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Preface

and immediately, which leads to a better understanding of course material. A wealth of student and instructor resources and interactive materials can be found within Revel. Some of our favorites include the following:

• Videos and Video Self-Checks

Video clips appear throughout the narrative to boost mastery, and many videos have correlating selfchecks, enabling students to test their knowledge.

• Interactive Figures

Interactive figures help students understand hard-tograsp concepts through visualizations.

• Audio Excerpts

Throughout the text, audio excerpts highlight effective speech examples. Students can listen to audio clips while they read, bringing examples to life in a way that a printed text cannot. These audio examples reinforce learning and add dimension to the printed text.

• Integrated Writing Opportunities

To help students connect chapter content with personal meaning, each chapter offers two varieties of writing exercises: the Journal prompt, which elicits free-form, topic-specific responses addressing content at the module level, and the Shared Writing prompt, which encourages students to share and respond to each other’s brief responses to high-interest topics in the chapter.

For more information about all the tools and resources in Revel and access to your own Revel account for A Concise Public Speaking Handbook, Fifth Edition, go to www .pearsonhighered.com/revel.

New to the Fifth Edition

• New and expanded examples throughout the text ensure that the examples are contemporary and useful for students.

• To increase visual interest, the fifth edition is now in full-color.

• Updated How To boxes provide clear instructions for applying textbook concepts to real-life public speaking.

• Chapter 3 provides an overview of the audiencecentered speaking process, jump-starting the speechmaking process for students who are assigned to present speeches early in the term. A new example on developing your central idea has been added to this chapter. The section on gathering supporting material has also been updated.

• We have included new research on the consequences of plagiarism in Chapter 4.

• Chapter 5 has been streamlined by removing topics already covered in other chapters. The section on becoming an active listener has also been revised.

• The discussion of culture, ethnicity, and race in Chapter 6 has been updated based on new research.

• An updated section on evaluating Internet resources in Chapter 9 includes a new discussion of Wikipedia , guiding students to think critically about information they find on the Internet. The section on interviewing has also been streamlined and revised.

• The revised discussion of primacy, recency, and complexity in Chapter 11 helps students understand how to organize their main points based on one of these three principles.

• Chapter 12, which covers outlining and revising your speech, has been moved before the chapters on developing an introduction and conclusion.

• A new example on reemphasizing the central idea in a memorable way has been added to Chapter 14.

• Chapter 17 offers new tips for using gestures effectively and monitoring your facial expressions.

Acknowledgments

Thanks to Ellen Keohane, our skilled development editor, for spearheading this revision and working so closely with us. We are extremely grateful to all of the instructors who provided us with invaluable feedback that helped shape the features and content within this new edition. We’d like to extend our sincere appreciation to the following instructors who shared their expertise and insight: Kristin M. Barton, Dalton State College; Hope E. Bennin, Big Sandy Community and Technical College; Jennifer Fairchild, Eastern Kentucky University; Diane Ferrero-Paluzzi, Iona College; Amanda Houdashell, Mesa Community College; and Mark May, Clayton State University.

Steven A. Beebe

Susan J. Beebe

code, made up of verbal or nonverbal symbols, that an audience can recognize. The speaker may encode into words (for example, “The fabric should be two inches square”) or into gestures (showing the size with his or her hands).

• The message in public speaking is the speech itself— both what is said and how it is said.

• If a speaker has trouble finding words to convey his or her ideas or sends contradictory nonverbal symbols, listeners may not be able to decode the speaker’s verbal and nonverbal symbols back into a message.

• A message is usually transmitted from sender to receiver via two channels: visual and auditory. Audience members see the speaker and decode his or her nonverbal symbols—eye contact (or lack of it), facial expressions, posture, gestures, and dress. If the speaker uses any visual aids, such as PowerPoint™ slides or models, these too are transmitted along the visual channel. The auditory channel opens as the speaker speaks. Then the audience members hear words and such vocal cues as inflection, rate, and voice quality.

• The receiver of the message is the individual audience member, whose decoding of the message will depend on his or her own particular blend of past experiences, attitudes, beliefs, and values. An effective public speaker should be receiver- or audience-centered.

• Anything that interferes with the communication of a message is called noise. A noisy air conditioner or incessant coughing is an example of external noise Internal noise may stem from either physiological or psychological causes and may directly affect either the source or the receiver. A bad cold (physiological noise) may cloud a speaker’s memory or subdue his or her delivery. An audience member who is worried about an upcoming exam (psychological noise) is unlikely to remember much of what the speaker says. Noise interferes with the transmission of a message.

Communication as Interaction

One way that public speaking differs from casual conversation is that the public speaker does most or all of the talking. But public speaking is still interactive. See Figure 1.1 for an interactive model of communication. Without an audience to hear and provide feedback, public speaking serves little purpose.

