This advanced public speaking textbook is designed to encourage you as a speaker and to help you sharpen your skills. It is written to feel like you are sitting with a trusted mentor over coffee as you receive practical advice on speaking. Grow in confidence, unleash your personal power and find your unique style as you learn to take your speaking to the next level--polished and professional.
Business English for Success is a creative solution to a common challenge across Business Communication courses: Business English or Business Presentations? Some classes place an equal emphasis on oral and written communication. If that's the case for you check out our text Business Communication for Success. If, however, your class places the emphasis squarely on written communication and writing proficiency, then Business English for Success is for you.
College Success takes a fresh look at what it means, in today’s world, with today’s students, to be successful in college.Although many of the topics included—from study skills to personal health, from test-taking to managing time and money—will look familiar to those who have used student success texts that have been around for many editions, College Success takes a new approach. The focus is on realistic, practical tools for the students who need them. This is a book designed, frankly, for students who may have difficulty with traditional college texts. The style is direct and to the point. Information is presented concisely and as simply as possible. This is not a weighty tome that discusses student success—this is a manual for doing it.College student demographics have changed considerably in recent decades. More than a third of all students enroll not directly from high school but after a delay of some years. More students are working and have families. More students come from varied ethnic and cultural backgrounds. More students are the first in their family to attend college. More students have grown up with electronic media and now read and think in ways different from the previous generation. With these and so many other cultural changes, more students are not well prepared for a college education with the study skills and life skills they need to become successful students.For each student to get the most out of College Success and their college experience they must understand who they are as it relates to college. To that end, in every chapter students explore themselves, because success starts with recognizing your own strengths and weaknesses. Students make their own goals based on this self-assessment, determining what success in college really means for them as individuals. Interactive activities then help students learn the choices available to them and the possibilities for improving their skills. Skills are presented in step-by-step processes, tips for success in manageable highlighted displays. Most important, students always see the value of what they are reading—and how they can begin to apply it immediately in their own lives.College Success is intended for use in Freshmen Orientation, Study Skills or Student Success courses. A 2009 study revealed that currently nationwide, 34% of college freshmen do not return to their college for their sophomore year. This book is designed to help change that.
Communication, Affect, & Learning in the Classroom was original published by Virginia Richmond and Joan Gorham in 1992 and then updated a decade later by Virginia Richmond, Jason S. Wrench, and Joan Gorham in 2001. As we enter into the revision of the 3rd edition of the text, the basic content has not been drastically altered over the years. However, the research in Instructional Communication has clearly become more prominent and stronger. Probably the single most important development in the past two decades was the publication of the Handbook of Instructional Communication: Rhetorical and Relational Perspectives edited by Mottet et al. (2006). The purpose of the handbook was to synthesize the first three decades of research in instructional communication into a single volume that could help both researchers and instructors understand the value of communication in the instructional process.
Communication in the Real World: An Introduction to Communication Studies overviews the time-tested conceptual foundations of the field, while incorporating the latest research and cutting-edge applications of these basics. Each chapter will include timely, concrete, and real-life examples of communication concepts in action. A key feature of this book is the integration of content regarding diversity and organizational communication in each chapter through examples and/or discrete sub-sections. Discussions of diversity are not relegated to feature boxes. Also integrated into the content are examples that are inclusive in terms of race, gender, sexuality, ability, age, marital status, religion, and other diverse identity characteristics.
Instructors: The Third Edition includes a set of test banks which are not available to the public. For access to these resources, please contact Dr. Barbara Tucker at firstname.lastname@example.org.
Exploring Public Speaking: The Free College Public Speaking Textbook began as the brainchild of Dr. Kris Barton, Chair of the Department of Communication at Dalton State College. It also was made possible through a generous Textbook Transformation Grant in 2015 from Affordable Learning Georgia, a highly successful program of the University System of Georgia. Dr. Barton asked me to help him author/compile the text.
The goal was to provide a high-quality, usable, accessible, and low-cost textbook for the hundreds of students who take COMM 1110 at Dalton State College every year. This course is required of all degree-seeking students. We have been able to save students hundreds of thousands of dollars already with this text. Unexpectedly and happily, the text has also been downloaded close to 14,000 times (as of August 2018) all over the world and has been adopted at many other institutions.
Dr. Barton and I worked on creating the textbook from July 2015 until May 2016, with the goal of going live with the text in Summer of 2016. Tragically Dr. Barton passed away in early May, a reality that still does not seem real. He has been greatly missed as a friend, colleague, father, scholar, teacher, and mentor.
