A utommom cooks: 0:: STUDY FOR BASIC comumcmou AT HESSTON COLLEGE Thai: for H» bum of M. A. ‘MICHIGAN STATE UNIVERSITY Wafidaloo Weaver 1956- MSU LIBRARIES RETURNING MATERIALS: PIace in book drop to remove this checkout from your record. FINES will be charged If book is returned after the date stamped below. nin-V‘:z"‘=n"‘ " “7‘ :75!“ -, rm ‘4‘ R ‘1I5‘f “1‘". Hi} "' ‘- J “ J ‘4“ I I‘m?» s: to . ',_'_ - A RECOHKENDED COURSE OF STUDY FOR BASIC COMNUNICATTON AT HESSTON COLLEGE by Wandalee agaver A Thesis Submitted to the School of Communication Arts of Michigan State University of Agriculture and Anplied Science In Partial Fulfillment of the Requirements for the Degree of Master of Arts Department of Speech Year 1956 11 The author wishes to acknowledge her indebtedness and express her sincere thanks to Dr. Hugo David, under whose kind supervision and inspiration this study was undertaken. She is also greatly indebted to Ir. Paul Bagsell and Dr. Gordon Thomas and Dr. Wilson Paul for their valuable guidance. I I Grateful acknowledgement is also due to Ir. Leonard Liehti, Personnel Director, Hesston College, for his per- mission to use materials from his files. A RECOMIENDED COURSE OF STUDY FOR BASIC COMMUNICATION AT HESSTON COLLEGE by Wandalee Weaver An Abstract Submitted to the School of Communication arts of Michigan State University of Agriculture and Applied Science In Partial Fulfillment of the Requirements for the Degree of Master of Arts Department of Speech Year 1956 Major Professor Approved V/;14:::;;:—]Z;:;Z;L‘m/V’1;g /U It was the purpose of this study to develOp a recom- mended basic communication course plan which would meet the needs of Hesston College,Hesston,Kansas, students and work in.harmony with the philOSOphy and purpose of Hesston College. More Specifically, this study was to determine the communica- tion needs of the college freshmen, formulate reasonable ob- jectives for a communication course, suggest activities Which may implement these objedtives, and find ways for a continuing evaluation of such a course. Data on the philOSOphy of the college were taken from the lectures on Christian education in the Mennonite Church (the governing body of the college) and the report of the General Flaming Committee of the faculty. The data imply that the college exists to fit students for the role of a servant of God through serving one's immediate society. Effective social service requires the ability to communicate clearly and effectively. An investigation centered on entering freshmen.from.the years 1951-19Sh provided data concerning the age, sex, geo- graphical distribution, vocational preference, educational purposes, post-college occupations, scholastic rating, and length of college attendance. The typical freshman was a Mennonite, 18 years of age, came from a midwestern rural community, ranked slightly below the national norms for the A.CIE. Test, and ranked in the 53.6 percentile in the COOper— ative English Test. This college freshman came to college to prepare for Christian service and to receive vocational training. After school he will enter church service or he will teach. Over one-half of his class would finish a four- college curriculum. Both as background and as guide,the assumption, objectives, and student activities contained in the communication syllabi from the University of Florida,M1chigan State University, and the University of Minnesota were examined. Specific objectives for the course plan were develOped around the general goal of helping the student contribute to society through his increased knowledge of and skill in Speak- ing, writing, reading, and listening. The recommended course plan to implement these objectives was developed with the com- munication emperiences of this typical student in mind. The students will have need to communicate as community leaders, church lay leaders, group action reporters, oral readers, and discussion leaders. These and other eXperiences were grouped according to the functions of language within the emperiences. Two functions are predominant: reporting and persuading. The suggested activities of the first two units are based on these functions of language. The last unit provides eXperiences which give the student an opportunity to become a critical and understanding receiver and user of mass communication. One sub-unit was taken from.each of the three divisions and developed in detail. These three detailed plans are (l) a unit on the research paper, (2) a unit on language and ethics, and (3) a unit on understanding and evaluating mass media. EXamples of student rating of the couise, objective rating of the student's achievement, subjective rating of the student's aChievement, and.miscellaneous rating of the student's reten- tion of communication skills were offered as partial solutions to the continual task of course appraisal. TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES CHAPTER I. INTRODUCTION . . . . . . . . . . A. The Purpose . . . . . . . . B. The Procedure . . . . . . C. Definition of Terms . . . D. Organization of the Thesis II. DESCRIPTION OF THE PHILOSOPHY AND CLIENTELE or HESSTON COLLEGE . A. The Educational Principles of Heeston O O O 0 OF THE FRESHMAN College................ 1e Educational GO‘l‘ e e 2. Principles Regarding the Student 3. Principles Regarding Curriculum and 013's e e e e e B. The Characteristics of the Freshmen ‘ Entering Hesston College 1. General Characteristics of the 1951-52 College Freshmen. . ae Age‘ndSOXOeeeeee b. Geographical Distribution c. Religious Affiliation . . PAGE 4r no a» ha 10 11 iv CHAPTER PAGE 2. Data from the College Freshman Testing I Program. . . . . . . . . . . . . . 11 a. American Council on Education Psychological Examination for College Freshmenp-l9h8 Edition 11 b. Cooperative General Achievement, English and Contemporary Affairs Test . . . . . . . . 12 3. Data Concerning Vocational Prefer- - ences, Educational Purposes, and Post-College Activities . . . . . a. VOcational Preference . . . . b. Educational Purposes . . . . . EEC? c. Occupations of Heseton College Graduates . . . . . . . . . 15 d. Length.of College Attendance . 16 C. The Supporting Constituency of the College 16 D.‘ Summary' . . . . . . . . . . . . . . . . . 18 III. ANALYSIS OF SEEECTED COMMUNICATION SYLLLBI . . . 20 A.GeneralAims............... 21 B. Definitions of Comunication . . . . . . . 2h C. Genera1.AreaS of Agreement Found in the sylhbi O O 0- O O O O O O O O O O O O O 26 CHAPTER D. Summary of Basic Assumptions . . . . . . . 1. General Term Outlines of Three Selected University Communication Courses........... a. Michigan State University b. University of Minnesota c. University or Florida E. Summary and Implications . . . . . . . IV} ASSUMPTIONS, OBJECTIVES, COURSE APPRAISAL, AND RECOMMENDEDCOURSE ACTIVITIES . . . . . A. Basic Assumptions Of the Recommended Course B. Objectives for a Recommended Communication Course . . . . . . . . . . ... . 1. Knowledge and Understanding . 2. Abilities and Skills . . . . 3. Attitudes and.Appreciations . C. Course.Appraisal . . . . . . . . . 1. Four Ways of Measuring Course EffOCtiveneaa e e e e e e e a. Student rating of the course b. Objective rating of the students' achievement c. Subjective rating of students'.Achievement PAGE 28 30 32 35 37 39 its l6 to la is 148 1+9 50 CHAPTER d. Miscellaneous ratings of students' retention or communication skills . . . . 2. Factors Involved in Course Appraisal D. Suggested Cour-Se Activities for Basic Communication . . . . . . . . . . . . . . l. Explanation of Procedure . . . . . . . 2. Unit One--Language is used to stir up meaning . . . . . . . . . . . . . . 3. Unit Two--Language is used to persuade one to a point of view, feeling, or action . . . . . . . . . . . . . . A. 'Unit Three--Language is a force in society . . . . . . . . . . . . . . E. Source materials Suggested for the Course . V. SUMMARY AND SUGGESTIONS . . . . . . . . . . . . . BIBLIOGRAPHY .. . . .'. . . . . . . . . . . . . . . . APPENDIX vi PAGE 51 51 55 57 61 61!- 80 82 86 9O TABLE 1. vii LIST OF TABLES PAGE Distribution of Ages Among Seventy-Two 1951-52 Freshmen . . . . . . . . . . . . . . . . . . . . 10 Geographical Distribution of Seventy-Two 1951-52 College Freshmen . . . . . . . . . . . . . . . . 10 Religious Affiliation of Seventy-Two 1951-52 College Freshmen . . . . . . . . . . . . . . . 11 Percent of 1951-195h Hesston College Freshmen in Quartile Rankings as Compared with the National Norms for the A.C.E. Test . . . . . . . . . . . 12 The Average Hesston College 1951-52 Freshman Test ' Score Expressed in Percentile Rank . . . . . . . 13 Vocational Interests Indicated by Ninety-Pour 1951-53 Hesston College Freshmen . . . . . . . 11;. Educational Purposes Indicated by Sixty-Nine of the 1951-53 Hesston College Freshmen . . . . . 15 Distribution Of Occupations of the 19h5-h9 Hesston College Graduates E1pressed in Percentages . . 16 viii LIST OF FIGURES CHART PAGE 1.TEERESEARCHPAPEE............... 66 2. LANGUAGEANDETHICS 71 3. UNDERSTANDING AND EVALUATING MASS MEDIA . . . . 7h CHAPTER I INTRODUCTION Communication (as a course) is sanewhat Of a return of an intellectual recognitiin of the importance of pro- cesses as well as things. In professional periodicals and educational study confer- ences, scholars have discussed and rediscussed questions of the philosophy, implications, methods, and scope of communi- cation.courses. As a result of reading these articles and attending these conferences, faculty members on the English staff of Hesston College, a small, denominational, liberal arts college located at Hesston, Kansas, began in 1950 to in- corporate speaking and, later, listening instruction in the traditional English composition courses. The transition from the traditional composition course to the combined communi- cation arts course was gradual and undefined at the time. Staff conferences and shared professional readings have helped to keep the course uniform. Today the approach of the staff continues to be experimental. In the light of these circumstances, this study proposes a basic communication course plan which would (1) meet the needs Of Hesston College students and (2) work in harmony with the philosophy and purpose of Hesston College. These 1Lyman Bryson, The Communication 2; Ideas, (New York, Harpers, l9h8), p. 2. two limiting factors imply that while one can applaud the continuing eXperimental communication courses at other col- leges, both large and small, one could not expect a borrowed course to accomplish its purpose in a different situation with divergent institutional phiIOSOphy and student needs. It is the specific purpose of this study to (l) deter- mine the communication needs of Hesston College students, (2) formulate reasonable objectives for a communication course at Hesston College which are based upon student needs and are in accord with the philosophy of the college, (3) suggest activi- ties which may implement these'objectives, and (h) find ways for a continuing evaluation of such alcourse. The Procedure The general procedure followed in the thesis was: (1) to collect data on the philosophy and clientele of Hesston. College, (2) to establish Objectives for a communication course at Hesston college. (3) to develop unit plans to imple- ment the objectives, and (h) to develop course evaluation methods. Definition 9f Terms There are three terms in the title which need definition-- course of study, basic communication, and Hesston College. The first term, "course of study," will in this work refer to \ a general course outline, including goals, Objectives, and activities which.implement these goals. ”Basic communication” is a term which refers to the com- plex process whereby one person is able to stir up meaning and feeling with.another. Employing language as the vehicle, a person is able to arouse meaning by making noises in his throat and by putting marks on a paper. These marks and lnoises have come to stand for things and ideas. [Communication is completed then the other person is able to interpret these noises and marks and thereby have in.his mind the approximate meaning Which is in the mind of the communicator. ‘The separate facets of the process are commonly called reading, writing, and speaking and listening. Hence, a course which considers these disciplines as its subject matter'or content area is referred to in many institutions as the basic communication course. Hesston College is a small liberal arts junior college located in south-central Kansas in Harvey County. The college and its high school department are owned and operated by the (Old) Mennonite Church Of North America. The town of Hesston has a population.of 7&3, and the general area surrounding the college is rural. The college is accredited by the Kansas State Department of Education and the University of Kansas. Hesston College Offers a two-year general education program h. as a background for the four-year liberal arts degree. Its educational philosophy and historical purpose will be devel- oped in detail in.Chapter II. Organization og‘thg thesis Ihis thesis has been organised into five chapters as follows: Chapter I presents introductory and background material. Chapter II contains an analysis or the philosOphy and clientele of Hesston College. Chapter III presents a brief analysis of selected communication syllabi. Chapter IV explains the objectives, assumptions, units or sork and.nethods of evaluation for»a recommended connunicatien.course at Hesston College. Chapter V presents a summary and suggestions for further study. CHAPTER II DESCRIPTION or THE PHILOSOPHY.AND THE assassin CLIENTELE or HESSTON COLLEGE Course objectives and curriculum plans at Hesston College are rooted in the philosophy of the institution. The courses in the curriculum are the means of accasplishing the goals of the school. Before devising the means there must be an aware-- ness and a knowledge of institutional goals. These can be delineated in a brief analysis of the school's philosophy of education. . The educational philosophy of Hesston College is to be foundin the context of its theological background. The (old) lonnonite Church of North America is the ovner and operator of Hesston College. This Protestant sect had its origin in Europe in the Reformation period; it was then and has remained a very conservative group both in theology and practice. he ideas govern the theology: religion is a say of life, and the Bible is the source book for that life. Its teachings are to be literally applied in 11:. situations by the believer. A more complete listing of the lennonite theological vies of man will help to create a background for the educational goals of the school. Ian is created by God in His image. Ian belongs to and exists for God. He is animal in body, but spiritual by 6 nature of his creation in God's image. Ian is a social being, living in social structures of family and con- nunity. lien is the lord of creation; he subdues md dresses the earth. Ken is a sinner who needs a redeener to reinstate him in fellowship with God. [an is a free moral agent. Each man is of equal infinite worth in God's sight.2 Ian as a Christian has a unique role in society. His life is to be lived in discipleship to Christ, and disciple- ship involves living a life according to the standards taught by Christ. He conceives of his life as that of a witness-- a witness living in redemptive love toward the culture in whichihe finds himself. This means that a Christian is not a passive agent when culture molds at will, or a nan whose major concern is adjustment to that culture. He is to be a' refining agent, a man whose life of love is a call to the culture to become Cod-centered. mic view of man's nature and destiny has determined the lennonite position on_man's role in society. The school, with other social agencies of church and family, finds its Eison d'etre in preparing man for his role in society. The Educational Principles 9; Hesston College On the basis of their theology, the lennonite schools have established their principles of education. It is their --.