Exploring Public Speaking: 2nd Revision
Kris Barton, Florida State University
Barbara Tucker, University of Georgia
Pub Date: 2016
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This text will serve my students and me well All appropriate concepts and principles are covered. The text also has a functional index and glossary. read more
This text will serve my students and me well All appropriate concepts and principles are covered. The text also has a functional index and glossary. Linking the glossary to pages or text would be helpful for students.
The content is accurate, error-free and inclusive.
Principles and concepts of public speaking typically do not change. At this time, the examples are relevant and timely. While there is a 2016 copyright, updated materials could be added or changed quite easily as necessary.
The conversational tone is the text's best feature. It makes it easy to read and may keep students' interest as a result.
This text is consistent with many public speaking texts. I would introduce the three major appeals earlier in the text, and I use a different outlining format.
What the text lacks in design and layout, it offers many great examples and good explanations of concepts. The use of headings is helpful, but they could be made more distinct (e.g., bolder, larger font). More graphics and images would helpful for readability purposes.
The topics are presented in a logical, clear fashion. Any changes would be due to teacher preferences.
The text is free from significant interfaces overall. Chapter 1 has some font and margin distortions but not enough to distract readers.
A few grammatical errors exist (typos?) but nothing major to its overall effectiveness.
The text is inclusive in its examples. Individual teachers could easily enhance or update examples easily.
I would like to thank the authors for sharing their hard work. I was also hoping for some supplementary teacher materials, because I am usually curious as to how other teachers present the concepts and principles of public speaking. I look forward to using it.
This text covers all public speaking topics in-depth and I was particularly pleased to see an emphasis on audience analysis so early in the book. My read more
This text covers all public speaking topics in-depth and I was particularly pleased to see an emphasis on audience analysis so early in the book. My only complaint (and it’s a small one) is that it might be too comprehensive (and thus overwhelming for a student) and could be more concise in areas. That said, individual instructors could inform students to skip certain areas of the text in order to make it more manageable. While there is a table of contents and a glossary, an index would be helpful. In addition the table of contents hyperlinks only work for part one (chapters 1 -10). Part 2 and the appendices do not have hyperlinks from the table of contents.
Considering all instructors will have their own criteria for speech length, outlining and other assignments the content is appropriate and accurate. While all texts show some level of bias, the authors did an admirable job of remaining objective and impartial in their presentation of the material.
Based on the examples used in the text an update every year or so will keep the text fresh. Many examples given are classic and highly relatable whether the student is traditional age or non-traditional (which we get a lot of at the community college level). I am pleased the authors did not pander to traditional students by pointing toward flash-in-the-pan celebrities or fads. The example of Kyle Busch at Daytona illustrates how they successfully applied a concept to real-life; even if the reader is not a racing fan the authors provided enough clarity for any reader to understand the point they were making. Referring to the show The Office, on the other hand was distracting for me. While I am aware of the show I never watched it and felt a bit excluded when the example was used.
The text is written conversationally and would be very attractive to a student. Inclusive language like “we” is used throughout the text; the reader will most likely feel they are speaking “with” someone versus being spoken “to.” One thing I particularly liked is how the authors explained terms which students might not be familiar with during their everyday conversations. One example of this is from Chapter 1, page 13, with the word “malleable.” This gives a student an opportunity to improve their vocabulary without feeling less than intelligent.
The formatting and voice of the authors was consistent throughout the text.
I definitely like the smaller sections within each chapter. Some chapter sections are rather text-heavy though and would benefit from inserting photos in order to break up the large blocks of text.
The organization is fine. I tend to rearrange chapters anyway so the order within the text does not really matter much to me. For example, because my students do impromptu and narrative speeches early in the semester I would probably pull up chapters 10 and 11 (on language and delivery) within the first four weeks of class. I would also likely go over chapter 12 (informative speaking) early because students present informative speeches around mid-term. Overall the information I need can be found within the text so the sequence as presented in the text is of less importance.
As stated earlier the hyperlinks from the table of contents to part 2 and the appendices do not exist. In-text links from vocabulary words to the glossary would be nice. While the text is highly readable for vision-impaired students I did not find any alt-texts on the photos. Has the text been checked with a screen reader?
While the use of contractions is conversational, they should be removed. There is also an extensive use of hyphens throughout the text. An example of this is in chapter 2, page 29, in paragraph one: “… what they do -- for example…”
Cultural aspects related to public speaking should be incorporated throughout the whole text instead of being included as an appendix.
a. For the learning objectives it would be helpful to have them numbered or lettered instead of bulleted. I always discuss these with students prior to starting a chapter so it would be easier to refer to which objective we are on if they are not bulleted. Some chapters also have different styles of bullets for the objectives (like chapter 5). b. The terms in bold were great, as were the sidebars. I also loved the use of white space in the margins in case students want to print the text and take notes. c. While I am not a fan of an extra space between paragraphs in academic writing it really works in this text; it helps to provide more white space for readability. d. The walk-through of the research process was very good. I do wish it was more generic though (not just Dalton) because this could confuse my students. e. Would it be possible to eliminate all references to Dalton and the Georgia system within the text? Perhaps the information could be an appendix. The “becoming a college student” appendix would be very helpful for my students, but there are too many references to Dalton within in it for me to be able to use it as is.
This text is a true entry level standard for public speaking. The authors do an excellent job of covering the main concepts and illustrating how read more
This text is a true entry level standard for public speaking. The authors do an excellent job of covering the main concepts and illustrating how they work for anyone interested in becoming a better public speaker. The text includes sources and some links to more in depth information if the reader wishes to pursue a more comprehensive study of any one topic.
Overall the information is very accurate with up to date examples that illustrate concepts well. Page 47, (“Definition of neuroplasticity,” 2015) but never gives this definition. The examples used in the fallacies of reasoning section of Chapter 14 are ok, certainly non-controversial, but I would use the syllogistic example of premises leading to faulty conclusions under non sequiter instead of hasty generalization. I also introduce the Toulmin model here, which is not included, to help students evaluate arguments.
This text follows the format of most basic public speaking classes that have existed for the last 40 or more years. There are very current examples and appropriate updates as far as technology and audience analysis which make it useful and should be appropriate for a long time. Chapter Five's section on library research is very specific to Dalton State's library and their on-line search engine. We would need to supplement this with our own information on our library's website. Appendix C on making the transition to college is very helpful especially for a freshmen level text. The parts that are specific to Dalton State would need to be supplemented but the overall information is very useful.
The writing style is very easy to read. Good use of examples and explanations that make concepts easy to understand. Good use of student specific situations. Very good explanation and use of examples covering the different organizational patterns.
Terminology is used well throughout the text, reinforcing concepts that are introduced earlier in the text. The voice of the text remembers the student audience throughout.
