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I would imagine that it will take some work to make sure the links are all up-to-date throughout the text because they are so numerous. Concepts were clearly defined using clear examples for the reader. The text was easily digestible for a student in a level speech course. The layout of the book was extremely consistent.

Each chapter begins with learning objectives and ends with review activities. The sections were arranged in a logical order. The clear division of the chapters makes it easy for the reader to know where concepts begin and end. It is set up in a way that allows instructors to pick and choose the content in a different order than it is presented.

It is also organized in a way that would work if an instructor wanted to work through the material in a sequential order. The parallelism in the chapters is beneficial for the reader as they know when each chapter starts and stops, as well as being able to view outcomes and practice those outcomes at the end of each chapter. Most of the text was nicely presented. The lack of a reference section as well as the lack of a clickable table of contents in the PDF version made it difficult to navigate — that may have simply been a feature of the PDF version. There are multiple instances of spacing issues throughout the text.

I thought the speeches referenced by the text were culturally relevant and diverse. This book would be a great substitute to a traditional public speaking textbook. Although many instructors tend to use the pocket style guides to teach public speaking to keep costs down, those often aren't extensive enough. The few things that are irksome about this book, such as a lack of clickable navigation on the PDF version and the failure to incude any reasonable outline examples can easily be remedied with supplemental material.

It is highly suitable for an introductory It combines the best features of an introductory workbook such as interactive checklists and extended examples with strong features of a textbook.

Among the most thorough treatments in this textbook are the ethics features Chapter 2 which are woven throughout the book and concrete suggestions for the implementation of ethical choices in speaking. In addition, such techniques are not usually undertaken without professional guidance. There is strong treatment of contemporary behavioral theories such as cognitive dissonance, consistency theory, elaboration likelihood model, etc.

If you are looking for a textbook that is well grounded in rhetorical principles, this is not it. In at least one instance p. The historical claim that citizenship was determined by property ownership and that all property owners were prosperous is not credible p. The use of interpersonal research and models as they are adapted to public speaking is useful.


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Some of this informs the development of purposes for public speaking, models of dialogic communication and principles of critical listening p. To my knowledge this is copyrighted information and the authors are incorrect when they write that it is included in most textbooks. It is featured only in the Monroe, Ehninger, et al. Permission must be obtained from Routlege to use this model. Other examples and check sheets that ask students to review their hobbies, favorite books, classes, etc. There are many lists which appear to expand the load, but these are usually just checklists of options such as types of introductions or conclusions rather than new ideas.

Often, practices such as informative speaking or types of transition are illustrated in multiple ways which is especially effective for students.

Go ahead, talk to yourself. It's normal —and good for you.

The reading level for the textbook is quite low. Most high school and college level students will have very little difficulty with it—sentences are relatively short, vocabulary is not challenging, and sentence structure is straightforward. At other times, however, such as in the discussion of primary and secondary research p. This textbook is both consistent with most other commercial textbooks on the market and internally consistent in its approach to teaching public speaking.

The topics replicate topics covered in most other public speaking textbooks except perhaps if you are looking for more fully developed treatment of argumentation or persuasion or you want to present outlining or demonstration speaking to students. Instructors and students will find this textbook very easy to use as distinct units or as it is presented from beginning to end. It appears to be very easy to rearrange the chapters without confusing students. In fact, I would personally use several of the later chapters much earlier in the semester and perhaps not use the extensive, although excellent, discussion of special occasion speaking at all.

This textbook seems designed for such rearrangement. The template for each chapter is consistent throughout the textbook. There are clearly delineated learning objectives, take-aways, and assessment questions for each chapter. Headings for chapters and subheadings are clear and easy to navigate.

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Most commercial textbooks follow a similar formula. Several minor problems interrupt the flow of an otherwise well-organized textbook. For example, the list of librarians and the etiquette for interacting with them is both odd and strangely placed at the beginning of the research chapter p.

Students are invited to interact with the textbook through checklists and student-friendly examples. These are well integrated into the development of stages of speech development. Infrequent diagrams and models provide additional support for concept development. Occasionally, summaries describing how lists of topics such as temporal, spatial etc.

The small units with key objectives listed after each one is probably helpful for students.


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  4. Many public speaking textbooks achieve the appearance of inclusion through illustrations that feature various ethnic groups, individuals using wheelchairs etc. This textbook does not have that luxury because there are no photographs other than the cover image. There are several examples that also use Native American culture and others.


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    This helps recognize the potential diversity of readers and audiences. However, the most genuine attempt to stress inclusiveness occurs in the discussion of language and audience analysis. This is quite good. This is a solid, low-level textbook that would be appropriate for either advanced high school students or entry-level college students. I love how thoroughly this textbook covers thesis statements. I think the Chapter Exercises and Key Takeaways are especially useful for this element of a speech's introduction.

    I find students are often stymied by the differences between thesis I find students are often stymied by the differences between thesis statements and specific purposes, and consequently develop one or the other, but never develop very strong statements.

    I think it might be more comprehensive to directly deal with the five elements of orienting material rather than simply referring to five or six things that should happen within the introduction. I did not see either an index or a glossary. Both of these features would be a benefit to this book. Many students rely heavily upon these features with the traditional textbook, most notably when they have not set aside time to complete the assigned readings. I think students' reading habits will transfer to open textbooks, and without an index or glossary, many students will be frustrated and deem the open textbook less helpful, even less user friendly.

    There is no index or bibliography, so there is no way to determine research accuracy other than your personal knowledge base. Students do not usually have a very extensive knowledge base. Students might also think because the text does not offer a reference list or bibliography that they do not have to offer one with their work products.

    Also the chapter on Outlining does not accurately cover outlining principles. The three major sections introduction, body, conclusion are not covered with the four levels Roman numerals, capital letters, Arabic numerals, lowercase letters working within. Neither does the significance of indentations to the flow and consistency of information that constitutes the message seem to be apparent.

    I believe the content of the text is up-to-date and will remain so for a while. The fundamentals of public speaking do not readily change. Perhaps rearrangement of chapter order to that more similar to the speech making process might increase relevance.

    Clarifications of formatting might make technological updates easier to implement, thereby increasing longevity. The text is understandably written. There is no restricted code that is not defined or explained. All explanations provide clarification suitable for the typical undergraduate. The text does not consistently use APA's style format. When explaining oral as well as written documentation of sources for student use there seems to be adherence to APA's 6th edition. However the authors' citation of sources does not consistently or correctly offer direct in-text quotations.

    The citations offered in text are more appropriate for bibliographies and reference pages than chapter content. The in-text citations also misuse punctuation and provide some information that does not belong and leaves out other information that does belong. Additionally some citations provide redundant information. Then there is inconsistency with labeling. I found the modularity effective. It seems as though customization would be effortless, particularly with the subheadings provided for each chapter.

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    Plus if I decided to reincorporate some reading I did not assign, it appears as though that would be a naturally easy adaptation. For the most part the layout of the text follows the speech making process. It is an easily understandable guide to being effective throughout the process.