Know What I’m Saying: Basics of Speech Communication:
- offers shorter chapters using a scaffold layout to engage learners and encourage reading.
- includes self-assessment discussion prompts called “Show Your Understanding” that challenges students to apply new skills to hypothetical situations.
- includes additional student and instructor assessments that align with Bloom’s Taxonomy criteria.
- shifts instructional approach away from blended pedagogy & andragogy to more andragogy and less pedagogy that meets the learning shift for Generation-Z students.
- is presented in twelve short chapters allowing adequate time for active learning, small group and class discussion, research, and speechwriting.
- includes common speech assignments, with supporting outline templates, grading rubrics, peer critique forms, and self-performance reflection forms – every tool required for instructors and students to journey through an introductory speech course with ease.
- has been student and instructor tested, evaluated, polished, and approved.
Feedback from instructors that currently use the text have commented on how user friendly it is, especially for new speech teachers or adjunct faculty. At the end of each semester, students are asked for feedback on the textbook/workbook's ease of use. The over-whelming consensus is a thumbs up. Example student feedback, "I love the book, it is easy to understand. The guidelines help me understand how to format new skills and the example speeches are really helpful."
Know What I’m Saying: Basics of Speech Communication is an interactive textbook/workbook with perforated pages for easy removal. Appendix-A consists of six of the most commonly assigned speech assignments; informative, tribute, demonstration, and persuasion. Each speech type includes instructions, a grading rubric, two peer critique forms, and a self-performance reflection questionnaire all designed to assess student growth.
How do we know whether students are learning? The answer is to isolate and practice each speechwriting skills well before presentations begin. Thus, practice assignments are included in most chapters; such assignments include structuring “oral source citations” and formatting an “APA bibliography.” Students who enroll in speech classes are accustomed to using intext citations and MLA format as learned in previous writing courses. Historically, communication courses have used the APA format.
Lastly, Chapter Seven guides learners through four steps to speechwriting, a process that begins by building a frame using the standard preparation outline template (included). The frame includes four sections; a brainstorming section that leads to the development of a declarative central idea statement, followed by the introduction, body, and conclusion. Completing the brainstorming sections helps students avoid writer's block. Next, students are guided through the development of each of the last three sections of the frame by following guidelines using critical and creative thinking. When the guidelines are followed as suggested, each section flows smoothly from thought to thought and is audience centered.
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Chapter One Introduction to Human Communication Studies
Chapter Two Introduction to Public Speaking
Chapter Three Listening & Public Speaking
Chapter Four Research Methods: Speechwriting
Chapter Five Researching Your Audience
Chapter Six Organizing & Citing Supporting Sources
Chapter Seven Four Steps to Writing a Speech
Chapter Eight General Speeches
8A. Self-Introduction Speaking
8B. Informative Speaking
8C. Special Occasion Speaking
8D. Speaking in Small Groups
Chapter Nine Delivery Methods
Chapter Ten Engagement Strategies: Visual Aids & Figurative Language
Chapter Eleven Persuasive Speaking
Chapter Twelve Persuasive Methods
Appendix A Speech Packets
#1 Self-Introduction Speech
Major Speech Assignments & Supporting Documents
#2 Informative Speech
#3 Informative Symposium Small Group Speech
#4 Informative Process “Demonstration” Speech
#5 Tribute Speech
#6 Persuasive Speech: General or Controversial Issues
Appendix B Active Learning Activities
#1 Listening/Activity Teams
#2 Student as Teacher
#3 Critique of an Outside Speaker
#4 Critique of Video Taped Speaker: Ted Talks
#5 Tribute Speaking Activity
#6 Impromptu Speaking Activity
#7 Small Group Panel Discussion
“This book breaks up concepts into graphs, tables, and other helpful tools. It makes it feel like the student is not just reading a textbook, line by line; it is interesting and engaging.”
“I was surprised but pleasantly so that the visual aid and language content were in the same chapter, but it actually makes sense because that IS what makes a speech engaging. I’ve never seen it taught together in that way.”
“The content is appropriately developed. The application of the outlines [in Chapter 12] is fantastic and would be really valuable to help students in developing their own speeches but also in helping them recognize the organizational patterns in other messages making them more informed consumers of persuasive messaging.”
“The resources in Appendix-A are great for new instructors who have not yet developed their own material.”
“The activities [speech headings brainstorming sections] are great and would serve the students really well to immediately apply what they see as far as outlining goes.”
11-12/2019 PEER CRITIQUE of KNOW WHAT I’M SAYING, 5TH edition.
Peer participants that provided the feedback
- Colleen McGoff; Whatcom Community College
- Margaret Sargent; Connecticut State University
- Josh Matthews; Pitt Community College.
- Carla Hall; Old Dominion University