While the order of the chapters makes sense and are connected well, the chapters can be easily rearranged if an instructor wishes to cover the material in a different order
The book is organized for a basic public speaking course where students have little to no experience in public speaking. This would be appropriate for freshmen level college students or others who lack experience. The challenge of public speaking is getting students started before they have read all they need to know. This book is no different. Chapter 11 discusses Informative Speaking which students will need to be delivering way before this. So, while I will cover this earlier it would be nice if the text directed them to a first presentation assignment before then. I would have liked more detail on outlining since I find students do not know how to create an effective outline and many do not know the basics of outline structure. Introducing Ethos, Pathos, Logos, in Chapter 13 is late. I introduce this in Chapter 1 with the history overview. Reinforcing these here when discussing persuasion is very important.
The provided links worked and were helpful in providing more detail about or illustrating a concept. I wish there had been more links to examples of different organizational patterns. The sidebar definitions are helpful for students.
While I did notice a couple typographical errors in the text, overall it was grammatically correct.
The authors do a good job of adapting to audience and being inclusive in their examples, as well as explaining how speakers need to make their own adaptations.
I enjoyed reviewing this text. The elements that are specific to Dalton State's campus can be easily adapted to any campus but you will need to clarify this with your students at the beginning and probably remind them of this throughout.
Yes. Exploring Public Speaking: 2nd Revision meets or exceeds the subject matter covered in standard (print) and OER textbooks. I have reviewed read more
Yes. Exploring Public Speaking: 2nd Revision meets or exceeds the subject matter covered in standard (print) and OER textbooks. I have reviewed numerous public speaking textbooks for publishers and Exploring Public Speaking: 2nd Revision covers more subject areas and includes more material than some of the commonly used public speaking textbooks.
Yes, Exploring Public Speaking: 2nd Revision is accurate, error-free and unbiased. Exploring Public Speaking: 2nd Revision is a widely-used OER public speaking textbook in its second revision. In viewing the content, I did not find any inaccurate information or errors. Public speaking textbooks generally cover the same information in slightly different ways so there is little variety in the content (some textbooks have more visual aids, infographics or examples, and some textbooks have fewer). I did not find any of the information or examples to be biased.
Yes, the content is up to date. Public speaking textbooks are formulaic in their content and presentation. Exploring Public Speaking: 2nd Revision was revised in 2016. There are some exceptions. First, Chapter 9 “Presentation Aids in Speaking” should focus more on the use of mediated presentation aids (e.g. PowerPoint. Prezi). Second, there should be a chapter on mediated presentations. For example, it is not unusual for professionals to use Skype, Facetime, or other software/apps for presentations. Third, while there is an appendix on cultural diversity the ideas/approaches this material could be used throughout the book rather than being treated as additional, none essential information. In addition, a broader focus on ESL, ELL, or non-native speakers would be helpful. Finally, since it is an OER, it lacks some of the additional materials often included with textbooks from the major textbook publishers (i.e. quizzes, summaries, etc.).
Yes, Exploring Public Speaking: 2nd Revision is clearly written. Overall, it is lucid, accessible, and provides clear explanations of new concepts and/or “jargon.” Keywords are highlighted and defined in boxes offset from the main text. These are easy to read and understand. While keywords are not reviewed or listed at the end of each chapter, there is a glossary. In addition, all of the examples are well explained or reference common topics from American history or popular culture. Finally, the amount of jargon or technical language is the same as one will find in any public speaking textbook.
Yes, Exploring Public Speaking: 2nd Revision is consistent in its use of terminology and framework.
Yes, Exploring Public Speaking: 2nd Revision generally meets the criteria of modularity. The book is divided into two .pdf files: one for chapters 1-10 and another for chapters 11-Appendix. Within each file, the reader can click on the page numbers for any section and be taken to that section. In addition, each chapter is broken into subheadings. These are easy to identify and find in the table of contents. However, it is awkward and unwieldy to constantly return to the table of contents or scroll through endless pages to get from chapter to chapter.
Yes, Exploring Public Speaking: 2nd Revision is well organized and easy to follow. It follows the same organizational pattern as many other standard/printed and OER public speaking textbooks.
In general, there are no issues with the interface used for Exploring Public Speaking: 2nd Revision. It is easy to read and generally easy to navigate (see Modularity above) with two exceptions. First, as noted above, the reader often has to return to the table of contents to easily access different sections of the book. In addition, like many OER textbooks, it is challenging (if not impossible) to read on a phone. It does work on a tablet but any .pdf file is best viewed on a laptop or desktop. Finally, since the book is broken into two files, it is awkward to navigate between two texts.
I did not find any grammatical errors.
I did not find any cultural insensitive or offensive language or examples. In fact, the authors make a point of noting important changes in the way that language and/or examples can be used to exclude people. On the other hand, as noted above, the author’s should include some examples out of the mainstream or with a more conservative perspective to better reflect the diverse perspectives of the speaker’s audience.
The book does a good job of covering all of the necessities and even goes beyond this. It's actually very likely a bit too comprehensive at-times. read more
The book does a good job of covering all of the necessities and even goes beyond this. It's actually very likely a bit too comprehensive at-times.
I think the textbook largely focuses on the white lens of communication and is heavily reliant upon research from solely white scholars. While content is accurate, I'm left questioning some of the inherent biases within the way the book is constructed.
The book is relevant but some of the core material is actually tucked towards the end of the book, when it should be leading the book. I actually think study skills and diversity are two of the most important skills to develop as part of public speaking. The authors should be leading with those subjects.
The book is quite clear. The authors did a good job on this level.
Consistency is existent with the book and the authors do a good job of using the same framework.
The text could be better in some places, especially the text boxes on the sides of page. It seems like they were added later as an afterthought rather than a consistent piece that flows within the textbook. Ch. 5 had a missing label.
The topics are constructed clearly.
The interface could be a lot better. The pages are not visually appealing.
Grammar is good.
This book was really lacking in this department. There are very few photos of students of color used, and the book could use a lot more examples of cultures outside of Americans. There was a serious deficiency in this area, that made not want to use the book. The books depiction of cultural diversity could use a lot more work.
I personally wouldn't use this book. The appendix chapters should be leading the book and could be better developed. The book is not reflective of the diversity that is beginning to take shape within the communication field. It's also written for a particular, when I actually think for it to be widely accepted it should be written more broadly for other audiences.
The textbook is comprehensive. It covers all of the major areas that I would like to see covered in a Public Speaking textbook.. There are, however, read more
The textbook is comprehensive. It covers all of the major areas that I would like to see covered in a Public Speaking textbook.. There are, however, some specific subjects I would add or subtract if I decided to use the book. I would delete the section that addresses how students specifically locate library resources at the Dalton library. I appreciate that it is specific to their school, not mine. I would also add: Topic selection criteria, tests of evidence, and a third type of outline (formal).
Content is accurate and examples are unbiased. I liked, for example, the discussion of how Donald Trump appealed to some audiences but not to others. That is basically all it said.
The content is both historical and it also includes up to date examples and citations.
