ABSTRACT
Issues of voice, body, and face are so eclipsed by concerns about structure, argument, and content as to disappear from view. Instead, the vast majority of College and university courses teach speech writing with the expectation that students will learn public speaking either as a side-effect of speech writing or simply by standing and delivering their speeches. Generously counting every day of the course calendar in which anything resembling delivery or speaking was scheduled, the average public speaking class spends 7% of its time teaching public speaking, 53% of its time teaching speech writing, and 40% of its time for students to give presentations. The most any syllabus dedicated to teaching public speaking was 15% of the total class days. Better documented in the early 20th century are the complaints that elocution was an overly intellectual effort to make the art of public speaking appear severely scientific.
