Projects in Speech Communication

Sampler
Projects in Speech Communication

Review Board
Sampler Table of Contents

Review Board for Projects in Speech Communication
Projects in Speech Communication has been developed with the guidance of an outstanding
panel of expert teachers.
The pages in this sampler are Student Edition Table of Contents . . . . . . . . . . . . . . . . . . . . . . . v–xix
taken from the Student Edition The Student Edition begins with the fundamental elements of communication and then
Senior Consultant Professor Diana Carlin teaches a
explores each of the main categories of communication. No other book covers group
and the Teacher’s Wraparound Dianacommunication
B. Carlin, Ph.D.and mass communications as variety of courses
thoroughly. on political
Exemplary debates,
speeches within
chapters and at the end of the
Department of Communication Studies book provide speechwriting,
an abundance ofand women
models of in politics.
successful She
speaking.
Edition of Projects in Speech
University of Kansas is the author of secondary textbooks on
Communication to illustrate debate and public speaking and is a former
the student projects and other
Chapter Sampler—Selections fromhigh school teacher and forensics coach.
Unit 1, Chapter 3: Nonverbal Communication . . . . . . . . . . . . 46–63
features in both editions that
Chapter Opener Each chapter opens with an Essential Question and a brief description of
make this brand-new program the Reviewers
learn-by-doing project the students will complete. Each chapter opener also includes a
Teacher
effective and enjoyable. lively graphic and a Speak Up! activity to excite and energize students from the start.
Linda(See
L. Alderson, Director of Forensics
pages 46–47.) Mary Schick
and UIL Academic Coordinator Speech and Debate Teacher/Coach
Boling High School
Selections from (retired)
the Chapter Core The mainMiami-Dade County Public the
part of the chapter—where Schools
core content
is presented—provides
Boling, Texas the background for the project.
Miami, (See pages 48–51.) When students
Florida
have completed this part, they move on to sections focused on Preparing, Presenting, and
Russell Kirksceytheir projects. (See pages 57–59.)Stephen
Evaluating Douglas
In addition, each Williford
chapter includes features
thatTeacher
Speech enrich the core content. Those in Chapter 3 areTeacher
Speech typical.
Blanco High School Harding Academy
•
C
Blanco, Texasommunication in a Diverse World presents communication
Memphis, Tennessee in a global context.
The Chapter 3 feature, “The Message in the Movement,” explores cultural differences in
body language
Anna J. Small Roseboro,andNBCTsocial space (proxemics). (SeeWoodhouse
Cynthia page 56.)
Communication Arts and Sciences Language Arts/Debate Teacher
• Communication Past and Present analyzes
Department Westcommunication throughout history.
Senior High School
The
Calvin College Chapter 3 feature, “Shake on It,” reviews
Iowa City Communityand
the significance evolution of the
Schools
handshake and its cousin the “high five.” (See pages 60–61.)
Grand Rapids, Michigan Iowa City, Iowa
Chapter Review Activities at the end of each chapter reinforce key ideas, encourage
reflection and synthesis, provide real-world applications, and offer additional projects.
Standards Compliance of
(See pages 62–63.)
Unit Closer Sampler—Unit 1: Communication Basics . . . . 108–109
Projects in Speech Communication supports state standards as well as the
K–12The unit closers
Standards offer more opportunities
of Communication developed byforthe
active learning
National and for applying
Communication what students
Association.
have learned in new ways. Each unit closer has four types of activities.
iv • Workplace Workout—a scenario requiring a decision from the world of work

• Gender Journey—a hands-on project exploring gender differences in communication
Phone: (800) 831-4190 • Media Master—an activity centered on media and technology
Fax: (800) 543-2745 • Own It!—an opportunity to think back through the unit and refine understandings
perfectionlearning.com
Contact your sales representative
to request an examination copy.

Overview
Unit Communication Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
One Chapter 1 The Fundamentals of Communication . . . . . . . . . . . . . . . . 04
Chapter 2 Oral Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Chapter 3 Nonverbal Communication . . . . . . . . . . . . . . . . . . . . . . . . . 46
Chapter 4 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Chapter 5 Influences on Communication . . . . . . . . . . . . . . . . . . . . . . 86
Unit Interpersonal Communication . . . . . . . . . . . . . . . . . . . . . . . 110

Two Chapter 6 Effective Interpersonal Communication Strategies . . . . 112
Chapter 7 Interpersonal Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Chapter 8 Solving Problems and Managing Conflict . . . . . . . . . . . . 152
Chapter 9 Interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Unit Group Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

Three Chapter 10 The Power of Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Chapter 11 Group Dynamics and Roles . . . . . . . . . . . . . . . . . . . . . . . . 214
Chapter 12 Group Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Chapter 13 Parliamentary Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
Unit Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274

Four Chapter 14 Preparing to Speak . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
Chapter 15 Researching Your Subject . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Chapter 16 Organizing Your Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . 320
Chapter 17 Preparing Supporting Materials . . . . . . . . . . . . . . . . . . . . . . 350
Chapter 18 Using Language Effectively . . . . . . . . . . . . . . . . . . . . . . . . 372
Chapter 19 Presenting Your Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
Unit Types of Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420

Five Chapter 20 The Speech to Inform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422
Chapter 21 The Speech to Persuade . . . . . . . . . . . . . . . . . . . . . . . . . . . 450
Chapter 22 Speeches for Special Occasions . . . . . . . . . . . . . . . . . . . . 478
Chapter 23 Competitive Speech Events . . . . . . . . . . . . . . . . . . . . . . . . 508
Unit Mass Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540

Six Chapter 24 Mass Communications in Society . . . . . . . . . . . . . . . . . . . . 542
Chapter 25 Technology in Everyday Life. . . . . . . . . . . . . . . . . . . . . . . . . 562
vii
Unit
ONE
Communication Basics
ChaPTER 1 The Fundamentals of Communication . . . . . . 04
EssEntial Question: What is communication?

Chapter Project: Instant Replay
The Importance of Communication in Daily Life . . . . . . . . . . . . 06
Feature: Communication in a Diverse World . . . . . . . . . . . . 07
A World Without Language
Standards for Communication Decisions . . . . . . . . . . . . . . . . . 08

a Model of the Communication Process . . . . . . . . . . . . . . . . . 09
Expanding the Communication Model . . . . . . . . . . . . . . . . . . . 13
Feature: Is This Job for Me? . . . . . . . . . . . . . . . . . . . . . . . . . 14
Motivational Speaker
Refining the Definition of Communication . . . . . . . . . . . . . . . . 15

Feature: Communication Past and Present . . . . . . . . . . . . . . 20
Mass Communications—From Gutenberg to the Internet
ChaPTER 2 Oral Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

EssEntial Question: how can people use
language to achieve effective oral communication?
Chapter Project: “Who’s on First?”
Identifying Characteristics of Oral Language . . . . . . . . . . . . . . 26
Feature: Is T his Job for Me? . . . . . . . . . . . . . . . . . . . . . . . . . 29
Lawyer
analyzing Standards for Using Oral Language . . . . . . . . . . . . . 30

Making Communication Choices . . . . . . . . . . . . . . . . . . . . . . . 32
Neanderthal Speech and Musical Sounds—From Neanderthals
to Modern Humans
vi
viii
ChaPTER 3 Nonverbal Communication . . . . . . . . . . . . . . . . . . . 46

EssEntial Question: how and what do people
communicate without words?
Chapter Project: Silence, Please!
Types of Nonverbal Communication . . . . . . . . . . . . . . . . . . . . . 48
The Effects of Nonverbal Communication. . . . . . . . . . . . . . . . . 55
Feature: Communication in a Diverse World . . . . . . . . . . . . . 56
The Message in the Movement
Feature: Communication Past and Present. . . . . . . . . . . . . . . 60

Shake on It—From the “Right Hand of Friendship”
to the “High Five”
ChaPTER 4 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
EssEntial Question: how does effective
listening help people communicate meaningfully?
Chapter Project: Listen here
The Listening Process and Its Components . . . . . . . . . . . . . . . 66
Overcoming Barriers to Effective Listening . . . . . . . . . . . . . . . 72
Feature: Is This Job for Me? . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Sign Language Interpreter
academic Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Feature: Communication Past and Present. . . . . . . . . . . . . . . 82
The Gift of Listening—From Trumpets to Implants
vii
ix
ChaPTER 5 Influences on Communication . . . . . . . . . . . . . . . 86
EssEntial Question: What influences your ability to
communicate effectively?
Chapter Project: What Do You See?
Perception of Self and Others . . . . . . . . . . . . . . . . . . . . . . . . . 88
Other Influences on Communication . . . . . . . . . . . . . . . . . . . . 98
Social and Ethical Responsibilities of Communicators . . . . . . 100
Mediator
Feature: Communication Past and Present. . . . . . . . . . . . . . 104

Stereotypes Through History—From Historical Times to Today
Unit
TWO
Interpersonal Communication
ChaPTER 6 Effective Interpersonal
Communication Strategies . . . . . . . . . . . . . . . . . . 112
EssEntial Question: What strategies enhance
interpersonal communication?
Chapter Project: Different People, Different Talk
Interpersonal Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
He Says, She Says: Gender and Body Language
applying Decision-Making Strategies in

Everyday Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Say Hey!—From Greetings Past to Greetings Present
viii
x
ChaPTER 7 Interpersonal Listening . . . . . . . . . . . . . . . . . . . . . . 136