The textbook is written in a manner that is accessible to beginning students.
Yes. I particularly like the section at the beginning of each chapter that tells students what they should know as a result of reading the chapters.
The book does not have long sections without subheadings.
I struggle with this, but I would likely arrange things a little differently. There are a few places where I find myself wondering, "Why is that there?" For example, we are quite a way into the book before we get to intros and conclusions. I would like for students to have that information pretty early so that they can be using it all semester.
Images are clear and readable.
The book appears to be free of grammatical errors.
I don't know what the rules are on sharing excerpts from speeches, etc. in open source documents might be, but I think it is really important to demonstrate to students that effective speakers come in all genders, ethnicities, and ages. I think this book could really do better here.
I think it is generally good. I think it is usable. But, I do not think it is my ideal example of a Public Speaking textbook.
This text provides a solid introduction to all the fundamentals of oral communication, and actually does a better job than many similar text at read more
This text provides a solid introduction to all the fundamentals of oral communication, and actually does a better job than many similar text at balancing theoretical and practical information. For example, Chapter 9 (visual aids) goes beyond the usual discussion of font choices, color theory, and digital versus analog presentation aids to discuss the effect that visual aids actually have on presenters and audiences – this kind of discussion pushes students to think about how the skills they are learning apply to a myriad of contexts, not just their graded classroom life. The authors also include an excellent (and rare) discussion of how to budget time inside a presentation and handle paraphrasing well. They use a wide variety of examples throughout the book to help students break down and explore the concepts. If anything, I think the text becomes TOO comprehensive at times, considering the number of presentations and the amount of class time generally taken up by those presentations in a typical public speaking class. The discussion of statistics in Chapter 7, for example, feels out of place to me, but individual instructors can choose whether their class time is better devoted to a review of basic Algebra or rehearsing presentation skills based on the needs of their own students.
This text mirrors commonly accepted disciplinary standards for accuracy in an intro to public speaking text. The authors make a consistent effort to include names of theorists when introducing ideas and guide students toward recognizing the history and background of the concepts they are learning, which reinforces good studentcraft for those of us with general education requirements on the line.
The basic tenets of good oral presentations, sound arguments, and clearly structure presentations haven’t changed in two thousand years, and I doubt they’ll radically shift in the next 5 or 10; as such, this text is a safe bet for planning out the next few iterations of your public speaking course. What disappoints me, however, is a relative lack of attention to how communicators might need to address audiences in the digital realm. From establishing a personal brand on Instagram to conducting job interview on Skype, speaking publicly in a computer-mediated medium is becoming an increasingly integral part of graduates’ lives, and this text pays little-to-no-attention to such needs. In the next five years, I see this becoming an even more pressing exclusion.
The text overall is clearly written and pitched at an appropriate level for introductory college students; I have seen some public speaking texts that treat college freshmen like high school freshmen, and this text does not fall into that trap. A few minor exceptions: attempts in Chapter 1 to cover the entire communicative process and other content feels rushed. Ideally, I’d suggest one general introductory chapter and then a separate chapter on the communicative process of the theoretical backing of public speaking. The layout of appendix D is odd; there’s some good information on plagiarisim in there, but no logical reason why it’s not folded into the chapter on ethical speaking. Finally, a warning to potential adopters; as a text created specifically for Dalton State College, some of the information in the text is extremely specific to DSC students. The research chapter is the most obvious example, with an entire section devoted to using the Dalton library. I certainly don’t fault the authors for this, but other instructors should be prepared to use supplementary materials for these sections.
The authors maintain a consistent, helpful focus throughout the text on public speaking as more than just the skill of standing up in front of a crowd without feeling nervous (emphasizing also the values of being a good audience member, anticipating the needs of listeners, sourcing and citing your information appropriately, et cetera). Again, this focus pushes students to consider the validity of oral communication beyond the classroom; particularly with the inclusion in every chapter of a variety of examples, positive and negative, that students can delve into to help craft and hone their own thoughts.
Individual chapters occasionally drag on; some increased subdivision would definitely increase overall comprehension (again, see my earlier point about the introductory chapters feeling rushed). The chapters do refer to each other, but more as reinforcement of concepts than as a requirement for comprehension. Instructors should be able to assign chapters out-of-order without too much trouble (which is good, since I anticipate many instructors needing to cover Chapter 12 before Chapters 9-10, or Chapter 14 before 13, or move Chapter 15 up as an introductory activity…).
I agree with previous reviewers that the lack of an index in this text is a hindrance. The authors provide a glossary, but students have no ability to look up all the instances or references to a specific concept. I don’t personally think that reserving all the organizational/genre chapters (informative speeches, persuasive speeches, epideictic speeches) for the end of the text is the strongest choice, but instructors should be able to shuffle chapters at their will without much trouble. Occasionally subdivisions within chapters become too long-winded; I can see some students losing the overall thread of what and why they are reading.
I appreciate that the authors use embedded video links; this is a great way to take advantage of digital technology and make good use of ebook format, rather than simply shifting a paper text online. Visually, I find this book awkward. Rather than wrapping the text around the blue boxes for concept definitions, there is just a permanent enlarged margin on the interior page gutters. So, when no concepts are pulled out to be highlighted, there is just an ocean of blank space on the page. It’s off-putting. One note on the visuals in the text – I find the infographics generally helpful, but there is a preponderance on photographs f students or instructors in beige classrooms that do not add anything to the book. (Incidentally, blonde women are also disproportionately represented in these photographs). While I’m well aware of students’ preference for reading books “with pictures,” I’d rather see this space dedicated to content.
The book has noticeable typos in every chapter – they’re not overwhelming, but they’re present. I have found this to negatively impact students’ level of faith in the text.
The book shows a great focus (particularly in early chapters but also throughout) on breaking down negative stereotypes in oral communication, one of the bigger hurdles for public speaking students. While generally inclusive and free from any overtly stereotypical assumptions about protected classes, the authors do demonstrate a bias throughout the book towards the traditional student. Students who are returning adults, working full-time, parents, veterans, or who otherwise do not fit the 18-year-old first year vibe won’t see themselves addressed in this text.
Overall,this is a solid text that stands up to the commonly used analog titans (with a few minor adjustments when adapted outside its originating context of Dalton State College).
At first glance I was concerned that this textbook would not measure up to the one I so dearly love to use now, "Public Speaking Matters" by Kory read more
At first glance I was concerned that this textbook would not measure up to the one I so dearly love to use now, "Public Speaking Matters" by Kory Floyd. I was pleasantly surprised to find that the text is indeed comprehensive, addressing all aspects of public speaking. Actually it has more to offer than the one I am currently using in the areas of diversity with the added benefit of introducing college life and learning in the Appendix sections. The more I read and consumed, the more excited I became!
I believe the authors did a good job on keeping the content free of writing and accuracy errors while also paying attention to any bias that is often encountered when exploring public speaking. I did happen upon a few typos and grammatical errors but they are minimal.
