Human Communication The Basic Course, 14th Edition Joseph A. DeVito Solution Manual

Type:

Solution Manual

Resource:

Human Communication The Basic Course

Edition:

14th Edition

Author(s):

Joseph A. DeVito

Instructor’s Manual for

Human Communication The Basic Course

Fourteenth Edition

Joseph A. DeVito

Revel Revel offers a variety of activities and interactive experiences to maximize students’ connection to and retention of the material. Revel encourages students to read their text and fosters learning by having them complete assessments that test their knowledge of the course material.

Quizzes, Visual Self-Checks, Self-Tests Each chapter in Revel contains many opportunities for students to self-assess their learning and comprehension of material. As an instructor: • Consider using all of the quiz, visual self-check, and self-test opportunities for a heightened learning experience.

• Provide minimal points for submission so students are encouraged to complete the prompts.

• Allow students multiple attempts to reach mastery and simply give them nominal points for making the effort.

Journal Questions, Shared Writing Prompts The Revel journal writing and shared writing prompts differ from the IM discussion questions in that these are designed for more introspection. Students can ponder their experiences as related to the questions and tie those experiences to the “hard” concepts. While discussion questions are meant for public use, i.e., in the classroom or in an online discussion forum, journal-type questions (and shared writing prompts) allow students to scaffold their comprehension and application of the material through directed writing assignments. As students complete these prompts, ask them to reference particular terms in the chapter, using the learning outcome as their guide. By doing so, you can assess students’ ability to articulate material in their own words and in tandem with their own life experiences. Students may submit these as you cover the given material, or you can ask them to submit questions for several chapters at once.

Videos Revel includes a host of videos related to each chapter’s learning outcomes. The “Watch: Video” prompts offer multiple-choice questions for your students to answer which assess their comprehension of the video and its concepts. You may consider showing the videos in class, then assigning the brief Revel assessments (each only has a few multiple-choice questions) as homework. Conversely, you can assign the videos and Revel assessments as homework prior to a class discussion. Either way, you will have multiple opportunities to use videos, and your students will have additional visual cues related to the chapter content.

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Chapter 1: Fundamentals of Human Communication Learning Objectives 1.1

Define human communication, and identify the major forms, benefits, and myths.

1.2

Define the major elements of human communication: context, source–receiver, messages, channels, noise, effects, and ethics.

1.3

Paraphrase the principles of human communication.

1.4

Explain the characteristics of the competent communicator.

Chapter Outline I.

The Nature of Human Communication A. The Forms of Human Communication 1. Intrapersonal communication - Communication you have with yourself 2. Interpersonal communication - Communication between two or more persons 3. Interviewing - Communication through question and answer 4. Small group communication - Communication among members of groups of about 5-10 people 5. Organizational communication - Communication that takes place within an organization 6. Public speaking - Communication between a speaker and an audience 7. Mass communication - Communication from one source to many receivers 8. Computer-mediated communication i.

Communication between people that takes place through some computer, electronic or Internet connection ii. Synchronous and asynchronous B. The Benefits of Studying Human Communication 1. Critical thinking and creative thinking skills 2. Interaction skills 3. Relationship skills 4. Group membership and leadership skills 5. Presentation skills 6. Media literacy skills C. The Myths of Human Communication

II. Elements of Human Communication Journal 1.1 Communication Choice Point – Journals in this book A. Communication Contexts 1 .

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1. Physical – The tangible or concrete environment in which communication takes place 2. Social-psychological – The relationships among the communicators 3. Temporal (or time) 4. Cultural – Beliefs, values, and ways of behaving that are shared by a group of people B. Source–Receiver 1. Encoding – The act of producing messages 2. Decoding – The act of receiving messages C. Messages 1. Metamessages – signals transmitted from source to receiver 2. Feedback Messages – messages sent back to the sender reacting to what was said 3. Feedforward Messages – information you provide before sending your primary message Journal 1.2 Communication Choice Point - Silence D. Channels E. Noise 1. Physical noise – interference that is external to the speaker and listener 2. Physiological noise – created by barriers within the sender or receiver 3. Psychological noise – mental interference in the speaker or listener 4. Semantic noise – created when the speaker and listener have different meaning systems F. Effects 1. Cognitive effects – changes in your thinking 2. Affective effects – changes in your attitudes, values, beliefs, and emotions 3. Behavioral effects – changes in behaviors III. Principles of Human Communication A. Communication is Purposeful 1. To learn 2. To relate 3. To help 4. To influence 5. To play B. Communication is Transactional 1. Communication is an ever-changing process.

2. Each element relates integrally to every other element.

3. Communication is influenced by a multitude of factors.

4. Each person in an interaction is both sender and receiver.

C. Communication is a Package of Signals D. Communication is a Process of Adjustment E. Communication Involves Content and Relationship Dimensions 1. Ignoring relationship dimensions 2. Recognizing relationship dimensions F. Communication is Ambiguous Journal 1.3 Communication Choice Point – Relationship Ambiguity 2 .

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G. Communication is Punctuated H. Communication is Inevitable, Irreversible, and Unrepeatable 1. Inevitability 2. Irreversibility 3. Unrepeatability IV. The Competent Communicator A. The Competent Communicator Makes Reasoned Choices B. The Competent Communicator Thinks Critically and Mindfully 1. Create and recreate categories.

2. Be open to new information and points of view.

3. Beware of relying too heavily on first impressions.

4. Think before you act.

C. The Competent Communicator is an Effective Code-Switcher D. The Competent Communicator is Culturally Sensitive Journal 1.4 Communication Choice Point – Content and Relationship Messages E. The Competent Communicator is Ethical F. The Competent Communicator is an Effective Listener G. The Competent Communicator is Media Literate Understanding Theory and Research: Communication Theories and Research

Key Terms adjustment ambiguity asynchronous channel code code switching communication competence communication accommodation theory computer-mediated communication content and relationship dimensions content message context critical thinking cultural context decoder decoding

effect encoder encoding ethics feedback feedforward human communication inevitability intercultural communication interpersonal communication interviewing intrapersonal communication irreversibility mass communication media literacy messages metacommunication metamessages mindfulness noise

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organizational communication physical context public speaking punctuation of communication receiver relationship message research responses small group communication social–psychological context source synchronous temporal context theory transactional unrepeatability

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Discussion Questions 1. What are the eight types of human communication? Can you distinguish between the eight types? What makes each type unique? Why might it be important to know the differences?

2. What are some of the types of noise that you experience in your communication? What can you do to stop this noise? Is it always desirable to decrease this noise?

3. What are the eight principles of human communication? Can you think of examples from your own life that demonstrate each principle?

4. Explain how communication is a transactional process.

5. Define communication accommodation theory. Provide an example of when you would accommodate and match your style to another, and when you would not accommodate and would want to distinguish your communication style from another. What effects might accommodation (or lack of accommodation) have on the interaction?

6. The study of human communication involves the understanding of theory, research, and practical skills for increasing communication competence. Discuss the practical necessity of increasing your own personal communication competence.

7. What are the seven interrelated characteristics of a competent communicator? Which of these characteristics do you possess and which should you work toward improving?

8. How do you define ethics? Provide some specific examples to argue for your perspective.

Activities ➢ Activity One: Drawing a Model Objective: To apply the Elements of Communication (Figure 1.2) to the eight areas of communication.

Time: Approximately 20 minutes or can be extended to 50 minutes Group Size: Small groups of two to three each; must have eight different groups.

