Abstract
This article proposes a combined basic course in English composition and speech for small colleges and justifies the model through demographic, curricular, and historical considerations. The argument begins by noting that significant declines in the eighteen year old population will likely force reductions in faculty and require the consolidation of foundational courses. The combined course is presented as a pragmatic response that can preserve curricular flexibility while allowing students additional space for electives or internships. The article then establishes a philosophical rationale by tracing the shared origins of writing and speaking in classical rhetoric, emphasizing the relevance of invention, arrangement, and style as common pedagogical processes. It contrasts this prescriptive classical framework with contemporary approaches that prioritize expressive freedom, arguing that a return to structured rhetorical stages could strengthen instruction in both disciplines. The analysis also outlines key differences between speaking and writing, including sentence structure, pronoun usage, audience dynamics, repetition, and the presence of nonverbal communication. Despite these distinctions, the article identifies numerous shared concepts and objectives that support integration. It concludes with specific recommendations for implementing an interfaced course, including parallel assignments in speaking and writing, research based topic selection, instruction in rhetorical theory, and a coordinated sequence of informative, controversial, persuasive, and critical tasks.
Recommended Citation
Sitzmann, Marion
(1985)
"Interfacing of English and Speech in a Basic Course,"
Association for Communication Administration Bulletin: Vol. 54, Article 19.
Available at:
https://stars.library.ucf.edu/aca/vol54/iss1/19
