2.  Stuttering in Public

 

As the title of this unit implies, you will be doing pseudostuttering outside of the confines of our classroom and CCD. 

 

As a result of completing this unit you will

a)   Learn how to stutter convincingly

b)   Develop a beginning level of understanding of how the anticipation of stuttering affects one’s communication interactions

c)   Observe and evaluate reactions from the individuals that you interact with when you are pseudostuttering

d)   Evaluate your own reactions to this experience

 

Tasks included in this unit include

a)   Reading several articles

b)   Practicing pseudostuttering with your classmates

c)   Pseudostuttering in public

d)   Writing reaction papers for each stuttering experience and a summative paper

 

Articles

You are required to read the following articles/chapters

 

Jezer, M. (1997).  Stuttering: A life bound up in words. Plymouth, VT: Five Corners Press.  Please read Chapter 2, How I Stutter & Chapter 3, The “S” Word.

 

Manning, W. (2004). “How can you understand? You don’t stutter!”  Contemporary Issues In Communication Sciences and Disorders, Vol. 31, 58-68.

 

Pseudostuttering Practice

You will need to practice pseudostuttering with a friend or classmate(s) prior to actually stuttering in public.  You must try to make your stuttering behaviors representative of real stuttering and try to develop a level of comfort when you pseudostutter.  Your pseudostuttering must be convincing.

 

Pseudostuttering in Public   

You are required to stutter in a public setting…actually, 3 different public venues.  One purpose of this unit is to give you a sense for what it may feel like to be a person who stutters (and perhaps develop a better understanding of what your clients who stutter experience daily).  Another purpose is for you to observe your listeners’ reactions to you when you pseudostutter. 

Of course, as you’re completing this assignment, remember that you have the option to stutter or to not stutter.  The person who stutters doesn’t have that option in all speaking situations.

As stated previously, you need to stutter in three different settings.  These may include, but are not limited to -–placing an order at a restaurant, asking for information on the telephone, asking for directions at the mall or on campus, ordering pizza on the phone, buying clothes, etc.  Only one experience can occur on the phone.  The other two must be face-to-face.

 

Reaction Papers and Summative Paper

You need to write a reaction paper for each experience and a summative statement.  There is no length requirement, but your written reactions are expected to be complete.  Questions to address in your papers might include the following: How did you approach the situation?  What kind of stuttering did you do?  What was the reaction of the person(s) you were talking to? How did you feel as a communicator?

 

Your summative paper should address your overall personal reactions to completing this unit, your perception of how you were received (were your listeners sensitive to your communication needs?), what is your sense in general as to how our culture perceives someone who has a stuttering problem, whether you can empathize with the authors of the readings, you should include discussion of how or if this unit has helped to develop your understanding of stuttering, etc.  

 

Grading

This unit is worth a total of 50 points.  Each reaction paper is worth 10 points, while the summative paper is worth 20 points.  Please refer to the rubric in the syllabus for grading guidelines.

 

This unit is due in the D2L Drop Box by the end of the day October 06, 2006.