The launch of the book proceeded; however, due to the loss of Dr. Barton, the ancillaries were not finished. In Summer 2017 I took on a significant revision and updating which I named the Second Edition. I included in that edition information on college student success in the appendices. In January 2018, a colleague, Matthew LeHew, and I won a grant from the University System to create the ancillaries and improve the format for more accessibility. I decided to remove the “Dalton State” from the title and most examples for wider appeal. An appendix on library research retains the information for specific use of Roberts Library on our campus.
Over 90% of the book is original with Dr. Barton, me, or other colleagues at Dalton State College. Some parts, specifically from Chapters 9, 10, and 15, are adapted from another open resource public speaking text whose author prefers not to be cited.
This Third Edition, along with including necessary updates and being formatted with different software, includes four more appendices: one on online speaking, one on APA, one on humor and storytelling in public speaking, and one on Dalton State’s Library. I have also tried to clarify concepts, to provide “case studies” to show the rhetorical process, and include more outlines and examples.
We think this book is especially useful in coverage of PowerPoint, audience responsiveness, ethics in public speaking, special occasion speeches, and structure of speeches. Three ancillaries are available: electronic “flash cards” for study, Powerpoints on the 15 main chapters, and test banks for the 15 main chapters.
Thank you for downloading Exploring Public Speaking, and the co-authors and I truly wish you happy teaching and learning with it. We welcome input. If you choose to use it, let us know at email@example.com.
Welcome to the textbook for Engineering Technical Communications courses at The Ohio State University. Our aim in writing this textbook was to create a resource specifically focused on and applicable to the kinds of communication skills most beneficial to the students who take our courses. Therefore, this textbook focuses on developing both technical and professional communication skills and will help readers practice strategies for critically analyzing audiences and contexts, real-world applications of rhetorical principles, and skills for producing documents (reports, proposals, instructions), presentations, videos, and wide variety of other professional communications.
Social media and humans exist in a world of mutual influence, and humans play central roles in how this influence is mediated and transferred. Originally created by University of Arizona Information scholar Diana Daly, this Third Edition of the book Humans are Social Media uses plain language and features contributions by students to help readers understand how we as humans shape social media, and how social media shapes our world in turn.
The definitive text for the information search and evaluation process as practiced by news and strategic communication message producers. Currently used at the University of Minnesota School of Journalism and Mass Communication; JOUR 3004W/V, Information for Mass Communication.
Intercultural Communication examines culture as a variable in interpersonal and collective communication. It explores the opportunities and problems arising from similarities and differences in communication patterns, processes, and codes among various cultural groups. It explores cultural universals, social categorization, stereotyping and discrimination, with a focus on topics including race, ethnicity, social class, religion, gender and sexuality as they relate to communication.
Interpersonal Communication: A Mindful Approach to Relationships helps readers examine their own one-on-one communicative interactions using a mindfulness lens. The writing team of Jason S. Wrench, Narissra M. Punyanunt-Carter, and Katherine Thweatt incorporates the latest communication theory and research to help students navigate everyday interpersonal interactions. The 14 chapters in this book cover topics typically taught in an undergraduate interpersonal communication course: family interactions, interpersonal dynamics, language, listening, nonverbal communication, and romantic relationships, as well as exploring emerging areas such as self-compassion, body positivity, friendships, and “the dark side”. The writing takes on a purposefully informal tone to engage readers. Each chapter is broken into different sections that have unique instructional outcomes, key takeaways, and exercises, and concludes with real-world case studies and sample quiz questions. Also included is an extensive glossary with over 350 definitions.
The text introduces some of the key concepts in intercultural communication as traditionally presented in (North American) courses and textbooks, namely the study of differences between cultures, as represented in the works and theories of Edward Hall and Geert Hofstede. Common to these approaches is the prominence of context, leading to a view of human interactions as dynamic and changeable, given the complexity of language and culture, as human agents interact with their environments.
Launch! Advertising and Promotion in Real Time is the first free, open source text for advertising and marketing classes. A new alternative to introductory texts that can cost into three figures and provide information that is extraneous or outdated, Launch! offers a basic text at no cost to students. Instead, we generate revenue through individually priced materials such as discretionary hard copies of the text (for those of you who still like to mark up your book the old-fashioned way), study guides, podcasts and streaming interviews (à la iTunes), user-generated content, advertising sales, and corporate sponsorship. There’s something else that’s really unique and cool about Launch! Welcome to the first advertising textbook written in partnership with a real-life advertising agency. It’s fine to talk about ad campaigns from the past, but we’d rather hear about one from the horse’s mouth—while it’s still happening. We’re going to teach you about the ad biz the way you’ll learn it if you choose to make it your career (and we hope you do). None of that shiny, happy, “talking heads” stuff; we’re going to take the gloves off and show you how a campaign works (and sometimes doesn’t) from the vantage point of the people who have to do it every day. Prepare to Launch!
