Preparation meeting opportunity

How do college students prepare for public speeches?

Judy C. Pearson, Jeffrey T. Child, David H. Kahl, Jr.

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Nearly half a million students prepare classroom speeches each year, but little is known about overall preparation time and the relative proportions of time used for each speech preparation activity. Further, we do not know the specific speech preparation activities that result in higher speech grades. Public speaking students completed journal entries over the course of a semester detailing their speech preparation process. Multiple regression revealed the relationship of time spent in five writing activities and overall speech grade averages. Overall preparation time correlated significantly with higher speech grades; in addition, students who spent more time in delivery and practice earned higher speech grades.

Original languageEnglish (US)
Pages (from-to)351-366
Number of pages16
JournalCommunication Quarterly
Volume54
Issue number3
DOIs
StatePublished - Jan 1 2006

Fingerprint

Students
student
semester
speaking
time
regression
classroom

All Science Journal Classification (ASJC) codes

  • Communication

Cite this

@article{6abf4bf785e143b295298d00e9d6d0bc,
title = "Preparation meeting opportunity: How do college students prepare for public speeches?",
abstract = "Nearly half a million students prepare classroom speeches each year, but little is known about overall preparation time and the relative proportions of time used for each speech preparation activity. Further, we do not know the specific speech preparation activities that result in higher speech grades. Public speaking students completed journal entries over the course of a semester detailing their speech preparation process. Multiple regression revealed the relationship of time spent in five writing activities and overall speech grade averages. Overall preparation time correlated significantly with higher speech grades; in addition, students who spent more time in delivery and practice earned higher speech grades.",
author = "Pearson, {Judy C.} and Child, {Jeffrey T.} and {Kahl, Jr.}, {David H.}",
year = "2006",
month = "1",
day = "1",
doi = "10.1080/01463370600878321",
language = "English (US)",
volume = "54",
pages = "351--366",
journal = "Communication Quarterly",
issn = "0146-3373",
publisher = "Routledge",
number = "3",

}

Preparation meeting opportunity : How do college students prepare for public speeches? / Pearson, Judy C.; Child, Jeffrey T.; Kahl, Jr., David H.

In: Communication Quarterly, Vol. 54, No. 3, 01.01.2006, p. 351-366.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Preparation meeting opportunity

T2 - How do college students prepare for public speeches?

AU - Pearson, Judy C.

AU - Child, Jeffrey T.

AU - Kahl, Jr., David H.

PY - 2006/1/1

Y1 - 2006/1/1

N2 - Nearly half a million students prepare classroom speeches each year, but little is known about overall preparation time and the relative proportions of time used for each speech preparation activity. Further, we do not know the specific speech preparation activities that result in higher speech grades. Public speaking students completed journal entries over the course of a semester detailing their speech preparation process. Multiple regression revealed the relationship of time spent in five writing activities and overall speech grade averages. Overall preparation time correlated significantly with higher speech grades; in addition, students who spent more time in delivery and practice earned higher speech grades.

AB - Nearly half a million students prepare classroom speeches each year, but little is known about overall preparation time and the relative proportions of time used for each speech preparation activity. Further, we do not know the specific speech preparation activities that result in higher speech grades. Public speaking students completed journal entries over the course of a semester detailing their speech preparation process. Multiple regression revealed the relationship of time spent in five writing activities and overall speech grade averages. Overall preparation time correlated significantly with higher speech grades; in addition, students who spent more time in delivery and practice earned higher speech grades.

UR - http://www.scopus.com/inward/record.url?scp=80053248670&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=80053248670&partnerID=8YFLogxK

U2 - 10.1080/01463370600878321

DO - 10.1080/01463370600878321

M3 - Article

VL - 54

SP - 351

EP - 366

JO - Communication Quarterly

JF - Communication Quarterly

SN - 0146-3373

IS - 3

ER -