oral presentation book pdf

Exploring Public Speaking - 4th Edition

(46 reviews)

Kris Barton, Florida State University

Barbara G. Tucker, University of Georgia

Last Update: 2019

Publisher: University System of Georgia

Language: English

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Reviewed by Amy Powell, Adjunct Professor, Saginaw Chippewa Tribal College on 12/6/22

This text includes comprehensive content and theories for any public speaking class. The material includes all areas that are important to an intro public speaking class. The material is presented in a way to will benefit students in ‘real’ life... read more

Comprehensiveness rating: 5 see less

Content Accuracy rating: 5

The content is accurate and written in an easy to comprehend manner.

Relevance/Longevity rating: 5

The content is relevant and the text is written in an articulate way, that will not require major updates or revisions.

Clarity rating: 5

The material is presented in a manner that even non-communication students can grasp the material.

Consistency rating: 5

The organization is consistent across chapters.

Modularity rating: 5

I assign the chapters in a different order from the text, and it is organized such that it is easy for students to follow and take chapters out of order.

Organization/Structure/Flow rating: 4

The text is logical. I assign the chapters in a different way, to spread out the presentation of speeches.

Interface rating: 5

I see no issues with the interface.

Grammatical Errors rating: 5

There are minimal, if any grammatical errors.

Cultural Relevance rating: 4

There are not any discrimination examples. Teaching at a tribal college, there are minimal examples or mentions of indigenous cultures.

I value this text and the fact that it is available at no cost to students. Public speaking is a skill that all people will eventually use, and my goal is that students will maintain the pdf text for years to come.

Reviewed by Sandra Bryant, Assistant Professor, Tidewater Community College on 12/2/22

The text covers all the aspects of traditional public speaking texts. They offer PowerPoint and teaching materials. What they do address that are not covered in other traditional public speaking texts are cultural diversity and art of funny or... read more

I found no problems within the text in terms of word choice, editorial confusion or lack of consistency. It was much clearer and more accurate than other texts.

Text is up to date but remains relevant. I believe next version planned will address social media. However, this text addresses 'public speaking online' most recent pandemic. Coverage of material was welcomed and helped students in virtual learning settings.

Clear, concise language is used throughout. Limited jargon except when addressing theories.

Very consistent and understandable in terminology and functional framework.

Text is grouped along chapters that can easily be translated into weekly reading and course modules.

Organization/Structure/Flow rating: 5

Well organized and easy to follow and understand.

Multiple formats to secure the material that can be manipulated for all types of learners. For me, access to read online using cellular device works great. The student must have enough memory to perform this function.

I found no grammatical errors.

Cultural Relevance rating: 5

I found no cultural inconsistency within examples and photos in the book.

My students love this book. They download read and use it. I appreciate this alternative to the high end textbooks most students can't afford.

Reviewed by Ashley Page, Instructor of Communication, Fort Scott Community College on 9/28/22

I am currently using this textbook in my public speaking class. It covers everything needed! Gives terrific details and examples and students especially love the outline examples shared. read more

I am currently using this textbook in my public speaking class. It covers everything needed! Gives terrific details and examples and students especially love the outline examples shared.

This book is very accurate and shares details in a way students will understand and relate to. Error free and flows well.

Content is up to date and covers material well!

The book follows and order similar to what I cover in class and any jargon/terminology used is explained and given examples.

The terminology is very consistent with the world of public speaking and easy to understand.

Very easily divisible! Flows in a way that is perfect for a 16-week course.

Flows in an easy to follow way and helps students grow in skills as they get further in the book.

No distorted images or confusion to reader.

No grammatical errors

Great examples shared in this book!

Excellent textbook! It was easy to follow and gave great examples to students. Students especially loved the example outlines shared in the textbook and examples shared.

Reviewed by Deborah Charette, Adjunct Instructor, Bristol Community College on 6/30/21

Not having used OER materials yet and not knowing what to expect, I am impressed with the comprehensiveness of this text. Every important aspect of effective public speaking, including cultural diversity and audience awareness, is addressed. Also included is a glossary and plentiful useful appendices such as Succeeding as a College Student, Public Speaking Online, and APA Citation.

This text appears to be accurate and spot-on with necessary information. Plagiarism, ethics in speaking and preparing one's information, and the use of presentation (visual) aids are a few examples of what is knowledgeably explained.

I think this text is reliably relevant and can readily be updated as well as customized as necessary. In particular, the chapters on special occasion speeches and persuasive speeches.

Exploring Public Speaking is, in my opinion, coherently written with well-organized content. Students won't find the information and explanations overwhelming. Chapters are presented in separate modules that all come together effectively.

This text is congruous with its terminology and overall framework of subject matter.

Chapters are presented in separate modules that all come together effectively. For example, Chapter 4: Developing Topics for Your Speech is categorized into four sections: Getting Started with Your Topic and Purpose; Formulating a Specific Purpose Statement; Formulating a Central Idea Statement; Problems to Avoid with Specific Purpose and Central Idea Statements.

The structural flow of this text is sensible.

I did not come across interface issues within this book.

I did not come across grammatical errors, misspellings, or poor editing.

Exploring Public Speaking addresses the importance of cultural awareness, sensitivity, and respect throughout the book. Also included is an appendix entitled Cultural Diversity in Public Speaking whose subsections are "Benefits and Challenges" and "Implications".

I have used Speaking With a Purpose (Koch and Schmitt) for several years because I feel it addresses the needs of the speaker and student well. In reviewing Exploring Public Speaking, I found a close kinship with my go-to text and will not hesitate to incorporate it into my course.

Reviewed by Joseph Nicola, Professor, Century College on 5/27/21

This text covers all key concepts and key terms associated with an undergrad Public Speaking Course. Examples of a Keyword Outline are lacking. Found on pages of 416-417 of 4th edition. read more

This text covers all key concepts and key terms associated with an undergrad Public Speaking Course. Examples of a Keyword Outline are lacking. Found on pages of 416-417 of 4th edition.

Content is accurate and error-free. Inconsistencies were not note found.

Covers all key concepts and key terms associated with an undergrad Public Speaking Course. A good text for a Public Speaking Course.

Clarity rating: 4

The text is lacking in graphics and color coated headings. This could be difficult for some reading on a screen. Otherwise, this text does adequately cover the subject matter content.

It appears consistent throughout.

Modularity rating: 4

Some of the later chapters should be covered earlier in the text. For my students, I would assign readings out of there currently order.

Some of the later chapters should be covered earlier in the text. As an Instructor, I would assign readings out of there currently order.

Interface rating: 4

The text Index is hyperlinked to the page the information is on. * It should be noted the end of text glossary terms are not hyperlinked.

Interface is clearly laid out. However, it is mostly just plain text, more graphics and color layout choices may be helpful some students when studying the text on a screen.

No grammatical errors found.

Not culturally insensitive but the text is very lacking in representing real world student examples, backgrounds, and experiences. Different student demographics and culture awareness is lacking in this text.

Minimal graphics. Mostly just text, which may be troublesome for some learners reading on a screen. More graphics and color-coded text headings would be beneficial for screen reading for a future update.

More End-of-chapter quizzes, assessments, and worksheets would be helpful to add to a future edition.

Reviewed by Molly Cummins, Lecturer, University of Texas at Arlington on 11/3/20

This text is similar to other major textbooks (e.g., Lucas's _The Art of Public Speaking_) and covers similar material. read more

This text is similar to other major textbooks (e.g., Lucas's _The Art of Public Speaking_) and covers similar material.

There are few errors.

The text does not try to address immediate issues, but takes a more general approach to make it easier to do updates. It seems the authors review the text periodically to make small edits as necessary.

The text is written well, for the most part. There are a couple of places where I can tell a difference of author (the tone shifts slightly), but that may not matter to students reading the book. There are places where the text could be trimmed or a bit more thoroughly explained, but for the most part, the text adequately covers the material needed.

The text is easily broken down, as needed. I did not teach the chapters in numerical order and did not have many issues by rearranging the order of chapters. Students were still able to grasp what was necessary in each chapter.

Yes, the organization makes sense, even if I switched up how I taught it.

I worked with one of the authors this summer to make the text more accessible for all students. They worked diligently to create a text usable in a variety of formats (e.g., a screen reader). While it may not yet be perfect, the authors' willingness to work toward accessibility for all matters.

Again, there are few inaccuracies in the text.

The authors appear to have used photos from their local university. While there are a variety of bodies present, their pictures could push toward more diversity. My major concern with this text is a conflation of the difference between sex and gender. The book, inaccurately, uses them interchangeably. This is detrimental to students' understandings of the crucial differences. However, this is a topic than can be addressed by the instructor to clarify and correct.

If you're looking for a solid OER to test out in a Public Speaking course, the 4th edition of _Exploring Public Speaking_ is a good choice.

Reviewed by Terra Ryan, Adjunct Instructor, Community College of Aurora on 8/9/20

The book is comprehensive and offers definitions of key terms in blue boxes in the margins. This resource is excellent when a student needs key terms for initial evaluation or review. read more

The book is comprehensive and offers definitions of key terms in blue boxes in the margins. This resource is excellent when a student needs key terms for initial evaluation or review.

Terms and examples are accurate.

Relevance/Longevity rating: 3

The book does a good job offering a history of public speaking but could offer more contemporary examples earlier in the text.

Book is clear and offers clear definitions of public speaking terminology.

Terms and definitions are consistent.

Although terms in the book are clear, the modularity of the book is a little confusing in that it offers terms and then examples and then a bumpy switch back to terms.

The book uses a blend of chronological and topical organization. The text offers a clear history of public speaking and why these skill sets are needed in contemporary settings.

Interface was clear and easy to use, there were even links to other resources.

No errors found.

Cultural Relevance rating: 3

Many pictures though out the text are of white instructors and students of color. While this may not be seen as cultural insensitive, these pictures do give a micro aggressive feel to the text.

The book stereotypes People With Disabilities (PWD’s). PWD’s are mentioned as an example of totalizing but not included in audience analysis group examples.