The authors included historical and current information that would continue to be useful to students in the future. Also, the textbook can be updated without too much difficulty and much of what is included is simply basic to all public speaking success.
The authors use a variety of formats for defining and explaining the content without "dumbing it down." They also provide many references that can be utilized for further clarification.
Overall, I find the book to be consistent, however, I would have switched some of the chapters from their original order. For example, I would place Chapters 5 and 7 together and Chapters 6 and 8 as well.
The modularity of this textbook is fine; I have a tendency to assign later chapters earlier in the semester or assign smaller reading portions at different points in the semester depending on how that book's information is organized.
The only comment I would have regarding organization/structure is that I incorporate delivery into my course much earlier than what the majority of textbooks seem to do.
I find there to be a good balance between text and graphics with especially a number of good examples in the Visual Aids chapter of how to avoid the pitfalls of including visual aids and how to develop them properly and effectively.
Generally, I did not come upon grievous grammatical errors and I am always checking grammar. What I did locate seem to be more akin of typos.
This textbook does more with cultural relevance than most of the ones I have used or considered using, thus bravo to the authors.
In closing, I would point out that I especially liked the key terms defined displayed in the margins; the Appendix variety and amount of good information that is helpful to the student; the inclusion of Speaking Spaces in Chapter 11; the sample speeches and outlines that were included; the relevant examples used in Chapter 4 like the use of the television series "The Walking Dead"; the use of information from Stephen Lucas whose textbooks and media I have used faithfully in the past; and last but not least the terminology as in Central Idea replacing Thesis Statement which I am a fan of!! Thank you for the opportunity to find a cost-effective yet engaging and comprehensive public speaking textbook for my students!
The book discusses all the material I would want to cover in an introductory public speaking class. It follows the traditional topics of most speech textbooks. read more
The book discusses all the material I would want to cover in an introductory public speaking class. It follows the traditional topics of most speech textbooks.
I do not see any evidence of bias or inaccuracy in the book.
The content is very current in terms of the examples it uses, within the traditional material for a public speaking text. References to the most recent presidential election will age relatively quickly, but that seems easy to update. I think the section on how to use the Dalton library should be removed, as it is not relevant to any other school.
The book explains topics in an easily understandable style and makes all technical terms clear. It is accessible in the sense that it is understandable and uses language that students will not find difficult to interpret. It is a little long-winded, however, and not particularly exciting (although that is hard to do with this kind of material).
The terminology used is consistent throughout the text and concepts covered. Equal and/or appropriate weight is given to each topic.
The arrangement of material using headers and subheads is appropriate. Breaking the text into discrete reading assignments would be easily accomplished.
All the material covered is what I would expect to be covered, but I would not do it in this order. If I use this book, I would definitely reorganize the chapters.
I don't see any significant visual issues, although the photography quality and subject matter could be greatly improved. A few of the charts were a little blurry.
I did not see any grammatical errors in the book.
The text is not insensitive or offensive. I did note, however, that while there are many photos throughout the book, there were only 3 African American students shown, and no students with visible disabilities.
I think this book is adequate for an intro public speaking class, although I found the writing a little dull. However, given the price of many current popular texts, this seems like a reasonable choice. Considering that I don't think many of my students are buy the book at all anymore, perhaps this would be a way to get them to read. I will seriously consider using it.
The text does is very thorough and does an exemplary job of including many communication theories as they relate to public speaking. Chapter 10 on read more
The text does is very thorough and does an exemplary job of including many communication theories as they relate to public speaking. Chapter 10 on language offers perhaps the greatest coverage I’ve seen in a public speaking textbook.
Content for intended audience is accurate, error-free and unbiased.
Most content is up-to-date and includes relevant examples that are timely. However, Chapter 2 will need to be updated pretty quickly as Donald Trump is now president, which should also provide some good additional support and examples that can be included regarding ethics and communication. As mentioned by other reviewers, information about Galileo Scholar in Chapter 3 is specific to students at Dalton State College.
The textbook is written in professional yet easily understood language that includes common communication terminology.
The content has great consistency throughout.
As with most public speaking textbooks, this text could be easily rearranged.
Organization for this Public Speaking textbook is very easy to follow and all topics and chapters include appropriate headers, summaries, and so on. The chapters align pretty much with how I organize my syllabus, except for chapters 6 and 7 which are inverted since it works better for me when I discuss support before how to organize that support.
The hyperlinks do not open in a new window, so you lose your place in reading every time you use a hyperlink. Otherwise, the graphics and other visuals included are very good.
I did not see any grammatical errors.
Additional coverage of the LGBTQ community is needed for Chapter 2 and the discussion of the audience.
I have really enjoyed reviewing this open source public speaking textbook! I had no idea that such resources existed and really appreciate my university and the Open Textbook Network for making me aware of this valuable resource!
1. This book does not have an index; this is problematic. 2. The glossary seems complete. 3. Chapter two spends way too much time explaining read more
1. This book does not have an index; this is problematic. 2. The glossary seems complete. 3. Chapter two spends way too much time explaining simplistic concepts like the eight demographic characteristics covered but then doesn't spend enough time explaining how to use the information. I do like the explanation of planned redundancy, however. 4. The chapters cover the topics a typical PS text would cover. 5. I like chapter 4 overall. 6. I like chapter 6 overall. 7. I like that chapter 7 includes the lengthy discussion of perception and attention. This is a good inclusion in the text.