EssEntial Question: how can skillful listening
enhance interpersonal relationships?
Chapter Project: Lend Me Your Ear
Critical Listening in Interpersonal Relationships . . . . . . . . . . . 138
Investigative Journalist
Empathic Listening in Interpersonal Relationships . . . . . . . . . 142

Reflective Listening in Interpersonal Relationships . . . . . . . . . 144
The Listening Revolution—From Therapy Sessions
to Everyday Life
ChaPTER 8 Solving Problems and

Managing Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
EssEntial Question: What communication
strategies are effective for solving problems and
managing conflict?
Chapter Project: Work It Out
Problem-Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Communication Strategies for Problem-Solving . . . . . . . . . . . 156
Human Resources Manager
Managing Conflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Evaluating Interpersonal Communication . . . . . . . . . . . . . . . . 164
Feature: Communication Past and Present . . . . . . . . . . . . . 168
Problem-Solving—From Lao-tzu to Toyota
ix
xi
ChaPTER 9 Interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
EssEntial Question: how can you make the
most of interviews?
Chapter Project: “So Tell Me about Yourself . . .”
Interview Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
The Job or School Interview . . . . . . . . . . . . . . . . . . . . . . . . . 175
Feature: Communication in a Diverse World . . . . . . . . . . . 180
Affirmative Action at the University of Michigan
Conducting an Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Equal Opportunity—From Oppression to Inclusion
Unit
THREE
Group Communication
ChaPTER 10 The Power of Groups . . . . . . . . . . . . . . . . . . . . . . 198
EssEntial Question: What purposes and
functions of groups make them so important?
Chapter Project: Power to the Group!
Groups in a Democratic Society . . . . . . . . . . . . . . . . . . . . . . 200
Types and Functions of Groups . . . . . . . . . . . . . . . . . . . . . . . 203
Our Town in Compton

Individuals, Groups, and Government—From the Voice
of the Monarch to the Voice of the People
xii
ChaPTER 11 Group Dynamics and Roles . . . . . . . . . . . . . . . . . 214

EssEntial Question: how do the roles of
group members influence a group’s effectiveness?
Chapter Project: The Group Roles On
Group Dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Member Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
In a Japanese Classroom
Evaluating Group Performance . . . . . . . . . . . . . . . . . . . . . . 222

Feature: Communication Past and Present . . . . . . . . . . . . 226
Group Dynamics—From the 20th Century to
the High-Tech 21st Century
ChaPTER 12 Group Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . 230

EssEntial Question: What are the elements
of effective group discussion?
Chapter Project: Got a Problem? here’s the Solution.
Planning for Group Discussion . . . . . . . . . . . . . . . . . . . . . . 232
Leading a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Feature: Is This Job for Me? . . . . . . . . . . . . . . . . . . . . . . . . 239
Group Facilitator
Participating in Group Discussions . . . . . . . . . . . . . . . . . . . 240

Leadership Styles—From the Transactional
to the Transformational
xi
xiii
ChaPTER 13 Parliamentary Procedure . . . . . . . . . . . . . . . . . . . 254
EssEntial Question: how does parliamentary
procedure work?
Chapter Project: You’re Out of Order!
Rules of Order and Parliamentary Procedure . . . . . . . . . . . 256
Parliamentary Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
The Power of the Talking Stick
a Parliamentary Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . 261

Setting the Record Straight—From Ancient Egyptian
Scribes to Microphones and Computer Chips
Unit
FOUR
Public Speaking
ChaPTER 14 Preparing to Speak. . . . . . . . . . . . . . . . . . . . . . . . . . . 276
EssEntial Question: What can you do
to prepare for a speech?
Chapter Project: Get to the Point!
analyzing audience, Purpose, and Occasion . . . . . . . . . . . 278
Choosing Your Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
Limiting Your Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Limiting Your Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282
analyzing a Speech to Understand Purpose . . . . . . . . . . . . 285
Speechwriter

Finding a Public Voice—From “True Womanhood”
at Home to the Public Spotlight
xii
xiv
ChaPTER 15 Researching Your Subject . . . . . . . . . . . . . . . . . . 296

EssEntial Question: how can I find and use
the information necessary for my speech?
Chapter Project: Says Who?
The Need for Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Primary and Secondary Sources . . . . . . . . . . . . . . . . . . . . . 300
Research Efficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Using the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
Digital Librarian
Print Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308

Supporting Your Thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Public Libraries—From the Library Company of
Philadelphia to Your Local Public Library
ChaPTER 16 Organizing Your Speech . . . . . . . . . . . . . . . . . . . . 320

EssEntial Question: how should a
speech be organized?
Chapter Project: Map It!
The Importance of Organization . . . . . . . . . . . . . . . . . . . . . . 322
The Introduction of the Speech . . . . . . . . . . . . . . . . . . . . . . 322
Culture and Public Speaking
The Body of the Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

The Conclusion of the Speech . . . . . . . . . . . . . . . . . . . . . . . 338
analyzing Speech Form: Organizational Principles . . . . . . . 339
Getting Organized—From Cicero to Dave Barry
xiii
xv
ChaPTER 17 Preparing Supporting Materials . . . . . . . . . . . . . 350
EssEntial Question: how are supporting
materials used to enhance a speech?
Chapter Project: Worth a Thousand Words
Speech Delivery Formats . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
Preparing Notes for Extemporaneous Delivery . . . . . . . . . . . 355
Producing Standard Visual aids . . . . . . . . . . . . . . . . . . . . . . 357
Using Presentation Software . . . . . . . . . . . . . . . . . . . . . . . . 359
Graphic Designer
Feature: Communication Past and Present. . . . . . . . . . . . . 368

A Visual History of Presentation Equipment—From
“Back in the Day” to Our Day
ChaPTER 18 Using Language Effectively . . . . . . . . . . . . . . . . . 372

EssEntial Question: how do speakers
use language to enhance a message?
Chapter Project: The One That Got away
The Right Words at the Right Time . . . . . . . . . . . . . . . . . . . . 374
Expressive Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378
Language Dos and Don’ts . . . . . . . . . . . . . . . . . . . . . . . . . . 381
Pulling It all Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
News Writer

Memorable Commencement Speeches—From
the 1800s to the 20th Century and Beyond
xiv
xvi
ChaPTER 19 Presenting Your Speech . . . . . . . . . . . . . . . . . . . . 394

EssEntial Question: What strategies can you use
to present your speech effectively and powerfully?
Chapter Project: Check It Out
Qualities of Effective Deliveries . . . . . . . . . . . . . . . . . . . . . . 396
Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Using Supporting Tools appropriately . . . . . . . . . . . . . . . . . 403
Interacting with Your audience . . . . . . . . . . . . . . . . . . . . . . . 404
Building Self-Confidence . . . . . . . . . . . . . . . . . . . . . . . . . . . 406
Pharmaceutical Sales Representative
Evaluating Your Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409

Inspiring Deliveries—From Yesteryear to Modern Day
Unit
FIVE
Types of Presentations
ChaPTER 20 The Speech to Inform . . . . . . . . . . . . . . . . . . . . . . . 422
EssEntial Question: how can you make
speeches to inform as effective as possible?
Chapter Project: here’s how
Types of Informative Speeches. . . . . . . . . . . . . . . . . . . . . . . 424
Steps for Preparing an Expository Speech . . . . . . . . . . . . . 425
Teacher
Steps for Preparing a Process Speech . . . . . . . . . . . . . . . . 433

Presenting Your Informative Speech . . . . . . . . . . . . . . . . . . 436
analyzing Speeches to Inform . . . . . . . . . . . . . . . . . . . . . . . 438
Evaluating Informative Speeches . . . . . . . . . . . . . . . . . . . . . 441
State of the Union Address—From George Washington
to George W. Bush
xv
xvii
ChaPTER 21 The Speech to Persuade . . . . . . . . . . . . . . . . . . . . 450
EssEntial Question: how can you make
speeches to persuade as effective as possible?
Chapter Project: The Triple Play
Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452
Organizing the Persuasive Speech . . . . . . . . . . . . . . . . . . . 463
analyzing the Characteristics of Persuasive Speech . . . . . . 464
Presenting Your Persuasive Speech . . . . . . . . . . . . . . . . . . 467
Evaluating Persuasive Speeches . . . . . . . . . . . . . . . . . . . . . 468
Global Persuasion

The Art of Persuasion—From Aristotle to Advertising
ChaPTER 22 Speeches for Special Occasions . . . . . . . . . . . . 478

EssEntial Question: how do speeches for
special occasions differ in content and organization?
Chapter Project: and the Winner Is . . .
Understanding Special Occasion Speeches . . . . . . . . . . . . 480
The Graduation Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481
The Speech of Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . 484
The Presentation Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . 486
The acceptance Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . 488
The Commemorative Speech . . . . . . . . . . . . . . . . . . . . . . . . 492
The after-Dinner Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . 496
Presenting Your Special Occasion Speech . . . . . . . . . . . . . 498
Know Your Audience

Praising the Dead—From Ancient Greece to John Cleese
xvi
xviii
ChaPTER 23 Competitive Speech Events . . . . . . . . . . . . . . . . . 508

EssEntial Question: What can you learn from
preparing for competitive speech events even if
you never compete?
Chapter Project: Bring It to Life
Competitive Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 510
analyzing an Extemporaneous Speech . . . . . . . . . . . . . . . . . 514
“Chinese Bridge” Speech Competition
Competitive Impromptu Speaking. . . . . . . . . . . . . . . . . . . . . 518