Reviewed by Christy Takamure, Professor, Leeward Community College on 7/27/20

This textbook is comprehensive and includes all of the concepts and elements introduced in an introductory public speaking course. Direct links to some of the sources were helpful if the reader was interested in learning more in-depth about the topic or study. Although illustrations are interspersed throughout the textbook, there are some graphics or charts that could have been added to better illustrate concepts such as the process of public speaking.

The content was error-free and unbiased. However, in Chapter 3, I would prefer to use different terms to define the different types of plagiarism such as global, patchwork, and incremental plagiarism.

Relevance/Longevity rating: 4

This textbook provides the reader with the principles of public speaking as does most other public speaking textbooks. An important aspect lacking is the integration and use of technology in public speaking since the advancements and progress in technology has changed the landscape of presentations including in online public speaking courses. There are innovative technological modalities and various channels utilized to enhance learning and making speeches.

The text is clear and easy to understand for an introductory speech course. Key terms were defined in helpful highlighted boxes to signify importance. There were some elements that could have used examples to help increase clarity. For example, in Chapter 4, "Context" was defined but not clearly explained.

Information is presented consistently from the beginning, each chapter begins with the learning objectives and chapter preview then ending with the conclusion and "Something to think about". However, in Chapter 5 “Something to think about” is missing.

Although the text is easily and readily divisible into smaller reading sections, I would have preferred that every page is aligned to the left. I found it distracting that the odd-numbered pages were aligned to the left and the even-numbered pages were aligned to the right.

Topics were organized logically and clearly. Chapters are similar to most other introductory public speaking textbooks.

Interface rating: 3

There are many images in this textbook that are confusing to me. Why is there a picture of a tombstone on page 134 (title page of Chapter 8: Introductions and Conclusions)? On page 217, postures using lecterns are mentioned to refer to a number of figure illustrations however, the figures are displayed several pages later beginning on page 223. It should be placed immediately after it is mentioned. There are numerous illustrations that seem to be irrelevant to the text. For example, a picture of cookies on page 243 and a picture of President Lincoln on page 245.

I did not find any grammatical errors.

I would prefer to see more culturally diverse illustrations and photos depicting a variety of races, ethnicities, and backgrounds.

This textbook comes closest in terms of terminology, concepts, principles, elements, and outlining to the textbook that I currently use. This textbook would be a great option for my students since it is cost-effective and easily accessible for my distance learning courses.

Reviewed by John Drischell, Adjunct Faculty, Linn-Benton Community College on 6/29/20

I found the book to be very comprehensive in the different perspectives considered for public speaking. The appendixes were useful and relevant. Both "Succeeding as a College Student" and "Cultural Diversity" were good considerations and additions to this material. There were no subjects or areas overlooked that would necessitate amending the books content. However, I would change the organization of chapters. I think the delivery chapter should be moved early in the table of contents.

There were a large number of authors and consultants who collaborated on this book. I think this ensures that different perspectives were used to help create a well-rounded textbook for public speaking. I did not notice any errors or overtly biased viewpoints or rationales.

There is a section in the textbook that explains how to use the Dalton library, which should be removed as it is not relevant to all schools. I found many of the examples to be relevant and relatable to college students. In particular, the use of technology and its advancement in the field of public speaking was included. The references made in regards to recent presidential elections were engaging and timely.

The textbook was easy to read and understand, devoid of jargon that may alienate the reader. The book reads conversationally, which is user-friendly and inviting especially to college students. The overall level of relatability with good examples also makes material clear and easy to understand. Their use of pop. culture and history makes things feel familiar.

I thought the terminology was consistent throughout the textbook. Chapters felt balanced and well-formed. More pictures would help complement material to make things flow easier.

Transitions statements are something we teach in public speaking, so it's nice to see when textbooks of public speaking do the same. The book flows seamlessly chapter to chapter. Good signposts are given to break up material in a logical manner. As stated earlier, I think there are a few chapters that would need to be reordered, which can be circumvented on an individual-class basis with a designated reading schedule.

The chapters and topics presented are logical and easy to follow.

I think the picture choices could be better for this textbook. Powerful and vivid images are what drive the readers mind to make connections to what they are reading. Some pictures accomplish this, while others do not.

The textbook appears to be proofread without any apparent grammatical errors.

The appendix section on "Cultural Diversity in Public Speaking" was a great addition that provides cultural awareness and differences in public speaking. There is an overall feeling of inclusiveness with how material and images are presented in this textbook.

I think this a strong textbook for public speaking. Many professors and teachers alike could adopt this into their classes for what this book has to offer. There are considerations for how the textbook is organized, which may come down to personal preference. This can be remedied with a reading scheduled provided by the instructor, to dictate the proper read-order for their particular public speaking course. Overall, the book is comprehensive, diverse, and engaging in it's presentation and assertion of core principles in public speaking.

Reviewed by Julia Greene, Adjunct Faculty, North Shore Community College on 6/24/20

Comprehensiveness rating: 4 see less

I like the book. It is very comprehensive and includes subjects that might be related to public speaking, but which are not usually included in an introductory public speaking textbook like a whole chapter on Logical Reasoning (Chapter 14) or in the Appendices, Cultural Diversity (Appendix A) and How to Succeed as a Student (Appendix B). An important component completely missing from the textbook is the subject of narrative or storytelling. I believe that the best speakers develop personal narratives that they incorporate into their speeches, which gets the attention of the audience, and creates a relationship and gives context to the speech.

I thoroughly read the book and followed some links. I think it is accurate but using it will help me to assess it in more depth.

I think it is relevant. I was happy to see "Public Speaking Online" as one of the appendices. Hopefully it will make it to full chapter status in the future (I am writing this review recent post COVID-19 and everything is going online). I think the book is heavy on the writing of a speech, Chapters 4-8, and Chapter 12 all go into excruciating detail of writing more of a term paper for an informative speech, than an informative speech. Some professors may have this as their goal. I want my students to learn how to give interesting presentations that engage their audience.

The text is very well written.

Yes, the terminology and framework are consistent.

The book's modularity is the reason I am adopting this textbook. There are parts of the book I won't go into detail on, and I will change the order of how I use the chapters considerably. The great thing is I can. The book is set up for modules.

Organization/Structure/Flow rating: 3

I think the first three chapters are in the correct order. I would flip Chapters 9 - 15 to come next, and save the writing of the speech Chapters 4-8 for later in the semester, to have students end with a final "big" informative speech for which they put in a lot of writing time.

I had no problems navigating the book.

I saw no grammatical errors.

I thought they could use more examples of pieces of speeches from other than white men. They should review their examples. In the language section they could have used Barbara Jordan's 1976 Democratic Convention Key Note Speech as an example of the use of anaphora, instead of JFK again. Here is an excerpt: "We are a people in a quandary about the present. We are a people in search of our future. We are a people in search of a national community. We are a people trying not only to solve the problems of the present, unemployment, inflation, but we are attempting on a larger scale to fulfill the promise of America. We are attempting to fulfill our national purpose, to create and sustain a society in which all of us are equal". Appendix A is on Cultural Diversity and it's a start but to make the textbook culturally diverse, it needs to be baked right into the textbook with examples of great orators from different cultures, sexes, ethnicities, and time periods.

I haven't gone into "Ethics" too deeply with past classes. I like the chapter on Ethics and plan to couple it with the chapter on Logical Reasoning. In this day of fake news, it's important to teach students how to use credible sources and identify fallacies. I will also focus on Appendix C - Public Speaking Online as if it is a chapter. Both my courses will be online next semester.

Reviewed by Maurisa Charest, Adjunct, Northern Essex Community College on 6/23/20

The text covers all the basics of Public Speaking in a way that's easily understandable for first time speakers to absorb and digest. read more

The text covers all the basics of Public Speaking in a way that's easily understandable for first time speakers to absorb and digest.

The text uses straight forward language free of opinion and based purely on intellectual and diverse facts.

The text uses updated and not outdated examples, sources and examples. One example is the Seinfeld quote: According to most studies, people’s number one fear is public speaking. Number two is death. Death is number two. Does that sound right? This means to the average person, if you go to a funeral, you’re better off in the casket than doing the eulogy." This quote is a popular quote when you Google Public Speaking. I also appreciated the Garber 2018 clarification in the text.

The text is specific, clear and fluid. Any jargon that is used is clearly defined. I liked the blue text box that appears to the side of the text that gives the reader a quick view of a new vocabulary word.

The text is consistent and fair to both the craft and importance of Public Speaking.

The text makes it very easy for readers to absorb and comprehend the material without using overwhelming amounts of long winded paragraphs. Each new thought is broken up by a clear transitional headlines allowing readers to process the old and welcome the new.

I appreciate the order, however, I do wish explanations of the three types of speeches are approached first. When teaching I usually skip to that section at the start of a course in order for the rest of the material to attach itself more clearly to the core elements that make up the speeches.

Visuals are honest, relatable and credible for each section.

I did not encounter and grammatical errors as I read through the chapters. The text was very fluid and easy to comprehend.

I thought the chapter "Cultural Diversity in Public Speaking" was very important and expressed well. I usually have to incorporate that element in my courses when we talk about Ethics in Public Speaking. It gives the topic more credibility because this text tackles this important issue with clear insight and instruction.

I appreciated the Chapters on: Cultural Diversity, Public Speaking On Line, Succeeding as a College Student. I have yet to see topics incorporated in a Public Speaking text. Having examples for students is also very helpful. Everything a student would need to understand and value the tools needed for Public Speaking in one text. What I wish had been included: A brief section about the history of Public Speaking. We would not be where we are today in oration without the Ancient Greeks.

Reviewed by Bernardita M Yunis, Graduate Student, Teaching Assistant, University of Colorado Boulder on 6/11/20

This public speaking textbook covers the main areas needed for a public speaking course in a comprehensive manner. It both addresses the ethics and theory behind the practice as well as practical skill set for teaching and learning how to be an effective public speaker. Not only does it cover the logistical aspects of public speaking (informative speech, persuasion, logical reasoning), but it adds practical skills for presentation aids, language choices, and a useful multi-section Appendix to aid any first year college student. The Appendix also includes more samples and a glossary of definitions.