1. The section on plagiarism is disjointed. It describes research showing the lack of understanding about plagiarism but then doesn't define/describe/explain it for the reader. The way the information is offered could actually lead the less than careful reader to plagiarize. Finally, there are exercises for the reader but no examples or samples for the reader to follow. 2. Page 18 in chapter one discusses senders and receivers but doesn't capture the essence of transactional communication. Sounds very linear. 3. There are no page numbers associated with quotes or ideas from sources (example, Watzlawick, Beavin & Jackson are cited numerous times, but if the reader wanted to know more about the specific concept, he/she would be lost. 4. Chapter two says they will discuss ten demographic items when they only cover eight. 5. What the authors call "sneaking" is most commonly referred to as "patchwork plagiarism." I, personally, have never seen the "sneaking" term used this way. 6. The description of "fair use" is not reflective of Fair Use regulations and would misinform the reader. 7. Need to clarify the difference between the way a transition is defined and exemplified with what was written about internal previews and internal summaries. Not clear about the difference. 8. Most books include "direct questions" along with "rhetorical questions." Chapter 8 only offers rhetorical questions, but speakers often DO want an answer to the question they ask. 9. I don't like that they don't include "transition to the body" as part of the introduction but they do include "signal the end" as part of the conclusion. (chapter 8). 10. The review of attention-getting and concluding devices is thorough. 11. This sentence in chapter 9 needs to underlined or bold or in italics or something: The key is that each presentation aid must directly express an idea in your speech. 12. Chapter 9: “Sequence-of-Steps charts” are called “flow charts” by most people. But the authors then discuss "Decision Trees" which are also flow charts. Combine these two under a heading called "Flow Charts" and discuss the two types. 13. This sentence makes students think 43-seconds is short when, depending on the length of the speech, it could be extremely long. Chapter 9: “…so you could easily show a forty-three second video available on YouTube to demonstrate the part of the surgery.” 14. I like the example created by figures 9.24-9.28. 15. I like the discussion about language up to section 10.2. 16. Chapter 10: “…get off the high horse?” (which I admit, is a cliché!)” There are TWO textbook authors. 17. Overall, the Language chapter (10) is good. Topic selection is thorough and treatments are accurate. 18. Chapter 11 suggests speeches will be 5-8 minutes. It is also factually stated that the reader’s instructor will want extemporaneous delivery. Don’t make assumptions about other instructors. 19. Rather than saying to “film” yourself, why not use “record” or “video” or something more up-to-date. 20. Chapter 12 offers five categories of informative speeches. These are not commonly used and I think beginning speakers might have trouble differentiating between some of them (eg., history vs. biography is explained, but is the difference so large they demand their own categories (“Type 2,” etc.)? 21. The Learning Objective for chapter 12 doesn't reflect the amount of space dedicated to topic selection. 22. I like the sample outlines at the end of chapter 12. 23. “Two-tailed arguments” are more commonly referred to as “refutation.” 24. I like the inductive and deductive reasoning sections in chapter 14. Many intro texts don’t discuss enthymemes, etc. Actually, I really like the whole chapter 14. Material is offered that is not often covered in other texts (Argument from Silence, Post hoc ergo propter hoc, Ad Misericordium, etc.)
1. Chapter one references Pictionary and Google Images. Certainly students today know Google Images but most are probably not familiar with Pictionary. 2. Chapter two refers to Facebook. 3. Shows like "The Walking Dead" won't be popular forever. (chapter 4) 4. The "strange facts" website in chapter 8 may or may not be around long.
1. I think early college students will find the writing style to be comfortable and easy to understand. 2. Section 1.5 ("Getting Started in Public Speaking") is a hodge-podge and includes topics I wouldn't consider the first things to think about when "getting started." In addition, it lacks clear direction: when "PS Requires Muscle Memory" is discussed, the authors never actually use the word "practice!" Students need to hear that word over and over. 3. Cicero's canons seem like an afterthought and will probably confuse rather than help the reader. 4. I like the way this section is done: Section 2.4 – Contextual Factors of Audience Analysis. 5. I like the section on judging internet resources in chapter 5. 6. The example about ice cream flavors in chapter 6 needs a better explanation. 7. I would never use an example of something the authors don't recommend, even if it's an easy way to explain something. There has to be a better way! Example: Chapter 7 - "2. Expectations. If a speaker started a lecture with “In this presentation I am going to say the word ‘serendipity,’ and when I do, the first person who jumps up and says ‘gotcha’ will get this $100 bill.” The audience is expecting to hear something and tuning in for it. Of course, this is an extreme example (and we don’t recommend it!) but when a speaker gives an introduction that sets up for the audience what to expect, attention can be helped." 8. The discussion on anecdotes in chapter 8 has a "second type of anecdote" but not a "first." 9. The heading "Quotation" on page 164 in chapter 8 should be in blue and bold italics like the other items. 10. Need to fix this: "Element 4: Preview Your Topic/Purpose/Central Idea The second major function of an introduction after getting the audience’s attention is to reveal the purpose of your speech to your audience. " (Element 4 but calls it the "second" in chapter 8.) 11. It would help if the authors labeled the different parts of their sample introductions in chapter 8. 12. I think "visual" and "auditory" are more common aids, but they aren't in bold, while "olfactory" and "gustatory" are in bold. (Chapter 9) 13. This the discussion following this heading in chapter 9 includes other things like timing, ease of use, etc.: “9.1 - What Are Presentation Aids?” 14. Good tips on impromptu speaking. 15. Chapter 11: explain that Steve Martin took audiences outside of the venue before you offer the p. 168 selection from his book. 16. Chapter 11 gives a good list of things NOT to do when trying to make eye contact, but doesn’t give the reader suggestions of what TO do. 17. Section 12.1 – Can’t have a “second” without a “first.” 18. Lucas’ definition has no blue box while Perloff’s does. Does this mean the authors are placing more significance on Perloff? The text seems to support their inclination toward Perloff, but they did spend a lot of time writing about Lucas. 19. Chapter 15 offers good, solid advice about special occasion speeches. 20. I love the appendix on “Becoming a College Student.” Many students don’t ever get this kind of information.
1. Some concepts have the definitions in blue boxes while others don't. Beginning students may think, because a concept doesn't have a blue box, it's not as important as those that do. A great example of this is in chapter one: "people," "context," "message," and "outcome" lack blue boxes while all the other concepts discussed at that point do. Confusing. 2. This section in chapter 4 uses the same terminology discussed under General Purpose but throws that language in with a lot of other terms. "To _______________ Specific Communication Word (inform , explain, demonstrate, describe, define, persuade, convince, prove, argue)" 3. Need to differentiate or combine the chapter 8 discussion of anecdotes versus stories. (Fables are used as examples in each!) 4. Chapter 8: Proof the part on “Conclusions.+ The opening sentence says there are 4 parts but they only discuss three. Also, "Element One" is not in blue and larger font like the other elements. 5. Chapter 10, Section 1 begins with the five canons of rhetoric, but only pulls one of them out (style), briefly discusses it, and then leaves the canons behind. The canons are too important to only be used as an introductory tool. 6. “Two-tailed arguments” are more commonly referred to as “refutation.” (chapter 13) 7. Chapter 13 treats the organizational patterns for persuasion differently from most books on the market (based on the type of proposition). It’s an interesting treatment but I would have to use the book in my class to determine if it works.
1. Plagiarism is covered as an appendix and in chapter three. Why not cover it all in one place. Students rarely look at appendices anyway. 2. On page 69, the reference is made to the audience in chapter 2, but on page 74 that section called "The Audience" is really where the reference to chapter two should be (for ease of reading). 3. The section in chapter 5 on "What To Do With All These Sources" is redundant to the earlier "fair use" discussion. This needs to be fixed. 4. Sentences like this one on page 120 are useless: "There are examples of the different versions of full sentence outlines provided at the ends of some chapters." Is the reader expected to stop the train of thought and search those examples out? 5. Need a transitional device on page 167 going into "Element 2." It's been too long since the reader was given the list the things the authors are covering. 6. Chapter 2 references logical fallacies (which are actually covered in chapter 14). Do this in parentheses in chapter 2, rather than main text. 7. Chapter 14 introduces reasoning fallacies for the second time in the book on page 324. However, the authors still haven’t covered them. Again, use parenthetical remarks for topics that are not directly concerning the current topic. Logical fallacies are finally defined in 14.4. If they need to be discussed in the previous sections of the book, then at least define them back there and then refresh the reader’s memory in 14.4
1. The fact that "delivery" isn't discussed until chapter 11 is concerning. Students will need information on this long before they get to chapter 11. 2. Need to fix this: Element 4 but calls it the "second" in chapter 8. 3. Try to place the figures with (same page) the discussions in chapter 9. 4. Chapter 9: from p. 195-199. These examples should be placed in the text along with (same page) as the discussion regarding each. This whole chapter is confusing due to the placement of the figures. The same thing happens in chapter 11 where the authors have to reference three figures (11.1-11.3) that are four pages away from the discussion. 5. What does the picture of the woman taking someone’s heart rate have to do with language? 6. Reverse order of extemporaneous speaking and memorized speaking, especially since the last portion of the extemp. discussion refers to the rest of the chapter. 7. Lecterns are discussed at three different locations in chapter 11! Consolidate. 8. There is an entire chapter on topic selection (chapter 4) but then chapter 12 spends a great deal of time on it.
