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Communicate!, by Rudolph F. Verderber, Kathleen S. Verderber, Deanna D. Sellnow
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Known for its clear and concise writing style, this ground breaking and market-leading fundamentals of communication text focuses on skill building and competency orientation. The authors provide lively, contemporary examples to ground theory, to increase comprehension, and to help you become a skillful communicator. COMMUNICATE! encourages active learning through well-designed skill-building activities, video scenarios, ethics cases, speech action-step exercises, and sample speeches. This book will help you understand communication theory, and help you improve your communication skills. With co-author Deanna Sellnow joining the author team, the Thirteenth Edition of COMMUNICATE! incorporates important theoretical updates in the field and reflects issues and interests of today's college students.
- Sales Rank: #341451 in Books
- Brand: Brand: Cengage Learning
- Published on: 2010-01-01
- Original language: English
- Number of items: 1
- Dimensions: .90" h x 7.90" w x 9.90" l, 1.75 pounds
- Binding: Paperback
- 464 pages
Features
- Used Book in Good Condition
About the Author
Distinguished Teaching Professor of Communication Emeritus at the University of Cincinnati and former National Speaker's Association Professor of the Year, Rudolph F. Verderber is also one of the all-time best-selling communication studies authors. The strength of his basic texts lies in his ability to explain and exemplify concepts, theories, and skills to introductory level students. His Cengage Learning texts-COMMUNICATE, THE CHALLENGE OF EFFECTIVE SPEAKING, COMM, and SPEAK-have a reputation for being student favorites due to their accessible presentation of theory and skills.
Kathleen S. Verderber is Associate Professor of Management Emeritus at Northern Kentucky University. She holds an MA in Speech Communication as well as an MBA and a PhD in organizational behavior from the University of Cincinnati. Dr. Verderber has consulted with various civic, professional, and business organizations. She has published numerous articles in several journals and has presented papers at communication and management conferences. She is a coauthor of COMMUNICATE! THE CHALLENGE OF EFFECTIVE SPEAKING IN A DIGITAL AGE, COMM, and SPEAK all with Cengage Learning, and author of INTER-ACT: INTERPERSONAL COMMUNICATION, CONCEPTS, SKILLS, AND CONTEXTS with Oxford University Press.
Deanna D. Sellnow, PhD, is Professor of Strategic Communication in the Nicholson School of Communication at the University of Central Florida. She conducts faculty development workshops on instructional communication pedagogy and has published her research in regional, national, and international journals. Her research interests include the rhetoric of popular culture, particularly music as communication, and instructional communication as it occurs in conventional and nonconventional classrooms, as well as in risk and crisis contexts. She is co-author of COMMUNICATE! COMM, SPEAK, and THE CHALLENGE OF EFFECTIVE SPEAKING, all with Cengage Learning.
Most helpful customer reviews
5 of 6 people found the following review helpful.
Hello, content where are you?
By shomaster
This textbook was required for my communication class. At first I thought it was kind of interesting looking at the aspects of communication that are often overlooked. Then I realized that there wasn't really that much content. The book is definitely a bit repetitive throughout each chapter. Each chapter discusses its topic, but the review material which is generally inserted into each chapter is extremely useless, because it is very much worded like the chapter is. For example, the chapter will introduce a new concept or vocabulary and then on the side of the page include a definition for the word. The definition won't really expand upon or clarify what has been said in the main text of the chapter, it will be very much the same. Since the new concepts and vocabulary is highlighted, there is no reason to include the side definitions as presented in this book. Chapter summaries seem to be useless as well, I guess unless you don't plan on reading the chapter. The book discusses how to give different types of presentations, so there is a bit of value, but I don't think there is anything you might not be able to find online. As for its currentness, the book has very up to date topics and examples. I would have to say that some of the true communication stories are interesting. Other than that the currentness imposed on the book doesn't add anything and often feels awkward. The book mentions current trends, events, people, and even websites, but I don't feel like it is necessary and I think it will date the book very quickly as it ages.
2 of 2 people found the following review helpful.
Okay but with some caveats
By Monty Vierra
On the positive side, the publisher makes this book available to the college where I teach. Although we are a US college and our country is part of the US postal system, most other publishers think we are part of the British Empire and won't send us examination copies. Another plus is that the photos are colorful and include many different people.