--2--—-- !his sumary was taken from the author's notes on the ConradGrebel Lectures, delivered by Dr. Paul Mininger at Hesston, Kansas, January 28-30, 1953a 7 belief that:man.uses human.reason to find truth, but the Bible and divine revelation in.Christ must guide that reason. Educational Goals The general aims of the college are to (1) help students to know Christ and (2) help them.find their place as His dis- ciples in the culture around them and (3) enable them to wit- ness more effectively to this knowledge. the Ftculty General Planning Committee has set up twelve specific goals for the general education program at Hesston College, 1. 2. 3. ll. 5. 6. 7. 8. 9. 10. 11. 12. namely: To promote spiritual growth and to equip students for service in the church. To develop rational thinking, clarity of expression, listening with understanding, and the ability to work independently. To develOp a respect for others and the ability to work cooperatively with them. To better budget and use leisure time so as to bring greatest satisfaction to the individual and useful- ness to the society. To develop an appreciation for beautiful literature, music, art, and nature. To think scientifically and understand the influence of science on.man, and the relationship of science to Ode To develop the concept and practice of good steward- ship of money, time, and property. To help prepare to meet the obligations and responsi- bilities of Christian citizenship. To better understand and appreciate thesresponsibili- ties of Christian citizenship. To develop and maintain physical fitness and health. To develop and maintain.amotional and mental health. To devesop productive skills essential to making a living. 3Unpublished report of the General Planning Committee, Hesston College Curriculum.8tudy Summary, 1953-1955, pp. 5-6. 8 These fielve goals are used as criteria for curriculum plan- ning by the Faculty Curriculum Committee. Principles Pertaining to the Student The student must be treated as an individual of infinite worthin terms of his needs, interests, and abilities. He is to be led to discover his interests and helped to develop his abilities to the maximum. Neither the life of the student nor the curriculum of the school is to be compartmentalized into secular and non-secular parts; instead the school asserts that all thought and action takes on spiritual significance for the believer. Principles Pertaining to Curriculum and Class The curriculum, in confomity with these beliefs, must be adaptable and adequate in its contribution to the develop- ment of the whole student: spiritual, intellectual, social, and physical. These areas of development are not independent of each other, but the last three find balance and prOportion through the pervading presence of the spiritual in them. The class procedure and organization will be of a cOOperative na- ture in which the student is pemitted to exercise as much freedom as his development indicates he can handle. The in- structor is to guide the student's activity and to control him in cases where freedom is not tempered with responsibility. It is believed that learning will result from purposeful ac- tivity. TH “a xiv-a! 1 I‘M II! The Characteristics of the Enterin es enL east-3n Colleg A knowledge or the student for whom this course is de- vised is as important to course planning as an understanding of the philosophy of the school. The school is interested in the student as a person and in the‘role he chooses to fulfil. The second half of this chapter will attempt to describe the college freshmen students who enroll in the classes in Communication at Hesston College.“- The description will cover: age, geographical distribution, vocational and educational purposes, post-college occupations, scholastic rating with emphasis on communication skills, and length of college at-1 tendsnce. The description will be divided into three parts: (1) an examination of general characteristics of Hesston Col- lege freshmen, (2) an examination of data from the freshmen testing program, (3) an examination of the length of college attendance, and educational and vocational purposes of Hesston College freshmen. General Characteristics of the 1951-52 College Freshmen _A_g_e and £25. The mean age of‘entering freshen in 1951- 52 was 18.7 and themedian age was 18. There were 14.2 women and 30 men in this class. I“The data given here were supplied by the office of the Dean of Personnel and the office of the Alumni Secretary from their confidential records. In some cases, this data will cover only one year and in other indicated instances will cover as many as three years. Some of the results are expressed in averages, some in quartiles, and some in percentiles. 10 TABLE I DISTRIBUTION OF less AMONG SEVENTI-TWO 1951-52 FRESHMEN Age No. of Students 16 2 1 13 1 25 19 12 20 8 .21 ll 22 3 ii 1 ' 3 30 1 Geographical distribution. Data indicate that over one- half of the entering freshmen in 1951 came from the mid- western states of Kansas, Iowa, Colorado, and Indiana. TABLE 2 GEOGRAPHICAL DISTRIBUTION OF SEVENTH-TWO 1951-52 COLLEGE FRESHMEN . ‘ State llo. of State No. of Students Students Kansas 19 Pennsylvania ‘ 2 Iowa 12 Iinnesota 2 Colorado 8 California 1 Indiana E Michigan 1 Illinois Alabama 1 Oregon 14. Texas 1 Nebraska 3 Canada 2 Missouri 3 Puerto Rico 1 Ohio 2 Germany 1 11 Religious affiliation. Ninety percent of the 1951-52 college freshmen were affiliated with the (old) Mennonite ChurChe TABLE 3 RELIGIOUS AFFILIATION OF SEVENTY-TWO 1951-52 COLLEGE FRESHMEN Church No. of Students (Old) Mennonite 6 (Other) Nennonite Assembly of God 1 Church of the Brethren l Federated Church 1 Data from the College Freshman Testing Program Entering college freshmen at Hesston College are given the American Council on Education Psychological Examination, the Cooperative General Achievement Test (social studies, natural science, mathematics), the Cooperative Contemporary Affairs Test (public affairs, science and medicine, litera- ture), and the Cooperative English Test (mechanics of expres- sion, effectiveness of expression, reading). American Council 22 Education Psychological Examination £23 college freshmen--l9h8 edition.) In a report of a study made by the personnel director of Hesston College, the 1951- l95h college freshmen ranked slightly below the national norms for the A.C.E. test. Fifty-seven and five-tenths percent of 12 the 1951-195h freshmen ranked in the lower one-half of the national percentile norms, and h2.5 percent ranked in the upper one-half of the national percentile norms. The median. score was at the hhth percentile. TABLE 11 PERCENT 01“ 195149511 HESSTON COLLEGE FRESHMEN IN QUARTILE RANKINGS as COMPARED WITH THE NATIONAL NORMS FOR THE A.C.E. TEST Quartile National Hesston NCrm College 1st 25 30.3 2nd 25 27.2 rd 25 21.6 th 25 20.9 Cooperative General.Achievement, English.and Contemporary Affairs 2353. The most complete information.availab1e were the test results from the 1951-52 freshman class of seventy- two students. The tests given were Form Y'of the Cooperative English Test, Form Z of the Cooperative General Achievement Test, and the 1951 form of the Cooperative Contemporary Affairs Test. Percentile ranks were originally determined for each freshman. These percentiles were averaged for the class and set up in the following table to show at what place on the national percentile scale the class average would fall. TABLE 5 THE AVERAGE HESSTON COLLEGE 1951-52 FRESHMAN TEST SCORE EXPRESSED IN PERCENTILE RANK? Cooperative English Total Mechanics of Expression Effectiveness of Expression Reading Total Vocabulary Speed Level of Comprehension Cooperative General Achievement Social Studies Natural Science Mathematics Cooperative Contemporary Affairs Total Public Affairs Science and Medicine Literature 3.6 53 vtFXnUI to0m0\e O O Pom teen» \o~m4 O O R) 1% 3-h *This table may be read as follows: In the English test the total average of the class percentiles was 53.6, which means this average is superior to 53.6 percent of the student's scores used to establish the national norms. Data Concerning Vocational Preferences, Educational Purposes, and Post-College Activities What does the ”average” college freshman intend to do after college? Why does he come to this college? What does he do when he leaves? 1h Vocational preference. This following information was obtained from.the entrance blanks of the freshmen.classes of 1951-52, 1952-53. There were 7h.women and 7h.men.enrolled in these two classes. Ninety-four students answered this directive on their application.for admission: State briefly your vocational interest or your purpose in attending Hesston College. TABLE 6 VOCATIONAL INTERESTS INDICATED BY’NINETYAFOUR 1951-53 HESSTON COLLEGE FRESHMEN. Occupation no. Of Students Nurse Elementary and secondary teacher 3R3 Laboratory Technician Social‘Worker Agricultural worker 13 Religious worker 8 Secretary 6 Businessman 1 Doctor 1 l 1 ggucational pggposes. The following data were obtained .from the entrance blanks of the freshmen classes of 1951-52, 1952-53. Sixty-nine students followed the directive to state their purpose fer attending Hesston College. 15 TABLE 7 EDUCATIONAL PURPOSES INDICATED BY SIXTY-NINE OF THE 1951-53 HESSTON COLLEGE FRESHMEN Purpose No. of Times Indicated To prepare for Christian service 21 To receive certain vocational training 20 To benefit by the Christian emphasis in education 12 To receive a general education 11 To enjoy Christian environment and fellowship While getting an education 7 Occupations 2f Hesston College graduates. Table 8 which follows is based on data from the Alumni Secretary's study of Hesston College graduates over a five-year period (l9h5-l9h9). From a total of 79 graduates (37 males, h2 females), the per- cent of total graduates whose vocation is unknown is ll.h. It is necessary to state, also, that the percent of graduates in church service includes graduates who are ordained ministers .ggg.those lay members who work full time in church service as secretaries, executives and mission workers. Church service is the occupation engaging the highest percentage of the gradu- ates. Teaching is a close second with a difference of only .four points. These two occupations, church service and teach- .ing, are the work of 67.1 percent of Hesston College graduates. iNursing, agriculture, business, medicine, and the skilled trades are next in rank. No graduates are working in industry. 16 TABLE 8 DISTRIBUTION OF OCCUPATIONS OF THE 19h5-h9 HESSTON COLLEGE GRADUATES EXPRESSED IN PERCENTAGES Occupation Percent of Total Graduates Church service Teaching Nursing Agriculture Business Medicine Skilled trades VCcation unknown 1 new H H-F—UIO‘ml-‘Ul O -F¢?cr<§:o¢r~l “This percent (6.h) is the percent of male graduates only. Length 2; college attendance. Data from the study of Hesston College graduates over a five-year period (19h5-h9) revealed that 69.6 percent of them attended college beyond their Hesston College experience. Fifty-two percent of the total graduates finished a four-year college curriculum. The Supporting Constituenpy g; the College In order to build a course of study one must have some knowledge of the experiences the students have had and some Iknowledge of the type of culture in which the students will live. It is necessary to include a brief description of the constituency, a term used by Hesston College to designate the 17 group of people who support the college and from whom most of the students are drawn. The comunity from which an ”average” student will come and to which he will return is a mid-westCrn Mennonite farm- ing cmunity. The student's father and even his grandfather were born there and have lived in that community all their lives. lhat occupations does this group follow!‘ The majority will be engaged in farming or in small businesses. From the non-farm group, the older members have farm-related businesses, and the younger and college-educated members may be in the professional occupations. Educationally, the group has moved far from the eight- eenth century American Mennonite suspicion of education. How- ever, since the Mennonite educational movement is scarcely over fifty years old, the majority of older people and those of middle age will, at best, have finished only high school. Socially, life is centered in the family, and the family life is centered in the Mennonite group life; but like most generalizations, this one may be too sweeping. While the statement is true in general, it is also evident that the solidity of family and comunity isolation from the many prac- tices of American culture may be breaking down. One can find, however, the Mennonite comunity group meeting together for worship, for service purposes, and for relaxation in visiting 18 among members of the group. The young peeple find recreation with members of their own church group. This closely-knit community will expect much of the re- turning Hesston College graduate. They will look for a per- son who can establish himself vocationally, but they also expect much more. The returning graduate will find opportun- ity for group leadership in his community. He might well be expected to ”speak” for his group to the larger community, to interpret thoir way of life to others as he leads his group in communicating the Biblical basis for their way of life by word and action. Concretely, this may mean he may be a dis- aster and relief committee chairman, Red Cross drive leader, community mental health committee member, and a mission Sunday- School leader.5 Sumagz Although one must understand that a picture of an “average” student in any school is somewhat of an over-simplification, - yet the general outline of that student and his life can give direction to anyone working on a course plan. One cannot ac- curately work in a vacuum, nor with unverified suppositions about the student. with data from various college freshen 3ileterial in this entire section is drawn from C. Henry Smith, The Star 2; the Mennonites, (Newton, Kansas, lennonite Publica‘H‘O’n ce, T950) , andm'fin A. Hostetler, Hennonite Life, (Scottdale, Pennsylvania, Herald Press, 1951+ . 19 classes, we have drawn a picture of a Hesston College com- munication student. For the role which.the student wishes to assume, he has a need for rational thinking, clarity of ex- pression, listening with understanding, and the ability to work independently.6 Developing these abilities is one of the goals of the general education program at Hesston College. The average entering freshman has a middle class rural background, a strong identification with his denominational group, and not much experience with the society outside his community or larger church.wprld. His community expects him to return as a matured, responsible candidate for community leadership. This communication course is designed to fit into this framework. 