1. Chapter one references "figure 9.2" and the reader has no way to locate that figure. I actually looked at the table of Contents (since there’s no index) to determine the topic of chapter 9. When I saw it was Presentation Aids, I immediately decided there was no way a communication model would be discussed under Presentation Aids. It wasn’t until I got to chapter 9 that I realized the authors relegated a communication model to an example of a presentation aid. 2. I don't know if this counts as interface, but chapter one assumes the instructor using this book will require "4-5" speeches. Every class is different. 3. There sure are a lot of photos of people speaking. Try getting pics that are relevant to the topic under discussion. For example, you have a photo of a bridge when the discussion is about bridges as transitional devices. That works. 4. I had no problem with any of the links.
1. Chapter two offers this mixture of grammatical and punctuation errors: "Most audience will be heterogeneous, or a m ixture of different types of people and demographic characteristics, as opposed to homogeneous, very similar in many characteristics (a group of single, 20-yearold female nursing students at your college). Therefore, be sensitive to your audience members’ identification with a culture." In addition, the content suggests most audiences will be a mixture of cultures but then asks the reader to be sensitive to the culture. The section doesn't suggest how a beginning speaker might do that. 2. This sentence uses the preposition "for" incorrectly: "Values are goals we strive for and what we consider important and desirable." 3. Is this the last sentence in chapter two: "Conclusion This chapter has looked at the psychological and physical processes going on inside the audience during a speech. Being audience-centered and adapting to your audience involves knowing as much as is reasonably possible about them. Addressing a diverse audience is a challenge, and audiences are, in general, becoming more diverse and more aware of their diversity" There's no period at the end but it seems like they would write more of a conclusion. 4. This sentence in chapter 6 needs punctuation work: They can be short (as anecdotes usually are. Think of the stories you often see in Readers’ Digest, human interest stories on the local news, or what you might post on Facebook about a bad experience you had at the DMV).
1. "Cultural Diversity" is included as an appendix! This should be woven throughout the text and discussed explicitly early on in the semester. Unfortunately, many students don't even know what an appendix is, much less actually read one. 2. The chapter on introductions does discuss not offending the audience with inappropriate humor, but I really think cultural implications need to be included in every chapter. 3. The section on “clichés” and the language chapter reflect diversity of audiences.
1. Anti-PowerPoint argument is one-sided. 2. More dedicated space should be given to nervousness. 3. Outlines are shown, but Standard Outlining Format is not formally discussed. It should be. 4. The hostile, neutral, and friendly nature of audiences should be addressed.
super detailed. I love the use of applicable research to describe such as the of Griffin’s communication process to three games. ethics...highly read more
super detailed. I love the use of applicable research to describe such as the of Griffin’s communication process to three games. ethics...highly comprehensive section. I really enjoyed that read for my own! entire text is highly detailed...much more so than any other public speaking text that I've read
the link on page 20 did not work for me - the online self inventory
a few of the cultural references are a bit dated “the simpsons” for instance is a show that I haven’t heard anyone watching recently the use of GALILEO for research is great for students at Dalton State, but if I were to adopt this text for my classes, how would this fit for me? the information is still great...a and i can definitely use it much of it for my own classes, I would just have to transfer everything that is GALILEO related to RCC
i found this text to be very clear and easy to follow. the language used was explained, if necessary, and at a level that any first year college student should understand with comfortable challenge.
consistency was great
modularity was great
chapters 6 and 7 should be switched putting 5 and 7 next to each other and 6 and 8 next to each other
why, on page 18, is there a photo of two women one of which is holding a tool? that seems odd to me...lol i like the spaces for notes! what is page 130 about? I get the question and the photo but it comes out of nowhere...to me. photos do not add to the text
grammar rocked...and i can spot a typo from a mile away.....!
anxiety section should include meditation and mindfulness. students are not interested so much in discussions of fear as they are in calming and centering their already overwhelmed brains to focus on speech giving. under demographics....please don’t confine sexual orientation to one paragraph and move on. this group is becoming more vocal on campuses nationwide and deserve more than a paragraph. Discussion of ‘partner’ and ‘spouse’ is important, however movement toward understanding pronouns and inclusivity of all fluid genders and sexualities is important.
great text...should I have to opportunity to adopt open text books in my department, I will come back to this for sure. thank you!
This text does a great job breaking down each important component of public speaking. read more
This text does a great job breaking down each important component of public speaking.
The content is very accurate and straightforward with its content.
This text is one that will hold its relevance for many years to come. Great examples of real life speakers and speaking situations will go a long way in helping connect with the students.
This text is written in a way that almost anyone can comprehend and illustrate speaking practices from this text.
The text is very consistent with its body of work and how it's terms are shaped for maximum comprehension.
I'm pleased with the how the text is easily and clearly sectioned and not. Some texts are often clunky but this text avoids that which makes for an enjoyable book to read and study from.
The items in this text are well organized and outlined.
This text has no interface issues. It is pleasantly easy to navigate.
This text has no grammatical errors.
Culturally this text could use a little more diversity, but overall it should reach most audiences
Overall I felt that this text is one of the best I have read in regards to the art of speaking in public. Some textbooks tend to loose students with too many miscellaneous things rather than get to the true essence of being a public speaker. I will surely use some parts of it in my class in the future!
This text is very comprehensive, covering all of the topics I address in my Public Speaking classes, and in more or less the same order that I read more
This text is very comprehensive, covering all of the topics I address in my Public Speaking classes, and in more or less the same order that I structure my curriculum. It is easy to follow along with, with a clear table of contents and index. I have have two small issues with the content: the research section is focused on a specific university and how to use their online database, so that information would have to be supplemented for each school, and the section on ethos/pathos/logos in persuasion could have been fleshed out a bit. I would have to supplement more information and examples.
From what I have read, the content is very accurate. The authors use personal experience as well as research and theory.