The content in this textbook, including images, graphs, and supplementary appendices is mostly accurate and error-free. It also provides clear, updated information, relevant to modern technologies, and is unbiased. Typos: on page 200 where cliches are defined does include some information that seems contradictory. It says cliches are usually similes; however, none of the cliche examples actually include "like" or "as" as defined in similes. On page 306, in the second paragraph, "designed to" is repeated in the first sentence.

The content of this text is relevant and updated to demonstrate its relevance to current technologies and media. It includes important, relevant information on diversity concerns and how to address these in a public speaking course. It's timely and relevant and can be easily and quickly updated given its clear, straightforward organization.

This text is written in an extremely accessible, clear way. It is easy to understand and read through, not getting lost with jargon, but rather explaining clearly all the terminology. It is an good and accessible read, especially for what are potentially many first year students. Really great textbook!

The text is consistent in terminology, framework, organization, and methodology of each chapter. They refer back to other content previously mentioned or that they can expect in future chapters. It was easy to know what to expect in the various chapters given the section breaks and how it was organized.

In particular, this text is accessible for professors to be able to assign various chapters at different times and create teaching/learning modules with different chapters. While the organization of the text currently makes sense, it is easily rearranged as needed for teaching various versions of Public Speaking. Only in the Appendices are there some sections with a lot of writing and not many subheadings. Otherwise, the text is visually also accessible and easy to read through.

The chapters are organized logically and in a way that makes sense. The flow of this textbook is well planned and allows for growing of knowing as you move through it.

The text for the most part is without many interface issues. The blue definition boxes could be adjusted so that they are all Left Justified. Otherwise, it looks great, clean, clear, and well mapped out.

Besides the 2 notes of typos mentioned above (and again here), the text is without grammatical errors. Typos: on page 200 where cliches are defined does include some information that seems contradictory. It says cliches are usually similes; however, none of the cliche examples actually include "like" or "as" as defined in similes. On page 306, in the second paragraph, "designed to" is repeated in the first sentence.

This text takes seriously considering cultural differences and maintaining its relevance in a world that is constantly changing and spreading diversity. It considers these changes, includes conversations on personal pronouns, cultural differences, judgments, and more, that I found to be critical, relevant, and important to include, especially for a young first year audience. As I read it, I felt like a lot of the labor many of us of marginalized identities do on a regular basis were covered in the text already. It is really wonderfully addressed!

Reviewed by Edie Gaythwaite, Professor, Communication, Valencia College on 6/2/20

4th edition review. For a public speaking focused text, the chapters align with most other textbook subject matter. The addition of the case studies is a plus as this can help with teaching in a variety of modalities. read more

Content Accuracy rating: 4

I didn't see any issues with accuracy as written. The text uses a common method of presenting introductions using a specific purpose and central idea that doesn't align with my philosophy of placement of a specific purpose statement or how a central idea for speech is constructed.

I reviewed the 4th edition which is relevant and up-to-date. It is obvious that the authors of the text consider the text as "a living document" with regular revisions which I think makes this text relevant.

he text is clearly written and learning outcomes and summary or conclusion. It has one voice.

The chapters are consistently presented. I like the "think about" section and as mentioned, the case studies.

Sections of the chapters can be easily assigned or combined with external materials.

I particularly enjoyed having audience analysis and listening together. Each chapter is presented with the same opening elements (learning outcomes, preview, numbering system, etc).

I did not encounter any issues with the document as a pdf.

No errors noticed.

I think the photographs presented in the text could be more representative of the world as additional examples be more equitable and inclusive.

Very quick response for the ancillary information. I like that the text is always under review and revision making it more powerful. I look forward to developing an online course using this text. Finally, I agree with others when they discussed the potential for expanding the online information. After this pandemic we will have more experience with this aspect. Thank you!

Reviewed by Suzette Ashton, Communication Professor, Valencia College on 6/1/20

The text lacks information on interpersonal communication, and culture . read more

The text lacks information on interpersonal communication, and culture .

No concerns with accuracy or biased information and or diverse images.

Needs to include that the central idea is also referred to as the preview statement. Speech topics could be more relevant for example , Lord Byron .

Clarity rating: 3

The text lacks clarity when defining the difference between the specific purpose and the central idea . Also, in chapter 8 it refers to the central idea as "preview your main points".

Consistency rating: 3

In the speech examples in chapter chapter 6 , the central idea is omitted.

No issues with modality

The heading and topics are organized well, but the content is difficult to follow . For example, moving from a specific purpose to a central idea.

No issues with interface

No grammatical issues

The fact that culture is an appendix could be perceived as insensitive and irrelevant.

Maybe add: Gibbs Supportive and Defensive behaviors in audience analysis chapter Add how to construct audience analysis using questionnaires Infuse culture throughout the book Introduce Monroe's Motivated Sequence in chapter 6

Reviewed by Jill Arabas, Lecturer, Middlesex Community College on 5/28/20

This text is wonderfully comprehensive for an introductory public speaking course. While converting to OER two years ago, I chose this text because it was so close in content to the physical text I had been using. The content in the chapters even aligns, if not the chapters themselves! What I like best about this text is that it covers what a student needs to learn without the tome-like feel of some public speaking texts that are certainly more comprehensive but intimidating financially and psychologically. Suggest elevating Appendix C - public speaking online - to chapter status given the increase in Zoom and Hangout meetings that we are experiencing now and certainly expect post-pandemic.

Content in the book seems error-free and unbiased.

The text is fairly standard and therefore timeless in its content. Some texts in the Communications field become obsolete quickly because the the authors face the near-impossible task of addressing technology (i.e., Intro to Mass Media, Audio Production). This text smartly avoids detailed tech talk on presentation aids. Suggest the authors elevate and revise Appendix C (on online speaking) into a full-fledged chapter.

The language is easy to comprehend but sometimes rambles. Points could be made more succinctly without the loss of clarity or comprehension.

The text is consistent in its approach, language and intent.

Ideas appear to be grouped well generally. I have had to do some skipping around in assigning chapters: 3 before 2, 7 before 6.

The book is well organized, taking a student public speaker through the natural, chronological progression of steps in preparing to deliver a speech. Starting with "why public speaking" and anxiety, the text then moves to audience analysis, topic development, research, speech organization, supporting materials, introductions and conclusions, presentation aids, language, and delivery. I would flip Chapters 2 and 3. There are separate chapters for the mainstay informative, persuasive and special occasion speeches. Perhaps some of the material in the appendices could be woven better into the rest of the book(Appendices A and D). Appendix C - online speaking - needs its own chapter. An index at the end would have been helpful.

Interface rating: 2

The interface works as well as most OER texts. Unfortunately, the bar for that is very low; i.e., a click on the table of contents jumps to the chapter. There need to be more hyperlinks throughout, not just a "back to the TOC" and "next chapter" hyperlink on each page, but hyperlinks bringing students to more in-depth breakout material. Not everything needs to be on a main page. Students (and professors!) love to discover hidden content, games, puzzles and more in a text. We need to think more like video game creators - not to distraction, but to enhance the learning environment in a way that entertains, informs, educates and engages our students so they stick with us and - heaven help us - actually do the reading.

Grammatical Errors rating: 4

Misspelling on title of Appendix A at the top of each appendix page - Diversity not "Diveristy"

Appendix A is devoted to culture sensitivity; that is, the benefits and challenges of cultural diversity to public speakers. The text covers relational, verbal and nonverbal cultural differences that speakers should be aware of, and delivers advice and context intended to be helpful to students at community colleges with increasingly diverse backgrounds. This is somewhat woven into the main text (e.g. Audience Analysis). Unfortunately, the images in the text are mostly white, which is off-putting in a classroom such as mine where Caucasians are in the minority.

This book was an excellent replacement for the physical public speaking guide that had been costing my students money they could have been applying to tuition or food. As mentioned, the OER is very closely aligned to what I had been using. It is wordier and rambles in places but gets the job done nicely at a time when students would rather look something up online than spend their money on a book they often feel they will never use again. I applaud the authors for their hard work and hope they update with hyperlinks and a fully formed chapter on online speaking.

Reviewed by Maura Cherney, Assistant Professor, Northeastern Illinois University on 5/7/20

This open access text is a more comprehensive collection of information about public speaking than any other public speaking textbook I have reviewed or used in my own public speaking courses. The book covers all the topics I cover in my class (plus some!), and other than a few details (explained below), this textbook should not require any supplementary readings to learn the skill of public speaking. The glossary is thorough, including important vocabulary from throughout the text. Interactive links to the appropriate page from which the vocabulary comes (or, at least, the page number) would help students navigate to find additional information.

The content within the book is accurate and error-free. I did not notice any inaccuracies in the information presented.

The content is, overall, thorough. Chapters include all expected basic, foundational information related to each topic. Each chapter provides enough content to create basic understanding in students. Some areas could benefit from more thorough and up-to-date content. For example, in the area of public speaking anxiety, there have been some more recent strides in effectively matching individual experience of communication apprehension with an appropriate intervention, which have been ignored by this and other public speaking texts. While the text discusses interventions broadly (mental preparation, physical preparation, etc.), the book could either be supplemented by or revised to include more targeted approaches to overcoming public speaking anxiety. See work by Karen Dwyer from the University of Nebraska Omaha. Other topics, however, were explained in much more depth than other public speaking textbooks, such as the types of sources of information.

The text is easy to read and provides clarification, definitions, and examples as necessary. Direct quotations from other sources are used sparingly, and when used, are often powerfully-worded, entertaining, or insightful. The text often goes beyond a “how to” to include a “why.” The APA section in the appendix is a great resource, especially for early undergraduate students. It not only provides samples for references page entries, but also answers some frequently asked questions students often have about how to appropriately cite sources.

Consistency rating: 4

I did not notice any inconsistencies in use of vocabulary throughout the text. Sometimes, photos are inconsistent with the surrounding text.

Chapters are divided in a way that is consistent with other public speaking texts, and sections within chapters allow for further division of content into smaller sections. For example, in the chapter about organizing speeches, it is possible to cover organizational patterns appropriate for informative speeches during one class period and cover organizational patterns appropriate for persuasive speeches during another class period because each organizational pattern is divided using its own header.