68cc page 7. CHAPTER III ANALYSIS OF SELECTED COWICATION SYLLLBI An analysis of assumptions, objectives, and content of three university communication syllabi is presented here as part of a background for comunicaticn course planning. It is recognised that this chapter is far from a conclusive . analysis of these communication courses, but it is felt that a familiarity with the syllabi of differing programs may give added direction to the planning of a new comnication course. Ihat have these experimental courses found important to stress? How do they define the limits of the course? What are the ‘ stated assumptions behind these integrated courses? What do they propose to keep as content? How do they define such an abstraction as communication? What texts are used? These questions may be answered partially through an investigation of the syllabi of three communication courses. In the reorganisation of courses that took place, in general, within many universities which adopted a core of re- quired general education courses, the freshman English courses underwent far-reaching changes. The names of these courses were changed to variations on the-word communication, and changes in content and objectives were introduced. The com- munication programs described are those at the University of Florida, Michigan State University, and the University of 21 Minnesota, which were established in 1935, l9hh, and 19h5, respectively. They were first tried experimentally, but now all have become departments in their own right with enroll- ments in the thousands. They carry on research in communi- cation in.conjunction with their teaching programm. It must be understood that these particular universities were selected for two reasons. First, their courses are among the oldest communication programs presently in existence; consequently they are somewhat stable. However, the constant sense of experimentation in these courses has kept them flexi- ble and dynamic. Over the years the courses have been refined, and today they reflect the best Judgment of their respective faculties. Second, these particular communication courses differ from one another, differ enough for the investigator to gain.more insight and understanding of the possibilities of a communication course as a result of comparing these dif- forences. General 53mg, When we look at some basic assumptions underlying these courses, there is evidence of much overlapping. The ganeral aims of all three seem similar, at least on the surface. Minnesota University wants to develop the student's ability to communicate effectively in the English 1anguage.7‘ Florida IAnonymous Committee, Communication I Syllabus, (Minne- apolis,‘University of Minnesota, Department of General Studies, 1994-): P0 10 22 University seeks to help the strflent to attain greater pro- ficiency in the communication arts.8 Michigan State Univer- sity wants the student to improve his ability to communicate clearly, accurately and interestingly in both speech and writ- ing, and to comprehend and critically evaluate all discourse.9 However, some indications of differing emphases appear here. For example, in a statement of the general aims of its compre- hensive freshman English course, Florida University puts much stress on reading. is stated in the syllabus of the freshman English course, the aims are to engender the ability ”(1) to get the meaning frcm the printed page nth a more than average rate of speed, (2) to read good writing with increased enjoy- ment."lo Thesetwo aims, out of their four general aims, stress the importance of reading. In a further outline of basic as- sumptions, the freshmen English syllabus from Florida Univer- sity states that 'the most effective approach in the develop- ment of communication arts is through reading.'11 Comparable stress on reading and the appreciation of goodaliterature is not found in the other two courses compared here. While they ~ UStaff: J. Hooper Wise, Chairman, 8 llabus - C. : Readi S eaki , and Writi , (Gainesv e, nivers ty of Horildla Press, 514.}, . I. 9Comittee C. Merton Babcock, Chairman, 8 llabus Communi- cation Skills, {East Lansing, Michigan State CoEIege Press, s P0 5'. loUniversity of Florida, Syllabus - C. , _op. cit., p. 1. ll Ibideg pe 1e 23 all propose to further the student's ability to get meaning from the printed page with.more than average speed, the other syllabi place different emphases on.the four aspects of com- munication: reading, speaking, writing, and listening. (At Michigan State the emphasis seems to be placed equally on all four skills. Michigan State believes that the most ef- fective approach to developing proficiency in these four comp munication skills is through practice constructively criti- cized and repeated until skill in communication is achieved.12 It may be noted here that the Florida freshman English sylla- bus refers to reading, writing, and speaking (excluding lis- tening) as ggtg, and the communication syllabus from.Michigan State refers to them.(including listening) as skills. This use of terminology may arise from the differing basic ap- proach.and aims of their respective courses. The communication course at Minnesota University (School of Science and Arts) in.its general aims seems to avoid a heavy emphasis on the development of reading skills or on practice in skills of communication. The emphasis appears to focus on a knowledge and understanding of the English language. This syllabus is the only one of the three being compared to con- tain a section on structural grammar and a printed discussion l2Pau1 Bagwell, "Communication Skills," in The Basic Cells ‘2; Michigan State College, Thomas Hamilton and Edward BIacEfian, editors, (East Lansing, Michigan State College Press, 1955): P0 260 . 2.1.. of the problems of usage, including the levels of language usage. One finds that the course at Hinnesota University is integrated about the study of language in use, its structure and function. Definitims 9i Caamunication While the term 'comunication" has been used freely from the beginning of this chapter, the~definition of the term has not been made specific. in examination of these three communi- cation courses indicates that similar views are held, and that the term ”communication” refers to a highly complex social pro- cess which is not easily resolved into words. They all agree that communication is a social activity involving a communi- cator, a communicatee, and the message or communique. They agree that communication is a purposeful activity involving two or more persons and a common language. Minnesota Uni- versity defines comunication in terms of its function, 'as the conveying of meaning from one person to another."13 ‘ Michigan State goes further, attempts a qualitative definition of communication, and asserts that: Good comunication is that which is meaningful, effective, socially acceptable, and socially responsible. Comuni- cation is meaningful when it results from an awareness, conscious or unconscious, of the si s of structural mean— ing (gramatical form and structure 3 it is meaningful 1:Saniversity of Minnesota, Communication J; S llabus, 22s 0115., pe 100 25 when it is clear, accurate, and unahbiguous in word choice and arrangement, and when it is organised in terms of pur- pose and intended result. Communication is effective when it is simple, forthright, and specific, and when it is ap- propriate to the user, the subject, and the situation in intention, tone, level of usage, and organization. Com- munication is socially acceptable when it is free from readily determinable illiteracies, and when it is charac- terized by observation of current linguistic conventions which are validated by the practice of educated writers and speakers. Comunication is socially responsible when it is grounded in observable fact, in honestly contrived Opinion, and in an awareness of personal and social bias, and when it contributes to understanding and harmo among the greatest number in a democratic society. ‘ The Florida syllabus attempts no formal definition of the term "communication”. In fact, the term is not included in the horida University'course title: "Reading, Writing, and Speaking.“ ‘ ‘ It is possible to see that these definitions or concepts of communication have influenced considerably the statements of objectives and the detemination of course content. For example, all three course plans state, implicitly and ex- plicitly, in their definitions that communication is a social activity involving a relationship among people. This state- ment leads them to further commitments. lichiganState writes that the social nature of communication demands that the com- municator be socially responsible. Conununication is I'good" only when the communicator is honest in his opinions and is IBQS'OII, 22s Cite, Pe 29s 26 responsible for the validity of his facts.15 The Florida University freshman English syllabus declares that "every use of language involves, broadly speaking, a social situation."16 The comunication course at Minnesota University devotes one entire quarter to the study of communication in society at large; i.e., mass media. Though their response to the fact of the social nature of communication be varied; vis., linuesota's greater stress on mass media, all three schools agree that communication is a social activity. General Areas 2; Agreement Found is the Syllabi These courses, also, agree that the comunication arts are so closely interrelated that it is desirable to study them in the same course. Florida University asserts that progress in one activity; e.g., reading, writing, speaking, will make progress in the other activities surer and easier.17 All uses of language are complementary. Michigan State defends her integrated course with five points: (In reference to the four communication skills) "They have the same common denominator, language; they are intimately related to one another; they are all parts of a process; they require common disciplines of organisation and relationship; they are the basis of the learning pro- cess. . . . They are studied together so that you may Elli Michigan State University, Sylla usCommunication §______kills 22s Lite, pe e 16University of Florida, Syllabu s - C. , pp. c_i_._t., p. l. 171bid., p. 1. 27 understand what they have in.common, and so that you18 may understand equally their important differences." Minnesota University asserts also that the skills of reading, speaking, writing, and listening are best studied together because the four language activities have in common the lan- guage devices which conveymeaning.19 AAnother matter of tacit agreement is found in the area of correct usage. Minnesota University makes the emphatic statement that ”to put clear meaning into your speaking and writing is ordinarily more important than to observe the con- ventions of usage."20 The other universities do not state this assumption so plainly, but all agree that matters of mechanics are a mggng to achieving the goal of better com- munication and not ends in themselves. . The three syllabi place great emphasis on the importance of ideas. Florida University states that ”teaching the comp munication arts is fruitless when attempted apart from ideas meaningful to the students.'21 Stating this view a little 18Michigan State University, Syllabus Communication Skills, 22o Cite, p0 30 19University of Minnesota, Communication.; Syllabus, pp, cit., p. 2. . 2°Ibid., p. 3. 21University of Florida, Syllabus - c. , 22. cit., p. 1. 28 differently, the communication syllabus of Michigan State states that having something to say is the basis of most ef- fective communication.22 Although the emphasis on practice is another important similarity found in all three programs, the Michigan State com- munic ation syllabus probably emphasises guided practice more than the other two syllabi analysed here. However, the princi- ple of learning by practice is accepted by all three syllabi; thus student' activity constitutes file basic method of learn- ing common to all programs. Florida University seams to speak for all ilen she states in the opening page of her freshman English syllabus, "Language arts, like other arts may be mastered only by regular practice.23 Swag 9_1_’ Basic Assmtions Although practice in the four commnication skills is given priority, at least two of the courses are not regarded by their planners as primarily or solely skill courses. The communication program at Minnesota University is con- sidered by its authors taste a course that develops "power" in the use of English through practice and the study‘of the English language in use. Thi power involves a sensitivity 2Michigan State College, Syllabus Comunication Skills, 22. cit., p. it. - - ~ 1 \ 23University of Florida, 3112’- bus - c. , pp. cit., p. l. 29 to language that comes with an awareness of how language operates.2h* The Florida University freshmen.Englishplan is primarily built on the idea of getting meaning from the printed page and expressing meaning. The student is thought of as a person who is learning a way of working--a method of attack.2S The Michigan State communication course is a skills course, the product of the course being the skillful communi- cator and communicates. No longer are these traditional freshmen courses a col- lege brush-up on grammar with some essay writing and literary analysis on the side. Becoming skilled in conveying and understanding a meaning, an idea, an emotion.may involve the pupil in: (l) studying and practicing the art of listening, (2) studying and practicing the role and techniques of the speaker, (3) studying and practicing the principles of clear writing, (h) investigating printed matter in its social con- text, (5) learning the word symbols by which.communication is possible, (6) and studying man's thought processes through man's use of words. These three communication courses involve the student in practicing all four communication arts: speak- ing, writing, reading, and listening. 2"T‘University of Minnesota, Communication I S llabus, 92c Cite, Pe 2e 25University of Florida, Syllabus - 0.}, pp. cit., p. l. 30 Any uniqueness in these three syllabi scans to lie in their efforts to (l) relate the communication arts to each other, (2) provide opportunity for the student to understand the thinking processes that give rise to these communication arts, (3) Place the course in a social context, and (1t) empha- sise the importance of supervised practice in communication. General Term Outlines of Three University ‘ Communication Courses The general structure of the courses follow a term or semester division. University of Minnesota First term: How does the English language convey meaning? Second term: How is the English language used to influence human behavior? Third term: What special considerations are involved in the use of the English language in mass media? Michigan State University First term: The study and practice of communication in the transmission of information.(short ex- position). Second term: Further study and practice of communication in the trwnsmission of information (longer exposition). Third term: The study and practice of communication in influencing behavior and opinion (persuasion). University of Florida First semester: The improvement of comunication arts through presentation and analysis of factual material. Second semester: The improvement of conununication arts through analysis of literary material and continued practice in communication. 