formal speakingoccasions."A misunderstandiag in any of these areas of businesscommunication may cause serious problems for an individual and thecompany for which he works.The need for effective oral communication has been recognizedand accepted by not only business and professional people, but alsoby another profession - -the Army.In an article on the freshman6
4English program at West Point,5 General George R. Stephens made aprediction concerning future Army officers in which he said:The Army officer of 1970, if he is to functionsuccessfully, must be able to deal with the physicist,the chemist, the biologist, the historian, the economist, the jurist, and a host of other specialists.Therefore, West Point will devote more and more effortto developing the generalist who can understand theproblems of, and communicate with, all of the specialists.Introducing the student to the values of effective oral communication and providing opportunities for him to practice speaking inthe freshman English course will get him started toward the goal ofbeing a better prepared college graduate able to oommunicate in thevarious situations that arise in a career and in everyday situations.The earlier training in oral communication is begun, the more adeptthe student will be in using his oral facilities as a graduate.Thefreshman English course provides the best and most appropriate placeto begin this training.This first chapter deals with students' increasing need foreffective oral communication.As indicated by the review of litera-ture in Chapter II, leading scholars have for many years proposedinclusion of oral activities in freshman English.Many schoolsdevelo pad programs in which speaking and writing were both integralparts of the English course, and Chapter III discusses some of theseprograms in detail.The goal of this research was first, to determine the feasibilityof including oral work in the freshman English course at Texas A & MUniversity, and second, to find and assemble possible oral activities
which could be used by our instructors in their classes.Chapter IVpresents the conclusions of my research by first discussing problemsthat must be overcome before oral communication can be incorporatedinto the freshman English course at Te:as A & M on an overall basis.The remaining part ofJ.pter IV provides suggested activities whichcould be used in conjunction with written work already a part of thefreshman Ehglish course.
6FOOTNOTES'Thomas W. Wilson, The Anatomy of College English (San Francisco:Josey-Bass, 1973), p. 55.2Donald C. Bryant, "The Critical Responsibilities of the SpeechEnglish Program," The Speech Teacher, 10 (Nov. 1961), 27o.erience Curriculum in English3Walter W. Hatfield, ed., An(New York: Appleton, 1935), pp. 13 -37.David C. Phillips, Oral Communication in Business (New York:McGraw-Hill, 1955), p. 6.5Gen. George R. Stephens, "The Fourth Class English Course at theUnited States Military Academy," Communication in General Education(Dubuque, Iowa: Brown, 1960), p. 195.9
CHAPTER IIREVIEW OF LITERATUREThe literature concerning the relationship of freshman Englishand oral communication provides interested teachers numerous ideasaseful in developing oral activities to be used in their classes.Asan introduction to the discussion of communication programs (ChapterIII) and to the possibilities of introducing oral communication intofreshman English at Texas A & M (Chapter IV), this chapter is intendedto provide for the reader a brief review of material, both general andspecific, which deals with oral communication.This review is in theform of an annotated bibliography in which the entries are presentedalphabetically, and is followed by a general summary of informationf.- ,und in the annotations.Some overlapping of content is present, butearh article or book annotated has something individual and vital tocontribute to the overall view of the literature.Annotations"An Experiment in Oral and WrittenAnderson, Hurst Robins.English." School and Society, 38 (Dec. 16, 1933), 808-809."Oral and Written Ehglish," a two-hour course, required studentsto prepare and deliver fifteen to twenty extemporaneous speechesduring the year.The students first read material dealing with aspecific principle involved in effective speaking, then prepared aspeech incorporating this principle.it3Immediately after the student's
8presentation, the effectiveness of the speech was evaluated by theclass and the instructor.Subject matter for the speeches stemmedfrom discussions of problems that students face in college and inlater life.One-half to two-thirds of the speeches were written outand graded as themes.Babcock, C. Merton.New York: Harper, 1957.The Harper Handbook of Communication Skillrs.Languageis the basis of communication, and clear thinking isessential to meaningful communicati:Nn.All communication has social,personal, and linguistic aspects, and understanding depends on psychological, intellectual, and social factors as well as on "knowledge ofhow language shapes thoughts, how it reflects cultural history, andhow it may be manipulated to achieve the purposes of those whoemploy it."Backes, James G. "To Get Them Talking--Try Writing."Speech, 10 (Feb. 1962), 12-14.Today'sMany groups, especially if newly formed, have trouble gettinga discussion under way.At this point some type of "ice breaker"is needed, something to get the discussion started.One method is quite simple.Each member of the group is givenpaper and asked to write down five words which immediately come tomind as the group leader mentions a particular word.The group thendiscusses what they have written down, but no effort is made to pinpoint a topic.The primary objective is to get the group talking.Some advantages of this technique are that (1) members share
