The chief purpose of this investigation is to determine the elements of speech style, the motive appeals, and the use of the elements of interest which play the most characteristic roles in twelve of Parley P. Pratt's sermons. While all the speeches that Pratt delivered have not been studied, since there are likely hundreds of them of which we have no record, it is thought that this study is sufficiently broad to warrant the conclusions that the writer has drawn.A brief biography is included as a part of this study that a better understanding of the man might be appreciated. Most of the biographical information was borrowed freely from his autobiography which was edited and published by his family in 1874.

The purpose of this thesis was to determine the public speaking style of Charles W. Penrose. The problem was investigated by using the elements of a speaking situation, the speaker, the speech, the audience, and the occasion. Three speeches were used; namely, "Remarks on Union" given on January 19, 1879, "Women Suffrage" given on June 3, 1889, and "Graphic Glimpses of Pioneer Life" given on February 4, 1924. Seven selected criteria were used as guidelines for the evaluation of the speeches; namely, accuracy, clarity, propriety, economy, force, striking quality, and liveliness.The following conclusions resulted from the evaluation of the speeches using the seven selected criteria. (1) Throughout his life his vital style never seemed to weaken. (2) His use of the direct approach showed his great insight into the needs of the people. This directness emphasized his purpose to stimulate his audiences to right actions. (3) On the whole, his speaking style was accurate, clear, appropriate, economical, and forceful. The speeches showed some striking qualities and an inward vitality compelling the audience to listen.

The chief purpose of this analysis is to determine how much Matthew Cowley used the illustrative method of oral support in his public speaking. A minor purpose is to determine the dominant motivating appeals used in his speaking. Such an examination should provide valuable insight for those desiring effective techniques in public speaking situations.

The 1958 gubernatorial campaign brought an end to the active political career of William Fife Knowland who, for over a quarter of a century, had served his state of California and his nation. As a member of the California State Legislature, Knowland held the offices of State Assemblyman from 1933 to 1935 and of State Senator from 1935 to 1939. In addition to these state offices, Knowland was a member of the Republican National Committee in 1938 and was chairman of the Republican National Executive Committee from 1941 to 1942. His political career was interrupted from 1942 to 1945 when he served the United States Army, rising from the rank of private to that of Major. While serving in Europe, Knowland was appointed United States Senator from California to fill an unexpired term. Elected to the office of United States Senator in 1946 and again in 1952, Knowland served as Senate leader for the Republican party from 1953 to the end of his term in 1956 when he announced his decision to run for governor of California. It was the purpose of this study to analyze and critically evaluate the use of artistic proofs in selected 1958 campaign speeches of William Fife Knowland.

<p>In this thesis I deal with the issue of relativism that threatens Toulmin’s field- dependency thesis (i.e. the claim that the standards of argument appraisal depend on the argument field in which the argument occurs). After offering partial interpretation of the concept of “argument fields” and elucidating the concept of field-dependence, I argue that Toulmin’s field-dependency thesis does result in an unacceptably strong relativism.</p> / Master of Arts (MA)

The object of this study is to examine the diction of “Scenes of Passion and Despair” by Joyce Carol Oates in an attempt to discover performative attitudes for the interpreter. The discussion centers on the theme of illusion and reality as it manifests itself in the story. Because this theme superimposes itself on diction, it becomes necessary to examine words in detail, searching for the manner in which words are used to create a certain degree of reality for each character of the story. The discovery of these realities reassures the interpreter that his is a faithful rendering of one possible interpretation of the story. A great deal of attention centers on the respective realities of the characters and the narrator in order to facilitate the interpreter in his criticism; one method in which this is accomplished is through an examination of the different realities revealed through diction. These realities pertain either to the narrator or the character of the woman. The final chapter demonstrates the manner in which the preceding study of diction becomes realized and defined in physical performance, thus showing how interpretation acts as one method of literary criticism.