Competitive Dramatic Events . . . . . . . . . . . . . . . . . . . . . . . . 520
Competitive Debate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526
The Story of Debate—From Disputation to Debate Camp
Unit
SIX
Mass Communications
ChaPTER 24 Mass Communications in Society . . . . . . . . . . . 542
EssEntial Question: What are
mass communications?
Chapter Project: Media Crystal Ball
Mass Communications and Mass Media . . . . . . . . . . . . . . . 544
a Model of the Mass Communications Process. . . . . . . . . . 545
Purposes of Mass Communications . . . . . . . . . . . . . . . . . . . 547
Potential Drawbacks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 549
Freedom of the Press
Ethical Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 552

Getting the News Out—From Town Criers
to Satellite Transmissions
xvii
xix
ChaPTER 25 Technology in Everyday Life . . . . . . . . . . . . . . . . . 562
EssEntial Question: how does
technology affect the way people communicate?
Chapter Project: Technology Tales
Technology’s Impact on Communication . . . . . . . . . . . . . . . 564
Technology’s Impact on Democracy . . . . . . . . . . . . . . . . . . . 570
Forms of Mass Technology . . . . . . . . . . . . . . . . . . . . . . . . . . 572
Director’s Cut: Creating Video Presentations . . . . . . 576
Forms of Individual Technology . . . . . . . . . . . . . . . . . . . . . . . 578
Network Systems Analyst
The Positive and Negative Impact of Technology . . . . . . . . . 580

Letter Writing—From Pen and Ink to E-mail
Communication
SOURCEBOOk
Speeches, Commentary, and Humor
1 abraham Lincoln: The Gettysburg Address . . . . . . . . . . . . . 592
2 Mary Louise Gilman: Courtroom Bloopers . . . . . . . . . . . . . . 593
3 helen Keller: How to Help the Blind . . . . . . . . . . . . . . . . . . 594
4 Plato: Is a Just Man Useful? . . . . . . . . . . . . . . . . . . . . . . . . 595
5 Winston Churchill: We Shall Fight on the Beaches. . . . . . . 597
6 henrik Ibsen: A Doll’s House . . . . . . . . . . . . . . . . . . . . . . . . 598
7 Deborah Tannen: I Heard What You Didn’t Say . . . . . . . . . . 599
8 Margaret Chase Smith: In Defense of Dissent . . . . . . . . . . 600
9 Rachel N.: My Grandmother, Shizue Kobayashi . . . . . . . . . 601
10 Cesar Chavez: Recognizing the Power of a Group . . . . . . . 602
11 English College Students: Organizing a Group . . . . . . . . . . 603
12 Daniel Goleman: Humor and Problem-Solving . . . . . . . . . . 605
13 Rachel Donadio: Revising Robert’s Rules . . . . . . . . . . . . . . 606
xviii
xx
14 Ray Suarez: Writing Speeches for Presidents . . . . . . . . . . . 607

15 Nicholas Carr: Is Google Making Us Stupid? . . . . . . . . . . . 608
16 Sojourner Truth: Ain’t I a Woman? . . . . . . . . . . . . . . . . . . . . 609
17 Michael hyatt: What to Do When Technology Fails . . . . . . 610
18 Richard Lederer: Crazy English . . . . . . . . . . . . . . . . . . . . . . 611
19 Taylor Branch: Presenting “I Have a Dream” . . . . . . . . . . . . 612
20 Ralph Linton: One Hundred Percent American . . . . . . . . . . 613
21 Carmen hernandez: In Favor of a Skate Park . . . . . . . . . . . 614
22 Sara Martinez Tucker: A Commencement Address . . . . . . . 615
23 Lindsey Morgan: Pirate Myths and Realities . . . . . . . . . . . . 616
24 Condoleezza Rice: My Grandfather and Education . . . . . . . 619
25 Sandra Tsing Loh: Be Plus Like . . . . . . . . . . . . . . . . . . . . . . 620
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 622
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 634
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 638
xix
xxi
Chapter 3
Chapter
Nonverbal
Communication
Nonverbal communication is
characterized by facial expressions, eye
contact, gestures, posture and stance,
movement, and appearance. It can
enrich verbal communication or take
the place of words entirely. Volume,
rate, and pitch are also considered
Nonverbal
nonverbal indicators, but they will not Communication
be covered until Chapter 19.
EssENtial Question EssENtial Question

How and what do people How and what do people communicate without words?
communicate without words?
Ask students to discuss ways they Chapter Project: Silence, Please!
communicate without words. Have
volunteers demonstrate a variety of Have you ever been more pleased—or more hurt—by the look on someone’s face
widely understood facial expressions, than by any words spoken? This project will help you understand how expressive
gestures, and movements, and ask wordless communication can be.
students to translate them into words. With a partner, you will present a two-minute conversation in which two people
communicate without using words. Your exchange can be friendly or hostile, funny
Chapter Project: Silence, Please! or tragic. Use your imagination. Classmates will take note of your body language,
facial expression, gestures, and movements to evaluate how well you complete this
Play a clip of a classic silent movie activity. Refer to the following CAPS guidelines as you work to meet this challenge.
and ask students to note and discuss The rubric on page 59 shows the traits on which your presentation will be
the nonverbal messages. Talk about evaluated.
the effects of nonverbal
communication such as mannerisms C once pt nonverbal communication can be as effective as the spoken word
and how speakers convey credibility.
A u d i e nce partner, classmates, and teacher
CAPS
Point out to students that live P u r pos e to practice effective nonverbal communication
conversations are easier to decode S ituation a two-minute wordless “conversation”

accurately than phone conversations,
and each of those are easier to decode
than email. Explain that nonverbal 46 Unit 1 Communication Basics
communication supports, limits, and n imp
annotates a speaker’s message.
Objectives Pacing for a Year’s Study Critical Thinking

• Interpret types of nonverbal
communication, including facial Day 1 pp. 46-52 Have students work in groups to identify
expressions, eye contact, gestures, contemporary forms of nonverbal, non-
Day 2 pp. 53-56
posture, movement, and appearance. electronic communication. Do the
Day 3 p. 57 following in front of the class:
• Analyze how proxemics are affected
Day 4 pp. 58-59 ’
Interpret Strike an impatient pose with
by culture, gender, and work or
social contexts. Day 5 pp. 60-63 your hands on your hips. Tap one foot.
• Analyze the effects of nonverbal Ask students the meaning of the pose.
communication, such as NOTE: Pacing for a semester’s study Analyze Change your position so that you
mannerisms, and how a speaker appears on p. 2. are slouching against something. Have
conveys credibility. students discuss how your change in
posture changes your nonverbal message.
46 Unit One Communication Basics

to request an examination copy. Key Vocabulary
nonverbal communication
KEy VoCabulary anything people communicate
beyond the literal meaning of words
nonverbal communication stance
body language proxemics body language gestures, eye
multi-channeled communication imperative contact, posture, facial expression,
emphatic gestures mannerism
and proxemics as conveyors of
descriptive gestures credibility
posture feeling
multi-channeled conducted
through both verbal and nonverbal
means
emphatic gestures movements of
the limbs, body, or head that allow a
speaker to emphasize spoken words
descriptive gestures movements
of the limbs, body, or head that help
listeners visualize spoken words
posture how you hold your body
stance how you distribute the
weight of your body on your feet
proxemics the use of space
communication imperative the
Sign language is a highly developed form of nonverbal communication. List idea that you are always
some of the gestures you use to express information without words. communicating something, whether
you do something or not
Speak Up! mannerism a distinctive behavior
Your voice can say one thing while your Say the sentences at the left while your
credibility worthiness of belief
body says something completely different. body indicates the thoughts at the right.
Your Voice Says While Your Body Says

Speak Up!
Tell students to avoid using sarcasm
Cleaning my room is the last thing I want
Yes, Mother, I’d love to clean my room. as it undermines the meaning of the
to do.
words. Note that body language is so
I don’t care which movie we see. Nobody ever does what I want. tied to meaning that it can be
difficult to say one thing in body
Yeah. I’ll go rock climbing with you. Man! Rock climbing terrifies me.
language while making an opposite
statement in words.
Chapter 3 Nonverbal Communication 47
Responding to the Caption
Discuss with students their
interpretations of the nonverbal clues
National Communication represented in the photograph.
Association Standards Students will probably suggest
Evaluate Ask students which posture various gestures such as nods, winks,
communicated more strength and why. Chapter 3 meets the following standards: hand signals, and so on.
Students should recognize that the firm,
1-3, 1-11, 3-6, 4-7, 4-9, 4-18, 5-2, 8-14,
active stance both demonstrates and
communicates strength. 9-8, 9-9, 10-16, 14-7, 14-8, 14-14
Apply Ask students to give specific

examples of when they would use an
emphatic gesture and when they would
use a descriptive gesture. Have them
demonstrate each.

