Written criticism of peers’ speeches by students in a college public speaking class was analyzed according to (1) type of criticism given, (2) perceptions of the criticism's helpfulness in preparing future speeches, and (3) sex of speaker and rater. Results were compared with previous research of teachers’ evaluations of students’ speeches and students’ perceptions of helpfulness of criticism given in a hypothetical situation.
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Book et al. (1980) studied this question.
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