The organization of chapters is similar to other public speaking textbooks I have seen, but like other public speaking textbooks, individual instructions would likely have to assign chapters out of order to meet the needs of course assignments. For example, the informative speech chapter is placed toward the end of the book, but informative speeches are typically assigned earlier in the semester (at least in my public speaking classes). The inclusion of the topic of listening in the audience analysis chapter was something I haven’t seen on other public speaking texts, but worked really well! Chapters 5 and 7 seemed a little misplaced - it seems logical that students would benefit from content from Chapter 5 followed immediately by content from Chapter 7 (chapter 6 seems to interrupt the logical flow of research > incorporating evidence).

Some additional images might help in the explanation of some concepts. For example, when discussing the models of communication in Chapter 1, images of the models are linked, but might be helpful for students to see directly within the text. The text offers direct links to supplemental websites, which is definitely part of the appeal of e-texts. Navigating to the link an back to the text, however, is a little cumbersome because it brings the reader back to the beginning of the textbook, not to the page from which the reader navigated originally. Questions and case studies provided at the end of each chapter seem like they would be effective in getting students to work with and apply the course content. Explanations for case studies are provided in the appendix. Vocabulary words with definitions are called out using colored boxes in the margins, making them easy to find and reference. On page 248 a YouTube video is linked, but the link does not correspond to the video referenced in the text.

No major concerns about grammatical errors throughout. Check consistency of capitalization in references to Maslow’s Hierarchy of Needs

The textbook is inclusive of multiple perspectives. For example, when discussing gender as a demographic, the text includes many examples of communication tendencies of men and women, but then also includes the possibility of non-binary or gender non-conforming perspectives. Appendix A provides a thorough explanation of major cultural differences and how those differences play a role in public speaking. It addition of Appendix A is great content for the goal of creating a safe, inviting classroom environment for students of differing backgrounds.

Will definitely be using in my public speaking courses! What a great resource made so readily available to students!

Reviewed by Jeremy Babcock, Program Coordinator/Instructor, Northeastern Illinois University on 5/1/20

This is a very comprehensive text with many important elements into the exploration of public speaking. While I appreciate the broad range, there will need to be some reorganization of the chapters (for me) before utilizing this content for an introductory class. I did notice that there is an omission of some graphics that I have found helpful included in other texts when covering source/message/receiver/channels, but not a huge deal. Additionally, I appreciate the themes in the appendixes, particularly the “Succeeding as a College Student.” I would cover this in courses with first-year students during the first week. Again, there is a lot of solid material and with some retooling and utilizing some supplemental articles, I definitely feel there is more than enough meaningful content to guide an introductory course in public speaking.

I take comfort in the large number of contributors and consultants who added to the latest edition. I find the areas covered in line with a text that I am currently using in my public speaking courses, and feel the information is accurate and covers the basics quite well. I did not see any noticeable inaccuracies upon review of this book.

The material covered here has a staying power that make it relevant to any student who will be working toward a degree and subsequent career that involves public speaking. With that said, it would be easy to incorporate relevant examples into the content that could be tailored for future teachers, business leaders, social workers, etc. The fact that this is an updated edition makes it clear that this is a living document that will continue to hold true to the tenants of public speaking, but also adapt to the changes in communication as they arise.

I really like how this book is organized. I would definitely feel comfortable using this in an introductory public speaking class. Important terminology is highlighted in colored boxes outside of the main text, a feature I feel my students will appreciate. Additionally, the “Something to Think About” questions at the end of each chapter are a great way to engage students and cultivate critical thinking.

As stated above, I feel this textbook is organized well and easy to follow. The photos leave a bit to be desired and, while they don’t distract, I’m not sure that some are adding much to the overall content and messaging. I also find the charts to not be as effective/visually appealing as the ones in a text I am currently using in my public speaking course. This is not a deal-breaker and I still feel that this would be a text I will lean towards using, but it’s worth noting that the charts and graphs could be more inspired.

I would definitely reorder the chapters when covering this material in my introduction to public speaking courses. With that said, each chapter is clearly set up, organized, and concluded in a way that would allow for some flexibility to do so. I currently have students give 3 presentations throughout the semester, so I would definitely move the units on informative and persuasive speeches up a bit, possibly move presentation aids back as an example.

I appreciate how much material is covered in this textbook. I would order it a bit differently, but feel that it is presented in a way that would make it easy for me to do so. I will say that I think more time and tangible solutions should be spent on public speaking anxiety. It is a subsection of chapter 1, but one of the greatest obstacles to student success in a public speaking class. Much more depth into relaxation techniques, meditation, warm-up exercises is necessary. Again, the organization is solid, but a deeper dive into certain areas will require supplemental materials/resources

Other than images that don’t seem to reinforce the content, I like how the chapters are set up and organized. In a way, it’s modeling the way to organize an effective speech. The learning objectives are set up at the beginning so that the audience knows what to expect, the main points are backed up and fully explained, and the conclusion of the chapter leaves you with questions to think about for future discussions. Perhaps a little more could be added by way of excitement with regards to attention getters and anecdotes, but the writing is definitely not dull.

Upon my review of this text, I did not recognize any glaring grammatical errors. It appears to be a well-edited, and written in a way that introductory public speaking students will comprehend.

As alluded to in an earlier comment, I think the photos and graphics in this text leave a bit to be desired. Caucasian students and professors are the most prevalent images. Teaching at a very diverse university in an urban-setting, I think this is something that my students will notice and possibly bring up in class discussions. There is an appendix that touches upon cultural diversity in public speaking, which is good, but feels a bit disparate and should be integrated throughout the text. Also, potentially addressing students with accessibility needs (hearing/visually impaired, etc.) could worth noting in an additional appendix.

Overall, I feel that this is a text that I would be comfortable using in my Introduction to Public Speaking class and very happy to have found it here! I think students will appreciate the content and the way it is organized, and with a few supplemental materials, I am confident that this would provide a satisfactory guide to introducing students to the basics of public speaking. I definitely plan on spending more time to read through the text and possibly use in an upcoming semester, very glad that students will have greater accessibility to a solid, free, textbook. Thank you!

Reviewed by Rich Kessel, Lecturer, Metropolitan State University of Denver on 4/29/20

This text does a commendable job covering a vast literature in a reasonable number of pages. We tend to forget that public speaking is a huge subject area and, therefore, comprehensive texts are going to be quite lengthy. Conversely, most public speaking textbooks are geared towards introductory courses taken by students who grew up in a culture of TLDR (too long, didn’t read). Finding a balance that will satisfy every instructor at every institution is an impossible task. Thankfully, the authors created a text that easily allows for customization.

That said, I could not give it the highest rating because I feel leaving out a discussion of the primacy and recency effects when discussing topical organization patterns is a significant oversight. The fact that we tend to remember your first and final points more than those in the middle is an important point to consider when organizing a speech that does not follow a natural chronological or spatial pattern.

The text continues to perpetuate the myth that audiences can remember seven main points, plus or minus two. Like many other public speaking textbooks, they play off the title of George Miller’s seminal 1956 work, offering Miller and two additional sources to support this assertion. While they suggest erring on the safe side of “minus two,” thereby limiting presentations to no more than five main points, they fail to mention that the research cited concerns our ability to remember digits, not fully developed main points. None-the-less, more recent research by one of the authors cited (Nelson Cowan) suggests that our ability to retain information received aurally is far more limited than Miller estimated (i.e., 2-3, four if we are really paying attention). Continued teaching of the Magic Number Seven rule is further at odds with the research suggesting that presentations with fewer main points are more effective than those with more.

Well structured, without unnecessary time-stamped references that can quickly outdate the text.

Well written and easy to read.

I consider this a strength of this text. There are many ways to teach this subject matter, each requiring a slightly different scaffolding of information. Unlike some of the commercial texts available, the information in this text is presented in discrete packages, allowing faculty to either assign readings in the desired order or customize the text to fit their pedagogy.

As stated previously, no one organizational pattern will satisfy all instructors. This text makes modifying the organization simple.

Flows just like a printed textbook, but with active hyperlinks for easy navigation.

I saw just one error, and it was a copyediting mistake, not a grammatical error.

As a cisgendered, heteronormative, Caucasian male, I do not feel I am the best to speak to the cultural sensitivity of the text. However, nothing jumped off the page as being inappropriate.

I reviewed the fourth edition (Spring 2019) of this textbook. Given the challenges of writing a general studies textbook, it seems wrong to criticize a book as well put together as this one. However, for its intended purpose, this text would be hard to beat.

Reviewed by Diane Waryas Hughey, Adjunct Assistant Professor of Communication, University of Texas at Arlington on 3/20/20

Overall, this textbook is very comprehensive and will be useful in an introductory study of public speaking. Key areas and ideas are included throughout, along with many good examples and ideas for students. The Glossary will be very useful to students and enables students to quickly learn or reinforce key concepts from class. The book is easy to navigate and is thorough but manageable when trying to find information. I especially appreciate the Logical Reasoning chapter and find that material to be very useful for students in developing Persuasive speeches, and engaging in critical thinking activities generally. There are also several well detailed Appendices. In particular "Appendix B: Succeeding as a College Student" will be helpful for many readers. At times discussions and sections of text can be very long and may be difficult for some readers to get through or to find information they need efficiently.

I find the content of the textbook to generally be accurate, error-free and unbiased. The authors provide great deal of content and examples help to extend the otherwise accurate ideas presented.

This book was most recently updated in 2019. The examples and other content including reference material included in example outlines are generally up to date and relevant. I think that the broader structure of chapters is manageable and necessary updates would be relatively easy and straightforward to implement. One concern I have is the sometimes very lengthy blocks of text which can be cumbersome to a reader and could also present challenges to updating the text since examples etc. are embedded throughout. There are also sometimes examples used (e.g. the number of internet users in 1980) that may not be highly relevant to today's users of OER materials. If more contemporary examples in these instances could be employed in a future update that may help readers.

Generally the text is written in a clear manner and offers a very detailed treatment of topics, plenty of examples and a Glossary to quickly access definitions of important terms. The variety of examples in the text and also in example speeches and outlines should help any reader find value in the text. The text is a bit too lengthy, is excessively wordy at times and could be streamlined which would help promote clarity of ideas for readers.

