A study examined the relative effectiveness of written feedback of student speeches. Subjects, 114 students from a large, midwestern university enrolled in 10 sections of the basic communication course, supplied a photocopy of a speech evaluation form which included written comments as well as an overall speech grade for the third speech of the semester. A total of 2,933 comments on 114 evaluation forms were coded for 4 dimensions. Results indicated nat: (1) positive comments were more prevalent than negative remarks! (2) there was a direct relationship between positive written 'eedback and grades; and (3) evaluation forms contained significantly more written comments directed toward content (63%) than those directed toward delivery (28%), outlines, bibliographies and time constraints (6%), or general comments (3%); (4) evaluations tended to have significantly more multi-word comment
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