31 The time allotment in the comunication courses at Hichigan State and University of Florida forms a five hour per week schedule. For Florida students this period of time is divided into one lecture period, which may contain more than one-hundred students, and two hours of discussion and two hours of writing laboratory. The last four hours are spent in small classes where enrollnnnt seems to be limited to no more than twenty-seven students. No indication of class schedule is included in the University of Minnesota syllabus. Michigan State communication students spend one hour weekly in a lecture section and the remaining class hours in small classes whose enrollment is under twenty-seven students. The text books required in all three universities have some similarities. All three courses have developed their own syllabi; all three universities require a dictionary. Michigan State and University of Minnesota use an English composition handbook as a text. Michigan State requires a text in the basic principles of speech. University of Florida uses an anthology which contains selections of literature as well as material on speech and writing. in exercise manual is included with this text. All three of the syllabi indi- cate some plan of remedial work for skill-deficient students.. There are clinics or consultants for those who fall below standard performance in writing, reading, or speaking. Students may attend voluntarily or be sent for help by a recommendation from an instructor. 32 Determination of a student's final grade is, admittedly, a difficult task in communication courses. The scope of the course is large, and the measurement of performance is dif- ficult to standardize. In determining the final grade in.com- munication courses, Michigan State University puts a 50 percent value on the instructor's grade, which is concerned mainly with the speaking and writing skills, and 50 percent value on the final examination, which deals primarily with reading and lis- ‘tening. University of Minnesota determines the final grade with a 25 percent value on the speech work, 25 percent value on the final examination and 50 percent on the student's writ- ten work. The University of Florida does indicate in the syllabus that the final grade is a composite of the progress test scores (usually four) and the final examination score. Daily performance is considered in assigning final grades, especially in the case of students whose test scores are close to the interval between two grade levels. The following paragraphs in this section will deal with the nature of student activity as assigned in the syllabi. Michigan State University. Within the Michigan State syllabus framework, there are at least 15 possible speech as- signments. These are a speech of introduction, a speech on some observation of college life, a speech developing a single idea, a speech of definition, a speech of demonstration, a revision of a previous speech, an oral report of an assigned 33 reading, a speech on the same topic as the term paper, a speech on some aspect of mass media, a speech on the solution of a problem in one's life, speeches of analysis of persuasion, and participation in one or two group discussions. Writing assignments seem to parallel the speaking assignments. The long expositdry tern report is somewhat more extensive than the speech assignment on flat same topic. Within the lichigan State syllabus proper is included an appendix on effective listening. This is in the form of. a discussion of the definition of listening, the characteristics of listening, the- factors involved in listening, the student's status in listening and an outline of the listening instruction at Hiehigan State. This listening instruction includes one hour of listening laboratory referred to as a lecture period, occasional tests of listening skill, and lectures on effective listening. Notes are taken and outlines made of the lecture periods. Each student prepares a listening profile of his own habits of listening, and participates in developing a code of listening manners. The skill of reading is aided by reading assignments listed within the units and by the discussion? of develomental reading in the appendix. This appendix also includes vocabu- lary exercises and speeded reading drills. The above description is a brief sketch of the comuni- cation activities of the student as found in the syllabus. 31:. It does not pretend to be a conclusive report of the learning activities provided fer the students. University g§_Minnesota. The student activity found within.the University of Minnesota syllabus includes reading, writing, speaking and listening assignments. The following activities were indicated in the syllabus: a speech of intro- duction, a speech developing a single point, a speech in sup- port or refutation of an opinion, a problem-solving discussion, a talk designed to win support for an opinion, a second panel discussion, a speech on one specific pattern of assumptions found in one magazine, a third panel discussion. The writing activities somewhat parallel the speaking activities -— a brief paper describing how communication.has made the student what he is, a paragraph of vernacular English rewritten into informal standard English, a written analysis of an audience's reaction to one speech, a paper written on a topic of the - student's choice, an outline of a communication lecture, an expository term paper, a second term paper of a persuasive nature, a written definition of the key phrases in the term paper, a written assessment of a piece of evidence, a written appraisal of a generalization or hypothesis, a brief which out- lines the proposition and main contention of the term paper and a second full brief of the term paper, a written analysis of the problem of persuasion which the term paper poses, an autobiographical sketch of the student's main social and 35 political ideas and values, an account of a particular event as it becomes news, a written canmentary on a special film, a listing of the main assumptions found in articles contained in a Readers Digest issue, a written analysis of a Saturday Evening 22.512 story, and a third term paper which is an analysis of certain aspects of portions of the contents of one or more mass eomunication agencies. The syllabus states that ”practice in written communication will constitute about two-thirds of the work of the course.”26 Readings in many different source books are assigned throughout the syllabus. Also both reading and listening are treated from the angle of their function in society at large, mass media. How to receive mass communication with critical understanding constitutes the core of study for the third unit of the three-unit course. Listening activity takes place under guidance in the lecture periods. ' University 2; Florida. The Florida freshmen English syllabus contains weekly assignment sheets in which the pur- poses, assignments and supplementary reading are listed for each of the two weekly discussion periods. There are a weekly lecture period and two writing periods every week. The sylla- bus states that the studenteis given opportunity to read aloud 25Unéversity of Minnesota, Communi ation ; Syllabus, 22. Cite, pe O ' 36 and to make a maximum of six talks during the year. The other syllabi mmke no mention of oral reading.' Subjects for the speech.assignments are freely chosen by the student, although the assignments may stress different aspects of skills in speech. There are no required theme assignments, and each student receives individual instruction in writing. The stu- dent is assigned a weekly two-hour writing laboratory period in which.he is to compose his thoughts in written language. He is encouraged to relate his writing to the comunication course and to his other courses. Listening skill is emphasized in the weekly lecture peri- ods. Notes are required and frequent tests of listening abili- ty are given. Two hours are spent weekly in a discussion period which is centered.in.the study of the material in.the English anthology. The emphasis is on improving the communi- cation arts through improving skill in critical reading. Here in.this emphasis on.reading and discussion of literature we find something which is unique to the Florida syllabus among the three syllabi analyzed. This syllabus contains appendix material Ihich includes vocabulary lists, an.mnnotated list of books for college freshman, and a large list of books thich are reserved for the class. 37 Summary and Implications From.a brief analysis of three differing communication syllabi, it is possible to draw only limited inferences. Courses in communication aim.at improving a student's skill in communication and developing an understanding of the social and symbolic nature of the process of communication. These courses are practical rather than theoretical; the student is not solely concerned with abstracting about communication, but rather with guided experiences in communication. The authors of the syllabi seem to have in.mind both.the practical role of communication in.the life of the student and the larger role of communication.in shaping the world in which.the stu- dent lives. Perhaps, one must also insert here that differ- ences among the courses may be more apparent in the syllabi than real in the actual teaching and learning experiences in the class. ‘ It is evident in all three programs described in the syllabi that the course organizers have limited the course content only to whatever they think necessary for the devel- opment of achievement in communication skill on.the part of the student. The present-day communication course work in these three universities seems to contain elements from psy- chology, sociology, semantics, rhetoric, literature, and linguistics, the one unifying factor being the communication 38 process. While constantly experimenting in different aspects of teaching a communication course, the three communication departments described in this chapter seem to seek to help the student relate the activities of reading, writing, speaking, listening, and to develop the power of communication on the part of the student. CHAPTER IV ASSUMPTIONS, OBJECTIVES, COURSE APPRAISAL, AND RECOMMENDED COURSE ACTIVITIES Chapter II described the student for whom this course is planned. From that data answers must be deduced for this basic question; What do freshmen at Hesston College need stressed in particular in their basic communication course? The need for communication skills is embodied implicitly in the philosophy of education at Hesston College. The state- ments in Chapter II (page six) concerning man's role as a witness imply that the Hesston College student will live in situations demanding public speaking, public reading, group discussion of problems, expository writing, and listening with critical understanding. A basic communication course at Hess- ton College should attempt to train the students inumany such communication abilities. More specifically, this course should be planned to meet primarily the communication.needs arising in.rural and small urban groups. Both the student's vocational choice and com- munity status confirm this need. Examples of such communi- cation needs would arise from.these situations: Farm Bureau meetings, local Parent-Teachers Association, civic clubs, charity drives, youth club leadership, business and customer relationships, professional clubs. Next, training in no communication.for leadership should be included, for data re- veal that the Hesston graduate is given positions of responsi- bility in his community. In order to meet the communication needs of leaders, the courSe could include, for example, such experiences as leading group problempsolving through dis- cussion, leading committee meetings, writing reports of group action, utilising such media as newspapers or radio for news about the groups in which they hold membership, leading a for- mml.program, and reading effectively to an.audience. Hesston graduates would frequently use oral reading in business meet- ings, and oral Scripture reading in.their churches. Third, since it is apparent that the isolation of the student's com- munity is breaking down, the widening of his social contacts creates situations in the student's life thich.demand critical analysis of the mass media which influence his society. Some experiences Ihich.aid in understanding and evaluating language as it is used in.mass media should be included in the recommend- ed course. Fourth, the conception of man as a witness implies that this course needs to train the student for testifying in public to the beliefs ihich he holds. Fifth, the data from.Chapter II reveal that this course must not be regarded as a terminal course. It should meet the student's communication needs for a college career and give him‘background for’special courses based on language; i.e., speech, debate, creative writing. 1.1 Basic Assumptions 2; the Recommended Course To, establish the objectives and recommended activities for the course, it is necessary to set forth a positive point of view concerning the communication process and the learning process as it relates to communication teaching. The follow- ing statements have been selected as a basis for establishing 'the asstmptions which undergird the course work. Comunication is any process by which one living organ- ism is able to stir up meaning in another. Such cosmmhi- cation is of two types, symbolic and non-symbolic. . . . Words may be thought of as one of the symbolic methods of communication, a method employing audible symbols produced by the speech mechanics, or visible symbols, such as thg print on this page representing the sounds as produced 7 A vital function of the study of communication should be to consider both the methods of conveying thoughts and opinions in a modern society and the implications for the reader or unseen audience. Comnunication is best considered as involving four levels of personality integration, namely: the biochemical, physiological, psychological, and the sociological legl . . . (but) . . . communication is unitary in nature. Good canmunication is that which is clear, socially ac- ceptable, effective, and socially responsible. Communi- cation is clear when it results from an awareness, con- scious or unconscious, of the signs of structural mean- ing; it is clear when it is unambiguous, structurally and lexically, and when it is organised in terms of purpose z(Gladys L. Borchcrs, Claude ll. Wise, Modern S cech, (New York, Harcourt, Brace and Company, 1915.7), p. 251:. 28Howard E. Dean, Effective Comunication, (New York, Prentice Hall, 1953), Preface, p. v 1. 29James H. Platt, "What Do We Mean by Communication?” Journal of Communication, 5:22, Spring, 1955. . ha and intention. . . . Commmiicauon is effective when it is forthright, simple, specific and adaptable to the audience, in intention, tone, meaning and construction. Communication is socially responsible when it is grounded in observable fact, in honestly contrived opinion, in an awareness of personal and social bias, when it contributes to understanding and harmony among the greatest number in a democratic society. From these statements and background reading concerning comunication programs elsewhere, it is possible to build the following assumptions which will guide the formulation of the- course. The first four deal with the communication process, the second four with the learning process in relation to the conmunication course, and the last two assumptions deal with the nature of language and the responsibility of the communi- cator. 