Communicating At University

[http://www.cdu.edu.au/cdupress/books/communicating-at-3ed.htm] This third edition of the volume aims to ensure that students in any field of higher education have a good foundation in the academic communication skills required to succeed at university and in professional settings. It explains how they should go about:? Writing in an academic style? Thinking and planning for assignments? Developing effective reading and critical evaluation techniques? Note-taking, paraphrasing and summarising? Referencing? Editing for correct grammar, punctuation and conciseness? Writing the different assignments required at university: essays, reports, annotated bibliographies and critiques? Communicating verballyThe text is written by experts in the fields of Applied Linguistics and Academic Literacy who are actively engaged in related teaching and research at Charles Darwin University. The authors have used an approach that embeds the information being taught in discussion and activities. This allows students to gain a deep understanding of what they are learning, and experience in how to put this into practice. The text is designed so that students can learn the skillstaught independently. It is also a complete resource for teachers of academic literacy.

Designed to equip students with the skills for effective business communication, Communicating for Results offers practical, classroom-tested instruction not just in grammar but in the rhetorical techniques and persuasive strategies that students need to become effective writers and speakers.Supplemented with abundant group and individual activities to reinforce key principles and help students hone their skills, this invaluable text will teach students to communicate with confidence.

W. John Smith enlarges ethology's perspective on communication and takes it in new directions. Traditionally, ethnological analysis has focused on the motivational states of displaying animals. The Behavior of Communicating emphasizes messages. After developing the concept of messages and discussing their forms, Smith turns to the evolution of display behavior. He then revises the traditional ethnological concept of displays and in a final chapter develops the further concept of formalized interactions.

Environmental educators face a formidable challenge when they approach climate change due to the complexity of the science and of the political and cultural contexts in which people live. There is a clear consensus among climate scientists that climate change is already occurring as a result of human activities, but high levels of climate change awareness and growing levels of concern have not translated into meaningful action. Communicating Climate Change provides environmental educators with an understanding of how their audiences engage with climate change information as well as with concrete, empirically tested communication tools they can use to enhance their climate change program. Starting with the basics of climate science and climate change public opinion, Armstrong, Krasny, and Schuldt synthesize research from environmental psychology and climate change communication, weaving in examples of environmental education applications throughout this practical book. Each chapter covers a separate topic, from how environmental psychology explains the complex ways in which people interact with climate change information to communication strategies with a focus on framing, metaphors, and messengers. This broad set of topics will aid educators in formulating program language for their classrooms at all levels. Communicating Climate Change uses fictional vignettes of climate change education programs and true stories from climate change educators working in the field to illustrate the possibilities of applying research to practice. Armstrong et al, ably demonstrate that environmental education is an important player in fostering positive climate change dialogue and subsequent climate change action. Thanks to generous funding from Cornell University, the ebook editions of this book are available as Open Access from Cornell Open (cornellopen.org) and other Open Access repositories.

On contemporary communication in its various human and nonhuman forms Contemporary communication puts us not only in conversation with one another but also with our machinery. Machine communication—to communicate not just via but also with machines—is therefore the focus of this volume. Diving into digital communications history, Finn Brunton brings to the fore the alienness of computational communication by looking at network timekeeping, automated trolling, and early attempts at communication with extraterrestrial life. Picking up this fascination with inhuman communication, Mercedes Bunz then performs a close reading of interaction design and interfaces to show how technology addresses humans (as very young children). Finally, Paula Bialski shares her findings from a field study of software development, analyzing the communicative forms that occur when code is written by separate people. Today, communication unfolds merely between two or more conscious entities but often includes an invisible third party. Inspired by this drastic shift, this volume uncovers new meanings of what it means “to communicate.”

Now in its fourth edition, Communicating for Results offers practical, classroom-tested instruction in the rhetorical techniques and persuasive strategies that students need to become effective writers and speakers. Supplemented with abundant group and individual activities to reinforce keyprinciples and help students hone their skills, this invaluable text will teach students to communicate with confidence.

Introducing Communication introduces students to different communication perspectives and concepts from around the world, encouraging them to reflect on the consequences and implications that come with each of these perspectives

The ability to understand and be understood when communicating with professors and with native speakers is crucial to academic success. Academic Interactions focuses on actual academic speaking events, particularly classroom interactions and office hours, and gives students practice improving the ways that they communicate in a college/university setting. Academic Interactions addresses skills like using names and names of locations correctly on campus, giving directions, understanding instructors and their expectations, interacting during office hours, participating in class and in seminars, and delivering formal and informal presentations. In addition, advice is provided for communicating via email with professors and working in groups with native speakers (including negotiating tasks in groups). The text uses transcripts from MICASE (the Michigan Corpus of Academic Spoken English) to ensure that students learn the vocabulary and communication strategies that will be most effective in their academic pursuits. Units also feature language use issues like ellipsis, hedging, and apologies. The book is packaged with a DVD that provides models for successful academic interactions.