Background
for the Project though there are thousands of words
Discuss with students their ideas for baCKGrouND FoR to choose from, people communicate
presenting nonverbal communication tHe ProJECt with much more than words. Anything
in original ways, such as in the form people communicate beyond the literal
Pages 48—56 will provide the meaning of words is called nonverbal
of a silent movie or with musical
information you’ll need to complete communication. For example, in face-
accompaniment. this project.
to-face exchanges, you often signal
your feelings about what you are saying
Types of Nonverbal Types of Nonverbal
through your body language—gestures,
Communication Communication eye contact, posture, facial expression,
The letters on a keyboard can be used and even how close you stand to another
Explain to students that smileys and to make all the possible words in our person. Just like those smileys, your body
other emoticons were developed language. Why, then, do people who language conveys a message without
precisely because verbal communicate casually with friends by the use of words. (See page 56 for body
communication often lacks nuances email or instant message use smileys language customs in other cultures.)
that body language and movement so much? The answer is that even
provide. Ask students to draw on the
board their favorite emoticons and
discuss how and when they use each
;->
one, then challenge them to invent a
new emoticon for a communication
:-( :-)
particular to your school.

Ask students to identify all the
elements of nonverbal communication
in the photo. Students should
comment on the facial expressions,
laughter, and gestures.
)-;
;->:-( ;-)
These people are communicating with words but they are also sending messages
through their bodies. What is each person communicating nonverbally to the others?
How can you tell?
48 Unit 1 Communication Basics
Differentiated Instruction
Students with Disabilities Struggling Learners Most people will
ASD Students who don’t read respond to a facial expression with an
expressions instinctively should try to expression of their own rather than
memorize the meanings commonly verbally. Encourage students to practice
associated with them. Encourage verbalizing what they see by asking them
students to develop a graphic glossary to try to use the phrase, “I see by your
of expressions. On the left side of expression that . . .” in their interactions.
each page, have them attach pictures
of facial expressions. On the right,
have them enter a definition signifying
what each expression means.

to request an examination copy. Communicating
with Body Language
Communicating
Encourage students to respond to
with Body
Language nonverbal communication just as they
You can often tell what
would to verbal communication—by
people are thinking by paying attention and replying either
their body language. verbally or nonverbally. Invite a
Sighing or looking volunteer to demonstrate a variety of
out the window might facial expressions, gestures, and
signal boredom or postures that send messages. Then
distraction. Folding the challenge classmates to respond
arms or moving away verbally to each nonverbal
can show resistance. communication.
A shake of the head or
a frown usually shows Responding to the Caption
disagreement. Nonverbal Students should recognize that the
communication may
background figure is expressing
not be effective when
disappointment, anger, betrayal, or
expressing complicated,
What do their facial expressions tell you about what these people are thinking? dislike. They may be ambivalent about
deep ideas, but it
is a powerful means of
the foreground figure, who may be
communicating attitudes and types of nonverbal communication perceived as angry, uncaring, or
subtle shades of meaning. You may not can help you clarify your messages and distracted. Use discussion of the photo
know why the person is bored, resistant, interpret the messages of others. as an opportunity to point out that
or unhappy, but you can learn to read the nonverbal communication relies
signals. Facial Expressions heavily on interpretation.
If you watched TV with the sound turned
In Chapter 1, you read that the means
off, you would still be able to understand Facial Expressions
used to transmit a message is called the
channel and that not all channels use
a lot just by looking at facial expressions. Invite a volunteer to stand in front of
Often you can tell how someone feels by the class with a neutral expression and
words. Nonverbal channels transmit
noting a raised eyebrow, a wrinkled brow, neutral posture. Direct the student to
messages via facial expression, gestures,
or a tight-lipped smile. Facial expressions remain expressionless until you
movement, and even silence. Most of
add very clear meanings to verbal whisper in his or her ear. Then the
our communication is multi-channeled,
communication and can turn a plain student should respond in some way.
conducted through both the verbal and
message into a sparkling one.
nonverbal channels. • getting a new car
The smile is a facial expression understood
To express exactly what you mean, become • finding an odd-looking package
around the world to mean the same
aware of the ways you communicate
thing: good feeling. Smiling may not be • hearing that your best friend
nonverbally and the effect your nonverbal
appropriate in all situations, but it does is moving away
communication has on your overall
put people at ease, and it also shows your
message. Understanding the different • seeing someone slip on a banana
pleasure in communicating with them.
Ask the rest of the class to take notes
describing what they see on the
Chapter 3 Nonverbal Communication 49 person’s face. Then lead the class in a
discussion of the volunteer’s facial
expressions and what they thought
each expression meant.
Framing the Project

Accelerated Learners Challenge Visual Learners To increase students’
interested students to spend an hour awareness of their own facial expressions, Direct students to begin jotting down
communicating with a friend using only encourage them to watch themselves in and analyzing in their Communication
facial expressions. the mirror as they talk on the phone with a Notebooks the expressions they
friend, and perhaps draw what they see. encounter each day.

Visual Impact
Ask students if the first thing they
noticed when they opened these Because facial expressions are such a honesty, eye contact conveys earnestness,
pages was the image of the eyes. natural and spontaneous part of your sincerity, confidence, and expertise.
Explain that human beings begin communication, you may not always be Speakers who rely too heavily on notes,
aware of the ones you are using. In fact, looking up at their audience infrequently,
responding to faces early in infancy.
the naturalness of facial expressions is are seen as insincere, incapable, or weak.
Discuss the judgments students
one reason they convey messages so
make about people after looking
them in the eye.
Eye Contact
Discuss with students why many
people in the United States are
more comfortable when speakers
and listeners maintain eye contact.
Students may suggest that in
addition to showing respect, eye
contact conveys emotional
reactions and connections that
enrich communication. Discuss the
idea that eye contact that lasts
longer than five seconds becomes
staring, which can make the
receiver uncomfortable. powerfully. Listeners can tell if a speaker In a small group, speakers should make
is overdoing facial expressions and will eye contact with all the listeners, moving
likely regard that speaker with less trust from one person to another. Speakers in
than a speaker whose expressions appear front of a large audience should make
natural. Too much facial expression is eye contact with all the sections of the
sometimes called “mugging.” audience.
Eye contact does more than validate
Eye Contact
the importance of your listeners. It is
Have you ever heard one person say to
also a key part of interpreting feedback.
another, “Look at me while I’m talking to
A communicator who really looks at
you!” The speaker is asking for eye contact
listeners can see through their nonverbal
so that he or she can confirm that the
messages if they are having trouble
person is really listening. Most people in
understanding, or if they agree, disagree,
the United States view eye contact as a way
or appear to be losing interest. A good
to acknowledge someone’s importance.
speaker will pick up on these cues and
Both speakers and listeners should make adjust his or her comments to the needs
eye contact. People trust someone who of the listeners. Without eye contact,
can “look them in the eye.” In addition to those cues would go unnoticed.
Students with Disabilities Invite students who know ASL to
Hearing Impaired/Deaf Scientists at the demonstrate the way in which it uses both
University of Chicago have discovered that symbol and gesture to communicate
deaf children who are not exposed to a complex ideas quickly.
spoken language develop a grammar for Struggling Learners Encourage students
the gestures they use. This finding to use imagery to help themselves achieve
suggests that gestures can be a language particular postures.
in themselves. American Sign Language
(ASL) uses both gestures and symbols to For example, to stand up straight, students
create a unique hybrid language. might imagine a string tugging upward
from the crown of the head. To achieve a
cowed posture, they might imagine they
are in a small cave.
to request an examination copy. Gestures
To drive home the usefulness of
Gestures gestures, divide the class into two
Gestures are the movements of the limbs, groups. Offer the following
body, or head. Gestures typically come in description to each group, one at a
two types: time.
• Emphatic gestures allow a speaker
The birdhouse is rectangular at the
to emphasize spoken words. Such
gestures include shrugging, nodding, base, but it gets wider at the top and
enumerating, and pointing. is capped by a triangular pyramid,
• Descriptive gestures allow a which houses a perch. The perch is
speaker to help listeners visualize cylindrical and large enough to
spoken words. For example, a speaker
support a grown raven.
describing something flat or smooth
might use a flat hand in a palm-down
position to help listeners picture it. Recite the passage to each group but
What does this gesture convey?
add illustrative gestures as you recite
Posture and Stance it to the second.
In listeners, posture and stance
How you hold your body is your posture. Just before the end of the class
communicate a general attitude. For
How you distribute the weight of your body
example, if listeners slouch in a chair period, ask each student to draw a
on your feet is your stance. Posture and
or at a desk (even if it’s because they’re picture of the birdhouse. Review the
stance are important to both speakers and
tired), others will likely read their posture pictures and discuss with students
listeners.
as communicating a lack of interest or the advantage enjoyed by the
In speakers, an upright posture (standing boredom. On the other hand, sitting or students who viewed gestures.
or sitting) can improve breathing and standing with good posture creates a
sharpen alertness. It also conveys interest favorable impression—listeners appear to Responding to the Caption
in and respect for the subject being be more a part of the communication.
discussed. Students should perceive that a hand
held out in front of a person means
“stop.”
Posture and Stance

If possible, bring students to a large
space. Challenge volunteers to stand
20 feet away from the class and talk
while assuming each posture below.
• curled up in a ball
• sitting up straight
• standing in a slouch
In which photo do
• standing up straight
these girls look Ask the class to discuss which
friendlier? Why?
postures allowed the speaker to be
heard and why.
Invite students to suggest word
Curriculum Connection bubbles that illustrate the attitudes
and emotions of each pair. These
Accelerated Learners Invite interested Social Studies In Bulgaria, custom holds should reflect an awareness that the
students to investigate the physical theatre that shaking the head sideways from ear pair at left seems tired or disaffected
of Jerzy Grotowsky and teach one or more to shoulder means “yes.” Nodding the and the right pair is the one that
of his physical exercises to the class. head up indicates “no.” Invite students to looks friendly and enthusiastic.
Kinesthetic Learners Explain to research and report on other gestures or
students that attaching a gesture to a body language that people worldwide use
word or concept can help speakers recall to indicate “yes” and “no.”
that concept. Encourage them to develop
gestures and movements as they
memorize speeches for this and other
classes.

