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Now in its third edition, Communication: Motivation, Knowledge,
Skills (previously Human Communication: Motivation, Knowledge, and
Skills) is a textbook for the basic (hybrid) communication course
at 2- and 4-year colleges and universities. Beginning with the
premise that all forms of communication can be important, this text
helps students develop a framework for choosing communication
messages and behaviors that will allow them to communicate
competently in any situation. Through a theoretically-based and
skills-oriented approach, the text emphasizes the basic themes of
motivation, knowledge, and skills across the contexts of
interpersonal communication, small group communication, public
speaking, and computer-mediated communication and mass
communication. Building on the success of the first two editions,
this third edition is unique in that it: - Features the
collaborative work of three recognized experts in the communication
discipline, each of whom is a specialist in one of the three areas
covered in the hybrid iteration of the basic communication course:
Interpersonal communication, Brian H. Spitzberg; Small group
communication, J. Kevin Barge; Public speaking, Sherwyn P.
Morreale. - Offers a unified approach to the basic processes of
human communication based on a communication competence model
pioneered by Brian H. Spitzberg. - Includes extensive coverage of
mediated competence and mass communication. In addition to
theoretically based but accessible content, all chapters have
features designed to enhance teaching and learning. These include
the story of a student experience that opens each chapter and is
discussed and used to illustrate the chapter's content; tables and
boxes related to important topics presented to intrigue student
readers and "lock in learning"; self-assessment tools students can
use to evaluate their own motivation, knowledge, and skills related
to real-world situations; and knowledge-building discussion
questions and competence activities for home assignments or
in-class groups at the conclusion of each chapter. A new Test Bank
to accompany the third edition is available to instructors as a
free PDF. Please email [email protected] to obtain a copy
of this highly valid and reliable assessment resource. In addition,
the lead author, Sherwyn Morreale, is happy to participate in a
Q&A session with students via a video call every semester that
the book is used. To arrange this, please email the author directly
at [email protected]
Based on the National Communication Association's conceptual model
for teaching and evaluating undergraduate public speeches (as
developed by the author and others), Sherwyn P. Morreale offers a
highly accessible, easy-to-teach, easy-to-learn approach to public
speaking. The approach adopted in the text includes eight public
speaking competencies - four on speech preparation and four on
speech delivery - which are enhanced by emphasizing the impact of
technology, ethics, culture, and diversity on public speaking. A
number of unique features designed to improve teaching and learning
include: - Students used as examples in each chapter so that
readers can follow them as they learn about public speaking; -
Tables and boxed text to reinforce the most important learning
points; - Checkpoint and self-assessment tools so that readers can
determine their level of competence and find out whether they are
ready to proceed to the next chapter; - Competence-building
activities for students to apply chapter concepts and practice
public speaking strategies in the classroom or as take-home
assignments; - An accompanying website which is updated on a
regular basis and offers a forum for students to contact the
author. Designed for introductory-level public speaking courses
taught at two- and four-year colleges and universities, this text
offers a distinctively practical alternative for students and
teachers to achieve consistency across multiple sections of the
public speaking course. An instructor's manual is available on
request.
Ten sets of disciplinary scholars respond to an orienting essay
that raises questions about the history of discourse about teaching
and learning in the disciplines, the ways in which disciplinary
'styles' influence inquiry into teaching and learning, and the
nature and roles of interdisciplinary exchange. The authors hope to
'contribute to a common language for trading ideas, enlarging our
pedagogical imaginations, and strengthening our scholarly work.'
Disciplines represented are: chemistry communication studies,
engineering, English studies, history, interdisciplinary studies,
management sciences, mathematics, psychology, and sociology. This
work is a collaboration of The Carnegie Foundation for the
Advancement of Teaching and AAHE.
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