1. Communication is a social process involving two or more persons. Communication is a major factor in creating and sustaining the structure of society as we know it. The implication for course work is the necessity for language ac- tivities that are related to actual social situations. 2. Communication is a symbolic process with verbal and non-verbal symbols as the representations of the communi- cator's thoughts. These symbols are used to stir up emotions and meanings in others. The comunicator must be aware that 3OF'redric Reeve, "Basic Communic ation at Michigan State College ,” in Communication in General Education, Earl James McGrath,-cditor, (Dubuque, Iowa, Wm. Brown 50., 19119), p. 77. 1+3 the same symbols may be interpreted differently by different people. 3. Ideas and emotions are fundamental factors in com- munication. Not only knowledge of common symbols but sound thinking and appropriate emotional responses are necessary for e ffec tive communic a tion. 11,. Communication is a complex process, involving many fields; e.g., psychology, physiology, sociology, linguistics and semantics. Undue stresson any one will produce a warped picture of communication as a whole process. 5. Communication skills can be learmd and improved by experiences in comunication mich involve spaced practice under competent supervision. 6. Communication teachers will be cognizant of the fact tkmt students need to recognize a purpose in what it is they are to learn, a purpose resulting‘fron a felt urge based on a need or interest for that thing to be learned. This urge is strongest when the skills to be learned are most directly con- nected with significant personal and social matters. The learner should have activity which is directed toward . pur- - pose he feels desirable. 7. The communication activities of reading, writing, speaking, and listening are so interrelated tint progress in one'aids progress in the others. More effective skill in these activities may result from a unified approach where 141+ speakirgand writing are done on the same subjects, and where reading and listening are related to these expariences.31 8. The communication teacher will.not only be concerned with the student's skill in communication but also with the student's ability to analyse and evaluate language behavior whether it'be between individuals or between.a speaker 81d a mass audience. 9. There can be no absolutism.in.grammar, word usage, word meanings, spelling or pronunciation since, by its nature, language is constantly changing. Language is basically dy- namic and oral. ~ 10. Man is responsible for the validity of'his communi- cation.and for the effect of his communication upon society. This social responsibility must become a part of a communica- tion course in a free society. 0b ectives for a Recommended Comunication—Course Developing the skills of communication is perhaps the: least debatable of the objectives of general education. Without free, clear, and distinct communication a true meeting of minds does not occur, and understanding and cooperation are retarded if not prevented. And to com- municate easily and well with one's fellows one :1th be able to write and to read, to talk and to listen. 31Barriss Mills, I'idlmnmnmielltion' versus 'Composition', " Education, 72:503, March, 1952. 3231 61' Education for American Dem p9 091336 A RB rt 0: thO gflgiden 52 oEEIssIon ofiTigEr Educa on, ew York, Harpers, ' s P.» 0 - - 1+5 The quotation above urges that general education aims directly at developing in the student the ability to speak, listen, read and write effectively. It is implicitly under- stood that such power in the language arts enables man to understand his world better and to contribute to that world. However, the broad goal of enabling the student to con- tribute to society through his ability to speak, write, read, and listen more effectively can best be understood by stating more specifically what the student is expected to know, to do, and to regard as important; i.e., knowledge, abilities, and attitudes. These specific objectives are expressed as fol- lows: I. Knowledge and Understanding A. Of the nature of the communication process. 1. That it is a social two-way process. 2. That it is a symbolic process. 3. That it is complex, involving many fields of study: sociology, psychology, linguistics, semantics and physiology. B. Of the levels of English usage. 1. Formal-~colloquial. 2. Standard--non-standard. 3. Spoken-«written. C. 0f principles of clear logical thinking applied to the language arts. D. E. R6 Of the way that language activities, both on the personal and mass level, influence social behavior. Of the acdcptable conventions of grammar, spell- ing, and pronunciation. II. Abilities and Skills A. B. C. D. F. The ability to select and organise ideas and experiences into meaningful patterns of logical thought. The ability to present these logical patterns of ideas and experiences in both speech and writing that are clear and effective. The ability to read with critical understanding and enjoyment. The ability to listen to oral discourse with discrimimting judgmnt. The ability to plan, lead- and participate in group problem-solving. The ability to read effectively to an audience. III. Attitudes and Appreciations A. B. C. D. Acceptance of responsibility for honest and sincere communication. Ease and confidence in speaking and writing. Interest in reading books of recognized worth. Respect for the right of every man to express his ideas. in E. Acceptance of the necessity for an evaluation of every man's ideas. F. Continuing interest in developing skill in ef- fective speaking, writing, reading, and listen- ing. When a course plan includes attitudes in its objectives, it must be noted that we do not acquire attitudes in precisely the same way that we acquire knowledge or skill. Knowledge may come through perception, and skill may follow perception through practice. Although attitudes demand the use of per- ception and repetition, we cannot assume that the student has acquired an attitude when he has an intellectual perception of it or when we have provided opportunities for him to prac- tice this attitude. The communication teacher may better realize her objec- tive of developing attitudes and appreciations if she realizes the importance of (l) a feeling of belonging in the group, (2) a permissiveness for change within the group, (3) a feel- ing of freedom of action within the group. These three fac- tors in the classroom provide an emotional climate which is favorable to a change of attitude. For example , they lessen the student's resistance toward a change of attitude because a change might cause him to be ostracized from the group. If the student is able to connect a change of attitude on his part with a satisfaction of his needs, and if a favorable ha emotional climate exists in the classroom, then it may be possible to accomplish the last six objectives mentioned above on a level of behavior.33 Course Appraisal The old theory that anything that exists can be measured is small comfort to course planners as they go about finding means to measure the effectiveness of course activities. Does the course accomplish what it sets out to accomplish? This question involves a two-fold evaluation problem: (1), How do we measure the student's achievement? and (2) How do‘wc meas- ure the strengths and weaknesses of the course? These two problems are like the two sides of a coin; you Cannot pick up the one without the other, but for the purpose of this dis- cussion the focus will be on number two--measuring course ef- fectiveness. Four Ways of Measuring Course Effectiveness - 1. Student rating 2; £133 course. The student as the consumer of the course may give constructive criticism through carefully constructed student questionnaires. Two examples of student opinion questionnaires are listed in Appendix II. One 33Kenneth Benne, Bozidar Muntyan, Human Relations in Curriculum Chapge, (New York, Dryden Press, 1951), p. 25—passim. #9 is planned for use in communication courses, and the other is built to measure student opinion in any class. 2. Objective rating gffltgg.gtudents' achievement. The rating of students' achievement by objective tests given at the beginning of the course and at the end will indicate weak- nesses and strengths in certain areas of the course. .A number of tests are available which measure reading rate and compre- hension. Among those available are the following: a. Iowa Silent Readigg Tests, Green, Jorgenson, Kelley, World Book ompany, Level: Grades 9-13. Four Forms. ,Eurich and ggerty, MinneapEIIs, U versity of Minnesota Press, Level: Grades 9-16. Two Forms. 6. Readipg Com rehension, Coo rative E lish Test, FermECZ, gooperative Tese Service, Ezvel: Grades 11"]. o . b. Minnesota Readipg Examination for College Students, Other suggested objective tests of English.skills are as fol- lows: d. Iowa Placement Examination: Egglish.A titudcs: Series . EAl, Revised, Bureau ET—Educational Eesearch, State University of Iowa, Level: Grades 12, 13. e. Correctness and Effectiveness 2; Ex ression, Tests of enera ducatIonaI DeveIopment, Prepared by U. S. Armed Forces Institute, Published by the American Council on Education, College Level, Test 1, midi-1+5. f. Cooperative §9§£$%§ Test, Lower and Higher Levels. Cooperat ve es DT;Ision, Educational Testing Ser- vice, New‘York, Level: Grades 11-16, 19h0-51. Tests such as these have been criticized on the point that they do not correlate with.an ability to use language. Charles W. Harris remarks in connection with test number f, mentioned 50 above, ”The question of the relationship of this type of per- formance to actual use of language is not answered unequivo- cally.'3’+ However, tests such as these are conceded to be the best devices for measuring ”English Skills” that have yet been developed. ‘ ‘ There is a need for objective tests in other areas of comunication courses; viz., listening, speech. If, for ex- ample, we aim to teach critical thinking as the basis of com- munication, we should test for advances in ability to think critically. The Educational Testing Service has done work in testing for interpretation of data, application of principles, and logical reasoning. Use of tests such as these may help the comunication teacher to evaluate to what degree certain often neglected objectives are being met. 3. Subjective ggtigg 2; students' achievement. The sub- jective rating of student achievement is necessitated by the lack of objective methods for determining achievement in cer- tain areas of speech and writing. Perhaps this situation will always exist, for the test form must be made in recognition of the type of skill being tested. Perhaps changes in speaking ability can never be wholly measured by objective tests. As an aid to subjective testing, various rating scales have been developed to help the rater in approaching the test with balance “in-Oscar Krisen Buros, editor, The Fourth Mental Measure- ments Yearbook, (Highland Park, New 3ersey, GrypEon Press, .TTB’ET 51 and objectivity. Several examples of these are included in the Appendix. 1&- Miscellaneous ratings _o__f students '. retention 2;: 9933- gnlnication skills. Occasional checks on the students' trans- fer of verbal skills to courses taken after the comunication course would help give an indication of the retention and use of skills developed in communication classes. Second, through cooperation between an alumni office and a testing office, it might be possible to obtain a follow-up check of graduates and their use of verbal skills. This may give a more complete picture of the effectiveness of the course and at the same time help course planners to build a course to meet the de- mands for communication in daily life. Third, comparing stu- dents' course opinion and communication achievement scores with the scores on identical tests taken by students in other schools may serve as an additional check on a broad course ap- praisal plan. These three types of ratings mentioned above are rccomnnnded for pioneer research work.35 Fgctors Involved in Course Appraisal To keep the picture of any course appraisal free from distortion, it may be well to consider certain additional fac- tors. First, a class situation is ccmpounded of human beings, 33Arthur E. Traxler, editor ‘ "Measurement and Evaluation in the Improvement of Education, American Council 93 Educa- tion Series, 15:61-65, April, 1951. 52 and in any human educational situation there are uncontrol- lable variables of motivation, teacher ability, student abili- ty and‘background, and many others. Any appraisal of course plans that assumes the achievement of the student resulted totally from the lectures or activities is educationally naive because it fails to search for divergent phenomena that exist in every human situation and that affect the success of any courwe. To determine to what degree these variables affect the effectiveness of’a course is a fresh problem in.cvery situation. ‘While the universality of’man's needs makes course goals and content fairly stable, the variableness and diversity in human situations make course appraisal an uncertain and never-ending task. Second, the danger of rating a course by objective test- ing of something other than.what the course stresses as imp portant is a real factor to consider. For example, rating a course solely by student achievment in reading or in the lan- guage mechanics of spelling, grammar, and vocabulary, seems to be unrealistic in a communication course that stresses the imp portance of adapting conventions of language to the communi- cation situation. The testing of student achievement, and hence the testing of course effectiveness, must be carefully related to the goals and philosophy of the course.36 35.1mm Gerber, ”Testing and Evaluation," Pa rs Given at a Conference _o__n College Courses _i_._n Communic ation, (Clyde Dow, editor, Speech Associatim of America and National Council of Teachers of English, 1914.7), p. 50. 