9the experience of listing, (2) organization occurs when focusingthoughts on a specific item, (3) informality encourages participation,and (4) members may discover other topics for exploration.Bailey, W. K. "The Importance of Communication for AdvancementIn Industry." College Composition and Communication, 4 (Feb. 1953),11-13.Industry wants and needs people who have been trained to think,who can express themselves, and who can lead others.In business, oral presentations are usually better organizedthan written reports.Oral presentations usually begin with a state-ment of the problem, then give solutions and support.Writtenreports tend to present all data, then draw conclusions.The purposeof communication determines the method of presentation, and if thepurpose is kept in mind, the report will be more effective.Businesscommunication should be concise and clear, and "one of the finestbusiness arts is to bE able to sum up a discussion in one sentence."When teaching students to communicate for business purposes,teachers should stress the reason for the communication, the purpose,and the most efficient method to get results.Barnhart, T. A., Charles Baleer, and William Donnelly. "TheCommunication Program at St. Cloud State College." Communicationin General Education, pp. 169-80.The communication course at St. Cloud emphasized individualself-fulfillment.The program included three basic courses in asequence, and students were required to achieve proficiency in eachone before progressing to the next course.A2Students received
10twelve credits.The objectives of the first course were for the students torecognize their needs and abilities in communication, to developbetter skills in reading, writing, speaking, and listening, and tounderstand the value of communication to themselves and society.The course stressed communication with a purpose, both expository andpersuasive, based on readings and personal experiences.In writingand speaking assignments, the idea had to be worthwhile and thesubject and presentation adapted to the purpose and audience.The second course developed the skills of speaking, writing,listening, and reading oriented toward research writing and problemsolving discussion.Assignments included expository readings,student-led class and panel discussions, individual speeches, andresearch papers.The third course, ofilred on the sophomore level, inclnded thestudy of semantics, logic, propaganda analysis, critical thinkingskills, and analysis of mass media communication.Both remedial and enrichment courses were offered to thosestudents with special needs on the recommendation of their teachers.Barrett, Harold. Practical Methods in Speech.Francisco: Rinehart, 1973.3rd ed.SanSpeech is a social activity in which speakers must adjust tovarlous situations in order to function usefully among others andmust know and understand the people to whom they are speaking.Speech is influenced both by the personal and social behavior of13
11principles of effectivethose involved and by the basic rhetoricalspeaking.emphasis in teachingSince speech is a social activity,communication, notshould be placed on all aspects of interpersonalonly on public speaking.Bassett, Glenn A. The New Face of Communication.American Management Association, 1968.New York:to provideThere are two basic purposes of communication --one,understanding; two, toinformation to help the audience developof action.impress and influence the audience to follow some coursebeing himself,Real communication occurs when a person isopinions without defensivehonestly presenting his personal iaeas andness.spontaReal communication is characterized by "informality,experiences andneity, and openness for the purpose of sharingfacilitating learning."For this type of communication to takesituation andplace, the speaker must recognize the communicationdeal with the needs of the audience."An Integrated Four-Skills CommunicationBrown, James I.(Jan. 1950), 217-18.Experience." College English, 11part of anyThe telling of personal experiences is a commonconversation.The following assignment teaches more effectivecommunication related to conversational situations.after tellingThe teacher first reads an anecdote to the classretell the story.them that they will have an opportunity toTheto a friend since bothstudents then retell the story as in a letterinformal conversationalconversations and friendly letters require an14
12style.After they finish writing, the students make a word for wordcomparison of their written account with a copy of the original.Students are expected to note specific differences between theoriginal and their version.The class then discusses what theylearned and how relating personal experiences can be used incommunication.This assignments is functional enough to motivate studentinterest and can be adapted to the needs of most classes.It canhelp students feel at ease and can show them the importance oflanguage in other situations."Critical Responsibilities of the SpeechBryant, Donald C.English Program." The Speech Teacher, 10 (Nov. 1961), 276-82.The Speech-English program should stress the use of languageand the ability to deal with mass communications.A person is morelikely to speak than write, and good speaking habits can be improvedthrough instruction and practice.This instruction is a complexproblem involving acquisition of knowledge, fostering of thought,mastery of language, and development of expression.This instructionis first the responsibility of the English class but must also becarried over into other classes and emphasized by all teachers.The teaching programs should emphasize style and usage, in bothspeaking and writing, and encourage ample practice in both.Speakingand writing are "co-ordinate processess," and competence in eitherone will improve ability in the other.As co-ordinate processes theyare essential to the literacy necessary for individual independenceis