Communication in a
Diverse World
The Message
in the Movement
Social scientists have long been
interested in cultural variations
The Message in the Movement
regarding nonverbal language. Some
have developed subspecialties Some body language seems to be universally understood throughout the world.
Smiling, laughing, and shaking the head in disagreement share the same meaning in
devoted to particular aspects of
all cultures. Other kinds of nonverbal communication, however, mean different things
nonverbal communication. The study to different people. If you visit another country, try to learn something about that
of eye contact is called oculesics, for culture’s nonverbal communication customs so you can avoid misunderstandings.
example, and the study of body
language is kinesics. Scientists study Cultural Differences in Body Language
both oculesics and kinesics as a way One of the most important cultural disagreements about the meaning of body
of bridging cultural differences that language concerns eye contact. Most western cultures, such as those in Europe,
lead to misunderstanding. regard eye contact as Americans do—as part of a positive, respectful exchange.
In Japan and many cultures in Africa, Latin America, and the Caribbean, however,
Cultural Differences people who make eye contact in certain situations are considered rude and
in Body Language disrespectful. In many Arabic cultures, eye contact that is more prolonged than
most Americans would feel comfortable with is the norm. In these cultures it
Like eye contact, gestures vary in
communicates sincerity and truthfulness.
meaning from one culture to the next.
In the United States, Asia, Africa, Cultural Differences in
South America, and most of Europe, Proxemics
for example, “thumbs up” is a gesture While people in the United States
of approval. In Sardinia and Greece, tend to reserve two feet of space
however, it is often interpreted as an for very personal interaction, other
insult. Similarly, the OK sign made cultures view the same distance
with the thumb and forefinger as more appropriate for social
signifies anger in Brazil. In most other interactions. For example, North
locations, however, it signifies that Americans tend to require a larger
everything is fine. bubble of personal space around
them to feel comfortable than do
Europeans, especially those from
Cultural Differences
Spain and Italy. People in Arabic
in Proxemics cultures tend to stand very close
Unlike body language, proxemics while talking. While you cannot
often vary widely between closely know the spatial variations for all
neighboring European countries. cultures, you can be tolerant and
Most of the time, however, speakers The bow shows not only respect in Japan understanding of those whose
automatically adjust their proxemics but also status. Visitors are wise to learn the proxemics differ from yours, just as
customs for showing rank. you would expect members of other
as they interact with each other.
cultures to be for you.
Have students share any proxemics 56 Unit 1 Communication Basics
problems they have observed or
experienced.
Visual Impact Differentiated Instruction

Ask students to investigate how status Students with Disabilities Struggling Learners Students who feel
in Japanese culture is communicated Anxiety Disorders Encourage students blocked or stuck in the process of
and acknowledged through bowing. to focus upon each other during the developing a script may want to contribute
presentation rather than the audience. As by responding to verbal and nonverbal
they do this, they can offer each other communication from their partner. Their
encouragement and support. responses will set in motion a chain of
communications that will keep the scene
moving.

to request an examination copy. Preparing the
Project
PrEPariNG Explain that the following activities
tHe ProJECt will help students refresh their
understanding of nonverbal
Begin your project by looking back at the
communication.
Project Prep activities in this chapter
and using the directions below.
Make Connections
Make Connections Remind them to include in their
Discuss with your partner all the personal examples details regarding
important elements of nonverbal body language, proxemics, and
communication as you remember mannerisms.
them. Share any personal examples of
events in your life in which nonverbal Focus
communication made an impact. Finally,
Encourage one student to read to the
think about the following:
other the project description on page
• how body language impacts verbal 46. Instruct them to include at least
communication one type of body language, a
• the six types of body language mannerism, and an example of
• the concept of personal space proxemics.
• how mannerisms and culture
influence our perceptions of Plan
nonverbal communication. Suggest that students begin by
Focus
• What facial expressions, gestures,
summarizing the main points of the
and movements will you use? Try to
Briefly review the project you and your use as many as you can. conversation they are planning.
partner are working on: the two-minute • What will happen in the middle of the
Visual Impact
conversation without words. Be sure you scene?
both understand what you will be doing. • How will you end the scene? Try to As a warm-up, have students work in
make your ending as dramatic or pairs to analyze each of the expressions
Plan funny as possible. shown on this page. Encourage students
Brainstorm ideas for your nonverbal
Develop to identify more than one possible
conversation. Come up with three or four
With your partner, develop a “script” interpretation of each expression. Then
good ones and then choose the one you
both like best. Talk through the scene and for your nonverbal scene. Talk about ask them to try to copy the expressions
decide the following: the characters you are playing and what (offer a mirror, if you have one).
motivates them in this scene. Work on
• Will the scene be funny or dramatic?
your movement, gestures, and facial Develop
• How will you begin your
expressions as you discuss the script.
presentation? Have students discuss their characters’
motivations in terms of what they
want from the other character.
Personal Message
Accelerated Learners Students seeking I speak two languages, Body and
a challenge may want to adapt an existing English.
short story or plot line. Direct them to –Mae West
follow the same steps in creating an
adaptation that they would if they were
developing an original scene.

Surefire Impact
Surefire Impact
Discuss these techniques with that invitation? Will you, like the mute
the students. Remind them that performers in Blue Man Group, come out
by keeping these points in mind Use these techniques to make a strong wearing blue makeup on your face? Be
nonverbal impact. prepared with whatever device, if any, you
they can ensure that their
• Be sure your gestures, facial decide to use to capture attention right
nonverbal communication reflects expressions, posture, and movement
from the start.
their intentions. support your intent.
• Adapt your appearance to reflect the
situation and the listener’s expectations.
Practice • In public speaking, use appropriate
lighting, space, and media to accomplish
To keep their presentations from your task.
becoming automatic, suggest that
students vary practices by rehearsing Practice
their scenes first in slow motion and Practice your presentation as often as
then in double time. Students may needed until you both feel that you will
also try using exaggerated and then an have no trouble. Ask someone to time
understated emotional expression. you. If your scene is running long, cut and
practice again without that part. If it is
Presenting the short, add to it and practice it again.
Project
PrEsENtiNG
Remind students that the CAPS
tHe ProJECt
guidelines on page 46 and the rubric
on page 59 can offer tips for Use the strategies that follow to help
polishing their scenes before make your presentation as good as it
presentation. can be.
You and your partner are almost ready

Getting Off to a Good Start to present your nonverbal conversation.
Encourage students to allow for a Before you do, go over the CAPS
moment of stillness before they enter guidelines on page 46 and the rubric on
the presentation area to begin their page 59 to be sure your project is on the
scenes. right track. Also try the suggestions below
for grabbing your audience right away.
Visual Impact
Getting Off to a Good Start
Discuss with students the visual clues, Plan ahead for how you can make an
such as the large blue eye and the instant impact on your audience. You are From the opening moments of the show,
the audience members know they are in for
encircling white device, that let the inviting them into the world of nonverbal something special from Blue Man Group.
viewer know that a unique experience communication—how will you extend
is about to unfold.
Students with Disabilities Accelerated Learners In addition to
Struggling Learners Encourage having students evaluate their classmates'
performers to present a synopsis of their scenes, invite them to make suggestions
scenes for the benefit of students who for ways to expand upon them.
have difficulty interpreting nonverbal
communication.

to request an examination copy. Evaluating the
Project
EValuatiNG Encourage students to write notes
tHe ProJECt next to each rating giving examples of
behavior that prompted that rating.
Evaluate the presentations using the
following rubric. Because nonverbal presentations are
visually demanding, you may want to
Score the demonstration on each point, with an overall score and write a brief make a video or DVD of each
with 4 being “outstanding” and 1 being paragraph that explains your score. presentation. Later, you can play it
“needs much improvement.” Come up back and have students call out “stop!”
to point out moments they found
understanding Demonstration Creativity and Preparation and especially entertaining, instructive, or
of the Elements of a Nonverbal originality use of time
striking.
of Nonverbal Conversation
Communication
Rubric Revamp
4 Presenters showed 4 Presenters’ 4 The presentation 4 The presentation To maximize students’ observation
an understanding nonverbal was unique, well- flowed smoothly
time, allow them to adapt the rubric
of nonverbal conversation was performed, and and was neither too
communication. instructive and very interesting. long nor too short. on this page by reformatting it as a
enjoyable. checklist.
3 Presenters 3 Presenters’ 3 The presentation 3 The presentation

understood most nonverbal was unique, progressed fairly
aspects of nonverbal conversation was well-performed, smoothly and was
communication. enjoyable but not and somewhat neither too long nor
very instructive. interesting. too short.
2 Presenters did not 2 Presenters’ 2 The presentation 2 The presentation

seem to understand nonverbal was fairly had a few awkward
many elements conversation interesting and moments and went
of nonverbal was somewhat well-performed a bit over or under
communication. enjoyable but not but not unique. the time limit.
instructive.
1 Presenters 1 Presenters’ 1 The presentation 1 The presentation

misunderstood most nonverbal was neither was not smoothly
elements of nonverbal conversation was unique, well- executed and went
communication. neither enjoyable performed, nor well over or under
nor instructive. interesting. the time limit.
Substitute Teacher Activity

Verbal Learners Some students may feel Play a newscast clip of talking heads with
most comfortable writing a narrative the audio turned off and challenge
response to each presentation. Have students to describe the kind of news
these students use the rubric as a guide being reported. Then play the newscast
to topics they should cover in their with sound. Have students compare and
narratives. contrast the content of the newscasters’
nonverbal language with the content of
the news.