Description of Activity: Divide the class into eight groups. Each group will be assigned one of the eight types of human communication: intrapersonal, interpersonal, interviewing, small group, organizational, public speaking, computer-mediated, or mass communication. Groups are assigned the task of discovering the differences in the process of communication for their area. The focus should be on identifying the sender, the message direction, the channel(s), the receiver(s), and the feedback. Reference should be made to Figure 1.2 The Elements of Human Communication. The final product should be a drawing depicting their type of human communication. For example, a visual representation of the sender, the message, the channel, the receiver, and the feedback should be simply and creatively designed (stick figures, shapes, arrows, and labels). A representative from each group will explain what the group has created. Some ideas might include designing a mobile, a creative drawing, a cartoon, or a metaphorical drawing. Focus on 4 .

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guiding the students to specifically illustrate the eight types of human communication.

Differences are highlighted in Table 1.1. Encourage students to visually depict the information explained in Figure 1.1.

Debriefing: Once groups have completed their model, have them present it to the class. Provide transitions between presentations asking debriefing questions such as: 1. Which of the communication models are most similar? Most different? How do these differences influence the communication process?

2. Which model of communication do you use the most in your own life?

3. How is communication competence different in each model? What different kinds of skills do we need to be effective in each model?

4. What kinds of noise might you encounter in each of these models?

➢ Activity Two: Deal-a-Dimension Objective: To apply the four contexts of communication (physical, social–psychological, temporal, and cultural contexts) to a single communicative event to understand its impact.

Time: One class period (50 minutes) Group Size: Small groups of around four students each Description of Activity: Divide the class into groups of four. Each group will be given one index card from four separate communication context piles labeled “Physical Dimension,” “Social–Psychological Dimension,” “Temporal Dimension,” and “Cultural Dimension.”

The physical context cards could include: • classroom • bowling alley • bar • park • funeral home • hospital • restaurant • church or synagogue

The social-psychological dimension cards could include: • young lovers • grandma and grandpa with grandchildren • married couple of 30 years • a meeting of a student government group in conflict • a baby’s first birthday • two people from two different cultures (Japanese and American) • a sick student meeting with a professor

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The temporal dimension cards could include: • morning • evening • 5:30 p.m.

• 1990 • 1968 • your birthday • Halloween night

The cultural context cards could include: • Hispanic females • Nigerian males • gay American males • women between 40-45 years of age • men between 25 and 30 years of age • deaf children • male and female inmates • millionaires

The group will create a dialogue that can best illustrate how all the chosen dimensions come into play. Each context will influence the content of the message. Students will then act out their dialogues for the class. Upon completion, have the audience members guess the physical, socialpsychological, temporal, and cultural contexts the groups chose.

Debriefing: Once each group has presented its dialogue to the class, discuss the importance of the various dimensions of context. Some questions to consider: 1. How did the context influence the content of the message?

2. Which dimension had the greatest influence on each dialogue?

3. Which dimension was the most difficult to incorporate in the dialogues? Why? 4. If I switch one dimension (for example, if a group had young lovers but you switched it to a married couple of 30 years), how does it change the overall context?

➢ Activity Three: Getting to Know You Objective: To introduce the students to speech communication.

Time: Approximately 30 minutes Group Size: Entire class Description of Activity: Students are asked to find out specific information about each other. The form on page 7 should be distributed to the class and they should be asked to find someone who meets one of the descriptions listed. Once the students have found someone that meets a description they should have that person sign in the designated space. Make sure that students do not have the same student sign for more than one space. Also, tell the students that their goal is to fill in as many spaces as possible as quickly as they can. A prize may also be given to the winner(s).

Journal Prompts JOURNAL 1.1 COMMUNICATION CHOICE POINT - JOURNALS IN THIS BOOK Throughout this book, you’ll find marginal items labeled Journal Communication Choice Point. These brief scenarios are designed to encourage you to apply the material in the text to specific situations by 6 .

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first analyzing your available choices and then making a communication decision. In making your choices, try to identify as specifically as possible your reasons for selecting one choice and rejecting the others; ask yourself what are the advantages and disadvantages of each choice. How might considering these choices help you in the course? How might they help you in life?

JOURNAL 1.2 COMMUNICATION CHOICE POINT - SILENCE Your partner (who is extremely sensitive to criticism) talks constantly. There is never any silence, which you desperately crave. You’re determined to combat this and create periods of occasional silence. Yet you don’t want to start an argument. What are some of your choices for introducing the topic? What are some of the things you might say? What are some of the things you’d want to be sure not to say?

JOURNAL 1.3 COMMUNICATION CHOICE POINT - RELATIONSHIP AMBIGUITY You’ve been dating someone on and off for a year or so, and you’d like to invite your date to meet your parents as a friendly gesture but aren’t sure how your date will perceive this invitation. You don’t want your partner to think that meeting your parents means that you want a closer romantic bond; you’re comfortable with the way things are. What are some of your choices for reducing the ambiguity? What would you say? In what context? Through what channel?

JOURNAL 1.4 COMMUNICATION CHOICE POINT - CONTENT AND RELATIONSHIP MESSAGES An older relative frequently belittles you, though always in a playful way. But it’s uncomfortable and probably not very good for your self-esteem. You’re determined to stop the behavior but not lose the relationship. What are some of the things you might say? Through what channel?

Shared Writing IRREVERSIBILITY You post a really negative remark on your friend’s Facebook wall, which many of your mutual friends and work colleagues have seen. The next day you realize you shouldn’t have been so negative. You really want to remain friends. You need to say something. What are your options for communicating your feelings? What communication channels could you use?

Using the Internet in the Classroom National Communication Association’s (NCA) website http://www.natcom.org/ This is NCA’s home page; NCA is the largest professional organization for people interested in communication.

Claude Shannon’s Mathematical Model of Communication website 7 .

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http://cm.bell-labs.com/cm/ms/what/shannonday/paper.html This page on Bell Lab’s website presents the original model of communication on which many of today’s models are still based.

NCA’s Code of Professional Ethics http://www.natcom.org/Default.aspx?id=135&libID=156 The National Communication Association has created a code of ethics for communication students, scholars, and professionals. This site is useful for supplementing the discussion of ethics in Chapter 1.

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Getting to Know You Name: _________________________ Directions: Find someone in your class who fits one of the following descriptions. Have the student sign his or her last name in the space provided. Do not have one student sign more than one space. Good luck!

Likes fishing

________________________

Is a business major

________________________

Likes country music

________________________

Can say the Pledge of Allegiance to you

________________________

Has snow skied

________________________

Has a tattoo

________________________

Rides a bike to class

________________________

Born in August

________________________

Plays or played the piano

________________________

Has gone to the gym this week

________________________

Likes guacamole

________________________

Has eaten frog legs

________________________

Likes to dance

________________________

Owns a pair of red socks

________________________

Born in another country

________________________

Nervous about this class

________________________

Has been on a tropical beach

________________________

Has made lasagna

________________________

Has a body piercing

________________________

Speaks another language

________________________

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Chapter 2: Culture and Communication Learning Objectives 2.1

Explain the nature and role of culture in human communication and define culture, enculturation, and acculturation.

2.2

Identify the seven cultural differences and explain how they affect human communication.

2.3

Define intercultural communication and identify the principles for improving intercultural communication.

Chapter Outline I.

The Nature of Culture A. Sex and Gender 1. Sex – the biological and physiological characteristics 2. Gender – socially constructed roles and behaviors B. The Transmission of Culture 1. Enculturation 2. Acculturation 3. Assimilation C. The Importance of Culture in Communication 1. Demographic changes 2. Cultural sensitivity 3. Economic interdependency 4. Communication technology 5. Politeness 6. Communication competence Journal 2.1 Communication Choice Point: Culture Versus Culture D. The Aim of a Cultural Perspective II.