53 The validity and reliability of subjective testing and rating is a third factor in course appraisal. Methods such as anonymously marked themes, rating scales, in-service train- ing for instructors, may raise the validity and reliability of subjective speech and theme ratigs. These student per- formance ratings may be correlated with objective tests of expression and correctness to gain a more complete picture of validity on both objective and subjective ratings. Increas- ing the validity of our rating will indirectly increase the validity of our course appraisal. A fourth factor to consider is the help that a course appraisal program should give in providing facts for answer- ing questions like these. Does the integration of; writing, speaking, and reading into one course plan seem justified on the basis of increased student proficiency in those skills? Where do we draw the line for the proficiency that is neces- sary for credit in a canmunication course? Facts which will help answer these and similar questions should be found through careful course appraisal over a period of time. These few factors indicate the uncertainty inherent in any pronouncement on course effectiveness. They may make course organizers aware of the folly of operating as if they knew all the answers. A realistic conclusion in a course ap- praisal may read as follows: The course was effective in pro- ducing certain changes in student achievanent in so many 51+ instances under certain conditions with certain methods. While recognising the unknown human factors, it is tentatively believed that certain methods and course plans were effective (ineffective) in reaching the goals of the course. Perhaps the picture of appraisal is brightened by the incidental benefits that accrue with the exercise of course appraisal methods--benefi ts such as the use of techniques that consistently seen to gain results, a re-evaluation of course goals, more awareness by the student of the struggle for course effectiveness, and more valid and reliable grading systems and tests. Suggested Course Activities 293 flmunicaflgn The activities are intended to implement specific ob- jectives, but it must be kept in mind that incidental learn- ing occurs in all educational activities. There, also, can be no guarantee that these particular activities will invari- ably produce these certain learnings. It is enough to say that they may meet the objectives to some degree. Through course appraisal it may be possible to find to what degree these ac- tivities produce the desired results. The worth of a study of this type is found partly in later revisions of the course after its use and testing. 55 Explanation of Procedure The recommended course plan below is composed of three units. Each unit forms its activities around a single idea concerning communication, and these ideas are increasingly complex. For example, the first two units focus on the main functions of language: to convey meaning, and to persuade to a point of view, feeling, or action. The third unit focuses on these two functions of reporting and persuading and attempts to provide experiences which show the pupil how these functions are carried on in society at large. The units are built on the belief that the learner will become more skilled in communica- tion through repeated guided experiences in speaking and writ- ing, and in experiemes of understanding and evaluating other's speaking and writing through listening and reading. ' The three units were chosen with the material of Chapter II and IV in mind. As shown in Chapter II and the first part of Chapter IV, the student for whom the course is planned faces communication situations of reporting and exchanging in- formation; he faces situations of persuading others as he lives his life as a witness.37 The student will face these same functions of reporting and persuading in a larger context of society; the third division of the course emphasises the study 37See pages 15, 39, and 11.0. 56 of mass media. As stated earlier in Chapter IV, the broad goal of enabling the student to contribute to society through his increased skill in comunication and his knowledge concern- ing it helps provide a logical basis for a course sequence which emphasizes the functions of communication: reporting, persuading, and these two functions as related to mass com- munication. Within the three units the activities will be subdivided in a modified simple-to-complex order. The order of read, listen, write, and speak, must be modified by the individual instructor under the idea that activities should also be ar- ranged in an order which is best for motivation and sustaining interest. Thus, class activities may deviate from a strict logical order, but the deviation may be more sound psycho- logically than logically. For instance, it may be more logi- cal to study intensively the organization of an idea before attempting to speak or write. However, the awareness of a need for organization may be more keen after one speaks and listens to the speaking of one 'a classmates. The communication course is set in an academic framework of two semesters. The course is a three-hour, three-credit course each semester. Six hours of credit in communication are required for graduation from Hesston College. a unit of work may extend, then, over a semester since the same students are enrolled for both semesters. The communication classes 57 will be separate from each other; there will be no lecture program given in common to all communication students. How- ever, all communication classes will follow the same general course of study and will be given similar tests. Enrollment for each class will be held, in general, to a maximum of twenty-five students. The units contain more suggested activities than can be used in the time allotted in one school year. ,Activities which seem to meet the needs, interests and capabilities of the students may be selected from the units and adapted to anonne class situation. Unit One; Language is used to stir up meaning.38 Specific objectives: to develop in the student 1. 2. 3. u. The ability to find patterns of organisation in speech and writing. The ability to organize ideas in speech or writ- ing that is clear, effective, and understandable. The ability to convey meaning through effective oral reading. The ability to select and use a level of lan- guage which is appropriate to the communication situation. The central purpose in Unit One is to help the student gain skill in reporting information and presenting ideas and facts in effective, understandable patterns of speech and waiting. The five sub-divisions of this unit are as follows: 38 Any source material referred to in the three units will be 12311nd more completely in the bibliography of source materi- als listed at the close of the units. Material is indicated in the units by the author's name only. S8 the language process, organisation and presentation of a single idea, definition, the long written expository report and oral report, and effective oral reading. This first major unit may be organized around these five emphases which could be preceded by a two-week orientation period. These sub-divisions may be used in different time sequences-as is feasible in any one school situation. One emphasis necessary to meet the unit objectives is an emphasis on the medium of language itself and on the dynamic process of communication. Here the student my study about the symbolic process, about vocabulary and usage, and about the purposes of communication. is a part of that learning in this sub-unit, the students may discuss their personal use of varying levels of English usage, report on the variability of dialects within the class and read Perrin, Chapters II and III. The accelerated student could make a tape recording of dif- ferent levels of usage or of different dialects. The class may write a vocabulary list of synonyms on different levels of usage and read and evaluate various theories of vocabulary building. Each may then take a standardised vocabulary test to be entered in his personal file. The student may read about the process of symbolizing in books by S. I. Hayakawa, Stuart Chase, and William Leary and James Smith. The ideas proposed in these chapters may be discussed in small groups and reports made to the class. The student may be introduced 59 through class lecture periods to the idea of descriptive gram- mar. It would be helpful to have each student analyse his personal use of the conventions of grammar as preparation for speaking and writing during the semester. For his speaking and writing experience, the student may observe any simple mechanical process; then he might evaluate his personal use of the language medium as he makes an oral report of an obser- vation. Observation and analysis of one's own and one's friends' purposes in major acts of communication during a short period of time will furnish discussion material for learning the purposes of communication. The second emphasis or sub-unit may be centered around the development of skill in presenting a single idea. Here the students may listen to speeches from platform and radio and outline their main points. The same kind of thing can be done by observing forms of support used in speaking and writ- ing. The student may read articles and analyze their organi- zation and support. Speech texts may be consulted for in- formation about different forms of organization; e.g. chrono- logical, problem-solution. Texts may be consulted for in- formation about forms of support; e.g., examples, analogy, testimony. The class may revise scrambled sentences into logical paragraph form and arrange paragraphs into logical sequence. The student should give at least two- speeches and write two reports using several forms of support and a definite 60 pattern of organization in presenting a single idea. A third sub-unit might focus on the process of definition and demonstration. Suggested activities would involve the student in reviewing the process of symbolizing, writing a definition of an abstract concept such as freedom.and a defi- nition of a concrete object and comparing these two defi- nitions. The student may give a speech of demonstration using visual or auditory aids. As stated on page no the knowledge of and skill in ef- fective oral reading is a need of Hesston College students. An oral reading sub-unit may contain the fellowing activities. The student may listen to voices of speakers from pulpit and platform. Recordings of voices of well-known speakers of the day could be the subjects of class analysis. The student's voice should be recorded, and he may listen critically for factors of rate, pitch, enunciation, and force. The class may listen to a lecture on oral reading techniques and read concerning these techniques. The students may read aloud in, dividually in class from selections of various types and read publicly as opportunity presents itself. The fifth sub-unit under Unit One is directly concerned with developing skill in and knowledge of the techniques of research and of writing the long report and making the long oral report. This unit will be developed in detail in Chart One as an example of recommended procedure. 61 Unit Two: Language is used to persuade one to a point of view, feeling or action. Specific objectives: to develoP in the student 1. An understanding of the principles of clear, logical thinking. 2. An understanding of the devices of persuasion available to speakers and writers. 3. The ability to arrange facts in speech or writ- ing that is persuasive. 14.. An understanding of the connotative power of words. The central purpose in Unit Two is to help the student to develop skill in presenting his ideas persuasively and to develop his understanding of communication which is persuasive in nature. There are five Possible sub-units which may be in- cluded under-the second unit. These are reason and proof in persuasion, language and non-language factors in persuasion, formal persuasion, informal persuasion, language and ethics. The first emphasis is on using and evaluating evidence and reasoning as proof in persuasion. In this unit the stu- dent will learn to test his reasoning and evidence as he at- tempts to prove his ideas. Activities which may motivate this check-up are as follows: analyze an article in order to find examples of forms of reasoning used by the author; read in Leary and Smith about inductive and deductive reasoning; par- ticipate in reviewing the tests of authority and validity of sources; write an assessment of the statements of reason and evidence one could use in persuading someone to accept a 62 specific idea; listen and read to find all possible forms of evidence available to the communicator. Then, using mainly logical appeals the student may speak persuasively concerning a specific idea. The emphasis for the listener and reader in this unit is on screening the devices of propaganda as he listens and reads. Same class time may be spent in isolating and discussing these devices; for instance, the big lie, scapegoat, 2g hominem. A second sub-unit may be centered on the language and non-language psychological factors of persuasion. The stu- dent may listen for examples of the persuasive power of the connotative factor in words. He may experiment with different arrangements of main points and of support of an argument in an.effort to find the most persuasive arrangement. Hayakawa and.Chase may be consulted for information about the affective meanings of words and their relationship to persuasion. Psy- chology texts may be consulted as sources of material for re- lating persuasion to the basic needs and drives of man. The student.may examine any persuasive speech in Zitgl Speeches and attempt to list the motivations that the speaker appeals to and also assess the effectiveness of the motivation in that communication. The class may Observe examples of tact in per- suasion. They may set up examples of ineffective and effective use of voice and delivery for maximum persuasion. Using emo- tional appeals mainly, the student may write a paper on the 63 same topic as used for the speech in the first sub-unit. A more formalized act of persuasion, problem-solving de- bate, is the center of the third sub-division. The student participates in.a series of debates on a question chosen by the class. Other activities for the student may be discussing the form of a problem-solving debate (the analysis, solution and evaluation speeches), listening to an exhibition debate by the college debate squad, practicing the skills of scanning when reading source material as a background for both the de- bate process and the debate proposition, doing library re- search on the debate proposition, preparing cards and sorting the relevant from irrelevant evidence, preparing a simple, logical debate brief, preparing the debate speeches, and finally participating in a debate. The fourth emphasis in the unit of persuasive communi- cation is centered around the relationship of language and ethics. This unit is developed in detail in Chart Two. A fifth and last emphasis or sub-unit could be a return to the less formalized acts of persuasion as the student re- news his practice in the skill of persuasion in his everyday life. Together the class may set up a list of beliefs which they hold and which they may be called upon to explain to others. After doing research for proof, both logical and emotional, the class may be divided into small groups, and each student may persuasively discuss his topic with the group. 61» The group rates his ability to persuade. Then the student writes a persuasive essay and presents a short persuasive speech on this same personal belief. Unit Three: Language is a force in society. Specific objectives: To develop in the student 1. The ability to read newspapers and magazines and listen to the radio with critical under- standing. 2. The ability to use such media for news about events occurring in the comunity. 