Communication is the heart of business. Short emails, complex reports, private chats, impassioned pitches, formal presentations, and team meetings move information and ideas around an organization, define strategy, and drive decisions. Business communication is concise, direct, clear, and compelling.
This is the first edition of a modular open textbook designed for entrepreneurial journalism, media innovation, and related courses. This book has been undergoing student and faculty testing and open review in fall 2017. Feedback has been implemented in Version 1.0 and will continue to be implemented in Version 2.0 (ETA spring 2018). An accompanying handbook will include additional activities, ancillary materials and faculty resources on media innovation for instructors.
Media, Society, Culture, and You is an approachable introductory Mass Communication text that covers major mass communication terms and concepts including "digital culture." It discusses various media platforms and how they are evolving as Information and Communication Technologies change.
This book has been peer-reviewed by 6 subject experts and is now available for adoption or adaptation. If you plan to adopt or adapt this open textbook, please let us know by filling out our adoption form (https://docs.google.com/forms/d/e/1FAIpQLSdIj_Te3hiuJL7cKaofhhUHuDz3_hlVXg6Wg1IPcDZoH2pRrg/viewform?usp=sf_link).
You can view the book's Review Statement (https://press.rebus.community/mscy/back-matter/review-statement/) for more information about reviewers and the review process. An Accessibility Assessment (https://press.rebus.community/mscy/back-matter/accessibility-assessment/) for this is book has also been prepared to see how this book meets accessibility standards.
The text provides an upper-level undergraduate introduction and explanation of the social and cognitive processes involved in human communication, focusing on how people create understanding.
This book is intended for use in a large introductory class in new media in a program that covers the “full-stack” including critical/cultural studies, media management, diffusion of innovation, and synthetic media production. The first half of this basic sequence covered new media and democracy, finance, intellectual property law, basic games, and transmedia. The second half of the sequence covers many topics related to aesthetics, design, technology, and methodology.
To that end, this book needed to be written so that it would be helpful for many different professors and trajectories of study. This book is in neither engineering, social science, nor the humanities, but also all of those. At the same time, this is a program in the Communication Studies and Media Studies traditions of the United States and that texture will come across.
This workbook is designed to give students in communication sciences and disorders foundational knowledge in Phonetics. Students will learn to listen and transcribe the speech of typically developing speakers of Standard American English in the International Phonetic Alphabet (IPA). Students will also learn how to listen and transcribe the speech of individuals with common speech sound disorders (i.e., residual articulation disorders and phonological disorders). Students will also be introduced to the fundamentals of speech science and spectrograms as they pertain to speech sound production.
The Public Speaking course was developed through the Ohio Department of Higher Education OER Innovation Grant. This work was completed and the course was posted in September 2019. The course is part of the Ohio Transfer Assurance Guides and is also named OCM013. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.Team LeadJessica Papajcik Stark State College Content ContributorsJames Jarc Central Ohio Technical CollegeJanny Nauman North Central State CollegeCarrie Tomko University of Akron LibrarianAllen Reichert Otterbein UniversityReview TeamLaura Garcia Washington State Community CollegeJasmine Roberts Ohio State University
One of the keys to successful public speaking is being audience-centered. Always asking the question: What’s in it for them? Thoughtful audience analysis allows the speaker to adapt all presentations to the needs of their specific audience and situation. Audience analysis is categorized into three types: demographic, psychographic and situational analysis. Demographic analysis addresses who your audience is in terms of age, race, religion, education, income, occupation and group affiliation. Psychographic analysis explores an audience’s attitudes toward the speaker and topic. Situation analysis focuses on the physical environment in which you will be presenting and why the audiences attend. The section further explores tools for gathering audience analysis information by using existing databases, direct observation, interviews, surveys or focus groups. Without audience analysis you’re just talking. ith audience analysis, you are speaking with a purpose, which makes a great difference on the impact of your message.
By this point, you’re probably aware that delivering your speech is only one part of the public speaking process. Clearly, it’s a critical part of the process, and most likely, the only part that your audience will see, so it’s important to get it right. Strong, confident delivery can help you build rapport and trust among your audience. Supporting your speech with effective presentation aids will help increase audience interest and hopefully understanding of your important ideas. This section will go over several strategies for how to make the most of your time in the spotlight, on stage, in class, or in the corporate boardroom. Part one of this topic deals with the actual delivery of the speech. Part two of this section deals with the development and use of presentation aids. Upon completion of this unit, students should be equipped with practical strategies that they can use to deliver dynamic, engaging, and memorable speeches, no matter the situation. Of course, it takes practice to develop good speech delivery habits, so students should be encouraged to take extra time to form these skills. With support and guidance, even the most timid students can make great strides toward developing a strong “presence” that audiences will really respond to!