Cultural Differences A. Individual and Collective Orientation B. High- and Low-Context Cultures Journal 2.2 Communication Choice Point: Giving Context in High- and Low-Context Situations C. High- and Low-Power-Distance Cultures D. Masculine and Feminine Cultures E. High- and Low-Ambiguity-Tolerant Cultures 1. High-ambiguity-tolerant cultures 2. Low-ambiguity-tolerant cultures F. Long- and Short-Term Orientation G. Indulgence and Restraint

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III.

Intercultural Communication A. The Nature and Forms of Intercultural Communication Journal 2.3 Communication Choice Point: Getting Your Foot Out of Your Mouth B. Improving Intercultural Communication 1. Prepare yourself.

2. Reduce your ethnocentrism.

3. Confront your stereotypes.

4. Increase mindfulness.

5. Avoid overattribution.

6. Recognize differences. a. Differences between yourself and the culturally different. b. Differences within the culturally different group. c. Differences in meaning. d. Differences in dialect and accent.

7. Adjust your communication Understanding Theory and Research: Language and Thought

Key Terms accent acculturation ambiguity tolerance assimilation collectivist culture cultural sensitivity culture dialect enculturation ethnic identity

ethnocentrism face-saving feminine culture gender high-context culture high-power-distance cultures individualist culture indulgence intercultural communication

long-term orientation low-context culture low-power-distance cultures masculine culture politeness restraint sex short-term orientation stereotype

Discussion Questions 1. Discuss the statement, “Culture is passed on from one generation to the next through communication, not through genes.” Do you agree or disagree?

2. What cultures do you belong to? Can you identify how you became a member of those cultures? What role did the process of enculturation and acculturation play in the formation of your memberships in those cultures?

3. Is culture synonymous with race or nationality? Why or why not?

4. How can an individualistic or collectivist orientation make cultures different? Define those terms, and then explain how they apply to the differences in cultures.

5. What are power distances? How do they affect cultures? How are they related to individualistic and collectivist cultures.

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6. The book discusses the seven major ways that cultures differ. Which do you think is the most relevant to your experiences? Which do you think are related to one another?

7. The author provides us with guidelines for improving intercultural communication. First, do you think they are realistic? Second, have you used any of them and how?

Activities ➢ Activity One: A Personal Effectiveness Journal Entry Objective: To discover personal examples that illustrate principles of effectiveness in intercultural communication.

Time: One week to complete assignment; one class period (50 minutes) to share examples.

Group Size: Complete individually.

Description of Activity: Briefly review the guidelines for effective intercultural communication, explaining each. Assign students to discover and write about an experience in their lives that illustrates at least three of the guidelines. They may write about instances where they successfully employed these guidelines or situations where their attempts at intercultural communication failed because they ignored the guidelines. After a one-week period, students will select their favorite or most relevant examples to share with the class.

Debriefing: As students share stories, provide transitions between the stories to ensure that all seven guidelines for effective intercultural communication are covered. Debriefing will be more effective if it is done throughout the day of sharing so that examples are clarified, emphasized, and compared against one another in discussion.

➢ Activity Two: Gender Differences in Media Objective: To discover gender differences in the media and consider how these depictions influence interpersonal communication.

Time: Assigning homework (5 minutes) and one class period to process activity (50 minutes).

Group Size: Whole class; working individually or in groups.

Description of Activity: Assign students to find examples in the media (e.g., movies, television, music, Internet, magazines, etc.) that represent the opposite sex both positively and negatively. Students need to bring examples with them or be able to access them online (if classroom has access). On the activity day, students (or small groups) will present their examples. Discussion should follow.

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As students present examples, be prepared to relate materials to gender differences and particularly cultural stereotypes of men and women. After several students have presented images, ask the class to prepare a brief informal writing and consider how they think these stereotypical images inform their view of themselves and the opposite sex. How do these portrayals influence how they interact with members of the opposite sex? Do they find the images to be realistic? The discussion is likely to include the importance of being mindful consumers of media images in our formation of attitudes about others who are not like us. An extension on the need to be media literate would also be particularly relevant and can be connected to several points in improving intercultural communication in Chapter 2.

Journal Prompts JOURNAL 2.1 COMMUNICATION CHOICE POINT - CULTURE VERSUS CULTURE You’ve been invited to dinner, along with several other students, at a faculty member’s house. You follow strict religious dietary laws, and so you may not be able to eat anything and perhaps embarrass your host. If you do attend, what are some of the things you might say about your eating rules? If you decide to refuse, how might you do so politely?

JOURNAL 2.2 COMMUNICATION CHOICE POINT - GIVING CONTEXT IN HIGH- AND LOW-CONTEXT SITUATIONS To further appreciate the distinction between high and low context, consider giving directions to some specific place on campus (for example, “Where’s the cafeteria?”) to someone who knows the campus and who you can assume knows the local landmarks (which would resemble a high-context situation) and to a newcomer to your campus who you cannot assume is familiar with campus landmarks (which would resemble a low-context situation). What are some of your choices for giving directions in the two different cases?

JOURNAL 2.3 COMMUNICATION CHOICE POINT - GETTING YOUR FOOT OUT OF YOUR MOUTH At work you tell a homophobic joke only to discover that it was resented and clearly violated the organizational norms for polite and unbiased talk. What are some of your options for making this situation a little less awkward and potentially damaging to your work experience? What would you say? To whom? Through what channel?

Shared Writing CONFLICTING CULTURAL BELIEFS Assume that you’re dating a person from a culture very different from your own, and your views on important matters (for example, relationship responsibilities, finances, children, and religion) differ widely. You’re now wondering if there’s any future for this relationship. What are some of your options for exploring this question by yourself and with your dating partner? What are some of the things you might say to your partner?

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Using the Internet in the Classroom Diversity Inc. http://www.diversityinc.com/ This website offers a wealth of material and hyperlinks to relevant cultural discussions, issues, publications, and others.

Cultural Savvy http://www.culturalsavvy.com/index.htm This website can be particularly useful for intercultural business communication. Check out their Tips & Info and Articles pages.

Worldbiz.com http://www.worldbiz.com/ A comprehensive site for international business customs, business protocol, and business practices.

U.S. Census Bureau http://www.census.gov/ Here’s a great place to get statistical information about our diverse nation.

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Chapter 3: Perception of Self and Others Learning Objectives 3.1

Define self-concept, self-awareness, and self-esteem and identify the strategies for increasing self-awareness and self-esteem.

3.2

Define self-disclosure and identify its rewards and dangers and the guidelines for giving, receiving, and resisting self-disclosures.

3.3

Define perception and identify its five stages.

3.4

Define impression formation and its major processes and identify the guidelines for increasing your own accuracy in impression formation.

3.5

Explain the goals of impression management and the strategies for managing the impressions you communicate to others.

Chapter Outline I.

Self-Concept, Self-Awareness, and Self-Esteem A. Self-Concept 1. Others’ images of you 2. Comparisons with others a. Search engine reports b. Network spread c. Online influence d. Twitter activities e. Blog presence f. References to written works 3. Cultural teachings Journal 3.1 Communication Choice Point – Knowing How You Compare 4. Self-interpretations and self-evaluations B. Self-Awareness 1. Your four selves a. Open self b. Blind self c. Unknown self d. Hidden self 2. Growing in self-awareness a. Listen to others. b. Increase your open self. c. Seek information about yourself. d. Dialogue with yourself.

C. Self-Esteem 1. Attack self-destructive beliefs.

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2.

3.

4.

5.

6.

Beware the imposter phenomenon.

Seek out nourishing people.

Work on projects that will result in success.

Remind yourself of your successes.

Secure affirmation.

II.