3. An awareness of the world of assumptions which is reflected in and shaped by the language of the mass mediums. The central purpose in Unit Three is to help the student gain skill in using mass media for communication in his com- munity and gain understanding of the problems of interpreting and evaluating communication as found in newspapers, magazines and on the radio. The committee and group discussion tech- niques will be used more extensively here than in previous units. The divisions of this unit are two. The first is cen- tered on the subject of becoming a critical and understanding receiver of mass communication. This unit is shown in more detail in Chart Three. The second sub-unit emphasizes becoming a skillful user 01‘ the mass communication facilities available in the com- munity. 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one enofinooo op onmna "onowpoono one monoofio .wnpoeon nnom no owoee one no xeonm =.Eopnepmefim anpopo>¢= no onnpooH e op noeopq nopmpq II .noxmm xnenm one ooapz oneHoA genomem enoe mnpppna op oopnw mownm < «pwfinmaem one oeom =.nomem oononomom onw: «noeneno one npnnom np oeom oeom .mnpppnt noneom Ion np noppepnonnooo no ennon oaeeemoooe moo omo op nonnnoe .mnfinooeon one no oeononnoo one no mnppen neonp o>pm dawn one mnoppeepfienonom mo meoop onp mnp Ihamme np no» eopoee Hap: mnonm one .ooeHo one op pp oeon one nomem nno%_op pneenonfip on songs noppeupfienonow nohen e pooaom xeonm mmHBH>HBo< mAHHmm mm>HBomomo AoonnflpnooV I mac Emfimo 7O .mnooennn .mooon: .opoanHH no appeno>pnp .AnoHoov .oopnnpn 0H qAonnoov =«oopepnonpn< owono op now: «sank .m IIIIII.|I. .Aonma «mneQEoo onnnnnz coonooo: .nnon aozv .ooooom no mononoonnm onome .noeoon sonnnpa ooo .gon .peonom .o II I .Ammma «mneQEoo nzonm .0 .ES «enoH gononnnav qonomem snow mnpppna oe ooppo mopnm n .noxem Mnenm one .oneaop .ooapz «eoannnem .m .Aomon .noooeoo cosmonon eooom .xnon aozv .nmnnooe mm nooon ooo oonoo o_noonnn..noonom .onnnon .N .Afimmfi «mnemnoo one ooonm .pnooonom .xnon aozv .oennz son onooom nonnn .neesm .m ooEoo ooo .Eonnnnn..nnoon .H emdzo mHmB EH QHZOHBAME AoHEMBoo op o>pmv nooono unoppoOQXo ne obpw neomm .nOppenHebo Henpn e non noponnpmnp one op oopppE Inno on oHnonm «moneo hnmenwOpann one one .opne .nomem noneoo Ion nnom no pneno Hennm one no moanenoon onp nopHon one oppnnom oppng mMHBH>HBo< mAHHmm mmbHBomomo noooonecoov a mzo neomo 71 .oonemwnm nepHHwB an .mpopoom oonm.¢.mw monflfimpompm one monopnnooa opH «nooonm np =qnopoenenom Heopnem= .mH noemeno oeom oeom .mpopooo ofipenoonoo oonn e np oopnpo one omenmneg ”onneooH e op nopopq nopmpq .oopnpo one owenmnea no oHpn ooeHo one op none ooe one oofinnexo poop onp pooHoo .ppnn onp oppna no noponaonoo onp po .owenmnea no moonne none no oapp e pneem oeom .Amfiaepooo no .hHHenOHpoEo .haaeopepaon .hHHeopEonoooV he; 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.opnoponn np nopoeno Inom Heoflnpo no eoop m.oHpopmpn< no nopoonoopo e.np openpoppnem .oonempnm Eepfiaoz nn oonpoo anop e sonwpo oppnonpne= no own one oahaene «neon noh nooomo pXon one nH .npopooo one oopeopnnEEoo one non: noppeopnnn IEoo o.ono no hppofifieb one non nonnnonooooo ton no oonppppe no mmHeH>HBo< neonm noeopq neonm oeom noeeopnnnsoo one no gonooeg one on goonopnnoopa one no III :oono= op =oneoE= no annooonpenon one no mnponeeonoonn no neonm nopopq mAAHnm mm>Hnomomo Aoooonpooov n can neoeo 73 .oHonHHHH H oweoHno ..wofim nononoo .oEHHm pononoo .Anoaoov .oopnnHE mH .Aonnoov =«monoHnnooe eonewegonm: ”Sank .m I I: .fimmon ..oon .oenonounnopooouooponnn4 annon nmzv qneopoom oonm e np oonpfimpoopm one monopnnoon oeH .nooonm «.2 nepHHpg..oonempnm .m .Anan annemnoo one ooenm «pnnoonem hnnow nozv .nooomm nnoooz .ompfl ooneao one «whoefiw qonononom .H Hmzmo mHmH 2H QHZOHHZME QdeMBnfi Mommom OB MMM .nOppeopnnEEoo no poe hne non ooflneo no oooo oneonepo e opeHnEnon op anonw one nfiom .nonopopH one nooeon onp non oooo e wnponaonp .non>enon omenmnea non oooo Henoonon e an Sena oppn» onpopooo onen lop nppfipnpenonoon o.Henop>ponp one no nonoonoopo np openpoppnem neonm mmHeH>HBo< mAHHmm mm>HBUMomo noosonpcoov a can nmomo 7h Ihhwan «oofiwnpm Henonoo no pnoEpnenom «epoeonnpz no nppono>pnb .oHHoneonnpzv «osneHHnw "N noppeopnnnnoo onp Eonn nonep one pneno opnp np onnon Hepnopen one no onoppnom # .nOHmp>oHoe one «opoen ooonpn lemen «onenenonon II eHoon omen no oeone pnononnpo np noppeH unwon Hepnonnno>oe np ooonononnpo one qoHopn Henoppeoo> nooono an np oHeopoopnon «oopnop none no opnonon Heno np openpoppnem neonm I .ommn canon .Nmmummmnmm “eononooo ..ne Hennnoo neopnonn onp np onnon =.onanno neHnnon no mobppoonmnom Heopnopmpm= uoHoppne o.Henpno§oA ooA no oooen onnpooH e op nopopq nopopq Amv .eHooE omen .pxopnoo Henanno one an oomeno one oopooHn Hepooo nponp np none ocean op nun .oonHe> one oeoop HoopepHon Ion oonon neonnonn no one Hepooo npeE nnon no nopoxo Heopnneanpnopne pnono e oppna. oppna mnponeponoonn no AmV m .nonp no noppnooon nno one manpoon omen no nonponoonn A V .nopoonoopo nno oonoannp oonononon no ooEenn nno oo 30: Amy «noppeopnnanoo nmnonnp mnH>HooIEoH omen no nopppnpnoo mnpnnos e on penn Amv mmonnpooe omen np oo Inonn np openponpnen InonnHE me Heopnnpv neopnonn Heopnne e op pen; AHV "oopnop none op nepHpne nn Amy an oopoommno mnoppmono onoo no onopooeompo Honen nn openponenem neonm Amv .mnponeponoonn Heo .nnonnonam oomHu kn «www.mmw nonnpn «NH noeneno oeom oeom Ippnno nppn oonpeemen one onenenonon oeon *onoon 3% u 2:38 . neonooe op nonnnno on. E mnHHH>Hno< quHmm maanomomo goon one ¢Hmmz mwnz mzHyddan>m man ozHanemmeZD mmmme Hmnmo 75 wonon one no onoenenne oe oonpnemen mnon one oHneononoo non ANV wznoppeponnnopnn= onon np oo>Ho>np on pena.AHV “oopnop ooonp nn oopooomno onoppoono no onopoonoopo Honen np openpoppnem neonm Amv .mOlem .omnlnnn .nn .nepnm.mmm kneon np ononpooHoo oeom .Honn0e .pem -mnm .oqNuomm «menumnn «nqnxmgn .oo .eoonnoo on moonpoonoo oooe oooe .onnpoon onon nwnonnp omeooen o_pno>o one no nonpnpnoooo oopeeonne no on opne .=opon= oosoo Ion pp me pno>o neHnopenen e op ononnen pens no pnnoooe ne oppna oppna .nonp nppn onoo noEnomemonon non one ooen onenenonon penp oEoHnonm unoppoo nonenonon ngop onon tn onnpooH e op nooopq nopopn AmV AHV .pnon Iooppno>oe no onpx monon onp mnneonmnopnp onenop Bop> no pnpon monnnHoo «Hepnoppoo II opnonpnenoo Hepoono no opoennno monon pnono one q.HeoOH «Henopoen «HenOppennopnp op ooeo>oo ooeno no ennone "opoonme mnpnoHHon one np onenenonon pnononnpo onennoo oppna AHV .oo_-om; .mnmwmon,.omn-nmo .oo .oenom mosoo one mneoq nepHHpn.mn «oppnfi no» ononom xnpnu np onoppooHoo oeom .nmmnnmm “nonuoemywmnq-mon .mnm loan .momnomm «mmlmmn «lem .nn annennom nnnHHB gonoppeopnnnnoo mofln "mnon no mnppnonon one mnpnnoonoo onopeooHoo oeom oeom onoz mmHnH>Hno< mAHHmm mmanomomo Aoooonpooov u women neomo 76 ‘I'IV I l I .— .onoop one np nn nopppnn we gonna ooom= onp no mononp nOneE onp mnpnnoonoo onoppoono pnooonmon Hang oopnop ooonn .moeHo np ooponeo wnpon poompm o.nooeon no onoop onp nonn nonep oopnop no eoHH e Eonn oopooHoo opnop e no neonm «nopnpno no Hennnom e pp op pnopxo pena.on «eoompo e poomnq o.nooeom on pnopXo penn on AmV «AoHMpo one omenwneHv oHonpne poomwm m_nooeom e np pnonpeonp Heopnhp one on pen; Amv wopHnoon nponp one uopopaon Hepnoppoo o.poompm o.nooeom one one eena AHV .oHona e we nnonm one op oopnonon one ooonoo Ion onoSone npee opp o>en Han; anonw noem .oopmop mnHBoHHon one an oopoomwno onoppoono no onopoonooflo nnonw np openpoppnem .omeHo np ooon mnpon eoompn m.nooeom one nH ooHoppne one np onnon oonHe> wnthnoonn one oeoop neon one ooonopnoo o>ppeneaooo np open; .ooeHo np ooon wnpon pmompm o.nooeom one no onoop one no oHoppne nno>o oeom . mmH .nonnooom .oolnouem .onnn on one .wonunmn .nn anpnem one nnmon nn oeon Heopoopnon e no monpm o>peemppmo>nH .pnoonpo oopenoHoooe one non menonnmpooe Henoppno one onenen o>ppemppeo>np ooonn .mnpepnn no oHneo one hnonreep Ionnnopnp onon «pnopnoo «opnonoeppno>oe «pennon np Anopnonom one one «pnonom oHnon.one onoz mopepm ooepnw «noononoz nonnnv.oonpn lemon onon nnon onp onemnoo .onnneuee oaon wnpoeoa e one nonem Ionon mHHeo e an ooon mnpenonon oaon np onvpnnoop one poenpnoo neonm noone Amy opnnn Amv oooe Adv mnpflhb.» AHV mmHBH>HHo< quHmw mm>HeomomO AoonnppnooV I mmmmn Hmdmo rm: 77 onnpoono one neoHo onopoeneno one no noppenppon one oH .n onpepoo oonhpoonopo np oonoponm ano one nopnn «Henenpnon Henopbponp ooHpepoo e nobpm one onopoeneno nopfla .m «noHnonn one no pno mnpnnon one np oo>Ho>np one opopannoo pen; .w unnopo one no noHnong Henpnoo one on pong..H *«onoppoono ooonp aoHHon .eoom wnpno>m neonnpem one np nnopo ono no oponaene Heepppno e oppna .oenon Iooppno>oe one op noppnoppe oooao hem .npnonooeon one no onpeeo Hepooo one Ho>oH Henopeeonoo .oppnpa Heopnnenmoow one «HonoH onoo Inn onp oonHonp oHnono no» .onpuemen oppnoben nnom no oonoop xpo no o>nn mnpoeon Eonn oHpnonn oonopone ooHpepoo e onenonm woen no ooom no oeoop Henomnon noon no poonno zne o>en Hepnoeen none moon woopnoeo one np oopnonnno one oonHe> pe n onppnnnnoo noon np onpnemen neHnnon e no ooneop oonne no one np noppopn one nonem .mnopoeneno no man Ionen one qonoppnnnmoe «pnoneeonp no menopHnnpo Hononp no oopono .omenmnea no eon nponp eoenpnoo .hanenon openeflpn no mfinonne: np mopnopo onp one poom mnpno>m Mmonnpem np oopnopo onp oeom .ugnalll. .p on non .monnmononn . Henson oppnern one .Nmmlonm «melowm .nn annennom Eonn onoppooHoo oeom oHeopoopnon pnonnno np nonpopn opnnn oonna oeom oeom OQJ 0g RONNHIW 0mm qonneHHnm "m noppeopnnnnoo «epooonnpz no nepono>pnb one Bonn nonep one onOppoono ooonn * Amv Any mEHHH>H90< mqumm mm>Heomomo noooonpooov n nemen nenzo 00 7 III .AHmmH .nnennoo one ooenm «pnnoonem .nnoH nozv «oppna no» ononom nnpnn .nppnm .m ooneo one nEeHHHpn.¢nneoA .n Inhommme noooHopnnn no oononnoon «man qmnennoo noom HHmeSenoon kn pnwpnnmoo .nnow nozv finon non nonnpz .oonHo finnonnonHM .m .pnon .non .monueouonn .naopoon onpoono< .N .HQMoH .oonoooe Honoooo no pnonpnenom qepooonnpn no nepono>pnb nopHoneonnan qonneHHnw «m noppeopnnnaoo .ononnnon< .H emnmo mHmH 2H omonezma mmombom Mme OB wmn «epoon omen no onnon HHe no nonon mnHHo>oH one no poennfl one noon: o>p>nno :Henop>flonp= onp neo non va wepoon omen no ooonnoo onon no ono np oopnonnno hone one non one onnon one oonHe> oonmponope een3.AHV «oopnop ooonp nonn nonep mnoppoono no nopomnoopo Honen Henpn e np openpoppnem neonm ANV onoonn wonpa Hepooo one oan ooonnonn np ooooono anon no «nonoa no oHon one we mononp none pnone no>pm one eonHe> one oeoop penn .m «nonpnaoo one on mnponn>noo now .m moopoommno no oopepo on noHnonn Henpnoo one op nonpnaoo pen: .e «onnonw one oHenop>ponn pnononnpo oepnoeoeneno op ooon one oHonnhm eenn .0 monopoeneno one noppenppo one op opepnnonnne moaepo one oH .m meHH>HHon mAHHMm mmnHBomomo $25503 .. Eon noéo 79 .HmmH «nonnooon «onlnonwm .oan .w .Amnmfi ammonn onoanHH no nppmno>pnb «enennbv qenopeeopnnnnoo omen .nnan; annennom .0 hr! .Nmmlmmmumm unmoHopoom mm Hennnoo neopnonn :«onanno neHnnom no oo>ppoononom Heopnopopna goon «Henenonon .m mMHBH>HBo< mHAme mm>HBomomo Aooonnpooov a women neneo 80 SOURCE MATERIALS SUGGESTED FOR THE COURSE I. Books Brigance, Uilliam N., 8 each, Its Techni ues and Disciplines ig‘g Free Socie , (New aork, Appleton- Century-Crofts, Inc., , 57h pp. Chase, Stuart, The Ixraggy 3; Words, (New York, Harcourt, Brace and Company, T§38), 386 pp. Hayakawa, S. 1., Language i3 ghought and.Action, (New York, Harcourt, Brace and Company, l9h9), 307 PP. Keyes, Kenneth, Jr., How §g_Develqp Your Thinkigg Ability, (New York, McGraw-Hill Book Company, 0 , 238 pp. Leary, William, and James S. Smith, Think Before You write, (New‘York, Harcourt, Brace and Company, a #90 PP. Oliver, Robert, Dallas Dickey, and Harold Zelko, Communicative Speech, (New York, Dryden Press, : PP- Perrin, Porter, Writer's Guide and Index to E lish, (New York, Scott Poresman Company, qufi), pp. Schramm, Wilbur, Mass Communications, (Urbana, Illinois, University of Illinois Press, 19h9), 362 pp. II. Films ”Boundary Lines,” (sound), ll minutes, (color), Inter- nation Film Bureau, 57 E. Jackson Blvd., Chicago h, Illinois. ”How Not to Conduct a Meeting," (sound), 10 minutes, Department or Public Relations, General Motors Bldg., Detroit 2, Michigan. ”How to Judge Authorities,” (sound), 10 minutes, (color), University of Illinois, Urbana, Illinois. 81 "How to Listen ' (filmstrip), 55 frames, Todd Visual Service, 16019 Hamilton Avenue, Detroit 3, Michigan. "Persuasion Makes the World Go Round,” (sound), 50 minutes, Caravel Films, 730 Fifth-Awenue, New'York I'Propagandu Techniques," (sound), 15 minutes, (color), __¥ Coronet Films, Coroner Bldg., Chicago 1, Illinois. ‘ E III. Pamphlet Miles, Leland, and Frank Baker, .5. Brief Guide to Writing Term Pa rs, (Dubuque, Iowa, Wm. C. Brown Campany, s ) . pp. CHAPTER V SUMMARY AND SUGGESTIONS The problem of planning a course in communication for a small liberal arts junior college was undertaken not in the sense of a final pronouncement on communication programs, but rather to create a communication plan inductively built on data concerning a particular school and student situation. Data was found concerning the school. The philosOphy of this particular school, Hesston College, implies that the col- lege exists to fit students for the role of a servant of God through serving one's immediate society. Because Hesston Col- lege believes that clear thinking, clear expression, and listen- ing with understanding are essential to effective social ser- vice, these abilities are eXplicit in the philosoPhy of the college. Data was found concerning the freshmen students. The data collected from the records of l9Sl-Sh freshmen classes revealed the educational, vocational, and social backgrounds of the classes. The typical freshman.ranked in the 53rd per— centile in comparison with the national norms for the Cooper- ative English Test. He entered college to prepare for church service and to receive vocational training. The occupations of church work and teaching occupied two-thirds of the l9hS-h9 foam 83 graduates. Data showed that 52 percent of the Hesston Col- lege graduates finished a four-year college curriculum. The social environment of the freshmen was that of a small, rural or village community, which was closely knit by a strong re- ligious affiliation. The background of the recommended course was broadened by a brief analysis of the communication syllabi used in three universities. This analysis dealt with their assumptions about communication, the objectives of their courses, and the student activity found in.these syllabi. In.addition to the investigation of the studentrand the college and the analysis of three university communication syllabi, a point of view concerning communication and learning was developed as a basis for establishing the objectives and units of the communication course. Communication was defined as a social and symbolic process whereby a person is able to stir up meaning in another. The four distinct activities ine volved in this process are speaking, writing, reading, and listening; they are skills that may be learned and improved by supervised practice. Following the investigation of philo- sophical assumptions which stand behind a communication course, a series of specific objectives were recommended for this par- ticular communication course. The general goal of helping the student contribute to society through his increased knowl- edge of and skill in speaking, writing, reading and listening was established. 