The content is very up-to-date, written in a conversational way that most students would respond to. I would like to see a bit more emphasis on technology use and/or influence of technology on students' presentations and perception of public speaking.
The writing of this text is very clear, as I mentioned previously. It is written in a good balance of conversational and informative tones. It does not read like a dry, boring textbook, but rather like a professor speaking during a lecture. Specific communication/public speaking terminology/vocabulary appear in bold with additional definitions within the margins.
The text appears very consistent throughout.
This book's modularity is very easily modified, and also readable. There are pictures and examples throughout, with easy to navigate chapter and section headings.
The topics in this text are presented in much the same way in which I present the topics to my classes. A specific example is the inclusion of Audience Analysis appearing prior to topic selection, which is something I emphasize in my classes. The current book I use does not address audience analysis until chapter 7, which never made much logical sense to me. All the other chapters flow and build on each other as students would logically build a speech.
A few charts or picture do appear out of proportion, but not enough to be very distracting. A few also appear blurry.
I did discover a few typos once I began to read the text carefully. They are not frequent, but do appear.
The only real cultural references I see are in the audience analysis section, which is important, but I would like to see some more diverse examples throughout the book in reference to race, age, gender, and ability.
I would definitely implement this text in my public speaking courses. It is not the MOST perfect book I have ever used, but it IS comparable to other texts. If it is comparable, then I do not see a reason not to implement it and pass those savings on to the students.
This book covers every aspect of public speaking, from the Ancient Greek origins of public speaking theory, to the modern day technologies often used read more
This book covers every aspect of public speaking, from the Ancient Greek origins of public speaking theory, to the modern day technologies often used to present in group environments. Additionally, the focus is not only on how to be an effective speaker, but the authors also explore the ethical aspects of public speaking. This work is combined to create a comprehensive look at the fundamentals of public speaking and serves as a great resource for instructors looking to create a deep curriculum. I was particularly impressed by the sample outlines included in Appendix B. I often find that my students benefit the most from seeing examples of effective speeches, and the authors were wise to include them. I imagine these samples will be some of the most useful parts of the entire book for many students.
I did not find any errors or biases within the text. In fact, I appreciated the inclusion of ethical implications of effective public speaking. The authors are smart to emphasize the responsibility of public speaking, not just the methods of speaking well.
At first glance the book seems daunting for an undergrad at 300+ pages, but the authors do include illustrative examples as well as clear subheadings that organize the text well. With wide margins and short, digestible sections it is really an easy read and by no means too much for a college class. There is no particular topic that is over-explained or boring and the authors do a great job of keeping a brisk pace for a undergrad audience.
The authors use common language that is not full of confusing jargon. Any terms that might be new to the readers are clearly explained and referenced additionally in the glossary. Students should have no problem understanding the concepts of ethos, pathos and logos as well as reference to rhetorical concepts explained throughout. The tone is friendly and instructive, clearly written by authors who have an understanding of the audience.
The authors are consistent with their terms and perspective. They have common threads throughout that help bring the text together. For instance, the particular focus on audience analysis and understanding brings several of the aspects together. Additionally, the organization of speeches is consistent throughout with no instruction contradicting another. Finally, the examples used in Appendix B are consistent with everything that is taught within the book and crystallize well the concepts that are taught in the previous 300 pages.
There are tons of sub-headings and everything is broken up into easily readable (and teachable) sections. I did not find any particular section that was overly long or boring. This is particularly useful for a young college audience and it makes chapters much easier to read in smaller chunks. Students and instructors can easily reference anything within this book through the excellent table of contents and clearly marked subheadings throughout.
I have just one minor suggestion in organization of the text. In my experience the students need to learn how to organize a speech early on in the process so I would perhaps move Chapter 6 up just a bit in the order of things. The content of this chapter is excellent and I think would serve as a good foundation before exploring other aspects of the speech. Otherwise the structure and flow are wonderful and easy to follow from chapter to chapter.
The book read perfectly in .pdf form on both a laptop screen and iPad. I found no problems with the interface or any of the images and everything scaled well to the device I was using. I did not try reading this document on a phone, but I imagine the tablet interface and phone interface are similar and problem free. I do suggest that the web links on page 123 be made active. I believe this is an included picture, but if it were somehow made into a table that had clickable links that would be useful. Each of the websites listed on this page are useful and I think making them easier to access would be ideal for students and instructors.
I did not find any particular grammar issues or errors within this text. The writing is very welcoming and easy to understand for a student audience.
The book contains references that are timely and cultural relevant for an American audience. I'm not sure that any of the pop culture, political or historical American references would be understood by an international audience, but they are well placed for a domestic audience of students. The authors also include the importance of understanding diverse perspectives in not only the readers, but also the audiences of speaking opportunities.
I am recommending to my department that we immediately switch to this text next semester! I think it is comprehensive, includes wonderful examples of effective speech outlines and tactics, and has a general tone that is friendly and helpful to a (possibly nervous) undergrad audience. Thank you for creating it and making it free for students!
There are fifteen chapters in this open textbook covering most of the areas of a typical introductory public speaking text appropriately. There are read more
There are fifteen chapters in this open textbook covering most of the areas of a typical introductory public speaking text appropriately. There are sufficient pictures to go with the chapters and the overall length of the text is good. However, I would have liked to see more information on persuasion and informative speaking (this chapter was only 7 pages long). It would be nice to have a chapter dedicated to group speeches. In addition, there could be more elaboration on listening and public speaking anxiety. The text did not include an index, but did provide an effective glossary.
The content was accurate, error-free and unbiased. However, I agree with another reviewer that Chapter 5: Researching Your Speeches is focused entirely on Dalton State College, so this chapter would need to be replaced and supplemented with other more relevant materials to instructors teaching the course who are not teaching at Dalton State.
The content of the text is up-to-date with the most recent references from 2015. The text is written in such a way that updates should not be needed too frequently, and if so would be relatively easy and straightforward to add to the text.
The textbook is written in an accessible and conversational tone throughout the entire text. There is a good flow to the text and it is easy to read and comprehend.
The textbook is consistent in framework and terminology. The glossary at the end of the textbook is comprehensive. There were not any errors and the text has a pleasant consistent conversational style.
The text is readily and easily divisible into smaller sections for reading that potentially could be assigned at various times within a course. The text could easily be reorganized if the instructor chooses to do so. Each chapter contains several subheadings. There are fifteen chapters that are reasonable in length. Chapters vary in length anywhere from 7-34 pages.
The text has good organization, overall structure and flow. All the topics in the text are presented in a clear, and logical manner.
The text is only presented/offered in a PDF so that could potentially cause some interface issues as other open textbooks in the Communication discipline have presented/offered text in multiple formats.
The text contains no grammatical errors.
The text has sufficient cultural relevance but could offer even more diverse pictures and examples.
Thank you for this opportunity.
The text covers all necessary areas on public speaking education appropriately, but I would have organized the material in a more logical way. The read more
The text covers all necessary areas on public speaking education appropriately, but I would have organized the material in a more logical way. The table of contents, index, and glossary are all adequate and up to standards.