Self-Disclosure A. Factors Influencing Self-Disclosure 1. Who you are 2. Your culture 3. Your gender 4. Your listeners 5. Your topic and channel Journal 3.2 Communication Choice Point – Corrective Self-Disclosure B. The Rewards and Dangers of Self-Disclosure 1. Self-disclosure rewards a. Self-knowledge b. Improved coping abilities c. Communication enhancement d. More meaningful relationships e. Preventing inaccurate perceptions 2. Self-disclosure dangers a. Personal risks b. Relationship risks c. Professional risks C. Guidelines for Self-Disclosure 1. Guidelines for your own self-disclosure a. Consider the motivation for self-disclosure. b. Consider the appropriateness of the self-disclosure. c. Consider the disclosures of the other person. d. Consider the possible burdens self-disclosure might entail.

2. Guidelines for facilitating and responding to self-disclosures a. Practice the skills of effective and active listening. b. Support and reinforce the discloser. c. Be willing to reciprocate. d. Keep the disclosures confidential. e. Don’t use the disclosures against the person.

3. Guidelines for resisting pressure to self-disclose a. Don’t be pushed. b. Be indirect and move to another topic. c. Be assertive in your refusal to disclose.

III. Perception A. Stage 1: Stimulation B. Stage 2: Organization 1. Organization by rules 2 Copyright © 2018, 2015, 2012 Pearson Education, Inc.

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2. Organization by schemata 3. Organization by scripts C. Stage 3: Interpretation–Evaluation D. Stage 4: Memory E. Stage 5: Recall 1. Recall information that is consistent with your schema.

2. Fail to recall information that is inconsistent with your schema.

3. Recall information that drastically contradicts your schema.

Journal 3.3 Communication Choice Point – Predictability and Uncertainty IV. Forming Impressions A. Impression Formation Processes 1. Self-fulfilling prophecy 2. Personality theory 3. Primacy–recency 4. Consistency 5. Attribution of control a. Self-serving bias b. Overattribution c. Fundamental attribution error Journal 3.4 Communication Choice Point – Impression Correction B. Increasing Accuracy in Impression Formation 1. Analyze impressions. a. Recognize your own role in perception. b. Avoid early conclusions. c. Look for a variety of cues. d. Seek validation.

2. Check perceptions. a. Describe what you see or hear. b. Seek confirmation.

3. Reduce uncertainty. a. Observe. b. Construct situations. c. Lurk. d. Ask. e. Interact.

4. Increase cultural sensitivity.

V.

Managing Impressions A. To Be Liked: Affinity-Seeking and Politeness Strategies 1. Affinity-seeking strategies 2. Politeness strategies B. To Be Believed: Credibility Strategies C. To Excuse Failure: Self-Handicapping Strategies D. To Secure Help: Self-Deprecating Strategies E. To Hide Faults: Self-Monitoring Strategies 3 Copyright © 2018, 2015, 2012 Pearson Education, Inc.

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F. To Be Followed: Influencing Strategies G. To Confirm Self-Image: Image-Confirming Strategies Journal 3.5 Communication Choice Point – Making the Right Impression Understanding Theory and Research: The Just World Hypothesis

Key Terms affinity-seeking strategies affirmation attribution of control blind self consistency contrast credibility strategies cultivation theory disinhibition effect dyadic effect fundamental attribution error halo effect hidden self image-confirming strategies impression formation impression management influencing strategies interpretation–evaluation

Johari window just world hypothesis looking-glass self open self overattribution perception perception checking personality theory person perception politeness strategies primacy effect primacy–recency proximity Pygmalion effect recency effect reverse halo effect schemata (or schemas) script

selective attention selective exposure self-awareness self-concept self-deprecating strategies self-destructive beliefs self-disclosure self-esteem self-evaluations self-fulfilling prophecy self-handicapping strategies self-interpretations self-monitoring strategies self-serving bias similarity uncertainty reduction strategies unknown self

Discussion Questions 1. Discuss the four selves identified in the Johari Window. Discuss each view. Can we really know the unknown self exists?

2. Self-disclosure has both rewards and dangers. Have students share examples of a time when self-disclosure was rewarded and when self-disclosure was punished.

3. How do you define perception? Describe the five stages of perception and how they relate to one another.

4. The organization process in perception often relies on cognitive schemata that can function as stereotypes. What is the danger of relying on these schemata?

5. What advice does the author give about reducing uncertainty in perceptions?

6. What impression formation processes have you seen illustrated in your life?

7. Impression management is important for successful communication and relationships..

Where and how do you draw the line between enough impression management and too much?

Activities

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➢ Activity One: Your Johari Window Objective: To apply the Johari Window to understanding levels of self-disclosure.

Time: 20–30 minutes Group Size: Entire class, each student working individually.

Description of Activity: This activity should follow a lecture or discussion of the Johari Window and self-disclosure.

Have each student complete a Johari Window (see handout) for the following categories: open self, blind self, and hidden self.

Open Self

Blind Self

Hidden Self

Information about yourself that you and others know (e.g., female, student)

Information about yourself that you don’t know but that others know (have them think of things that people have told them that they didn’t know before—e.g., you are a good writer or easy to be with)

Information about yourself you know that others don’t know (e.g., fear of flying, insecurity, indecisiveness)

Direct students to identify the kinds of information relevant to each window: facts, ideas, thoughts, feelings/emotions, secrets, and so on. Once students have completed their window have them consider how these three aspects relate to self-disclosure. Direct students to write a brief reaction paragraph explaining what they have learned about their own levels and types of disclosure.

Debriefing: Ask students to share in groups or with the class as a whole, a few aspects of the self that are related to self-disclosure. Some questions to consider for debriefing: 1. Which aspect(s) of the Johari Window provide the most insight into your level of selfdisclosure?

2. How do we learn about ourselves through the blind self? What role does self-disclosure play in that process?

3. Why do we protect the hidden self? What are the benefits and challenges of having a great deal of information as part of your hidden self? ➢ Activity Two: Shifting Perceptions Objective: To gain a better understanding of your perceptions.

Time: Half a class period (about 25 minutes) Group Size: Individual Description of Activity:

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Many times one small bit of information can drastically shift how we perceive another person.

Explain to students the importance of this idea of shifting perceptions: In perceiving a person, you may assume a specific set of circumstances and on this basis evaluate specific behaviors as positive or negative. Also, you may evaluate the same specific behavior positively or negatively depending on the circumstances that you infer are related to the behavior. If you’re to understand the perspective of another person, you’ll need to understand the reasons for his or her behaviors and to resist defining circumstances from your own perspective.

For each of the specific behaviors listed on the handout, have the students identify specific circumstances that would lead to a positive perception and those that might lead to a negative perception.

Debriefing: Have the students discuss the circumstances that would influence a positive and negative evaluation of the particular individual. Relate their answers to the perception process. For example, explore the cognitive schema they used to organize the information and discuss how we cannot separate the interpretation and evaluation process when shaping perceptions of others.

➢ Activity Three: WHO? Objective: The purpose of this exercise is to explore some of the cues that people give and that others perceive and use in formulating inferences about the knowledge, abilities, and personality of these others. The exercise should serve as a useful summary of the concepts and principles of perception.

Time: One class period (50 minutes) Group Size: Entire class Description of Activity: The entire class should form a circle so each member can see all members without straining. If members do not know all the names of their classmates, nametags should be used. Each student should examine the list of phrases on the handout and should write the name of one student to whom he or she feels each statement applies in the column marked “Who.” Be certain to respond to all statements. Although one name may be used more than once, the experience will prove more effective if a wide variety of names are chosen. Unless the class is very small, no name should be used more than two times.