81+ In view of the objectives, a sequence of three units was recommended. The units are based on the functions of communi- cation, and the course content attempts to help the student gain an understanding of the communication process and its functions of reporting and persuasion. This knowledge is a logical basis for experience in speaking and writing, reading and listening. It is believed that the student will develop skill in communication through the se guided experiences in communication. The title of Unit One -- Language is used to stir up meaning -- verbalizes a concept which involves the student in smdying the language process, organizing and pre- senting a single idea, defining words, writing a long exposi- tory report, adapting that report to a oral situation, and practicing effective oral reading. The title of the second unit - Language is used to per- suade one to a point of view, feeling, or action -- points the way to activities concerning reason and proof in persuasion, language and non-language factors in persuasion, formal per- suasion, informal persuasion, and language and ethics. The functions of communicati on take on a new dimension when placed in the context of the larger society. Within the third unit, titled -- Language is a force in society -- the student participates in activities which are designed to pro- duce skill in using mass media facilities for communication within his community. The second group of activities in this 85 third and final unit give the student an opportunity to be- come a critical and understanding receiver of mass communi- cation. This, then, is the over-all plan: a unit on re- porting, a unit on persuasion, and a unit on language in society. ”—3- The study also dealt with course appraisal methods which test the effectiveness of a course plan. It is in this area that the author wishes to make suggestions for further studies. There is a lack of objective data concerning such areas LeerJ as correlation between writing and speaking skills. Data should be found concerning more objective means to rate speak- ing and listening skills. What is the correlation, if any, between correctness of grammar forms and effectiveness of speech and writing? What shall be the time ratio between practice in comunication by the student and lectures con- cerning the process itself? The author concludes with a restatement of the quotation from Lyman Bryson which is found on page one: a communication course plan may be thought of as a process-always in the state of becoming. There is no final arrival point. 86 BIBLIOGRAPHY A. BOOKS General Barzun, Jacques, Teacher in.America. Boston: Little, Brown.and ComBEEEZ‘Igfig,”3§I'pp. Benne, Kenneth, and Bozidar Muntyan, Human Relations in Curriculum Changg. New York: Dryden Press, 1951, 363 pp. Bryson, Lyman, The Communication 2; Ideas. New'York: Harpers, l9h8, 296 pp. Buros, Oscar Kriten, editor, The Fourth Mental Measurement; 'Yearbook. Highland Park, New Jersey: Cryphen Press, 1953. 1163 pp- Chase, Stuart, Tyggggy 2; Words. New York: Harcourt, Brace and Company, 1933, 336 pp.. Dean, Howard, Effective Communication. New York: Prentice Hall: 19533‘669 PP. Dow, Clyde W., editor, Pa ers Givenngt a Conference 2g College Courses in Communication. 'Speech.Association of America and the Rational Council of Teachers of English; Chicago: 19h7, 79 pp. Flesch, Rudolf, How 32 Make Sense. New York: Harpers, 195k: 202 PP. Hamilton, Thomas, and Edward Blackman, editors, The Basic Cells 6 9; Michigan State. East Lansing, Michigan: e chigan State college Press, 1955, 127 pp. Hayakawa, S. 1., Language ig Thought and Action. New'York: Harcourt, Brace and ompany, l§h9, 307 pp. Hi her Education for American.Democrac , Report on the President‘s Commission for Higher Education. New Yerk: Harpers, Six Volumes, h28 pp. Hostetler, John.a., Mennonite Life. Scottdale, Pennsylvania; Herald Press, 195h, 31 pp. I ”In“ m- 87 Keyes, Kenneth, Jr., How to Develop Your Thinkin Abilitz. New York: McGraw-HilI—Book Company, I9§O, §E2 pp. McGrath, Earl James, editor, Communication ip General Education. Dubuque, Iowa: Wm. C: Brown.Company, : PP. Smith, C. Henry, The Sto of the Mennonites. Newton, Kansas: MennEEIte PublIEation Office, 1950, 856 pp. ‘rmflra Reading Alder, Mortimer J., How to Read §_Book. New York: Simon and Schuster, 19Hb, 339 pp. Diederich, Paul, and Russ Palmer, Critical Thinkin ip 1 VJ ‘¥g%%ipg and Writing. New York: Henry HoIt ang Company, ' 9 . lh-pp. Lamar, Nedra N., How to Speak the Written Word. New York: Fleming H. Revell-Company, 1949: I7; pp. Speaking Borchers, Gladys, and Claude Wise, Modern Speech. New York: Harcourt, Brace and Company, l9h7. 509 PP0 Brigance, William N}, 8 each, Its Technigueg and Disciplines in a Free Society. New York: lppleton-Century-Crofts, EC?! lggze 571}- PP. Monroe, Alan H., Principles and as of Speech. Chicago: Scott, Foresman Company, Igh, 8 PP. Oliver, Robert, Dallas Dickey and Harold Zelko Communicative Speech. New York: .Dryden Press, 1955, 37 pp. Writing Gerber, John, and Kenneth Houp, The writer's Resource Book. New'York: Scott Foresman Company, I9§3, pp. Leary, William, and Jaime S. Smith, Think Before You Write. New York: Harcourt, Brace and Company,19§I, K§O pp. 88 Perrin, Porter, Writer's Guide and Index to E lish. New York: Scott Foresman Company, 1935, 8%? pp. Usage Fries, C. 0., American English Grammar. New York: Appleton-Century Company, Inc., I9h0, 313 pp. Pooley, Robert, Teaching English.Usagg. New York: Appleton-Century Company, Inc., l9k6, 265 pp. B. PERIODICALS Bagwell, Paul, “A Composite Course in Writing and Speaking." Quarterly Journal 3; Spgech. 31:79-87, February, 19h5.‘ "Communication Skills Number.“ Education. 72:65, 503, March, 1952. _ Dow, Clyde N., ”A Speech Teacher Views College Communication Courses." College English. 9:332-336, March, 19u8. Platt, James H., "What Do We mean By Communication?" Journal pf Communication. 5:22, Spring, 1955.1. Shoemaker, Francis, editor, "Communication and the Communi- cation Arts.” Teachers College Record. Teachers Col- lege, Columbia University,*NeW'York: November, 1955, 1&9 PP0 Traxler, Arthur E., editor, "Measurement and Evaluation in the Improvement of Education." American Council 23 Education Series. 15:61-65, April, 193*. Yeager, Hayes N., and William Utterback, editors, "Communication and Social Action.” The.Annals pprpg American Academx pg Political.gpg Social Science. Philadelphia, March, I9K7, I33 pp. C. UNPUBLISHED MATERIAL Fuller, Max, "A Study of the Effectiveness of a Course in Basic Communication.” Unpublished Doctor's dissertation. Northwestern University, Chicago, 1950, 193 pp. 89 Goff, Mary Helen, "The Present Status of Basic Communication Courses on the College Level." Unpublished Master's thesis. Illinois State Normal University, Urbana,n 19h8 110 pp. Sommers, Elaine, ”Syllabus for Basic Communication at Goshen College, Unpublished Master's thesis. Michigan State College, East Lansing, 1950, 78 pp. Report of the General Planning Committee. Unpublished summary of the Hesston College Curriculum Study. Hesston, Kansas, 1955. 15 pp. Author's notes from speeches made by Porter Perrin, Cyril F. Hagar, Albert Marckwardt, Lewis B. Mhyhew, J. Hooper Wise, and Paul Diederich, at the General Education Symposium, Basic College, Paul D. Bagwell, Chairman, Michigan State University, East Lansing, Michigan, April 25'279 19550 “11‘. an. ‘ F .. " W“. k APPENDIX 91 APPENDIX I. Sample Forms for Rating Written Composition and Speech.* II. Sample Forms of Course Evaluation Questionnaires and 308168e *These rating forms and course evaluation questionnaires and scales are cited by permission of the Michigan State Com- munication Skills Department and the Board of Examiners, respectively. 92 Student ......OOOOOOOCOOOOO000...... Dam ......O...‘........ A. B. SPEECH RATING FORM Michigan State University High Low :..:..:..'..‘..' sub Content and Organizatigp (h0%) ; ° ° ° ° ° Score 1. Does the speaker follow the E E E E E 5 requirements of the assign- ; ; ; ; ; ; ment? 000......0............OO;OO}OO}OC;O0‘00} 2. Is the content worthy of E E E E E E consideration? ...............g..;..;..:..;..: 3. Are the details interesting 5 E E E E E to the audience? .........OOOQ;OO;O.;OO;OO‘OO; h. Does the organization fit the E E E E E : subject and purpose of the : : z z : : talk? 0.00.00.........OOOOOOOO{O.;OO'OO;OO‘OO; 5. Can the audience follow the E E : . 3 development of ideas? ........ eeeeeeee‘ee'eeeeeeee‘ee'O000000 Lapguage (20%) ; ; z ; 1 ; Sub :. : : : : : Score 1. Is the language designed ; ; z ; ; ; for listenirlg? OOOOOOOOOOOOOOOi..;00;00;00;00; 2. Is the choice of words ap- E S S E E E propriate to the audience? ...,..;..;..;..;..3 3. Is the level of usage ap- E S I E E E propriate to the audience? ...:..;..:..;...'..:,....... I F‘T‘W. _ . mzim.p mm 3-3. e I: f U _ — . ‘ .. ' y — 93 C. Delivegy (h0%) ""°"°‘°:"°""°'°°"°""'°° . Z 3 I Z I Sub 1. Can the audience hear the E f E E 5 E Score Speaker? eeeeeeeeeeeeeeeeeeeeeeeeegeezeeteeezeed. 2. Are the speaker's sounds in- E E E E E E telligiblo to the audienca? eeeeee:ee:ee£eefieee 3. Do the speaker's accent, pace, 2 E E E E E and pitch help the audience I i ; ; ; : underStand his meaning? eeeeeeegee}ee!eeeeed:ee! h. Are the speaker's grooming and E E E E S E posture complimentary to the ; z : ; ; ; audience? eeeeeeeeeeeeeeeeeeeee!ee§ee!ee§ee{ee§ 5. Do the speaker's movements con-E E E E E E tribute to the effectiveness of; ; ; I ; ; ‘eee‘ee'eee‘ee. the SPOGCh? eeeeeeeeeeeeeeeeeeeSee Final Grade on Speech Rater ......OOOOOOOOOOOOOOOOOO... 9h Student ............................. Date .................. FORM FOR RATING WRITTEN COMPOSITION Michigan State University High. Low eeeeeeeeeeeeeeeeeeee O O C O O e e e e : Sub A. Content and Qrganization.(50%) E E S E Score 1. How well does the writing 5 5 5 5 5 fOIIOW the GSSIgnment? eeeeeeeereegeegeegeegee! 2. Is there a definite pattern 5 E 3 E E E Of organiz‘tion? eeeeeeeeeeeeeeree’eegeegeegee! 3. Is the subject sufficiently E E E E E 5 limited? eeeeeeeeeeeeeeeeeeeeee}ee’ee’ee§ea§ee§ h. Is specific supporting ma- 5 E E E E E terial used? eeeeeeeeeeeeeeeeeereegeepeegeegea! 5. Is the content worthy of 5 3 3 5 3 5 consideration in this I ; I ; ; : Situation? eeeeeeeeeeeeeeeeeeeebee‘eeDeeSee‘ee‘eeeeee Be Dietlon (20%) 000.0e:ee2ee§ee:ee:ee:eeeeee 1. Does the diction result 5 E E E E 5 Sub in stereotyped express- - ; ; ; ; 3 Score ion? eeeeeeeeeeeeeeeeeeeeeeeeeepee’eegeeieeiee‘ 2. Does the diction produce 5 E E E E clarity and precision of . 2 t 2 2 : OXPPGSSIOD? eeeeeeeeeeeeeeeeeegeegeegeeSeegeee 3. Is the level of diction 5 5 5 5 3 .eeDeeCeeDeegeeeOeee appropriate? ..................§.. C. Sentence Structure and Mechanics (h0%) 9S eeeoeegeeeeegee.eegeeeeee 1. To what extent is the writing 5 5 free from sentence fragments? .é..§.. run-on sentences? ...;..§.. 2. Is there evidence of ef- ' E E fective coordination? °'-°°'v°'§'°§" effective subordination? ...;..§.. '3. Is writing maturity exprese E E sed in sentence variety? ......E..§.. k. Does the writing exhibit E E mastery of: agreement? ......E..§.. punctuationl ......é..§.. capitalization: ......é..§.. spellingl ......é..§.. .‘OOCOOOCOOOQOOO......OOO0.00.00.00.00...0.0.0.0.... O O e'eeeeeeeeee.eeeoeeegeeeeeoeeeeegeeegeeeeeoeeeoeeeee e O O O Final Grade on Paper Rater ......OOOOOOOOOOOOOOOOO. O 0 .0e Sub Score n e . O l c u e A 1. .l~.i a... .rl’im e! STUDENT OPINIONNAIRE Major Sex Class Grade Point.Average Directions: It is the desire of your instructor to continu- , ously improve the instructional program. To ac- complish this purpose, a systematic poll of student opinion is sometimes helpful. Carefully consider each question, then write a thoughtful, sincere response. Draw a circle around the appropriate rating in each of the ”b” items. Do not write your name on this paper-. _ your responses have no effect on your grade. I. a. As you now see it, what is the most im- portant purpose of the course other than re- ceiving credit? b. How well was this pur- Excel- Very Fairly Very pose met? ............. lently Well Well Poorly Poorly II. a. What course activity . (lecture, lab. demon, stration, etc. contri- buted most toward the accomplishment of the above purpose? b. How well was this ac- Excel- Very Fairly Very tivity carried out?.... lently Well Well Poorly Poorly III. b. What method of study did you find most necessary to meet the grading re- quirements of this course? How do you rate this method in terms of its Excel- Very Fairly 97 Very general value?......... lently Well Well Poorly Poorly IV. b. What important plan, decision, or course of action are you consid- ering as a partial re- sult of taking this course? To what extent did the work in this course in- fluence this consid- Almost To To eration? ............. Entir- Large Some ely Extent Extent very Little Little V. b. What is the most im- portant action the instructor should take to improve this course? In order to keep stu- dent interest and effort at a high level, how important is it that the above action be Of Fairly Quite Very taken7.................Slight Impor- Impor- Impor- Impor- Import- tant tant 81106 tant tant VI. If you have any additional comments to make concerning the course, the instructional technique, or the instructor, please state them below or on the reverse side of this sheet. 98 A SCALE TO MEASURE ATTITUDES toward ANY COLLEGE COURSE Copyright, 1951 Board of Examiners Michigan State College On the reverse side of this sheet are statements about college courses. You are asked to consider these statements with reference to a particular course. Read all the state- ments and check GV) those that express your feeling about this course. This scale is designed to measure attitudes and it is‘pgp used for any grading purposes. The answers which you give will be regarded as confidential. You are urged to judge each statement according to your own personal feelings about it. Before beginning work, please record the information re- quested below: Name Date Age Sex Class (Fr, Soph, etc.) Major field of academic interest Name of course about which I am expressing an opinion I have finished this course ............... I am now taking the term of this course I have never taken this course ............ 99 Name of course Check (l/) every statement below that expresses your feeling about this course. ()1. ()2- ()3. ()ho ( ) Se ()6. ()7- ()8- A A A A A , v V V v V . (>15. ()16. ()17. ()18. This course is very beneficial to the majority of students who take it. I am very enthusiastic about this course. The benefits to be gained from this course hardly justify its existence. This course does not help students much. Not enough time is spent on each topic to get the full value of it. Some parts of this course are very worthwhile. This course does a good job in covering so much.ma- terial so clearly. This course could be helpful if it were better organ- ized. There are better courses than this and there are worse courfleae ' This is a good course for college students to take. This course does a fair job. Students learn very little in this course. This course, no doubt, has some value for some people. If I were limited to taking only one course in college, I would select this course as that one. I don't see how anyone could ever like this course. This course is too vague. This course should be thrown out of the curriculum. The material taught in this course is not detailed enough. lOO ( ) 19. One should have no difficulty devoting attention to the class work in.this course. ( ) 20. It would be hard for anyone to devise a better course than this one. ( ) 21. This course makes a valuable contribution to a col- lege education. Date Due ;l;r’_ . 1 h“ ‘ig “”131 l .‘. Demco-293 "ITIMEULMMMNT .