Informative speaking is one of the most common forms of public speaking. This section starts with the goals of an informative presentation and why we give informative presentations. Next, it gives strategies for making our information clear and interesting to the audience. There are various types of informative speeches, which focus on objects, people, events, concepts, or processes. Lastly, the section emphasizes the types of information covered in informative presentations.
The oral tradition is one of the oldest known to humankind. We learned to talk as small children. Much like walking, we tend to just do it and not think about how we do it. We use language daily to express feelings, achieve our goals, and to share information. This section explores the important role “oral language,” or verbal communication, plays in that process. How do we create meaning? How does written language differ from oral language? How can we use language effectively? How do we make our language appropriate, vivid, inclusive and familiar to our audience? Finally, this chapter explores the six elements of language: clarity, economy, obscenity, obscurity, power and variety. Do not just talk, make your words count!
This educational lesson focuses on listening. Two open network textbooks (ONT) covering listening content are available at no cost: Stand up, Speak Out: The Practice and Ethics of Public Speaking is the recommended textbook and Exploring Public Speaking (3rd ed.) is the supplemental textbook. In Stand up, Speak Out, the listening information is found in Chapter 4. In Exploring Public Speaking, listening information is found as a partial mention in Chapter 2. The learning objectives are addressed in the materials provided: styles of listening, listening barriers, responsibilities of the audience as listeners, responsibilities of the speaker to help audience listen and remove barriers, and critiquing of speeches. Key terms: listening, hearing, people-oriented listener, action-oriented listener, content-oriented listener, time-oriented listener, comprehensive listening, empathetic listening, appreciative listening, critical listening, noise, physical noise, physiological noise, psychological noise, semantic noise, confirmation bias, planned redundancy.
Scholars and practitioners agree that between 50-65% of the information that we communicate with others is done through nonverbal channels... That is, all of the ways that we communicate without using words. Whether it’s a smile or a smirk; eye contact and a nod; gestures, or touch...they all send a message. This section introduces students to the ways in which nonverbal communication is used at an interpersonal level as well as in the public speaking context. As public speakers, students will learn to use nonverbal communication to develop rapport with their audience, to demonstrate confidence and competence, and to deliver clear, engaging, and memorable speeches. Developing strong nonverbal communication habits takes practice, and this chapter includes educational activities designed to help students hone their skills. When used effectively, nonverbal communication can support the words that are being said and improve the effectiveness of the message. When used poorly, nonverbal cues can confuse the audience, or worse, may send the message that the speaker is unprepared, uninterested, or even deceitful. This section provides information that will help students understand the best ways to use nonverbal techniques to become a more confident and engaging presenter.
Have you ever thought to yourself, “Ugh, Public Speaking?! Why do I have to take that class, I’m never going to use it!” It’s true, many of us may never give a graduation address, a keynote presentation, or political campaign stump speech, but the fact is, all of us will, at some point in our lives, be in a situation that calls for us to speak in front of a group of people. This topic is designed to help you identify what those other speaking situations may be, and will offer information on how to make the most of everything from an impromptu toast at an intimate party to a high-stakes business presentation in the boardroom. We will use the term “other speaking situations” as a way to distinguish between what you will encounter in your Public Speaking class and what you will encounter in social or professional contexts.First, this section will compare and contrast other speaking situations and formal rhetorical conventions you would find in a typical informative or persuasive speech. This section will examine specific types of speaking contexts and will demonstrate strategies for preparing, supporting, and delivering each. Finally, this section will address ways to maximize your communication effectiveness in challenging contexts such as online presentations, group projects, or highly emotional settings.
This educational lesson focuses on outlining and organizing. Two open network textbooks (ONT) covering these topics are available at no cost: Stand up, Speak Out: The Practice and Ethics of Public Speaking and Exploring Public Speaking (3rd ed.). In Stand up, Speak Out, the outlining information is found in Chapter 12, with additional organizational technique covered as a partial mention in Chapters 10 and 17. In Exploring Public Speaking, outlining and organizing information is covered in Chapter 6. The first set of learning objectives are addressed in the materials provided for organization of a speech and include organizational framework patterns, techniques for main point and support point development, coordination and subordination of main points, as well as use of transitions, signposts, internal previews, and internal summaries. Key terms: chunked, parallelism, categorical/topical, comparison/contrast, spatial, chronological, biographical, causal, problem-cause-solution, psychological organization, Monroe’s motivated sequence, comparative advantage, internal previews, internal summaries, signposts, bridging statements. The second set of learning objectives are addressed in the materials provided for outlining of a speech. Types outlines are described. Key terms: working outline, full-sentence outline, and speaking outline.