After the students have completed the handout, select a statement (there is no need to tackle the statements in the order they are given here) and ask the class what names were put down. Before the person whose name was put down is asked if the phrase is correctly or incorrectly attributed to him or her, some or all of the following questions may be considered.

1. What was it about this person that led you to think this phrase applied to him or her?

What specific verbal or nonverbal cues led you to your conclusion?

2. What additional cues would you need to raise your degree of certainty?

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3. Is your response at all a function of a stereotype you might have of this individual’s ethnic, religious, racial, or sexual identification?

4. Did anyone give contradictory cues? Explain the nature of these contradictory cues.

Debriefing: As the class is discussing the above questions about the formation of their perceptions, introduce or clarify the perception process including any use of implicit personality theory and attribution of control. This activity can also be used prior to lecture on the perception process to introduce these key concepts as well as the stages of the perception process.

Journal Prompts Journal 3.1 Communication Choice Point – Knowing How You Compare You’re considering running for class president but don’t want to commit yourself until you feel you have a good chance of winning. What are some of the ways you might estimate your chances of winning?

Journal 3.2 Communication Choice Point – Corrective Self-Disclosure When you met your current partner—with whom, you now realize, you want to spend the rest of your life—you minimized the extent of your romantic past. You now want to come clean and disclose your “sordid” past. What are some of your options for introducing this topic? In what context would you want to do this? What channel would you use? What would you say?

Journal 3.3 Communication Choice Point – Predictability and Uncertainty In many close relationships, you try to reduce your uncertainty about the other person—you want to know the other person better and so be able to more accurately predict his or her likes, dislikes, behaviors. What are some of the things you might do to reduce your uncertainty?

Journal 3.4 Communication Choice Point – Impression Correction You made a bad impression at work—you drank too much at an office party and played the clown. This is not the impression you want to give, and you need to change it fast. Although you know you can’t erase that impression, you need to counteract it in some way. What are some of your choices? What might you say and do to help lessen the negative effects of that impression?

Journal 3.5 Communication Choice Point – Making the Right Impression You’ve just joined a social networking site that your future employers might look at. How might you write your profile and use the many features of the site to make yourself appear credible and a perfect future employee? What would you be sure not to do?

Shared Writing SELF-ESTEEM Your best friend at work has hit a new low in self-esteem—a long-term relationship failed, an expected promotion never materialized, a large investment went sour. What are some of your choices for helping your friend to regain some self-esteem? What are some of the things you might say? What channel would you use?

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Using the Internet in the Classroom Sensation and Perception Website http://psych.hanover.edu/Krantz/sen_tut.html This excellent website offers a variety of tutorials in sensation and perception.

The Exploratorium http://www.exploratorium.edu/explore/ This page contains the online exhibits for San Francisco’s Exploratorium, the museum of science, art, and human perception.

Descriptive Mind Visitor’s Center http://epsych.msstate.edu/descriptive/index.html This is one of the most entertaining ways you can learn about both visual and auditory perception. Be sure to check out Professor Shadow’s Hall of Illusions on Vision Island.

Body Language: Library Online http://digilander.libero.it/linguaggiodelcorpo/biblio/ Among the topics in the virtual library of nonverbal researcher Marco Pacori are Interpersonal Perception and Subliminal Perception.

Eliot Smith, Purdue University http://www.indiana.edu/~smithlab/research.shtml Eliot Smith is one of psychology’s most prominent researchers in person perception. This is the address to his homepage at Purdue University, which lists his publications and abstracts to his publications.

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Your Johari Window Name: __________________________ Directions: Complete the Johari Window below. Identify three items each in your open self, your blind self, and your hidden self.

Open Self

Blind Self

Hidden Self

1.

1.

1.

2.

2.

2.

3.

3.

3.

Write a paragraph describing how the Johari Window relates to self-disclosure. Consider how the Johari Window highlights your level of self-disclosure in your answer.

Shifting Perceptions 9 Copyright © 2018, 2015, 2012 Pearson Education, Inc.

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Name: __________________________ Directions: For each of the specific behaviors listed below, identify specific circumstances that would lead to a positive perception and those that might lead to a negative perception.

Example of a positive and negative perception: Grace gives a homeless person living on the streets a $20 bill.

• Positive perception: Grace once had to beg to get money for food. She now shares all she has with those who live as she once did.

• Negative perception: Grace is a snob who just wanted to impress her friends by showing them she has so much money she can afford to give $20 to a total stranger.

1. A middle-aged man walking down the street with his arms around a teenage girl.

Positive perception: Negative perception:

2. A mother refusing to admit her teenage son back into her house.

Positive perception: Negative perception:

3. An elementary school teacher criticizing a crying student in front of the entire class.

Positive perception: Negative perception:

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Directions: Examine the list of phrases below, and write the name of one student to whom you feel the statement applies. Be certain to respond to all statements. No name should be used more than twice. ______________ 1. Goes to the professional theater or opera a few times a year ______________ 2. Has traveled to at least three different countries ______________ 3. Watches soap operas on a regular basis ______________ 4. Plays on an organized sports team ______________ 5. Surfs the net (almost) daily ______________ 6. Owns a state-of-the-art mobile phone ______________ 7. Speaks a foreign language fluently ______________ 8. Has many close friends ______________ 9. Knows how potatoes should be planted _____________ 10. Knows the difference between a hacksaw and a jigsaw _____________ 11. Knows the ingredients of a Bloody Mary _____________ 12. Knows the meaning of ROM, RAM, and CACHE _____________ 13. Can name all twelve signs of the zodiac _____________ 14. Has a car in the immediate family costing more than $35,000 _____________ 15. Would aid a friend even at great personal sacrifice _____________ 16. Would like, perhaps secretly, to be a movie star _____________ 17. Writes poetry _____________ 18. Knows where Rwanda is _____________ 19. Watches television talk shows whenever possible _____________ 20. Will prove to be an excellent public speaker _____________ 21. Is very religious _____________ 22. Will be a millionaire _____________ 23. Is a real romantic _____________ 24. Wants to attend graduate, law, or medical school _____________ 25. Would emerge as a leader in a small group setting

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Chapter 4: Listening in Human Communication Learning Objectives 4.1

Define listening, identify its major benefits, and explain the five stages of listening and the suggestions for increasing accuracy at each of these stages.

4.2

Describe the five major barriers to effective listening.

4.3

Define the four styles of listening and identify appropriate situations for each style.

4.4

Explain the major cultural and gender differences found in listening.

Chapter Outline I.

The Importance and Process of Listening A. The Importance of Listening 1. Learning 2. Relating 3. Playing 4. Helping 5. Influencing Journal 4.1 Communication Choice Point – Listening Avoidance B. The Process of Listening 1. Stage 1: Receiving a. Focus attention. b. Look for feedback. c. Avoid distractions. d. Maintain your role as listener.

2. Stage 2: Understanding a. Relate new information. b. See the speaker’s messages from the speaker’s point of view. c. Ask questions. d. Rephrase (paraphrase).

3. Stage 3: Remembering a. Focus on the central ideas. b. Organize what you hear. c. Unite the new with the old. d. Repeat names and key concepts.

4. Stage 4: Evaluating a. Resist evaluation. b. Assume that the speaker is a person of goodwill.

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c. Distinguish facts from inferences. d. Identify any biases, self-interests, or prejudices.

5. Stage 5: Responding a. Be supportive. b. Express support. c. Be honest. d. State your thoughts and feelings.

II.

Listening Barriers A. Physical and Mental Distractions: B. Biases and Prejudices C. Lack of Appropriate Focus D. Premature Judgement E. Hearing Impairment

III.

Styles of Effective Listening A. Empathic Listening 1. See the situation from the speaker’s point of view.