On the negative side, there are errors of fact, lack of citations for claims, broken up or incoherent parts of the text, isolated paragraphs, and a frequent lack of balanced writing, to name just the main weaknesses. An example of a "broken" text is on page 61, where we read that certain words are "disrespectful of the...misogyny that [many women have suffered]." The words cited are disrespectful of women and indicate a kind of misogyny.
An example of an error of fact and lack of citation is on page 48, where the authors make a misleading claim about Mandarin Chinese, perhaps because they are not familiar with certain terms that linguists use to discuss the language. For instance, they start by referring to "statements" in English, where "the subject is placed before the predicate." A condensed example might be, "The boy bit the dog," where 'boy' is the topic or subject of the sentence and 'bit the dog' is the predicate. "Predicate" usually means the verb plus whatever comes after it. This following item can be a noun, like dog, or it can be an adjective, like tall, as in "The boy is tall." I hope I am not boring my readers, but it is helpful to understand that we call "tall" a "complement" [not compliment; spelling is important here] of the verb "is."
The authors err here because they say that in Chinese "an idea is usually expressed with a verb and a complement (which is rarely a noun and usually another verb or an adjective)." I found almost the exact same wording on a Pinyin website, "pinyin" being a word using the Western alphabet to describe a way of pronouncing Chinese for people who cannot read the Chinese writing system, called "characters" or "kanji [in English, from Japanese]." On that website, however, the writer explains that the "complement" system refers to words or phrases--not "ideas" or "statements." In fact, anyone familiar with Mandarin Chinese knows that many Chinese statements follow the same pattern as in English: somebody does something or "is" something. We call this the SVO/SVC pattern, where the verb most often comes after the subject. In Japanese and Korean, in contrast, the pattern is SOV/SCV--the main verb often comes after the predicate. Amazon does not like if we have links to other sources, so I have to rest on my experience as a student of Mandarin Chinese. (I served as a translator of Chinese to English for the US Navy for several years, and I lived in Taiwan for nine.)
This small point may seem very nitpicky to the casual reader, but it shows a certain carelessness on the part of the authors. If they don't care about this part of the text, what else might be wrong?
They seem also to have no real understanding of languages and cultures other than the American, despite claiming to be culturally sensitive. Scholars should not display such indifference or ignorance.
For example, they apparently do not know that there is a great deal of controversy surrounding the Sapir-Whorf hypothesis, which they quote on page 48. They make some unsupported claims about the nature of language and its influence on perception. They could have chosen examples at the core of language, such as the way people talk about and use "time," but instead they chose to talk about colors. They say that if you know the words for different shades of colors, you will "see" the differences. I wish they hadn't chosen that one, because I worked in "color sensitive" industries for several years, helping to choose colors that customers wanted. The joke here is that I am colorblind (red-green) and could care less about the names of colors. Yet, I was able to make my selection because every industry that works with color shades has either printed books with the colors (the Pantone Matching System, for instance) or a swatch system for cloth and other materials. Anyone who has been in a hardware store in search of paint can see such a system. In contrast, the authors could have cited languages where people do not use words for even the main "primary" colors that most readers of this comment will be familiar with. In one such language, the speakers have two main color words, which translate into English as "dark" and "light." But to imagine that they do not "see" certain colors for which we give names is not supported by any evidence.
Saddled with this book as our text and unable to find another for now, I have to separate the chaff from the wheat for my students, which of course is a teacher's obligation. Still, it seems unfair to students who buy this book, who have a reasonable right to expect that people who write books know what they're saying and that the publishers hire editors literate enough to check the books they publish both for clarity and accuracy. Alas, everyone's cutting corners. Maybe that's why some students do, too.
0 of 0 people found the following review helpful.
Great quality for an even better price!
By Debora
The copy was very excellent! There were a few brown streaks accross the cover (front and back) which I would've prefered to be cleaned before it was mailed since it came off fairly easily. Once I wiped the front and back, peeled off the stickers and removed the glue - it looked brand new!!
No bent pages, I've only found one word underlined faintly in pen and 3ish very small brown spots on the inside of the book, first left page. I'm very very satisfied with the great quality for the price :) Packaging was also very protected and well done! Thank you so much.
- A student in college
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