Communication
Past and Present
Shake on It
Communication
Communication Past and Present
and
Mass Communication
Handshakes and “high fives” have
become a fairly universal greeting, Shake on It
but other forms of nonverbal greeting
are also prominent. Bowing, for
example, is especially prominent in
From the “right hand time were known to pull their concealed
swords on unsuspecting strangers. To convey
Asian cultures, and both bows and
curtseys are still in use among
of friendship”… that they had no such intentions, peaceful
knights took to offering an open hand to
Some nonverbal expressions have a long show that they had no hidden weapons.
European aristocrats and Americans
history. The handshake is a good example. Soon, all manner of men adopted this
in formal contexts. People in Russian, This quick, powerful interaction has been
European, and Latin American greeting. Even today, males are more likely
around for centuries. There are many to shake hands when they meet than are
cultures greet each other and
females.
demonstrate friendship with a kiss on
both cheeks, and Americans English Quakers in the 1600s adopted the
sometimes kiss close friends and handshake, replacing the more formal,
relatives on one cheek. People in upper-class bow. Thomas Jefferson is given
many cultures combine the two by credit for further popularizing the handshake
during his presidency, perhaps believing it to
kissing the hand of a person they
be a more democratic form of greeting than
respect or revere—though hand
the bow.
kissing is most often performed by
men and received by women. On
more informal occasions, kisses are
supplanted by hugs. Hugs, even more
than kisses, tend to communicate
affection as well as greeting.
People also greet each other
nonverbally with gestures that can be theories about how the handshake
read from a distance. Waving and originated. One looks to Biblical times
tipping the hat are common gestures. and the Book of Galatians, in which
So is making a prayerlike gesture at Paul indicates that in Jerusalem he
the head or the chest while nodding met with James and John, both of
or bowing. whom extended “the right hand of
friendship.” Some anthropologists
Saluting is a gesture that signifies believe, however, that the
loyalty or obedience as well as handshake originated in medieval
greeting. Salutes range in motion Europe. Certain knights at that
from the extravagant Roman salute in
which the individual raises his or her
entire arm in greeting to a minor 60 Unit 1 Communication Basics
wrist salute. The military salute
consists of raising the right hand to
the right eyebrow so that the first
finger of the hand touches the Further Research Survey Says. . .
eyebrow.
Articles Ask students to survey classmates about
Invite students to demonstrate
Lester, Benjamin, “Handshake: Window their most common form of greeting and
salutes they’ve used in scouting or
on Your Genes?” ScienceNOW, their most preferred form of greeting. If
ones they've seen in historical and
November 2007, p. 4. possible, encourage students to film or
fictional contexts. What do they have
videotape unusual greetings.
in common? How do they differ? Morrison, Terry, Kiss, Bow, or Shake
Hands, Adams Media, 2006.
Other Media
For an entertaining evaluation of
high fives, visit the following Web site:
www.nationalhighfiveday.com/origin.html

to request an examination copy. In the course of producing a
documentary about handshakes,
filmmaker Michael Britto has been
researching the meaning behind
. . . to the “high five” handshakes around the globe and
exploring the kinds of handshakes
one might encounter on the streets of
New York City. He describes a variety
of handshakes that are similar to the
“soul brother” shakes described in
this feature.
These variations include “biscuit
bumps” and “pounds,” in which
participants each make a fist or
“biscuit” and then lightly bump the
fists together, knuckle to knuckle or
top to bottom. “Daps,” which may get
their nickname as an acronym for
“dignity and pride,” are yet another
variation. They consist of slaps,
shakes, snaps, and other movements
that people have developed as a sort
of secret handshake.
In contemporary America, the “soul brother A good handshake has these qualities: In doing his street research, Britto
handshake” became popular in the 1960s • The whole hand is involved, not just the sometimes encountered resistance
in African American communities. It is an tips of the fingers. from groups that have secret
extended handshake, with a gripping of handshakes and want to keep them
thumbs and a hook clasp of the fingers • The palm is vertical, thumb on top.
that way.
following the traditional handshake. The • The grip is firm, but polite. A limp or
hand slaps of the “gimme five” or “high loose grip (the wet fish grip) is almost Some students may recall having
five” variety followed and are still popular. universally seen as a sign of weakness. invented secret handshakes for clubs
The classic handshake, however, remains Too tight a squeeze will be resented as of their own. Ask students to share
an expected part of social interactions, aggressive or intimidating. their secret handshakes or invent one
regardless of gender, class, or occasion. The • The up-and-down “pump” is not they can teach to the class. To spark
handshake communicates friendliness and exaggerated. A few pumps (1−3) are students’ imaginations, play a clip of
observance of social convention. It helps enough. Unless you are very close friends, the handshake scene from the 1998
put others at ease. It is as much a part of hanging on to another person’s hand version of The Parent Trap.
communication in the business world as the longer than 1−3 “pumps” is usually
phone call or the e-mail. perceived as too intimate. Visual Impact
Initiate a discussion of the situation
and purpose behind each of the
greetings pictures on these pages.
From the Field: Tips from Teachers

“After discussing nonverbal their fingers for months and days. When
communication, I give my class the they are finished, I have each one
following exercise: Go out in the hall (beginning with January) give his or her
and line up by birthday (month and birthday. We all laugh when someone is
day) without using any verbal out of order.”
communication.
I watch them carefully so that they don’t
communicate by writing or any other
method. They realize that they can use

Chapter 3 Review
Chapter 3 Review
Debriefing
Facilitate a discussion about what
students learned regarding their own Using Vocabulary Words 4. Identify the four principal
nonverbal communication and the For each of the following terms, answer two spatial distances and the types of
customs they have adopted as questions: communication common to each.
members of this culture. How would
they take culture into account when • What is it? Reflecting on Your Project
approaching a foreign exchange • What is an example? With your partner, discuss which parts of
the project went especially well and which
student? 1. body language
gave you the most trouble. Come up with
2. communication imperative two or three strategies for making the hard
Using Vocabulary Words 3. credibility parts easier on a future project.
1. body language gestures, eye 4. mannerism Responding to the
contact, posture, facial expression, Essential Question
5. multi-channeled
and proxemics that convey feeling.
6. nonverbal communication Use the headings in this chapter to help you
Example: slouching when one is write a brief chapter summary that answers
bored or tired 7. posture the question, “How and what do people
2. communication imperative the 8. proxemics communicate without words?” Compare
idea that you are always 9. stance your summary with your partner’s to see if
communicating something. you both covered the main points.
Example: You cannot NOT Reviewing Key Ideas
1. Give two reasons why nonverbal Extending Your Understanding
communicate.
communication is important to the Everyday Life
3. credibility worthiness of belief.
creation of meaning. 1. Observe interactions of others in a
Example: what a sincere, honest
2. Explain why audiences might place social setting—perhaps at a school
speaker conveys to the audience
more faith in nonverbal communication sporting event or on a field trip. Discuss
4. mannerism a distinctive behavior. the nonverbal behaviors you see,
than in verbal communication.
Example: pushing up one’s glasses including use of space.
every few seconds 3. List the six types of nonverbal
communication and provide an example 2. Seek out people your age from
5. multi-channeled conducted of how each can alter or improve an other cultures. Use the six types of
through both verbal and nonverbal audience’s understanding of a speaker’s nonverbal communication as a guide
means. Example: a tale told via message. to ask about differences in nonverbal
book form, audiotape, and DVD communication between their native
6. nonverbal communication what culture and the culture they are now in.
people communicate beyond the
literal meaning of words. Example:
a gesture, such as when someone
nods his or her head “yes”
7. posture how you hold your body.
Example: keeping your head high 62 Unit 1 Communication Basics
and shoulders back
8. proxemics the use of space.
Example: standing very close to a because words are sometimes not spoken authority and alertness. Relaxed, easy
loved one to speak privately in truth but gestures, eyes, and facial movement sets the audience at ease. Too
9. stance how you distribute the expressions often reveal the truth. little movement looks uncomfortable;
weight of your body on your feet. too much is distracting. Your appearance
3. Facial expressions, when friendly and
Example: feet apart; legs straight will hurt your message if you are sloppy,
natural, help you connect to the
audience and gain their trust. Eye uncombed, or inappropriately dressed.
Reviewing Key Ideas contact shows confidence and tells the Dress in a way that makes your audience
1. Nonverbal communication is audience that you are engaged, honest, comfortable.
important in creating meaning and sincere. Gestures help emphasize 4. 3 to 18 inches = intimate
because it sends real messages to important words and also help when 1.5 to 4 feet = personal
the receiver. describing. They help listeners 4 to 12 feet = social
2. Audiences might place more faith understand your message. An alert 12 to 20 feet = public speaking
in nonverbal communication posture and friendly stance convey