13and participation in today's electronic age of mass media.Bryant, Donald C. and Karl R. Wallace. Oral Communication: AShort Course in Speaking. 3rd ed. New York: Appleton, 1962.Knowledge and thought are fundamental to good speaking, anddelivery of speeches should riot be rigid but have a conversationaltone.Elimination of the idea of an authority can help the flowof communication.aphasis should be placed on interesting theaudience and keening their attention, developing ideas throughsupport and examples, and motivating the audience to get the desiredresults.The student should develop the habit of orderly preparation,both for simple speeches and for large presentations.Clevenger, Theodore, Jr. "The Rhetorical Jigsaw Puzzle: A Devicefor Teaching Certain Aspects of Speech Composition." The SpeechTeacher, 12 (Mar. 1963), 141-46.The rhetorical jigsaw puzzle is a device useful in teaching theorganization and parts of a speech.It is comparable to thescrambled outline technique, but goes deeper than formal structure.While it shares certain advantages with the speech analysis assign-ment, it emphasizes synthesis of parts into a whole rather thananalysis of a whole into its parts.The rhetorical jigsaw puzzle, which can be described as auissected speech, presents to the student the task of re-assemblingand labelling the parts of a speech which has been pre-analyzed intoits elements.instructor.Preparing the puzzle requires detailed planning by theTerms must be defined unambir,uously and the speech itselfmust illustrate the desired principles.1G
14After the students have completed the assignment, they comparetheir versions to the original and may participate in a discussionof the organization and parts of the speech.The rhetorical jigsaw puzzle is not intended to be superior toeither the scrambles'. outline or the speech analysis assignment, butcan play a unique role in the overall training program."Content of a Communication Course."Communication., 6 (Oct. 1955), 137-38.College Composition andWriting, speaking, reading, and listening are components of thecommunication course, and content includes both subject matter andmethod.Writing experience must include a study of language and itsacceptable usage and practice of good rhetorical principles.should grow out of experience and observation.WritingSpeaking, in additionto the same content for writing, requires somewhat different forms oforganization depending on the speaking situation.Reading, with emphasis on increased speed and improved comprehension, should lead to development of critical judgment and habitsof evaluation.Listening should include the problems of taking notesand of discrimination and evaluation of speeches and mass mediacommunication.Development of these communication skills should motivate thestudents and make them aware that communication exists for a purpose.
15Davidson, Levette J. and Frederick Sorenson. "The Basic Communication Course." College Engll.sh, 8 (Nov. 1946), 83-86.The University of Denver developed a one year, fifteen credithour communication course, "English Expression," which integrated theThese skillsskills of reading, writing, speaking, and listening.were emphasized as tools "to secure the best possible adjustment ofthe individual in the complex field of human relations."a reading clinic, a writingFour clinics were established:clinic, a speaking clinic, and a guidance clinic.This program usedgraduate student clinicians to help in individualizing instruction.The clinicians gave some tutorial aid to all students, collected andassembled biographical material on students, and gave extra help tothose who needed it.Students did not write "themes" as such, but wrote papers for aspecific purpose and audience.Those speeches with a time limit werealso prepared for a specific purpose and audience.Panel and coopera-tive discussions were stressed over formal speeches and debates.The year's work was divided intc three quarters.The first wasThe major project was the writingdevoted to observing and reporting.of a fairly long, analytical autobiography, based on a series ofquestions designed to reveal causes of speech and writing blocks or ofsocial maladjustment.These autobiographies were kept confidential.The second quarter was devoted to collecting, organizing, end presenting facts in the research paper.The third quarter was devoted toa study of methods of securing interest and emphasis, with the mainproject being a piece of creative writing done by the students.13
16Dean, Howard H. "The Communication Course: A Ten-Year Perspective." College Composition and Cominication, 10 (May 1959), 80-85.For a communication course to really benefit students, itsobjective should be to present the communication process as a"dynamic whole," influenced by situations in which communicationtakes place.The subject matter of the course should cover thisprocess and include purposes of communication, development, sendingand receiving of ideas, and feedback.Since the freshman courseis an introductory one, the most vital principles of each stageof communication should be emphasized.More specific aims of the communication course should be forthe student to gain an objectivity in developing and evaluatingideas, to realize that language is a changing medium used in manyways, and to be aware that good communication is necessary foreffective participation in society.Any communication course must be fitted to the needs of thosestudents enrolled in the classes and an endeavor made to consistentlychallenge the students."A Speech Teacher View College CommunicationDow, Clyde W.Courses." College English,, 9 (Mar. 1948), 332-36.Both desirable developments and dangers exist for communicationcourses.Seven desirable developments result from communication courses:(1) a unification of the objectives of composition and communicativespeech to the advantage of the student, (2) an imprt vement in theteaching staff through better hiring practices, (3) the development19