The context of a public-speaking experience is the environment or situation in which the speech occurs. It includes such elements as the time, the place, and both the speaker’s and the audience’s cultural traditions and expectations. For example, if the room is hot, crowded, or poorly lit, these conditions affect both speaker and audience. A speaker who fought rush-hour traffic for 90 minutes to arrive at his or her destination may find it difficult to muster much enthusiasm for delivering the speech.

Communication as Transaction

The most recent communication models focus on communication as a simultaneous process. For example, in a two-person communication transaction, both individuals are sending and receiving at the same time. In public

Figure 1.1 An interactive model of communication.

think about theSe QueStionS

1. self assessment As you begin a course in public speaking, take stock of your general skill and experience as a speaker. Write a summary of your current perception of yourself as a speaker, including strengths and areas for development. At the end of the course, revise what you have written to assess how you have improved.

2. Ethics assessment Declamation is defined as “the delivery of an already famous address.” Is it ethical to deliver a speech that was written or already delivered by someone else? Explain your answer.

3. critical assessment Reflect on the most recent public-speaking situation in which you were an audience member. Identify the specific elements in the communication model presented in Figure 1.1. Which elements of the model explain the speaker’s effectiveness? (For example, the message was interesting and there was little noise.) If the speaker was ineffective, which elements in the model explain why the speaker was ineffective?

imprOving YOur cOnfidence

Objectives

2.1 Explain the reasons for and processes involved in nervousness about public speaking.

2.2 Describe effective strategies for building publicspeaking confidence.

Understand YoUr nervoUsness

2.1 Explain the reasons for and processes involved in nervousness about public speaking. It’s normal to be nervous about giving a speech. Research continues to confirm that most people are apprehensive about giving a speech.1 More than 80 percent of people report feeling anxious about public speaking,2 and one in five college students feels “highly apprehensive” about speaking in front of others.3 In one classic survey, respondents said that they were more afraid of public speaking than of death!4

Even if your anxiety is not overwhelming, you can benefit from learning some positive approaches that allow your nervousness to work for you. 5

Know Your Reasons for Anxiety

Understanding why you and many others may experience apprehension can give you insights into how to better address your anxiety.6 As you read the following list, you’ll probably find a reason that resonates with you.

• One study found several reasons people feel anxious about public speaking: fear of humiliation, concern about not being prepared, worry about their appearance, pressure to perform, personal insecurity, concern that the audience won’t be interested in them

assignment decreases and confidence increases when you closely follow the directions and rules for developing a speech.

Know Your Introduction and Conclusion

You are likely to feel the most anxious during the opening moments of your speech. Being familiar with your introduction will help you feel more comfortable about the entire speech.

If you know how you will end your speech, you will have a safe harbor in case you lose your place. If you need to end your speech prematurely, a well-delivered conclusion can permit you to make a graceful exit.

Make Practice Real

Practice aloud. Stand up. Vividly imagine the room where you will give your speech, or consider rehearsing in the actual room. Picture what you will be wearing and what the audience will look like.

Breathe

Nervous speakers tend to take short, shallow breaths. Break that pattern: Take a few slow, deep breaths before you rise to speak. Besides breathing deeply, try to relax your entire body.

Channel Your Nervous Energy

An adrenaline boost before speaking can make you jittery. Channel the energy, using tips from the How To box.

Visualize Your Success

Imagine yourself giving your speech. Picture yourself walking confidently to the front and delivering your well-prepared opening remarks. Visualize yourself as a controlled, confident speaker. Imagine yourself calm and in command.

HOW TO

Dissipate Nervous Energy

● Take a slow, relaxing walk before you arrive at your speech location.

● While seated and waiting to speak, keep both feet on the floor and wiggle your toes.

● Gently (and without calling attention to yourself) grab the edge of your chair and squeeze it.

● Unobtrusively, lightly tense and release the muscles in your legs and arms.

● As you wait to be introduced, focus on remaining calm.

● Walk to the front of the room in a calm and collected manner.

● Take a moment to look for a friendly, supportive face before you begin.

Give Yourself a Mental Pep Talk

Replace any negative, anxious thoughts with positive messages, such as the following:

Negative ThoughtPositive Self-Talk

I’m going to forget what I’m supposed to say.

So many people are looking at me.

I’ve practiced this speech many times. I’ve got notes to prompt me. If I forget or lose my place, no one will know I’m not following my outline.

I can do this! My listeners want me to do a good job. I’ll seek out friendly faces when I feel nervous.

Focus on Your Message, Not on Your Fear

The more you think about being anxious about speaking, the more you will increase your level of anxiety. Instead, in the few minutes before you speak, mentally review your major ideas, introduction, and conclusion. Focus on your ideas rather than on your fear.