2. Answers will vary, but should
reflect an understanding of
3. Keep track of the ways you may be
ProxEmiCs iN thE uNitED statEs
nonverbal communication and
using gestures, facial expressions, and culture.
silence to communicate with others.
3. Answers will vary, but should
How do people respond to your
nonverbal messages?
indicate how others respond to
students’ gestures, facial
In the Media 12 feet to 20 feet 1.5 feet to 4 feet expressions, and nonverbal
public: public personal: small groups
4. Rent an old silent movie such as The speaking talking communication.
General with Buster Keaton or The
Gold Rush with Charlie Chaplin. Take In the Media
note as you watch the actors perform. 4. Discuss with students the
How do they go about silently conventions of silent films. Which
conveying emotion? What gestures, 4 feet to 12 feet 3 inches to 18 inches
gestures and movements function
movements, and facial expressions do social: party intimate: 2 people
sharing
as a form of sign language? Which
conversation
they use? are natural expressions of
5. Watch an interview on a television emotion?
Additional Projects
news program. Try to find examples of 5. Encourage students to identify
1. Group Project: In a small group,
instances in which the person being and mimic mannerisms of widely
research some aspect of being an
interviewed displayed mannerisms. known celebrities. Invite the class
interior designer or architect, two
6. Read articles by famous mimes about careers that deal with public spaces. to guess which celebrity is being
how to express feelings and concepts Look for information on how the use portrayed.
without the use of words. of space is important in each. Do your 6. Challenge interested students to
7. Look through magazines and research separately and then come learn and perform a pantomime
newspapers and study the body together to share your findings. Write a
exercise such as the mime
language of the people in the report based on this information. Bring
examining a wall or walking
photographs. What kinds of nonverbal pictures, drawings, blueprints, or other
against the wind.
messages are they sending? examples to show the class.
2. Individual Project: Research the “dress
7. Have students work in groups to
8. Find a Web site that shows images
illustrating the use of sign language. for success” concept in at least two evaluate nonverbal messages
Learn as many signs as you can and sources, from books, articles, or Web surrounding particular market
share them with your classmates and sites. List the suggestions you find segments such as teens, young
family. about clothing and makeup. Apply adults, parents, and business
the CAPS model to your research and people.
Interpreting Graphics present your research to the class. If 8. Challenge interested students to
Look at the graphic above. On a separate your teacher permits, consider the use develop sign language to
sheet of paper, draw a representation of of costumes to help you make your
the people who would fit into each group.
accompany a scene or speech.
points.
Interpreting Graphics
Make sure that students understand
and demonstrate the links between
Chapter 3 Nonverbal Communication 63 distances, numbers of people, and
types of communication.
Additional Projects
Reflecting on Your Project answers should reflect an understanding
that nonverbal communication provides 1. Group Project: Encourage
Invite students to describe elements of the students to use model figures to
conceptual and emotional information.
process that worked well for their group. demonstrate how people will
Ask them what they plan to do differently relate to each space they design.
next time. Encourage them to use their Extending Your Understanding
2. Individual Project: Ask students
Communication Notebook entries to help Everyday Life to demonstrate the concept of
clarify their thoughts. 1. Students will observe many nonverbal “dress for success.” They may take
behaviors, including hugs, handshakes, a serious approach or develop a
Responding to the high fives, frowns, smiles, and variables satire in order to convey the
Essential Question in proxemics according to how well the concept to classmates in a
Students’ responses should include the six people involved know each other, their memorable way.
types of nonverbal communication, culture, or gender.
proxemics, and body language. Their
Unit One
Culminating
Activities
Unit One
The activities on these two pages offer Culminating Activities
career-related, real-world applications
In this unit you have explored communication basics: the elements of
for using communication strategies.
communication, oral language, nonverbal communication, listening, and
They also provide opportunities for: factors that influence communication. The activities on these pages will
• exploring the role of gender in help you apply your understandings to situations in everyday life.
communication
• increasing media literacy and
expression he couldn’t remember the procedure. He was
• reflecting on the unit’s learning embarrassed to ask Gwen, so he kept trying
different things on the cash register as the
• synthesizing new learning with prior Ryan had been working at the electronics store checkout line got longer and longer. Finally
knowledge and experience. for just a week. A co-worker named Gwen the cash register froze—and he had to turn to
was showing him how to handle returned Gwen for help after all. Ryan was humiliated
Workplace Workout merchandise. Gwen reminded Ryan of his and when he got home later that afternoon
bossy older sister. When Gwen was explaining told his parents he didn’t want to go back to
You might ask volunteers to role-play the return process, Ryan was thinking about that job.
the parts of Ryan and Gwen to help his sister and felt Gwen too was being bossy.
students see firsthand the Gwen also used What Went Wrong? With a partner, use
communication difficulties the two a few terms the terms from the communication model to
experience. that Ryan didn’t analyze the interaction between Ryan and
know, such as Gwen. Identify the purpose, audience, and
What Went Wrong manufacturer occasion for the exchange. Then draw a model
Students might identify the following incentive and with the elements labeled and show where in
as factors in what went wrong: As the rebate. Ryan the process successful communication broke
sender, Gwen was trying to didn’t want to down.
look stupid so he
communicate a message that would Make it Right Then with your partner, re-
just nodded and
teach Ryan a set of procedures. enact the scene between Gwen and Ryan to
said, somewhat
However, she failed to notice that Ryan show a successful communication experience.
impatiently, that
did not understand her directions. As he understood. Your characters can use asides (times when
the receiver, Ryan allowed biases and they step out of character and speak directly
fear of failure to cause interference. Ryan got his to the audience) to explain the improved
first return on a
Ryan also failed to use feedback communication. Present your reenactment to
busy Saturday the class.
effectively.
afternoon, and
Make it Right
Students might suggest the following
to help improve the communication:
Gwen should try to make her message
simple and clear. She should state her
purpose and ask for feedback at each
stage of every procedure. Ryan should Differentiated Instruction
provide feedback and let Gwen know Struggling Learners Students who Accelerated Learners Challenge
what he does and does not understand. struggle with the pressure of speaking in technologically savvy students to include in
Gwen can then alter her message to front of large audiences may want to take a their radio advertisement indications for
overcome interference. backseat after writing their radio attention-grabbing sound effects,
advertisement with a partner. Perhaps they voiceovers, or video clips to enhance the
Evaluation Checklist could be the sound effects person for the production of their message.
___Sender was clear. presentation or play the smallest speaking
part in order to ease into the task.
___Message was easy to understand.
___Receiver initiated feedback.
___Interference was eliminated.
108 Unit
UnitOne CommunicationBasics
One Communication Basics
to request an examination copy. Gender Journey
Tell students that when they gather
information from sources directly, they
GenderJourney are conducting primary research (also
called field research). It’s a good way to
With a small group, obtain a copy of a
get specific, new, real-world data. To
recent yearbook. Choose a class (eighth insure credibility in their research,
graders or sophomores, for example) and students should choose clear guidelines
count the number of individual photos for for determining what expressions
that class. Assign each group member a constitute a “smile.”
page or more of photos to tally the number Have students discuss the results of their
of males who are smiling in the photos and research. What number of girls and boys
Media Master
the number of females who are smiling. smiled? What percentages of girls and
Record the results on a two-column chart. boys smiled? Interested students may
When all the results are in, compile them want to broaden their sample to include
into one master chart. Then, in discussion With a partner, create a script for a other grades.
with your group, explain what the results 30-second anti-drug radio advertisement
might mean, referring to information in aimed at middle school students that You may want to share with students the
Unit 1 to help you. Write a paragraph to would be played on a rock music results of a study by Washington
share your explanation. station. Use information from Unit 1 to University researcher David Dodd, who
make sure you shape the message to found that beginning around age 12,
the audience in all possible ways. girls and women tend to smile more
than boys and men. Dodd also found that
women’s increased tendency to smile
seemed to continue through adulthood.
Yearbook Own It! For more on this study, visit: http://
record.wustl.edu/archive /2000/03-02-00/
Smiles Unit 1 began with an anonymous quote: articles/smile.html.
“There is only one rule to become a
Males Females good speaker: learn how to listen.” Media Master
(See page 3.) Think back over what
Before they begin work on their
IIII IIII II
you learned in Unit 1. Think about the
advertisement script, ask partners to
projects you worked on and the other
determine whether their audience will
/
/
activities you completed. Think about

your own real-world communication.
be supportive, neutral, indifferent, or
Does what you learned in Unit 1 support hostile to their subject. Would an appeal
the idea expressed in that quote? If not, to middle school students be most
what “one rule” would you come up effective using reason, credibility, or
with to become a good speaker? Write emotion? Have them think back a few
a paragraph or create a visual to express years and come up with a unique slant
your response. that will draw in the audience.
Then ask them to think about how to
take advantage of the radio medium in a
Chapter 5 Influences on Communication 109 scant 30 seconds. After first outlining
their short scripts, have students read
them aloud with any sound effects in
place, timing the length.
Auditory Learners Allow students to Own It!

develop their radio scripts by improvising Have students discuss the “one rule”
and recording “drafts.” They can listen to they would employ for becoming a good
each draft, take notes, and use the best speaker. Students should recognize the
lines in the script. importance of listening in crafting a
message, evaluating feedback, and
changing a message to suit an audience.
They may also suggest that refining their
own thoughts is important to effective
communication. Invite students to use
illustration, graphic design, and abstract
symbolism to create visuals.
Culminating Activities 109