2. Engage in equal, two-way conversation.

3. Seek to understand both thoughts and feelings.

Journal 4.2 Communication Choice Point – Empathic Listening B. Polite Listening 1. Avoid interrupting the speaker.

2. Give supportive listening cues.

3. Maintain eye contact.

4. Give positive feedback.

C. Critical Listening 1. Keep an open mind.

2. Avoid filtering out or oversimplifying difficult or complex messages.

3. Recognize your own biases.

4. Combat the tendency to sharpen.

5. Focus on both verbal and nonverbal messages.

6. Watch out for language fallacies.

D. Active Listening 1. Functions of active listening.

2. Techniques of active listening: a. Paraphrase the speaker’s meaning. b. Express understanding of the speaker’s feelings. c. Ask questions.

Journal 4.3 Communication Choice Point – Dealing with Sadness and Joy

V.

Listening, Culture, and Gender A. Culture and Listening 1. Language and speech 2. Nonverbal behaviors Journal 4.4 Communication Choice Point – Hate Speech 2 .

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3. Feedback 4. Credibility B. Gender and Listening 1. Rapport and report talk 2. Listening cues 3. Amount and purposes of listening Understanding Theory and Research: Reconstructing Memory

Key Terms active listening backchanneling cues critical listening

empathic listening empathy

listening polite listening

Discussion Questions 1. At what stages of listening do you experience pitfalls in your listening abilities? From what suggestions offered by DeVito would you benefit most?

2. Explain the statement, “Effective listening includes both nonjudgmental and critical responses.”

3. What is the importance of offering feedback to the speaker?

4. Don’t we just “pay attention”? Explain the five-stage model of listening.

5. Identify at least three differences in listening for different cultures.

6. In what ways do men and women tend to differ in their listening styles? What, according to your textbook, are the root causes of these differences?

Activities ➢ Activity One: Listening Log Objective: To identify weaknesses and begin applying strategies to improve listening effectiveness.

Time: Activity needs to be assigned a week in advance of due date; allow 10 minutes to explain the activity and 30 minutes to share and debrief.

Group Size: Individual Description of Activity: Instruct students to complete a listening log. Students need to select a 6-hour period and track their listening during that time period. Direct the students to focus on their listening behaviors and noting things like active listening, pseudo listening, non-listening (tuning out). Recommend students complete log on a 6 x 9" index card so that it can be carried with them. At the end of each logged hour, students should estimate the number of minutes spent listening and indicate 3 .

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the type of listening experience in which they were participants. After monitoring their listening time within each hour, they should note when and why they did not listen during each listening experience. An example is as follows: (8:00–9:00 a.m.) Listened to radio talk show; tuned out when talk show host talked about statistics of crime in the city. I was too tired to think about anything other than my day.

Debriefing: After the daily listening logs are completed, discuss the findings in class. Questions for discussion may include the following: 1. What are some of the common reasons for tuning out?

2. Specifically what made you “tune in”?

3. Did you discover any of your personal positive listening behaviors? Any negative behaviors?

4. How does the time of day influence your listening?

➢ Activity Two: Tell Me About Your Hometown…

Objective: To listen to a classmate effectively.

Time: 25 minutes Group Size: Dyads Description of Activity: At the beginning of class, instruct the students to pair up and tell their partner about their hometown. The students should be as descriptive as possible. The time limit for this portion of the activity should be about 10 minutes. After the students have shared, transition to lecture material about styles of effective listening. At the end of the class (about 10 minutes), have the students report back to their partner what they remember about his or her partner’s hometown.

Leave about 5 minutes to debrief as a class.

Debriefing: Discuss how much information was retained. Students will be surprised about how much information they retain from the beginning of the class to the end. This activity provides a good opportunity to highlight the importance and power of active listening.

➢ Activity Three: Problems with Listening Types Objective: To highlight the types of listening behaviors that cause problems in communication encounters.

Time: 15 minutes Group Size: Dyads Description of Activity: Have students pair up. Provide each student with a notecard that has directions. One person should be given a topic to discuss (e.g., tell your partner about your funniest date story; tell your partner about your hobbies) and the other person should be given directions to engage in a 4 .

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particular type of problem-causing way of responding in listening (see Table 4.4; e.g., static listener—gives no feedback, remains motionless, reveals no expression). After the student with the topic has finished the story, have him or her try to guess what type of listening type their partner was assigned.

Debriefing: Discuss how the students telling the story felt when their partner engaged in these negative listening types. How did it impact the telling of the story? Was it hard to engage in this type of listening behavior? Why or why not?

Journal Prompts JOURNAL 4.1 COMMUNICATION CHOICE POINT - LISTENING AVOIDANCE Your best friend’s latest relationship has recently ended, and your friend comes to you in the hope that you’ll listen to all the details. This seems to happen about once a week. You’re fed up; you’re determined not to spend the next 3 hours listening to this tale of woe. What are some of the things you can say to get you out of listening to this boring recital but at the same time not alienate your friend?

JOURNAL 4.2 COMMUNICATION CHOICE POINT - DEALING WITH SADNESS AND JOY The parents of your romantic partner (and best friend) were recently killed in a car accident. And now your partner, who has had many difficult financial times, will inherit a large estate. What are some of the things you can say to your partner at this time? What would you say?

JOURNAL 4.3 COMMUNICATION CHOICE POINT - EMPATHIC LISTENING Your neighbors, who’ve avoided work all their lives and lived off unfairly obtained government disability payments, have just won the lottery for $236 million. They want you to share their joy and invite you over to help them celebrate. What are some of the things you can do to strengthen your ability to empathize with these people? What might you say to show empathic listening?

JOURNAL 4.4 COMMUNICATION CHOICE POINT - HATE SPEECH Your work colleagues in neighboring cubicles regularly use derogatory racial terms. You really don’t want to listen to this and want to protest this kind of talk. At the same time, however, you don’t want to alienate people you’re going to have to work with for some time. What are some of the things you can say to register your protest (cooperatively)?

Shared Writing MEN AND WOMEN LISTENING What differences do you see in the listening behavior of men and women? To what do you attribute these differences?

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Using the Internet in the Classroom International Listening Association (ILA) Website http://www.listen.org This is the homepage for the International Listening Association, “the professional organization whose members are dedicated to learning more about the impact that listening has on all human activity.”

Deborah Tannen’s Homepage http://www9.georgetown.edu/faculty/tannend/ DeVito references the work of Deborah Tannen throughout this text, including Chapter 4: Listening in Human Communication. You can find out more about Dr. Tannen, her various academic and popular press publications, and read some interesting interviews at this address.

StoryCorps Website http://storycorps.org/ This website includes details on the StoryCorps project, which travels throughout the U.S. inviting average citizens to audio-record their stories, which are archived in the Library of Congress. Each storyteller typically brings a person with them who listens and asks follow-up questions. The site includes access to many of the stories, as well as information on the National Day of Listening.

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Chapter 5: Verbal Messages Learning Objectives 5.1 5.1

Paraphrase the seven principles of verbal messages.

5.2

Define disconfirmation, confirmation, racism, heterosexism, ageism, and sexism and identify appropriate cultural identifiers.

5.3

Paraphrase the conceptual distortions of intensional orientation, allness, fact-inference confusion, static evaluation, indiscrimination, and polarization.

Chapter Outline I.

Principles of Verbal Messages A. Meanings Are in People B. Meanings Are Both Denotative and Connotative C. Meanings Depend on Context 1. The cultural context a. The principle of cooperation b. The principle of peaceful relations c. The principle of self-denigration 2. The gender context D. Messages Vary in Politeness Journal 5.1 Communication Choice Point – Politeness E. Messages Can Be Onymous or Anonymous F. Messages Vary in Assertiveness 1. Describe the problem.

