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Here is the TOC for a new book by Sharon Drew Morgen who asked me to post this and to alert readers of this coming book. I'm happy to do so. The book is called What? Did you really say what I think I heard?   The book will be out in December at which time I'll try to post the first chapter. Foreword 1 Author’s notes 3 Introduction 4 Section 1: How do we hear others? 16 Chapter 1: What do we hear? 17 Chapter 2: How we mishear: the role of filters 23 Chapter 3: The components of communication 36 Chapter 4: Filling in the communication gaps: noticing what’s missing 52 Chapter 5: The elements of a conversation: case study 67 Section 1 summary 82 SECTION 2: How to have conversations without bias or misinterpretation 84 Chapter 6: The skills of conscious choice 85 Chapter 7: What to listen for 109 Chapter 8: Preparing for conversations 123 Chapter 9: Conversations that went wrong 138 Chapter 10: Final thoughts: what good is good communication? 155 Section 2 summary 161 Bibliography 1...

I started a few Pinterest boards largely to augment the text discussions in communication books—my own or others.  Photos and cartoons are very expensive; consequently, these are usually limited in most textbooks. So, I thought Pinterest would be a great medium to disseminate visuals that may prove useful in teaching communication. The boards you may find interesting in preparing slide presentations are those on illusions , communication , and choices. Hope you find them useful/helpful/interesting.

A student of Paul Siegel, who uses Essentials of Human Communication at the University of Hartford, found an error in one of my key word quizzes. It occurs on page 135: b should be 8 and f should be 3--I had them reversed in the answer key. I thank Paul and his student and apologize to all for this. It should not have happened and won't again.

Here is a revision of a little quiz to introduce the topic of height in a nonverbal or other communication class.  It contains both historical and contemporary personalities and should play well in the classroom. The Self-test Try estimating the heights of the following famous people whom you’ve probably read about or heard about (but probably not seen in person) by circling the guessed height. In each of these examples, one of the heights given is correct. 1.       Baby Face Nelson (bank robber and murderer in the 1930s): 5ʹ5ʺ, 5ʹ11ʺ, 6ʹ2ʺ 2.       Ludwig Van Beethoven (influential German composer): 5’6”, 6’0”, 6’5” 3.       Kim Kardashian (media personality): 5’2”, 5’5”, 5’8” 4.       Buckminster Fuller (scientist, credited with inventing the geodesic dome): 5’2”, 5’10”, 6’3” 5.       Bruno Mars (singer): 5’5”, 5’8”, 5’10” 6.       ...

I wrote this little piece to respond to some concerns voiced on the Basic Course List and I thought it might be relevant more generally. The recent posts about increasing class size and the new student learning objectives/outcomes are alarming. And, as the economic pressure on colleges continues, it only looks like it’s going to get worse. Now may be the time to reconsider and reconceptualize the basic course. Traditionally, the basic course in communication has been a course designed to teach the skills of public speaking. Then in the early 70’s courses in interpersonal communication were developed, again to teach basic skills. For those who wanted a broader spectrum of skills, there was the hybrid course, designed to teach the skills of interpersonal communication, interviewing, small group and leadership, and public speaking—with varied emphases.             These skills courses are most departments’ “bread and butter.” Consequen...

One of the most difficult of all conversational tasks is to ask someone for a favor. Of course, it depends on the favor and on the relationship you have with the person from whom you want the favor. If it’s a close friend and the favor is relatively easy to perform, there is little difficulty and little conversational awkwardness. If the favor is to a superior, say a work supervisor, and the favor one that would be difficult or time-consuming to perform, there would be much difficulty and much conversational awkwardness. Asking a total stranger poses still other problems.  Yet, despite these many differences, some general suggestions may be offered. So, how do you ask for a favor? Here are a few steps:             First and foremost, select an appropriate communication context. Consider the time, place, and medium of communication—at the very least. Is this the appropriate time? Is this the appropriate place? Is this the most a...

Get Ready to Study Interpersonal Communication This post is designed for users of my Interpersonal Communication Book but the idea can easily be adapted to any text you might be using. To explain: In revising my Interpersonal Communication Book , I developed an introductory feature that opens the discussion of the chapter by asking students to consider a how the contents of the chapter relate to their own experiences.  Pearson—the publisher—thought this feature would interfere with the learning objectives—that the student would be confused between these items and the learning objectives. At any rate, I eliminated the feature from the text—maybe it would have been too much introductory material, though I doubt that any college student would be confused between these questions and the learning objectives. Yet, I still think this is an excellent way to open the discussions for each of the various chapters.             These “Get ...