Chapter 14

Article 1: Ransom, L. S. (2009). Sowing the seeds of citizenship and social justice: Service-learning in a public speaking course. Education, Citizenship and Social Justice, 4(3), 211–224. doi:10.1177/1746197909340871

Questions that apply to this article:

1. Find where the author notes that some “learning outcomes can be more effectively practiced and mastered in the context of an external audience.” Why might an external audience be beneficial to someone who is in an introductory public speaking course? How might feedback from an audience made up of people other than professors and classmates help you to focus more on the preparation and development of a public presentation?
2. Identify where the author suggests that she believes making service-learning a required portion of the undergraduate curriculum is an integral part of sowing the seeds of citizenship and social justice values. What are your thoughts on this issue? What benefits might you reap if you were required to fulfill a service-learning element of a public speaking class? Are they any drawbacks?
3. Locate where the author suggests that her deaf students, like most college students, also initially resisted experiences that are uncomfortable. As you read the discussion on attitudes, beliefs, and values, particularly on the attitudes of the privileged toward the homeless, think about how you might develop a public presentation on this topic that would be well-organized and well-supported.