A qualitative investigation was conducted to explore the phenomenon of communication apprehension among a purposeful sample of five community college students with high levels of communication apprehension. The phenomenon of Communication Apprehension (CA) is “an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons” (Beatty, McCroskey, & Heisel, 1998, p. 197; McCroskey, 1970, p. 269). All individuals experience some level of CA, and between 30% and 40% of individuals are estimated to experience high levels of CA. For the community college student with high levels of CA, the introductory communication course can be difficult, causing significant emotional and physical distress. For the high CA student, the experienced anxiety has academic, social, and emotional implications. A phenomenological qualitative methodology was selected to give voice to the high CA student and to understand the lived experience of high CA during the introductory communication course. This study provides a rich, thick description of the lived experience of the high CA community college student. A purposeful sample of five high CA community college students enrolled in the introductory communication course was selected. Participants were identified as high CA using the Personal Report of Public Speaking Apprehension (PRPSA) (McCroskey, 2017). Study participants were selected as follows: those with high levels of CA as determined by the PRPSA instrument, and who were willing to offer insight into the lived experience of high CA. Data were gathered in two 50-minute interviews with each participant and from participatory action research (PAR) personal diaries created by study participants. Data were also gathered from field observations by the primary investigator. The lived experience of high CA is comprised of seven themes: (1) ongoing and pervasive difficulty, (2) ongoing curricular and co-curricular difficulty, (3) no division exists between real and imagined CA, (4) high CA students frequently avoid anxiety-inducing scenarios, and (5) high CA students have not been effectively equipped with mitigating techniques and in turn, use self-developed mitigation. The study is significant because it contributes to the body of knowledge related to CA for the high CA community college student.

This experimental study examines an online module designed to increase student competence in oral citation behavior using a mastery training strategy. Students in the experimental condition provided complete citations at a higher rate and provided more citation information for traditional and web-based sources compared with a control group without required training. Although subjective norms set by instructors also influence citation behavior, the general trend depicted was that students completing the required module training performed more complete citations. Implications for student learning, mastery instruction, and course assessment were considered to be generally beneficial and at minimal cost.

Lisa Henderson, LOVE AND MONEY: QUEERS, CLASS, AND CULTURAL PRODUCTION. New York: New York University Press, 2013; 201 pp. ISBN: 9780814790588, $23.00 paperback.

Now more than ever, speech clinicians are being required to justify the effectiveness of their work by showing results. There are different ways to measure outcomes. For example, outcomes may be measured by testing to determine if change has occurred regarding clinical goals, or by comparing the cost of the treatment to the benefit of the treatment to determine if the treatment was economically sound. Another type of measure is subjective outcomes, such as client satisfaction. Subjective outcomes are difficult to define and measure and few studies of this type have been reported in the literature. Because clinical outcome is dependent, at least to some extent, on client satisfaction (Williams, 1994), and because few studies have been reported in the literature regarding client satisfaction with speech and language services, this area became the focus of the current study. This study sought to answer the following questions: (a) Did the parents think their child benefrtted from the articulation intervention services received at the clinic? and (b) What were parents' attitudes regarding the clinical atmosphere and staff? The Consumer Satisfaction Measure of the American SpeechLanguage- Hearing Association (ASHA) was used in this study because it is broad in scope and contains statements relating to the research questions of the current study. Answers to the research questions were derived from the responses to the survey that was mailed to the parents of 86 children who had received articulation services from the PSU Speech and Hearing Clinic. Ninety-five percent of the parental responses regarding whether parents felt that their children benefited from services obtained at the PSU Speech and Hearing Clinic were positive, indicating that parents were satisfied with the services received. Ninety-one percent of the parental responses regarding parent's attitudes toward the clinical atmosphere and staff were positive. It appears that parents hold favorable views regarding the clinical atmosphere and staff and that they were satisfied with the services their children received at the PSU Speech and Hearing Clinic.