I find no inconsistencies in reading this text in terms of terminology and framework.

Overall it is easy to find material, quickly locate content and navigate through the text. The content is generally fairly modular and would be easy to reorder to suit needs of a particular course, or for the authors to reorder sections in future editions. Chapters are long with extended explanations followed by examples. I think for some readers the depth of content and explanations could seem cumbersome. The longer blocks of test limit modularity as well. While some readers may find the depth of explanation useful to help modularity and readers, reducing wordiness of text and increasing the modular structure would be beneficial.

Overall the ideas and content in the text are presented in a logical and clear fashion. I would have liked to see a detailed Index included at the end of the book as I often see students utilizing this feature of a book and it would be useful for instructors too.

Images can be highly valuable to readers when purposeful. Many images in this text don't seem to serve a real purpose to help promote reader comprehension of material and are generally not well reflective of the breadth and depth of diversity on today's campuses or are ill placed. Images also tend to be somewhat blurred and occasionally unclear as to the point of the image given placement relative to nearby text. Space on the page could be more effectively used. As previously mentioned the sometimes long blocks of text could be distracting/frustrating to readers who may not have a lot of time to read very extensive chapters or dig through many pages of content to find content specifically needed to complete course objectives.

I find the grammar in the text to be accurate and without error.

There are a variety of examples used which do reflect a variety of backgrounds. However, the images in this text tend to not reflect much diversity which could be off-putting to readers. Future editions of the text should pay special attention to improving cultural (and all other forms of) diversity throughout the text in prose and image, particularly since there is such a trend toward using OER.

This text provides a very detailed and thorough treatment of topics fundamental to an introductory study of public speaking.

Reviewed by Michael Boling, Assistant Professor, Oakland City University on 1/30/20

This work covers all of the major aspects needed in an introduction to public speaking. Significant explanations are given on topics ranging from dealing with speech anxiety to need for organization in speech. Further, the glossary at the back of the work is exhaustive and is likely to provide students with a quick and easy reverence for any terms introduced. Related to that, the book does a good job of highlighting terms in the text itself that are directly tied to the glossary which would be very useful from the instructors perceptive when preparing for a quiz or exam.

The content lines up very well with my experiences teaching public speaking for the past several years as well as my career in communication studies. I did not note significant inaccuracies, and they appear to overall have an unbiased approach. For instance, at one point they discuss the perception of President Trump’s ethics by varying segments of American audiences (p. 50) in an unbiased and logical way that would make their point to a student on any side of the political spectrum. It is good writing that can discuss a divisive figure in a balanced way.

The information needed for a textbook on this topic is all present, and it is written in a clear way that is readily applicable. Indeed, their use of examples to make the information actionable is extremely well done. However, it could be argued that some topics might be less relevant to contemporary students. Particularly, I am not sure the final chapter on special occasion speeches is needed. I think that comprehensive coverage of other aspects of speaking would equip students with the needed skills without having a dedicated chapter to speaking at funerals and awards shows. Granted, there may well be individual students who need those skills, but I think that our culture is shifting in a direction away from that level of formality. That said, I also note that these topics have been pushed to the final chapter of the work and could thus be omitted by the instructor with ease.

In this respect, this work does an excellent job. The writer’s choice to speak in the 2nd person makes the text significantly easier to follow for a first- or second-year college student. It is also written in plain English, and when jargon is introduced, it is explained clearly.

Overall, the text does a good job of remaining consistent. Terms that are introduced in the text remain in bold text for the remainder of the work and even provide students with references to where that material is covered. For instance, on p. 195 they mention the terms denotative and connotative but then follow this with a parenthetical of where to find the definition of those terms back in chapter 1.

The work does a very good job of breaking down the content in the table of contents, with major chapter headings and subheadings. In the text itself, there are further subheadings that continue to break down the information. For example, 6.2 is on “Patterns of Organization” (one of the table of content’s subheadings), but then under that heading are the types of organization, such as chronological, spatial, and so on. This really helps students to be able to follow the material. My only slight critique on that point is that perhaps the further subheadings should be included in a longer version of the table of contents as well in case a student needs to know at a glance what categorizations fall under a particular heading. I will also mention that the text can be somewhat self-referential, but not to a detrimental degree.

Breaking this issue down into two aspects, in regards to clarity, this work does an excellent job. One topic leads to the next in a way that is easy to understand and follow. Where there are issues that could be problematic for some instructors are in the organization of the text. Notably, chapters on informational and persuasive speeches are near the end of the text rather than the beginning. The issue arises in that students need content (i.e. a speech goal) to work with first before they get into topics like supporting your work with research and how to create a compelling introduction or conclusion.

Generally speaking, no major problems with the PDF version. The links in the table of contents worked well, and it was easy to interact with. I also did not note any major issues with image distortion, though there are a few places where a higher resolution image may look a bit more professional. Page 117, for example, has a screenshot of a dictionary definition that has a fairly low pixel count. I will also mention, and not that it is a major issue, but most of the photos in the work appear to be students in classrooms. One or two of these are not an issue, but after a time it becomes clear that they don’t have any direct connection to the content being discussed and are there to break up the text. This, in turn, could be a distraction to some.

No significant issues noted in relation to grammatical correctness.

I think the text does a good job of this in taking a real-world and inclusive approach. In particular, chapter 10 addresses issues such as ethnic identity and appropriateness in the context of public speaking and giving presentations. Depending on the student's background, this is something that is certainly needed in some cases.

My final thoughts are that though there are a few very minor issues, this text seems as good as if not superior to the text I am using this semester. That being the case, I am planning on utilizing it next semester for my Fundamentals of Speech course.

Reviewed by Tim McKenna-Buchanan, Assistant Professor, Manchester University on 11/26/19

The book covers A LOT which is wonderful for someone picking and choosing the content they want to develop in their Public Speaking courses. My only critique would be that you have to get through a lot of content before you can start working on a speech, so I would be interested on what chapters are covered before the informative and then the persuasive otherwise I would worry you wouldn't be able to get through enough content to get both presentations done in the semester. However, I do love the open access.

The textbook is very detailed and accurate and I appreciate all of the time that went into creating each of the chapters. They seemed to draw from others who were experts in their fields.

The book is straightforward and up-to-date, I appreciate that there has been a stead stream of updated editions. They are adding to content and clarifying aspects and although I hate that in the textbook world it makes it nice since it is open access and you can come and grab new examples making it really relevant for our students. It is a great place to go to find varying examples.

I find that the book is easy to read and that the students to not complain, too much. Sometimes they complain about the chapter length, but when talking about clarity it is accessible to instructors and students alike without the jargon that can sometimes cloud a chapter. The students draw on the examples to help their clarity and all around it is clear and concise.

What I appreciate most about the consistency of the textbook is the structure and look. Each chapter starts out with learning objectives, a chapter preview, and then jumps into the chapter. With bolded headings and sidebars with additional information and terms defined for students. I also love at the end of the chapter they have a section called "Something to Thin About" which gives you some talking points for class to get discussion going on the content you just covered. Those can be used for journal entries as well.

This may be a little harder if you are trying to divide up chapters. While the headings make it easy to differentiate sections they practically all work together to form the chapter. With that said, I do think the textbook could be reorganized and honestly should be reorganized so you could actually not have to jump around so much to get a couple presentations done in the semester. I mean Informative Speaking is Chapter 11, how are you supposed to get a speech done and not cover it until Chapter 11. You almost have to reorganize this textbook in order to be an effective college teacher.

This speaks to what I just said about modularity, but the topics are presented in a logical fashion related to skills, but not in a organizational fashion with the way a course could be taught. I understand that you will want to cover presentational aids and delivery before a presentation, but you also cannot just build for 2-3 presentations at the end of the semester. I wish they would adjust the textbook some so that it worked with a typical semester schedule. With this said, you can always pull out chapters and re-arrange them which is what I have been thinking about.

It is pretty easy to navigate they have many sections in which you can click and be directed to the resources you need else-where in the textbook. For example, in the table of contents they make it easy to access other areas. However, in the chapters you lose the hyperlinks. With this said you can easily search for key terms and the font is easy to read and navigate.

To my knowledge the text contains no grammatical errors and is easy to read for college students.

There is an appendix that covers cultural diversity in public speaking, I wish it was more integrated throughout the textbook however I do appreciate this addition. There are some other examples in the Ethics and Language chapters. The examples are inclusive.

Overall, I would recommend this textbook and would parse through it to pull out what was necessary for my Public Speaking course. It is a great resource and has some good information that could be supplemented to make it your own.

Reviewed by Kallie Gay, Adjunct Instructor, East Tennessee State University on 10/31/19

This book covers all areas typically addressed in our general education Public Speaking courses and other traditionally-published textbooks. In addition, the appendices offer insights into important and relevant topics that we often discuss in... read more

Overall, the book is accurate and unbiased.

Content is current and maintains a modern awareness of social changes without being superficially trendy. It should be easy to update as needed.

The book's tone is clear and accessible, with explanations and examples to clarify terms which might be new or confusing to readers. Some sections would benefit from incorporating the formatting used in other parts of the book, which have key terms in bold for easier identification and serves to break up long passages of text.

The textbook maintains consistency throughout.

Sections of this book could be easily divided into smaller reading assignments for students. The headings are clearly marked and each section has visual signposts (pictures, charts, color blocks, etc.) to emphasize important concepts.

The book is clearly organized and follows a logical progression of topics for understanding, developing, and presenting public speeches.

All book elements display clearly in Adobe Acrobat Reader.

I did not note any grammatical errors in the book.

The book makes a good effort to include and/or acknowledge a variety of races, ethnicities, and backgrounds.

This OER textbook is well organized, accessible, and comprehensive. I think it will be a valuable resource for students. Please note: while the review category says this is for the 3rd edition, when you click to download the book it leads to the updated and revised 4th edition from Summer 2019. This review is based on that 4th edition.

Reviewed by Douglas Marshall, Associate Professor , SUNO on 10/29/19

I believe that this public speaking text is very comprehensive and includes the major subject areas that one would assume to find in an introductory textbook. The glossary is clear and effective. read more

I believe that this public speaking text is very comprehensive and includes the major subject areas that one would assume to find in an introductory textbook. The glossary is clear and effective.

