Abstract
This article analyzes the limitations of traditional immediate post speech criticism in basic public speaking courses and presents a four step evaluation system designed to produce more deliberate and comprehensive feedback. It argues that conventional critique sheets and spontaneous peer comments often result in superficial observations shaped by the immediacy of performance, emotional distortion, and the restricted scope of one page forms. To address these problems, the article outlines a sequenced process that begins with a post speech conference held the day after the presentation, allowing for a more reflective review of critique sheet comments and targeted discussion of areas for improvement. The second step incorporates videotaping of all speeches so that students can observe their performances and connect instructor feedback with observable behavior. The third step adds structured written critiques from a panel of four student judges, each assigned to evaluate a specific rhetorical dimension, including claims and support, organization, style, and delivery. The final step requires students to create audio recordings and typed transcripts of their speeches, which become the basis for detailed analysis of grammatical choices, vocal patterns, pausing, and emphasis. The article concludes that this multifaceted system, though demanding, yields more effective criticism and increases student motivation by providing a tangible and integrated record of performance.
Recommended Citation
LaFleur, Gary B.
(1985)
"A Special Tool for Offering Criticism: The Post-Speech Transcript,"
Association for Communication Administration Bulletin: Vol. 54, Article 22.
Available at:
https://stars.library.ucf.edu/aca/vol54/iss1/22
