TITLE

NOTES DEVELOPMENT

AUTHOR(S)
Lieb-Brilhart, Barbara
PUB. DATE
August 1977
SOURCE
Spectra;Aug1977, Vol. 13 Issue 4, p7
SOURCE TYPE
Periodical
DOC. TYPE
Article
ABSTRACT
The article highlights the problems being faced by members of the U.S. Speech Communication Association in their fight for survival in the speech communication profession. Literacy for the U.S. public means reading and writing. Unlike Great Britain, which promotes a balanced approach to English instruction, English instruction in the U.S. promotes reading and writing skills though compartmentalized instruction. The problems connected with teaching undergraduate English can be divided into two categories: how to teach the skills of literacy, particularly writing; and how to continue to teach the literature courses that are the discipline's stock-in-trade. The belief that the basics should comprise primarily written discourse is reflected in revisions of English requirements for admission to undergraduate programs. In many cases speech, drama and even journalism are no longer acceptable for English entrance requirements. Since high school speech programs are frequently offered as electives or alternatives within English programs, some college oriented secondary schools are threatening to cut back on speech and drama. In addition to threatening high school programs in speech communication, there are also threats to college programs. An example of that vulnerability occurred at the University of Denver, Colorado which experienced an institutional enrollment drop, despite the fact that the speech communication department's enrollment was thriving. Despite the narrow view of the basics as reading and writing, and despite attacks on speech programs, there is a paradoxical growth of communication offerings by departments outside of speech. The problem is that communication advocates do not perceive communication education as existent or as relevant to the goals and skills they are advocating. Consequently, programs and courses in communication are proliferating in academic and non-academic contexts in departments which may house advocates, who are not necessarily experts.
ACCESSION #
15552443

 

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