I see no inaccuracy in the writing of this textbook. The supporting materials are selected wisely. This textbook is a true representation of the discipline.

I find this textbook to be relevant. Many textbooks either ignore technology (which makes them immediately irrelevant) or they are very specific about technology (and thus make it look old very fast). I find the relevance in this textbook is that it discusses all major areas of public speaking but also focuses on technology in an appropriate manner.

The clarity of the text is impeccable. It is written in a manner that is presentable to many levels and styles of learners. Professional/technical language is delivered in a way that invites the reader into the conversation.

The text is internally consistent in terms of terminology and framework and I see no issues with this.

This is truly one of the highlights of the text. The reading sections are broken down into easily digestible chunks that help the reader to organize and process the material.

This textbook follows the organization of most public speaking textbooks that I have read. It is presented in a logical, clear fashion that first teaches the students about the history and process of public speaking before looking into specific styles and occasions for public speaking.

I think that the interface of this text is a real challenge. There is a lot of open white space that looks like it was reserved for images that were never created. Charts and photos are often fuzzy or poor quality.

The text contains no grammatical errors.

This text is not offensive and has no issues. It is inclusive.

Overall, the content of this textbook was fantastic. I really enjoyed reading it and was inspired to consider how I could possibled utilize an OER like this in my classes. Visually, this text lacks.

Reviewed by James Jarc, Assistant Professor, Central Ohio Technical College on 8/16/19

This text is quite thorough and covers all of the most important aspects of the public speaking curriculum. Instructors should find this resource valuable for introductory course and as a supplement for more advanced courses as well. The text will... read more

This book includes good support throughout. The material is clearly written and thorough; the terminology and concepts that are presented are generally accurately explained in sufficient depth. The text includes sidebar content that helps to clarify and further define the chapter content. Bias is generally limited, but as is the case with many materials in this discipline, is sometimes unavoidable.

Overall, this text includes content that’s relevant and supportive of the learning outcomes for an introductory public speaking class. There are some time- and context-specific examples, but they’re still fairly recognizable.

This book is written clearly for the most part. The material is very thorough, so in some instances language gets thick and heavy. For example, some passages dealing with theory and highly technical concepts may be more difficult to navigate than others. These instances are not critical to the course content, so instructors can use more advanced concepts to balance the fundamentals… or not!

This resource is definitely consistent in its writing, structure, layout, and depth. Certainly some sections lend themselves to different modes of presentation, and that is evident in this book. Such an adjustment doesn’t detract from the usability of the book, and as mentioned above, allows instructors to use the book in different ways, depending on course context, participants, and level.

The sections of this book could be easily utilized on their own if needed. The topics are well organized and content is divided into very manageable sections (that are clearly identified and linked from the table of contents).

The materials are well organized. The flow of the text is completely acceptable, and the sections are organized in a manner that would make sense for most public speaking instructors. Some instructors might disagree with the overall arrangement of the materials, but the book's strong modularity allows teachers to easily present content in the order they see fit.

My only critique of this book is the overall aesthetic of the content; the pages feel very busy, especially on pages with callouts, images, and multiple sections. That said, sections are clearly labeled, so navigation is easy. Table of contents is functional. Online, there seems to be only access to a very large PDF document, and no other options for accessing individual sections. That might be helpful.

There are no significant errors in this text. A few minor stylistic and formatting inconsistencies, but nothing that prevents adoption.

The book includes an appendix that discusses Cultural Diversity in Public speaking, which is nice. Throughout the book, however, there are few, if any, direct references to intercultural communication or diversity issues.

This is a strong, robust, and well-crafted textbook that should be a valuable resource for instructors.

Reviewed by Jessica Papajcik, Associate Professor, Stark State College on 8/7/19

Exploring Public Speaking is comprehensive text book. Its strength is in the broad categories that every useful speech textbook should have. With fifteen chapters, chapter objectives, appendices, and a useful table of contents, a glossary and full references, this text covers most subjects adequately. The persuasion section in particular needed to be ramped up, especially with constructing arguments and incorporating Toulmin, but that can easily be supplemented by the instructor.

The content in Exploring Public Speaking is accurate and for the most part, error free and unbiased.

Exploring Public Speaking does not rely heavily on pop culture examples. The text is formatted nicely and flows logically for the most part with easy to follow headings, subheadings, and sidebars. However, many of the images and artwork are generic and poor quality. Images should be selected with caution, balancing need with quality.

Exploring Public Speaking provides many definitions in bold throughout the text as well as in blue sidebars (and also in the glossary.) The language is engaging and written causally without sacrificing rigor. Numbering systems and bullet points are used throughout to summarize key terms and concepts concisely. Each chapter is broken down and "chunked" into smaller sections that are only a few paragraphs (sometimes more) which is a benefit for students who don't have long periods of time to read robust chapters.

Exploring Public Speaking is consistent in tense, terminology, and framework. It is simple to follow and uses consistent font, coloring, and labeling.

Modularity may be Exploring Public Speaking's strongest asset. It does an excellent job blocking or "chunking" the text and it well organized. Of course, each instructor has their own preference for order of topics, but that is easily remedied by individual instructors assigned chapters in different orders than presented.

Instructors often disagree on order of topics in the public speaking course and while I wouldn't have personally ordered the chapters as presented in this textbook, that is an easy fix by simply assigning and covering them in a different order. For example, Chapter 7 on Supporting Ideas should be included in the Research section of Chapter 5. The Appendix on citations should be added within the chapter on outlining and so on.

The interface of this text looks to be error free and navigates well.

I have yet to find grammatical errors, although there are some small inconsistencies in formatting and punctuation use.

Cultural Relevance rating: 2

The weakest part of Exploring Public Speaking is its lack of inclusivity. It leaves the idea of "cultural diversity" to a 5 page appendix in the back of the text. This concept should be WOVEN throughout the text in every way imaginable

Overall, this is an adequate text for an Open Resource. What this text lacks can be supplemented by lecture and supplemental materials.

Reviewed by Ashley Marietta-Brown, Lecturer, The Ohio State University- Newark on 3/31/19

The book is comprehensive and is comparable to other textbooks I have used in the past. It covers all the topics you would expect an introductory public speaking textbook to cover although a complete discussion of preparation outlines is lacking.... read more

The information provided in the textbook is accurate.

There are references to both past and present situations as examples. The current examples will remain relevant for an appropriate period of time and current event examples can easily be updated or supplemented with the instructor's own examples.

Although the text is quite comprehensive, it is also quite wordy. There are almost too many examples provided that could be cut down and concepts that are too drawn out. The wordiness does not hinder the understanding of the material, but it makes some chapters longer than necessary.

The book has internal consistency in terms of terminology that is used and the structure of the chapters.

The subheadings in the chapters make the book easy to navigate. Each section can easily be assigned to allow the instructor to cover material when they seem fit.

The overall organization of the textbook is consistent with other public speaking textbooks I have used. The chapters allow for freedom of movement to align with an individual instructor's course.

The quality of the images and charts is subpar. Higher resolution images should be used as the current ones are blurry.

I did not find any noticeable grammatical errors.

The book does provide diverse examples and draw on the experiences of multiple groups, but could include more cultural diversity.

Reviewed by Carrie Tomko, Senior Lecturer, OhioLink on 3/1/19

No worries about the completeness of the collection of information in Exploring Public Speaking (EPS). read more

No worries about the completeness of the collection of information in Exploring Public Speaking (EPS).

No issues with accuracy.

There is concern with pop culture references within the text. Ideas might become outdated.

Clarity rating: 2

Rambling text is evident throughout the collection of chapters. The verbiage should not be made to read like a novel. Content should be presented in a clear and concise manner, but unfortunately Exploring Public Speaking (EPS) often lacks in this category.

Consistency rating: 2

The terms and framework are consistently rambling.

It is possible to use the text in whole or in chapters.

Organization/Structure/Flow rating: 1

This is the textbook's weakest point. Clearness lacks in the layout of chapters that drone on and on, off topic at times, suiting the author's needs of supporting outside interests.

No interface issues.

No grammatical issues found.

Cultural Relevance rating: 1

I was personally applauded by the tombstone image to begin a chapter on Introductions and Conclusions for speech construction. Without explanation, the chapter was introduced with a grave marker. It was not until the every end of the chapter that a side note is listed, sharing that one of the authors fancies a poet, and this is the poet's gravestone. Seemingly, this is very self-serving and confusing to a student learning about speech construction to show an image of a tombstone.

In my 13 years of teaching, I was disappointed by the lack of clarity in Exploring Public Speaking (EPS). The rambling of information was distracting and lacked conciseness, while the references to pop culture were outdated at times. While I did applaud the concepts covered, I would not choose this textbook for fear that students would have a distaste of communication based upon the inefficient manner that communication on public speaking was delivered in this textbook.

Reviewed by Bonnie Andrys, Instructor, Northland Community & Technical College -- East Grand Forks on 6/19/18

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. read more

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.

Reviewed by Beverly Knudsen, Instructor, MA MS, Ridgewater College, Wilmar, MN on 6/19/18

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.

Reviewed by Susan Millsap, Professor, Otterbein University on 5/21/18

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... read more

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.

Reviewed by Thomas Wright, Assistant Professor of Instruction and Public Speaking Course Director, Temple University on 5/21/18

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... read more

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.

Modularity rating: 3

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 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.

Reviewed by Muhammad Khan, Communication Faculty, Linn-Benton Community College on 5/21/18

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.

Reviewed by Nichelle McNabb, Professor, Otterbein University on 5/21/18

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.

Reviewed by Alane Presswood, VAP/Director of Oral Communication, Hollins University on 3/27/18

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.

Grammatical Errors rating: 3

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).

Reviewed by Shay Jones, Lecturer, Penn State Harrisburg on 2/1/18

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!

Reviewed by Amy Sauertieg, Lecturer, Penn State University Harrisburg on 2/1/18

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.

Organization/Structure/Flow rating: 2

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.