Review Board
Review Board for Projects in Speech Communication

Projects in Speech Communication has been developed with the guidance of an outstanding
panel of expert teachers.
Senior Consultant Professor Diana Carlin teaches a

Diana B. Carlin, Ph.D. variety of courses on political debates,
Department of Communication Studies speechwriting, and women in politics. She
University of Kansas is the author of secondary textbooks on
debate and public speaking and is a former
high school teacher and forensics coach.
Teacher Reviewers
Linda L. Alderson, Director of Forensics Mary Schick
and UIL Academic Coordinator Speech and Debate Teacher/Coach
Boling High School (retired) Miami-Dade County Public Schools
Boling, Texas Miami, Florida
Russell Kirkscey Stephen Douglas Williford

Speech Teacher Speech Teacher
Blanco High School Harding Academy
Blanco, Texas Memphis, Tennessee
Anna J. Small Roseboro, NBCT Cynthia Woodhouse

Communication Arts and Sciences Language Arts/Debate Teacher
Department West Senior High School
Calvin College Iowa City Community Schools
Grand Rapids, Michigan Iowa City, Iowa
Standards Compliance of
Projects in Speech Communication supports state standards as well as the
K–12 Standards of Communication developed by the National Communication Association.
iv
iv
Technology Resources
Overview
Unit Communication Basics
Technology . . Projects
. . . . . . . . . .in . . . . . . . . . . in
. . .Speech 2
. . . . . . . Communication
One Chapter The Fundamentals
1 of Communication
The technology components. .in. .Projects
. . . . . .in. .Speech 04
. . . . Communication enhance
Chapter Oral Language the
2 . . . program’s
. . . . . . . content,
. . . . . . .appeal,
. . . . . and
. . . ease . . . . . 24
. . . .of. use.
Chapter Nonverbal Communication . . . . . . . . . . . . . . . . . . . . . . . . . 46
3
®
Chapter Listening . . . . . E
4 . xamView
. . . . . . . . . scores
. . . . . tests
. . . .automatically
. . . . . . . . . .and
. . . provides
. . . 64 teachers an easy way to
customize and manage their students’ assessments.
Chapter Influences on Communication . . . . . . . . . . . . . . . . . . . . . . 86
5
Seeing Speech: Videos to Accompany Projects in Speech Communication
Unit Interpersonal Communication provides engaging . . . . . . . . . . . . . . . . . . . . . . . 110
videos on DVD in three categories to demonstrate effective
Two Chapter 6 Effective Interpersonal
speaking and Communication
listening strategies: Strategies . . . . 112
Chapter 7 Interpersonal Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Chapter 8 Solving Problems and Managing Conflict . . . . . . . . . . . . 152
Chapter 9 Interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Unit Group Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Students at Their Best The 196
Three Chapter 10 The Power of Groups . . . . nation’s
. . . . . . best
. . . student
. . . . . . speakers
. . . . . . . . . . 198
Chapter 11 Group Dynamics and Rolesdeliver . . . . award-winning
. . . . . . . . . . . . . . . . . . . . 214
Chapter 12 Group Discussions . . . . . . presentations
. . . . . . . . . . demonstrating
. . . . . . . . . . . . . . . 230
Chapter 13 Parliamentary Procedure . . . . . highest
the . . . . . .standards
. . . . . . . of
. .speech
. . . . . . . 254
communication skills.
Unit Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274
Four Chapter 14 Preparing to Speak . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
Chapter 15 Researching Your Subject . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Chapter 16 Organizing Your Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . 320
Chapter 17 Preparing Supporting Materials . . . . . . . . . . . . . . . . . . . . . . 350
Chapter 18 Using Language Effectively . . . . . . . . . . . . . . . . . . . . . . . . 372
Professionals Showing How
Chapter 19 Presenting Your Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
Professional videos show everyday
communication situations and
Unit Types of Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . explore the communication decisions
420
Five Chapter 20 The Speech to Inform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in each.
422
Chapter 21 The Speech to Persuade . . . . . . . . . . . . . . . . . . . . . . . . . . . 450
Chapter 22 Speeches for Special Occasions . . . . . . . . . . . . . . . . . . . . 478
Chapter 23 Competitive Speech Events . . . . . . . . . . . . . . . . . . . . . . . . 508
Unit Mass Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540

Six Chapter 24 Mass Communications in Society . . . . . . . . . . . . . . . . . . . . 542
Chapter 25 Technology in Speakers
EverydayinLife
the. Public
. . . . . Eye
. . . .Videos
. . . . .from
. . . .public
. . . . . . 562
life capture the memorable words and effective
v
delivery of those who have reached a wide
audience, sometimes shaping history with
their words.
Student Edition ©2009 Teacher’s Teacher’s

Wraparound Edition Resource Binder
A NEW practical and comprehensive communication textbook with a hands-on communication

project in every chapter!
Students practice and apply communication skills from the first to the last chapter! As students
prepare, present, and evaluate a speaking project, they learn essential communication skills and
concepts. Each chapter also raises an essential question, and end-of-chapter activities direct students
to respond to the question and reflect on their learning.
Features
We collaborated with exemplary speech communication educators from across the United States to
develop a unique text that is exciting for both students and teachers.
• Project-based, active learning

• Essential questions to engage students in critical thinking
• Exceptional coverage of group communication, mass communications, and technology
• Past and present features in each chapter to provide historical context
• Special focus on cultural and gender communication issues
• Career exploration throughout the text
Teacher Materials
• A Teacher’s Wraparound Edition with teaching and pacing suggestions, strategies for
differentiating instruction, cross-curricular activities—even activities for the substitute teacher
• A Teacher’s Resource Binder with black-line masters of related activities and assessment
for each chapter
• ExamView® software for customized tests and performance reports
• A DVD with student and professional speakers demonstrating various communication concepts
Phone: (800) 831-4190 Fax: (800) 543-2745

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Sampler Table of Contents

iv • Workplace Workout—a scenario requiring a decision from the world of work

Projects in Speech Communication

Unit Interpersonal Communication . . . . . . . . . . . . . . . . . . . . . . . 110

Unit Group Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

Unit Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274

Unit Types of Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420

Unit Mass Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540

EssEntial Question: What is communication?

Standards for Communication Decisions . . . . . . . . . . . . . . . . . 08

Refining the Definition of Communication . . . . . . . . . . . . . . . . 15

ChaPTER 2 Oral Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

analyzing Standards for Using Oral Language . . . . . . . . . . . . . 30

ChaPTER 3 Nonverbal Communication . . . . . . . . . . . . . . . . . . . 46

Feature: Communication Past and Present. . . . . . . . . . . . . . . 60

Feature: Communication Past and Present. . . . . . . . . . . . . . 104

applying Decision-Making Strategies in

ChaPTER 7 Interpersonal Listening . . . . . . . . . . . . . . . . . . . . . . 136

Empathic Listening in Interpersonal Relationships . . . . . . . . . 142

ChaPTER 8 Solving Problems and

Managing Conflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Conducting an Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Feature: Communication Past and Present . . . . . . . . . . . . . 210

ChaPTER 11 Group Dynamics and Roles . . . . . . . . . . . . . . . . . 214

Evaluating Group Performance . . . . . . . . . . . . . . . . . . . . . . 222

ChaPTER 12 Group Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . 230

Participating in Group Discussions . . . . . . . . . . . . . . . . . . . 240

a Parliamentary Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . 261

Feature: Communication Past and Present . . . . . . . . . . . . 292

ChaPTER 15 Researching Your Subject . . . . . . . . . . . . . . . . . . 296

Print Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308

ChaPTER 16 Organizing Your Speech . . . . . . . . . . . . . . . . . . . . 320

The Body of the Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

Feature: Communication Past and Present. . . . . . . . . . . . . 368

ChaPTER 18 Using Language Effectively . . . . . . . . . . . . . . . . . 372

Feature: Communication Past and Present. . . . . . . . . . . . . 390

ChaPTER 19 Presenting Your Speech . . . . . . . . . . . . . . . . . . . . 394

Evaluating Your Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409

Steps for Preparing a Process Speech . . . . . . . . . . . . . . . . 433

Feature: Communication Past and Present . . . . . . . . . . . . 474

ChaPTER 22 Speeches for Special Occasions . . . . . . . . . . . . 478

Feature: Communication Past and Present. . . . . . . . . . . . . 504

ChaPTER 23 Competitive Speech Events . . . . . . . . . . . . . . . . . 508

Competitive Impromptu Speaking. . . . . . . . . . . . . . . . . . . . . 518

Ethical Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 552

The Positive and Negative Impact of Technology . . . . . . . . . 580

14 Ray Suarez: Writing Speeches for Presidents . . . . . . . . . . . 607

EssENtial Question EssENtial Question

conversations are easier to decode S ituation a two-minute wordless “conversation”

Objectives Pacing for a Year’s Study Critical Thinking

46 Unit One Communication Basics

Your Voice Says While Your Body Says

Apply Ask students to give specific

Chapter 3 Nonverbal Communication 47

Responding to the Caption

48 Unit 1 Communication Basics

48 Unit One Communication Basics

Framing the Project

Chapter 3 Nonverbal Communication 49

50 Unit 1 Communication Basics

Posture and Stance

Chapter 3 Nonverbal Communication 51

iv • Workplace Workout—a scenario requiring a decision from the world of work