Public Communication: A Case Study It was the first day of speeches in Communication 101. Scott, the football team captain and a 4.0 student, was near th end of his speech on-the use of steroids in high school athletics. He efficiently reviewed: h1s main points and concluded with a distressing story about a teenager who - died because he wanted t6 play football as best he p0551b1y could, evenifit - 'meant taking drugs to do so. - .. Jason Robinson died in pursuit of excellence. There is no need fBr - other young people to follow in his footsteps to an early grave.\" His words ended on a quiet note and-his classmates tentatively began to applaud before breaking into a loud ovation. Breathing a sigh of relief, . Scott gathered his note cards from the podium and began walking back to his desk in the third row of the classroom. His classmates were obviously impressed. \"Way to go, man! Where'd you learn to talk like that? \"Geez, I'm glad 1 don't have to go next.\" - \"Was that a true story or did you just make it all up?\" I asked the students to write down their comments on Scott's presentation - while I finished writing my own evaluation. A.couple of minutes passed and students began talking among themselves. I checked my sign=up sheet to see who would be delivering the next speech Tt was Lisa. ' My heart went-out to the timid girl sitting: two seats away from me. Lisa had registered for my section of Communication 101 last semester, but had dropped it before she had to make any oral presentations in the class. I knew she was nervous - probably more so than any of the other students. As she dropped her stack of 4X6 note cards and busily tried to reorganize then,a- nagging little voice spoke in my mind, \"Maybe you should have touched base with her last week to see if she was ready for the assignment.\" And then the voice of reason and pract:lcahty spoke up, \"You don't have tune to spoor feed every scared student.\" \" OK, Lisa. You're up next,\" I said in What I hoped was an encouraging tone of voice. (over) COMMURICATION 1ot 4 CASE STUBY Directions: You have been separated into small groups for the purpose of discussion. Begin your discussion by analyzing the case. Discuss the aspects, as detailed in the case study, of Lisa's circumstances. Then answer the following questions. You don't have to come to complete agreement. Record responses that reflect your entire group (even the one person who disagrees)! : 1. What might have caused Lisa to feel/react the way she did? 2. Pretend you were one of her classmates. How would you have felt as a listener? . 3. What was the instructor's reaction? How could he/she have prevented Lisa from falling apart? 4. In the moment, what could Lisa have done to prevent reacting the way she did? 5. What advice can you give Lisa to help her prepare for the next speech assignment? 6. How can the instructor/students show support or Lisa when she returns? = GAS991