2. State how this problem affects you.

3. Propose solutions.

4. Confirm understanding.

G. Messages Can Deceive 1. Types of lies a. Pro-social deception: to achieve some good. b. Self-enhancement deception: to make yourself look good. c. Selfish deception: to protect yourself. d. Anti-social deception: to harm someone.

2. The behavior of liars II.

Disconfirmation and Confirmation A. Racism B. Heterosexism 1. Avoid nonverbal reactions.

2. Avoid the false compliment.

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3. Avoid tokenizing.

4. Avoid generalizations.

C. Ageism 1. Avoid talking down to an older person.

2. Avoid assumptions about relationship status.

3. Speak in your normal voice.

4. Speak as you would like to be spoken to.

D. Sexism 1. Avoid using man generically.

2. Refrain from using he and his as generic.

3. Stay away from sex-role stereotyping.

E. Cultural Identifiers 1. Race and nationality 2. Affectional orientation 3. Age and sex Journal 5.2 Communication Choice Point – Homophobia III.

Using Verbal Messages Effectively A. Intensional Orientation B. Allness C. Fact-Inference Confusion D. Static Evaluation Journal 5.3 Communication Choice Point – Confronting a Lie E. Indiscrimination F. Polarization Understanding Theory and Research: Theories of Gender Differences

Key Terms ageism ageist language allness anonymous confirmation connotation date deception bias denotation direct messages disconfirmation et cetera extensionalize

extensional orientation fact–inference confusion factual statement heterosexism heterosexist language index indirect messages indiscrimination inferential statement intensional orientation lying onymous polarization

Discussion Questions

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politeness principle of cooperation principle of peaceful relations principle of self-denigration purr words racism racist language rejection sexism sexist language snarl words static evaluation truth bias

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1. Explain the statement, “Meanings are in people, not in words.”

2. How can meaning be influenced by the context in which it is sent?

3. Can a word be both denotative and connotative? What do these terms mean? Do you use more denotative language or connotative language?

4. What are indirect messages? Why do people use them? Why don’t people say what they really mean? Do you think you say what you really mean?

5. What are your experiences with online communication? Do you think that people are generally polite online or not? What aspects of the Internet itself might allow for less polite conversation?

6. What are some of the ways in which you can create a confirming communication climate?

7. Do you think you use racist, sexist, ageist, or heterosexist language? Can you provide an example of each of these types of disconfirmation?

Activities ➢ Activity One: Netiquette Objective: To understand the rules for politeness for online interactions and consequences of disconfirming messages.

Time: Allow 10 minutes to assign homework and 30–35 minutes to share and debrief during next class period.

Group Size: Complete individually and share examples in groups.

Description of Activity: After discussing the principle of politeness and how it relates to the Internet, assign each student to find a news story that involves online interaction leading to negative consequences. For example, stories about cyberbullying are appropriate for this assignment. If the class has a website, consider asking them to post a link to the story on the class discussion board so that the students can view them before class. Have students bring a copy of the news story (or the details of the story, in the case of videos). In groups, students should share their examples and discuss whether or not the agents in the story followed the rules of netiquette suggested in the text. If not, what consequences arose from this use of language? Once the groups have discussed, have each group share the best example of when netiquette was or was not used and the consequences of that behavior.

Debriefing: Questions for debriefing: 1. Based on your own personal experiences, do you use netiquette? Why or why not?

2. Why is there so much inconsistency with politeness online?

3. Why is politeness online important?

4. What aspects of the Internet might make people feel they can communicate in impolite ways?

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5. As Internet users, what responsibilities do we have to ourselves and others regarding politeness?

Consider bringing into the class additional research on flaming and other “dark side” communication in computer-mediated communication.

➢ Activity Two: Ready, Set, Respond!

Objective: To apply the differences between confirmation and disconfirmation to role-playing situations.

Time: One class period (Allow 10–15 minutes to prepare role-play response with 35–40 minutes of presentations and discussions.)

Group Size: Entire class divided into small groups of three to four Description of Activity: Divide the class into groups. Each group will be assigned one of the situations described below.

Groups must then decide whether they will role-play a confirming or disconfirming response to the situation assigned to them. (Refer students to text or lecture material that should be assigned prior to the use of this activity.) The role-play situations, written on index cards, may be assigned or randomly chosen by students. If the class is large, students may be assigned the same situation, which will add to their understanding of the different applications of confirmation and disconfirmation. The role-play should include a brief introduction to set up the situation. Direct the students to focus on applying the information to the role-play that demonstrates confirmation or disconfirmation. The role-play should be about 3 to 5 minutes (depending on the size of your class). Observers will then guess if the role-play response was confirming or disconfirming. Be sure to leave enough time to engage in debriefing (see questions below).

Role-play scenarios: 1. Professor A questions student B about his or her attendance. Student B replies that an extenuating circumstance necessitated the absences. Professor A responds with ________.

2. Person A starts to tell person B that she or he is no longer interested in dating him or her.

Person A begins by saying, “I think that we need to start seeing other people, you know, to sort of test our feelings for each other.” Person B responds with ________.

3. Parent A indicates to college-age daughter or son that she or he is not spending enough time at home. Daughter or son responds with ________.

4. Employer A wishes to share the results of an evaluation with employee B. A calls B into the office and says, “This evaluation is the first of many, I’m sure.” Employee B responds with ________.

5. Friend A has just had a horrible date and calls friend B to talk about the evening. Friend B is just about to leave the house when the phone rings. Friend B responds with ________.

Debriefing: Questions for debriefing: 1. Identify any confirmation/disconfirmation patterns you may have developed that may impair your relationships.

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2. How can your knowledge of confirmation and disconfirmation allow you to better understand your own communication style?

3. What types of observations have you made from the role-plays?

Journal Prompts JOURNAL 5.1 COMMUNICATION CHOICE POINT – POLITENESS After having lunch with a team of interviewers whom you want to impress, you mentally review the rules of politeness. Unfortunately, you violated just about every one of them. What are some of your options for correcting this impression of yourself as an impolite oaf? What would you say? Through what channel?

JOURNAL 5.2 COMMUNICATION CHOICE POINT – HOMOPHOBIA You’re bringing your college roommate home for the holidays. She’s an outspoken lesbian, and your parents are homophobic. You want to prepare them for their holiday get-together. What are some things you might say to prepare your roommate and your family for what will probably be a bumpy weekend?

JOURNAL 5.3 COMMUNICATION CHOICE POINT - CONFRONTING A LIE You ask about the previous night’s whereabouts of your romantic partner of 2 years and are told something you’re almost certain is false. You don’t want to break up the relationship over this, but you do want the truth and an opportunity to resolve the problems that contributed to this situation. What are some of the things you might say? What are some things you’d definitely want to avoid saying?

Shared Writing REJECTING DIRECTLY A colleague at work continues to ask you for a date, but you’re just not interested. You’ve used every polite excuse in the book and now feel you have to be more direct and more assertive. What are some of the things you can do to stop these requests but not insult your colleague? What would you say?

Using the Internet in the Classroom Institute of General Semantics Website http://www.generalsemantics.org/ General Semantics is an approach to language that emphasizes the connection between the ways we speak, think, and behave.

Purdue University Online Writing Lab http://owl.english.purdue.edu/owl/ This site contains an excellent how-to page on non-sexist language.

About Race Relations 5 .

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http://racerelations.about.com/ This site is dedicated to exploring issues about racial diversity, race relations, and racism in the United States. Excellent pages and articles on both racial stereotyping and racial profiling can elaborate on the racism and use of racist language discussed in Chapter 5.

