The teaching of oral communication should help students develop their authority, stamina and confidence as speakers. Classroom speaking opportunities and instruction should emphasize the development of personal competence, affinity and skill in using oral language as a means of constructing and sharing knowledge. Students in the FYS should not regard discussion as a ‘check’ on understanding course texts, but, rather as an important means for discovering and shaping what they know and mean, as well as what others know and mean. By the conclusion of the FYS, students should understand the basic principles of oral communication as they apply to discussion with an emphasis on thesis formation and development, appropriate use of evidence, clarity in style, proper organization, responsive listening and other principles distinctive to good speaking and listening.
And so, students will:
1. Participate in a variety of guided and open discourse practice which focus on the sharing of ideas.
2. Engage regularly in discussion of texts.
3. Engage regularly in the discussion of writing, including their own.
4. Develop awareness of and competence in practices of civil discourse.
Recommendations:
1. Informal, low-stakes speaking exercises and assignments should occur early and often to allow students to explore the different purposes of a variety of speaking genres and appropriate responses to them.
2. At least one structured in-class discussion assignment, in which students have primary responsibility for planning, leading and concluding discussion, should be required each semester. This should include appropriate evaluation, as well as support and suggestions for improvement from both faculty and peers.
3. Experiences in other speaking genres (presentations, debates, interviews, oral interpretation, panel discussions, etc.) may be used to broaden students’ oral communication capabilities.
4. Experience in other kinds of argumentative/persuasive/oral/written/digital projects such as multi-media presentations may be used.