Reviewed by Staci Kuntzman, Senior Lecturer, University of North Carolina at Charlotte on 2/1/18

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. read more

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!

Reviewed by Sandy Hanson, Senior Lecturer, University of North Carolina at Charlotte on 2/1/18

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.

Content Accuracy rating: 3

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.

Modularity rating: 2

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.

Reviewed by Marina Whitchurch, Adjunct Instructor, Rogue Community College on 8/15/17

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... read more

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!

Reviewed by Franklin Williams, Adjunct Instructor, Tidewater Community College on 6/20/17

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!

Reviewed by Janine Pate, Adjunct Professor, Portland Community College on 6/20/17

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.

Reviewed by Matthew LoJacono, Public Speaking Instructor, North Carolina State University on 6/20/17

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!

Reviewed by Amy Rawson, Professor, Century College on 6/20/17

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 has sufficient cultural relevance but could offer even more diverse pictures and examples.

Thank you for this opportunity.

Reviewed by Taylor Simpson, Public Speaking Instructor, North Carolina State University on 6/20/17

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. read more

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!

Reviewed by Amanda Grier, Public Speaking Instructor, North Carolina State University on 4/11/17

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. read more

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.

Reviewed by David Edwards, Instructor, South Central College, Faribault campus on 2/8/17

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.

Chapter 1: The Basics of Public Speaking
Chapter 2: Audience Analysis and Listening
Chapter 3: Ethics in Public Speaking
Chapter 4: Developing Topics for Your Speech
Chapter 5: Researching Your Speeches
Chapter 6: Organizing and Outlining Your Speech
Chapter 7: Supporting Your Speech Ideas
Chapter 8: Introductions and Conclusions
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: Succeeding as a College Student
Appendix C: Public Speaking Online
Appendix D: Funny Talk: The Art and Craft of Using Humor in Public Address
Appendix E: APA Citation
Appendix F: Research with Dalton State Library Resources
Appendix G: Glossary
Appendix H: References

Ancillary Material

University System of Georgia

About the Book

In Exploring Public Speaking, especially in its second through fourth editions, we have attempted to create a usable, zero-cost textbook for basic public speaking courses or courses that include basic public speaking skills as one of their primary learning outcomes. The free, open nature of the text means that instructors are able to use all or part of it, and add their own materials.

We believe this text addresses all the subjects that traditional publishers’ books would address in an appropriate writing style and with appropriate college-level learning theory in mind. The appendices address some additional topics that might be excluded from most texts, but that we believe add to the experience: learning theory, plagiarism, speaking online, speaking to diverse audiences, and humor in public speaking. In the third and fourth editions we have added “case study” examples and some different outline samples.

We think this book is especially useful in coverage of PowerPoint, audience analysis and responsiveness, ethics in public speaking, persuasion, special occasion speeches, and structure of speeches. Because it was written by communication professors with decades of experience in the classroom, we are aware of the needs of basic public speaking students. Three ancillaries are currently available: electronic “flash cards” for study, PowerPoint slide decks on the 15 main chapters, and test banks for the 15 main chapters. As the website is developed, it will include videos of student speeches.

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.

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ORAL PRESENTATION SKILLS - A PRACTICAL GUIDE

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The importance of being able to perform a good oral presentation is undeniably necessary for academician nowadays, including students of higher education. To show their capacity, the students need to be prepared in delivering their presentation. However, the current students' presentation skill is still far from the expectation. Therefore, this article aims at sharing several facts dealing with presentation skill in terms of preparations, problems faced during presentation, and the ways to cope with the problems. This study was conducted as a qualitative research with descriptive approach. Questionnaire and interview were distributed and performed to five respondents to gather the data needed. The findings show that preparation involving content mastery and practice are the keys to be successful in presentation. Meanwhile, the problems faced are highly related to the respondents' nervousness due to time limitation and audiences, which cause losing idea while performing. To overcome these, some strategies such as believing in their abilities, skipping less important points, and anticipating possible questions from the audiences were employed. Based on the research results, it is suggested that speaker should be trained to be more aware of the preparations and strategies needed for presentation since the main keys to the success of delivering good presentation are highly determined by knowing how to prepare well and being able to use the strategies more appropriately and frequently.

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How to Prepare and Give a Scholarly Oral Presentation

First Online: 01 January 2020

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Cheryl Gore-Felton 2

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Building an academic reputation is one of the most important functions of an academic faculty member, and one of the best ways to build a reputation is by giving scholarly presentations, particularly those that are oral presentations. Earning the reputation of someone who can give an excellent talk often results in invitations to give keynote addresses at regional and national conferences, which increases a faculty member’s visibility along with their area of research. Given the importance of oral presentations, it is surprising that few graduate or medical programs provide courses on how to give a talk. This is unfortunate because there are skills that can be learned and strategies that can be used to improve the ability to give an interesting, well-received oral presentation. To that end, the aim of this chapter is to provide faculty with best practices and tips on preparing and giving an academic oral presentation.

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Pashler H, McDaniel M, Rohrer D, Bjork R. Learning styles: concepts and evidence. Psychol Sci Public Interest. 2009;9:105–19.

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Newsam JM. Out in front: making your mark with a scientific presentation. USA: First Printing; 2019.

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Ericsson AK, Krampe RT, Tesch-Romer C. The role of deliberate practice in the acquisition of expert performance. Psychol Rev. 1993;100:363–406.

Seaward BL. Managing stress: principles and strategies for health and well-being. 7th ed. Jones & Bartlett Learning, LLC: Burlington; 2012.

Krantz WB. Presenting an effective and dynamic technical paper: a guidebook for novice and experienced speakers in a multicultural world. Philadelphia: Elsevier; 2017.

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Gore-Felton, C. (2020). How to Prepare and Give a Scholarly Oral Presentation. In: Roberts, L. (eds) Roberts Academic Medicine Handbook. Springer, Cham. https://doi.org/10.1007/978-3-030-31957-1_42

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How to prepare and deliver an effective oral presentation

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Peer review
Lucia Hartigan , registrar 1 ,
Fionnuala Mone , fellow in maternal fetal medicine 1 ,
Mary Higgins , consultant obstetrician 2
1 National Maternity Hospital, Dublin, Ireland
2 National Maternity Hospital, Dublin; Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
luciahartigan{at}hotmail.com

The success of an oral presentation lies in the speaker’s ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes

The objective of an oral presentation is to portray large amounts of often complex information in a clear, bite sized fashion. Although some of the success lies in the content, the rest lies in the speaker’s skills in transmitting the information to the audience. 1

Preparation

It is important to be as well prepared as possible. Look at the venue in person, and find out the time allowed for your presentation and for questions, and the size of the audience and their backgrounds, which will allow the presentation to be pitched at the appropriate level.

See what the ambience and temperature are like and check that the format of your presentation is compatible with the available computer. This is particularly important when embedding videos. Before you begin, look at the video on stand-by and make sure the lights are dimmed and the speakers are functioning.

For visual aids, Microsoft PowerPoint or Apple Mac Keynote programmes are usual, although Prezi is increasing in popularity. Save the presentation on a USB stick, with email or cloud storage backup to avoid last minute disasters.

When preparing the presentation, start with an opening slide containing the title of the study, your name, and the date. Begin by addressing and thanking the audience and the organisation that has invited you to speak. Typically, the format includes background, study aims, methodology, results, strengths and weaknesses of the study, and conclusions.

If the study takes a lecturing format, consider including “any questions?” on a slide before you conclude, which will allow the audience to remember the take home messages. Ideally, the audience should remember three of the main points from the presentation. 2

Have a maximum of four short points per slide. If you can display something as a diagram, video, or a graph, use this instead of text and talk around it.

Animation is available in both Microsoft PowerPoint and the Apple Mac Keynote programme, and its use in presentations has been demonstrated to assist in the retention and recall of facts. 3 Do not overuse it, though, as it could make you appear unprofessional. If you show a video or diagram don’t just sit back—use a laser pointer to explain what is happening.

Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel comfortable. Ask colleagues and seniors what questions they would ask and prepare responses to these questions.

It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don’t have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.

Try to present slides at the rate of around one slide a minute. If you talk too much, you will lose your audience’s attention. The slides or videos should be an adjunct to your presentation, so do not hide behind them, and be proud of the work you are presenting. You should avoid reading the wording on the slides, but instead talk around the content on them.

Maintain eye contact with the audience and remember to smile and pause after each comment, giving your nerves time to settle. Speak slowly and concisely, highlighting key points.

Do not assume that the audience is completely familiar with the topic you are passionate about, but don’t patronise them either. Use every presentation as an opportunity to teach, even your seniors. The information you are presenting may be new to them, but it is always important to know your audience’s background. You can then ensure you do not patronise world experts.

To maintain the audience’s attention, vary the tone and inflection of your voice. If appropriate, use humour, though you should run any comments or jokes past others beforehand and make sure they are culturally appropriate. Check every now and again that the audience is following and offer them the opportunity to ask questions.

Finishing up is the most important part, as this is when you send your take home message with the audience. Slow down, even though time is important at this stage. Conclude with the three key points from the study and leave the slide up for a further few seconds. Do not ramble on. Give the audience a chance to digest the presentation. Conclude by acknowledging those who assisted you in the study, and thank the audience and organisation. If you are presenting in North America, it is usual practice to conclude with an image of the team. If you wish to show references, insert a text box on the appropriate slide with the primary author, year, and paper, although this is not always required.

Answering questions can often feel like the most daunting part, but don’t look upon this as negative. Assume that the audience has listened and is interested in your research. Listen carefully, and if you are unsure about what someone is saying, ask for the question to be rephrased. Thank the audience member for asking the question and keep responses brief and concise. If you are unsure of the answer you can say that the questioner has raised an interesting point that you will have to investigate further. Have someone in the audience who will write down the questions for you, and remember that this is effectively free peer review.

Be proud of your achievements and try to do justice to the work that you and the rest of your group have done. You deserve to be up on that stage, so show off what you have achieved.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: None.