The content of this book is accurate and error-free to the best of my knowledge. It is also bias-free for the most part, and offers differing view points on a number of subjects that are debated in public speaking education.
Everything in this text is up-to-date as far as I am aware! The layout of the book is organized well, so editing new information should not be an issue at all.
The text is written at a level that any college student should be able to read and comprehend. The text is the right amount of formal and conversational and explains any and all jargon used.
This text is internally consistent.
Some of the sections could be broken up a little more to increase modularity, but for the most part it is very easily managed. Most headings/subheadings make sense in-context and are easy to identify.
The organization is not terrible in this text, but I would have rearranged some to the chapters -- especially when concerning research and organization.
Interface issues are non-existent as far as I am aware.
There are no grammatical errors in this text.
As far as I can tell, there is nothing that could be considered in this text. Cultural references are relevant as both historical examples and current affairs, but some will need to be updated every few years to remain relevant.
Overall, this would be a fine book to use as the basis of an introductory public speaking course!
The text has a detailed index of book chapters and sub chapters. The book covers an extensive amount of information about public speaking. This book read more
The text has a detailed index of book chapters and sub chapters. The book covers an extensive amount of information about public speaking. This book would be helpful for an introductory course in public speaking or as a second resource for students.
I believe this book gives accurate information about public speaking. It is also helpful that the book gives definitions of key terms on the margins.
While this book has relevance and longevity, some simple updates might be necessary after a few years. These updates should focus on examples of speeches that are relevant to current issues and popular topics.
The text explains necessary jargon.
The textbook is consistent and includes learning objectives and preview for each chapter.
The chapter headings and sub headings are helpful.
The text chapters are divided so it is easy to assign them in the order that is relevant for your course.
I think more examples and pictures to help break up heavy text would be helpful.
I did not find any grammar mistakes.
I think it is culturally relevant. Examples of purpose statements include relevant topics and includes a variety of races, ethnicities, and backgrounds.
I think this book is a helpful tool for public speaking classes.
A very good textbook for an introduction to public speaking course. Contains fifteen chapters of reasonable length and has all of the topics one read more
A very good textbook for an introduction to public speaking course. Contains fifteen chapters of reasonable length and has all of the topics one would expect for this course. Book has minimal pictures and graphics, so it is not "flashy" by any means. Has an excellent chapter on ethics. However, would like to see a bit more attention on speech anxiety and listening.
Overall, very good. However, Chapter 5 (Research) is customized for Dalton State College in Georgia. As a result, anyone using this book will need to supplement their course with additional material on research.
Most references are generic enough for this book to be used for several years without having to update editions.
Very "conversational" and clearly written. The book is obviously written for college students, using words, expressions, examples, and situations that are both real and relatable to a young college audience. Only a few things are unclear. For example, General purposes needs a bit more explanation in Chapter 4 (perhaps with its own subheading); Appendix A could be moved into a chapter within the book; and Figure 4.1 is unclear.
Each chapter is laid out in a consistent manner with learning objectives and chapter preview coming first.
The length is good. Each of the fifteen chapters is approximately 20 pages long, which makes it quite manageable for most college students. The overall length (317 pages) is much better than another 622-page public speaking book which is also included in this open source library. One suggestion is to eliminate all of the "blank pages" found in the book. For example, the blank pages for "notes" found at the end of each chapter. It is very doubtful that students would actually print out the book and then use those pages for notes.
Overall, the organization/flow of book is good. It is good that audience analysis and listening comes before the construction of the speech and helps emphasize that public speaking is audience centered. Two suggestions for improvement. First, speech anxiety is only discussed on five pages in Chapter 1. It should have its own chapter and include some tips for overcoming speech anxiety. Second, listening is only discussed on four pages in Chapter 2. It requires a more extensive discussion.
Very conversational. No issues with grammar.
Would rate this as "average" and suggest that the authors attempt to infuse the book with more cultural references, when possible. Book has limited pictures, but some do contain people from diverse backgrounds.
Table of Contents
- Chapter 1 – The Basics of Public Speaking
- Chapter 2 – Audience Analysis and Listening
- Chapter 3 – Ethics in Public Speaking
- Chapter 4 – Selecting Your Approach and Main Points
- Chapter 5 – Researching Your Speech Topic
- Chapter 6 – Organizing and Outlining Your Speech
- Chapter 7 – Incorporating Evidence into Your Speech
- Chapter 8– Introductions and Conclusions and Transitions
- Chapter 9 – Presentation Aids in Speaking
- Chapter 10 – Language
- Chapter 11 – Delivery
- Chapter 12 – Informative Speaking
- Chapter 13 – Persuasive Speaking
- Chapter 14 – Logical Reasoning
- Chapter 15 – Special Occasion Speaking
Appendix A: Cultural Diversity and Public Speaking
Appendix B: Becoming a College Student
Appendix C: Glossary
Appendix D: References
About the Book
This 2nd revision includes a new look and font, new graphics, and an appendix on first year issues. The table of contents is hyperlinked, and all graphics are tagged.
In fifteen chapters the authors have attempted to address all the major concerns, issues, and material that an introductory, freshmen-level public speaking course involves. Beginning with the value of public speaking to one’s life and overcoming public speaking anxiety, the subsequent chapters cover listening and audience analysis; plagiarism and ethics; invention and thesis development; research; organization; introductions, conclusions, and transitions; supporting material; delivery; visual aids; language choices; informative speaking; persuasive speaking; logic and fallacies; and special occasion speeches. The book was written with students in the open access college and with diversity in mind.
All the topics that would be found in a traditional textbook are there, at no cost. The appendices include a glossary (key terms are also defined in the text and highlighted in boxes in the margins), a chapter on speaking to diverse audiences, sample outlines, and references. Color photographs, diagrams, and charts are included. The book is being used for the first time with the full cohort of freshmen student, and ongoing revisions are planned as needed.
About the Contributors
Dr. Kris Barton (Ph.D., Mass Communication, Florida State University) was Chair of the Department of Communication and Associate Professor of Communication at Dalton State College from 2008 to his sudden passing in May 2016. He was a well published and respected scholar in pop culture and mass media as well as the author of trivia books. His legacy at Dalton State included the initiation of the Bachelor of Arts in Communication, the development of an undergraduate research program and introduction of many students to scholarly conferences, and making an indelible mark on the hundreds of students he taught.
Dr. Barbara G. Tucker (Ed.D., Organizational Leadership, University of Georgia) is current Chair of the Department of Communication and Professor of Communication at Dalton State College. She holds master’s degrees in public address and writing from Ohio University and the University of Tennessee Chattanooga, respectively. Her 38-year teaching career, especially of the basic public speaking course, informs this textbook. She has served as president of the Georgia Communication Association and Interim Assistant Vice President for Academic Affairs as DSC.