17of a sciemiric attitude toward new ideas, (4) the development anduse of in-service training programs for teachers, (5) the differenceof opinion among the many programs, (6) the increasing awareness ofthe importance of speech in everyday life, and (7) the separation ofwritten expression from literary appreciation.The dangers deal mainly with the teacaing of communication.Thecourses may lose the original objective of teaching the practicalskills of listening, speaking, reading, and writing, and instructorsmay return to more easily taught material.Teachers may also over-look the real needs of the students while maintaining their owntraditional inuerests.While trying to improve the student's abilityto think and evaluate, teachers must not be too directive in tellingstudents what to look for in an assignment, but help them learn toanalyze what they read, hear, and think.Teachers must also avoidteaching communication in a vacuum rather than in and for life.The dangers can be avoided by the communication course beingpractical rather than theoretical, being modern rather than historical, and being based on applied psychology rather than on literature."From a Student's Reading and Listening to His Writing andSpeaking." College Composition and Communication, 4 (Oct. 1953),75-76.Assignments depend on what educational objective is sought andwhat types of reading best stimulate written and oral expression.Themajor objective is to prepare students to function in society throughthe use of effective communication.To this end, the practicality ofcommunication should be stressed and informed writing and speaking23
18emphasized.Early assignments should be based on the students' personalexperiences and observations, since student expression is best whenit deals with the concrete.The students must he able to write withunity, emphasis, and coherence.Also important is the analysis ofexpository prose to determine the elements which make it lucid,unified, and readable.Varied types of reading from both classicaland contemporary sources are beneficial as are mass media discussionson relevant issues.The teacher should select readings that relate to the students'personal experiences.To produce good writing and speaking, thereading and listening materials must generate interest andenthusiasm.Johnson, Roy Ivan, Marie Schalekamp, and Lloyd A. Garrison.Communication: Handling Ideas Effectively. New York: McGraw-Hill,1956.The teaching of communication should not simply be a program ofteaching individual skills of speaking, writing, reading, and listening, but should be a program which shows the importance of each skillin purposeful communication and its relation to experiences in living.Flexibility in classroom activity is important, as is recognition ofindividual needs.Continuous reinfcrcement of learning and coordina-tion and continued practice of communication skills in realisticsituations are necessary.The nature and use of language and dis-cussion should be emphasized in teaching communication.L:1
19"Seminar in Advanced Communication Problems."Lefevre, Carl.College English, 20 (Apr. 1959), 358-62.A seminar in advanced communications, a course for seniorbusiness and accounting students, provided opportunities for indiThe main assignmentsvidual and group reports, both oral and written.involved techniques of isolating, analyzing, and solving problems.A brief review of fundamentals of speech and writing was coveredfirst, but the class moved on to an advanced level of communication,integrally related to problem-solving.The first, "Think-The work was divided into three categories.ing Effectively:Study of Semantics and Slanting," began with adiscussion of problems and examples in semantics.Students wrote acritical review of a book on semantics and logic.Work on slantingbegan with analysis of current articles on a wide variety of subjects.Students then brought articles of their own choice which they analyzedorally.The second category, "Applying for a Job:Role Acting the 'I'and 'You,'" first covered the preparation of personal data sheets andletters of application.The students then participated in a role-playing procedure where they formed companies, then participated insituations as both employers and applicants.The third category, "Solving a Problem by Means of VerbalCommunication Techniques," included a written report of a problemsolved by the verbal techniques of questionnaires and interviews.The library research paper was ruled out although reading couldsupplement the project.Students also px,nented talks based on their
20Each talk was eight to ten minutes long and was specificallyreports.adapted to the audience and the allotted time.Leyton, A. C. The Art of Communication: Communication inIndustry. London: Pitman & Sons, 1968.Communication is not only a basic part of life; it is essentialin business.The volume of technilogical information that managersmust deal with has increased rapidly and has become an internationalconcern.Communication on all levels and with all types of people is amajor concern of business, but managers often neglect the best meansof communication, not out of ignorance, but because of a lack ofSo it is important for managers to be aware of all possibletime.situations and their needs.Loy, William D.1948), 206-12."A New Approach."Colle
DOCUMENT RESUME. ED 103 889 CS 201 949. AUTHOR Kettner, Janet Su Zann . (writing, speaking, reading, and listening), the objectives and content of a communication course, and . aseful in developing oral activities to be used in their classes. As an introduction to the discussi
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