↵ Rovira A, Auger C, Naidich TP. How to prepare an oral presentation and a conference. Radiologica 2013 ; 55 (suppl 1): 2 -7S. OpenUrl
↵ Bourne PE. Ten simple rules for making good oral presentations. PLos Comput Biol 2007 ; 3 : e77 . OpenUrl PubMed
↵ Naqvi SH, Mobasher F, Afzal MA, Umair M, Kohli AN, Bukhari MH. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. J Pak Med Assoc 2013 ; 63 : 859 -64. OpenUrl

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Book description

Proven techniques to win over any audience and make any sale

Mastering the Art of Oral Presentations is your expert guide to delivering memorable and effective speeches and presentations. Whether selling a product, offering a service, or bidding for a contract, your oral presentation skills can often determine success or failure. This invaluable resource delivers real-world advice and proven strategies to elevate your game and close the deal. Comprehensive coverage of preparation procedures, delivery techniques, and presentation strategies provide you with the tools and knowledge to motivate and persuade your audience. Emphasizing real-world versatility, this unique book delivers methods equally effective to both individual and team presentations.

Drawing from decades of experience, authors John Parker Stewart and Don Fulop offer keen insight into the process of winning over an audience. From topics ranging from rhetorical devices and visual cues to body language and stage presence, this expert guide will help convey a take-home message that resonates and endures long after your presentation has concluded. A must-have resource for government contractors, sales and marketing professionals, and anyone seeking to raise the level of their oral presentation skills, this book will help you:

Develop winning approaches to oral presentations regardless of experience or skill level
Build the confidence to present your ideas to individuals, teams, and large audiences
Incorporate your personal and professional lives into your communication strategies
Create and deliver messages that will win the hearts and minds of any audience

Mastering the Art of Oral Presentations: Winning Orals, Speeches, and Stand-Up Presentations is an indispensable tool for those who speak to influence, to promote, and to sell—aiding you in making positive and lasting impressions on potential customers, team members, and decision makers.

Government Orals — What They Are, How They Originated, Why They Are So Important, and the Requirements the Government Must Follow When They Are Used
Customer’s Objectives
Your Team and Your Team’s Objectives
Orals Coach or Speech Coach?
Customer Intelligence
Evaluation Criteria
Team Strengths and Weaknesses
Competitor Strengths/Weaknesses
Presentation Win Strategy
Value Proposition
Win Themes and Discriminators
Getting to Blue!
Let Your “Self” Shine Through
The Power of Personal Stories
Converse Rather Than Lecture
Teach the Customer Something They Don’t Already Know
Include Something Astounding
Keep It Short, Sweet, and Direct
Select Content
Prepare Content for Delivery
Using Content and Delivery to Connect
Incumbent Tips
Verbal Delivery Tips
Nonverbal Delivery Tips
Connect with the Audience Emotionally and Psychologically
Engaging — General Delivery Tips
Using Props and Visuals
Practice, Practice, Practice
Dry Run Your Presentations
Create a Mock-Up Presentation Room
Prepare for Common and Uncommon Events
Question and Answer Sessions
Sample Questions Your Customer May Ask You
Dealing with Nervousness and Distractions
Guidelines for Interacting with the Customer
Formal Presentation Day Emergency Kit
Final Preparations
The After-Presentation Action Review
Understanding the Demo Requirements
The Demo Project Plan and Project Manager
Teammate, Subcontractor, Vendor, and Supplier Support
Planning for Success
How to Handle an Issue or Problem
Before Going Live — Holistic Review, Integration, and Rehearsal
Celebrate Success!
Overall Approach, Win Theme, and Discriminators Chart
Organizational Chart
Impact and Special Messages Chart
Text-Intensive Charts
Mixing Key Words and Graphics
Sample Chart—Features and Benefits
Risks Chart
Financial and Statistical Charts
Technical Illustrations and Drawings
Appendix: Federal Acquisition Regulation (FAR) 15.102 Oral Presentations
Acknowledgments
About the Authors

Product information

Title: Mastering the Art of Oral Presentations
Author(s): John P. Stewart, Don Fulop
Release date: April 2019
Publisher(s): Wiley
ISBN: 9781119550051

by John Parker Stewart, Dan Fulop

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COMMENTS

PDF Oral Presentations
Oral Presentation Resources: NC Central Oral Speaking PDF: Very detailed advice on planning, presenting, concluding, etc. - definitely the most comprehensive and detailed resource on this list. Princeton: Brief bullet-pointed lists on tips to prepare, presenting, visual aids, etc. - good if you want fast pointers.
PDF How to Give a Good Presentation
Be neat. 2. Avoid trying to cram too much into one slide. y Don't be a slave to your slides. 3. Be brief. y use keywords rather than long sentences. 4. Avoid covering up slides.
Exploring Public Speaking
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. ... The basic tenets of good oral presentations, sound arguments, and clearly ...
PDF How to give a good oral presentation: a guide for students
This guide will highlight some of the basics of giving a good oral presentation, dissecting it into three simple parts: preparation, presentation and feedback. Preparation: • Two repetitive actions underpin this phase: preparation and practice! • First prepare, then practice, then do the same again a few more times!
PDF Oral Presentation Skills
Concerning grammar the headings of the outline should be of the same grammatical form. I have broken my speech down/up into X parts. I have divided my presentation (up) into Y parts. 4Change the purpose of the speech (or the time, place and audience) to see how the outline changes.
ORAL PRESENTATION SKILLS
An oral presentation is a form of communication, where you impart and then exchange information with your audience. This can be either one-way, a didactic, or two-way called a Socratic or a Dialectic presentation. There are many forms of oral presentation and you should find out where and when you are required to speak [1].
PDF Ten Simple Rules for Making Good Oral Presentations
Rule 4: Make the Take-Home Message Persistent. A good rule of thumb would seem to be that if you ask a member of the audience a week later about your presentation, they should be able to remember three points. If these are the key points you were trying to get across, you have done a good job. If they can remember any three points, but not the ...
PDF A short guide to presentation skills
to give an oral presentation to your peers, whether as part of an assessment for a module, as a group presentation in a seminar, or during an interview. Presentations require as much thought, planning and research as written essays, ... public/pgtusingvisuals.pdf (Accessed: 10 January 2016). University of Birmingham. (2016) Presentation skills.
PDF Preparing an Effective Oral Presentation
If you are using PowerPoint, use these tips to enhance your presentation. Use a large font. As a general rule, avoid text smaller than 24 point. Use a clean typeface. Sans serif typefaces, such as Arial, are generally easier to read on a screen than serifed typefaces, such as Times New Roman. Use minimal text.
How to Prepare and Give a Scholarly Oral Presentation
To assist the audience, a speaker could start by saying, "Today, I am going to cover three main points.". Then, state what each point is by using transitional words such as "First," "Second," and "Finally.". For research focused presentations, the structure following the overview is similar to an academic paper.
PDF Guide to Oral Presentation Introductions s interest
When giving an oral presentation, the most important part of your entire presentation is the introduction. This is where you 1) capture your audience's interest, 2) give them a context for your work, 3) pose your central question, problem, or issue, and 4) offer the most concise answer or argument you can give.
PDF Oral Presentations
Oral presentations are a common feature of many courses at university. They may take the form of a short or longer presentation at a tutorial or seminar, delivered either individually or as part of a group. You may have to use visual aids such as PowerPoint slides. Researching, planning and structuring an oral presentation is similar to the ...
PDF Effective Presentation Skills
By the end of this section, you will be able to: Structure a presentation. Explain how to deliver it convincingly. Identify ways of building rapport with your audience. Explain how to check that your message has been understood. To make a good presentation, you need to consider the 4Ps: A well defined. purpose.
PDF Presentations Oral 6 With PowerPoint
Oral . 6. Presentations With PowerPoint. A. s. you may have noticed in earlier chapters, an oral presentation is often called a . talk. We realize this term is simplistic and usually serves as a verb, but people often ask you if you are giving a talk. They are asking if you are speaking in front of a group about your work.
How to prepare and deliver an effective oral presentation
Delivery. It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don't have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.
Mastering the Art of Oral Presentations [Book]
Title: Mastering the Art of Oral Presentations. Author (s): John P. Stewart, Don Fulop. Release date: April 2019. Publisher (s): Wiley. ISBN: 9781119550051. Proven techniques to win over any audience and make any sale Mastering the Art of Oral Presentations is your expert guide to delivering memorable and effective speeches and presentations ...
PDF Book Three
This is an initiative of the Canberra College Literacy Plan. This booklet is designed to give you information that will assist you with the preparation of your Oral Presentation. This is Book Three in the English Learner Guide four part Assessment Items series. This is also available on the Canberra College website and the cLc.
PDF Structure of Oral Presentation
Organization is the most essential aspect of oral presentation. It clarifies your argument and helps the audience remember what you say. It also helps you, the speaker, easily manage the delivery of your presentation so that you can gracefully adjust to unforeseen developments. Below is a functional description of each part of one ...
(PDF) SPEECH WRITING AND ORAL PRESENTATION SKILLS
Gerson and Gerson (2000) discuss oral presentation under the following headings: The impromptu speech. The memorised speech. The manuscript speech. The extemporaneous speech. The Impromptu Speech ...
PDF Guidelines for Oral Presentations
The oral presentation is a critically important skill for medical providers in communicating patient care wither other providers. It differs from a patient write-up in that it is shorter and more focused, providing what the listeners need to know rather than providing a comprehensive history that the write-up provides.
PDF Oral Presentation Grading Rubric
presentation. Does not read off slides. Presenter's voice is clear. The pace is a little slow or fast at times. Most audience members can hear presentation. Presenter's voice is low. The pace is much too rapid/slow. Audience members have difficulty hearing presentation. Presenter mumbles, talks very fast, and speaks too quietly
PDF Oral Presentation Rubric
Oral Presentation Rubric. Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Consistent use of direct eye contact with audience, but still returns to notes. Displayed minimal eye contact with audience, while reading mostly from the notes. No eye contact with audience, as entire report is read from notes.
PDF Book Report and Oral Presentation
One is for the oral report, and another is for the visual presentation. presentation for your book report. You may make a poster, book jacket, OR mobile. You may use your imagination on how the presentation should look, but the following must be included in each project: -Title -Point of View(1st, 2nd, or 3rd Person) -Author -Genre (Realistic ...
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