Rules of Civility and Decent Behavior in Company and Conversation http://www.ashbrook.org/library/18/washington/rulesofcivility.html The Ashbrook Center for Public Affairs at Ashland University has posted this amusing and useful list of social and conversational rules drawn up by George Washington himself.

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Chapter 6: Nonverbal Messages Learning Objectives 6.1

Define nonverbal communication and paraphrase the principles of nonverbal communication.

6.2

Identify the major channels of nonverbal communication and give examples of the messages sent and received through these channels.

6.3

Explain the role of culture in nonverbal communication.

6.4

Identify some of the important skills for encoding and decoding nonverbal messages.

Chapter Outline I.

The Principles of Nonverbal Communication A. Nonverbal Messages Interact with Verbal Messages 1. Accent 2. Complement 3. Contradict 4. Control 5. Repeat 6. Substitute Journal 6.1 Communication Choice Point – Nonverbal Impressions B. Nonverbal Messages Help Manage Impressions 1. To be liked 2. To be believed 3. To excuse failure 4. To secure help 5. To hide faults 6. To be followed 7. To confirm self-image and to communicate it to others C. Nonverbal Messages Help Form Relationships D. Nonverbal Messages Help Structure Conversation E. Nonverbal Messages Can Influence and Deceive F. Nonverbal Messages Are Crucial for Emotional Expression II.

Ten Channels of Nonverbal Communication A. Body Communication 1. Body appearance 2. Body gestures B. Facial Communication 1. Facial management a. To intensify 1 .

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b. To deintensify c. To neutralize d. To mask e. To simulate 2. Encoding-Decoding Accuracy C. Eye Communication 1. Eye Contact 2. Eye Avoidance D. Space Communication 1. Proxemic Distances a. Intimate distance b. Personal distance c. Social distance d. Public distance 2. Territoriality a. Territory types b. Territory markers E. Artifactual Communication 1. Color communication 2. Clothing and body adornment 3. Space decoration F. Touch Communication 1. The meanings of touch a. Emotional communication b. Playfulness c. Task-related touching d. Ritual touching e. Control 2. Touch avoidance G. Paralanguage 1. Judgments about people 2. Judgments about communication effectiveness H. Silence 1. To give time to think 2. To hurt 3. To lessen anxiety 4. To prevent communication 5. To communicate emotions I. Time Communication 1. Psychological time 2. Interpersonal time a. Punctuality b. Wait time c. Talk time d. Relationship time e. Response time 2 .

DeVito Human Communication 14e Instructor’s Manual

J. Smell Communication 1. Attraction messages 2. Taste messages 3. Memory messages 4. Identification messages III. Culture and Nonverbal Communication Journal 6.2 Communication Choice Point – Time Differences A. Gesture and Culture B. Facial Expression and Culture C. Eye Communication and Culture D. Colors and Culture E. Touch and Culture Journal 6.3 Communication Choice Point – Touch Boundaries F. Paralanguage, and Silence, and Culture G. Time and Culture 1. The social clock 2. Formal and informal time 3. Monochronism and polychronism IV.

Nonverbal Communication Competence A. Encoding Skills B. Decoding Skills Journal 6.4 Communication Choice Point – Demonstrating Competence Understanding Theory and Research: The Facial Feedback Hypothesis

Key Terms adaptors affect displays alter-adaptors artifactual communication attractiveness boundary marker central marker chronemics civil inattention earmarker emblems facial feedback hypothesis facial management techniques formal time haptics home field advantage illustrators

informal time interpersonal time intimate distance kinesics markers monochronic time orientation nonverbal communication object-adaptors olfactory communication paralanguage personal distance pitch polychronic time orientation primary territories proxemic distances proxemics public distance

Discussion Questions 3 .

public territories rate regulators secondary territories self-adaptors silence social clock social distance spatial distance temporal communication territoriality touch avoidance touch communication visual dominance voice qualities volume

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1. Identify and explain the five classes of nonverbal movement. Give examples of each movement.

2. What are some functions of eye movements?

3. What are some of the eye avoidance functions?

4. How can we signal power through visual dominance behavior?

5. What personal adaptors are acceptable in public? Which ones are not acceptable?

6. What are some of the rules we have in our society about eye contact?

7. In what instances, personal or professional, is eye contact a crucial factor in establishing a positive relationship?

8. Do regulators enhance the flow of communication? Is it more difficult to establish a smooth flow of communication over the phone when regulators are less pronounced?

9. Identify and explain the four proxemic distances.

10. Identify and explain the term territoriality. What are some items you have used to mark your territories?

11. Identify several meanings and functions of touch.

12. What are some of the reasons why we tend to avoid touch?

13. If someone treats space differently than you do (e.g., a salesperson moves from a social space to a personal distance), what is your first reaction? Does this encroachment affect the communication taking place? How? 14. When has your instinct to touch had a positive effect? A negative one?

15. How does smell qualify as a nonverbal message?

16. Give an example of an artifact that you use or wear. Tell what it communicates and why you use or wear it.

Activities ➢ Activity One: Demonstrating Nonverbal Messages Objective: To understand the six ways that nonverbal messages interact with verbal messages Time: One class period (50 minutes) Group Size: Divide the entire class into six equal groups.

Description of Activity: Students will display one of the six ways that nonverbal messages interact with verbal messages by demonstrating them to the class. After dividing the class into six equal groups, assign each 4 .

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group one of the six categories of nonverbal messages: accenting, complementing, contradicting, controlling, repeating, and substituting. The groups are responsible for creating a realistic set of scenarios to illustrate their assigned category. Recommend that the students create at least three examples of the nonverbal message. Give the groups about 10 minutes to create examples. Once the groups have created examples, have them perform the scenarios with both the verbal and nonverbal messages.

Debriefing: As each group is performing, have the class decide which nonverbal function the scenarios are portraying. As you discuss, ask them to consider how they would have interpreted the scenario if the verbal portion of the message were missing? What if the nonverbal portion was missing?

You may want to consider having one or two groups actually perform their scenario without the verbal message. Does the meaning remain the same? Discussion in debriefing should clarify how verbal and nonverbal communication principles rely on one another to help provide a more detailed understanding or meaning for communicators.

➢ Activity Two: Communicating Without Vocalizing Objective: To identify the meanings communicated through nonverbal communication.

Time: 50 minutes; 10 minutes for the first exercise, 40 minutes for follow-up Group Size: Entire class with four students selected to perform.

Description of Activity: Select four students, two to study Conversation 1 and two to study Conversation 2 as they appear below. Each dyad will present the conversation nonverbally to the class. Students in the first exercise should be encouraged to use appropriate emblems that create the meaning of the verbal conversation. Students will likely use vocal qualities to convey emotion, but consider recommending they attend to all nonverbal channels. Overstated gestures should be discouraged. Observers will observe and comment on how meaning was derived from nonverbal communication behaviors used. To follow up on this assignment, instruct students to create their own nonverbal monologue (or dialogue) and present their own work to the class the next class period.

Conversation 1: A: Come here.

B: Who, me?

A: Yes, you!

B: No! I’m sick.

A: I’m waiting!

B: No! I’m nervous.

A: Come here, I’m angry!

B: Go away!

Conversation 2: C: Stop it!

D: What?

C: You know.

D: No, I don’t understand.

C: You make me so mad.

D: I’m sorry.

Debriefing: Debriefing of part one of activity can be used to assign students the homework to create their own gesture monologue (or dialogue) for next class period. During follow-up period, provide 5 .

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feedback and time for discussion between performances so that the class can discuss how we use specific gestures, facial expressions, posture, and other nonverbal cues to provide meaning in interactions. During debriefing have students identify specific nonverbal behaviors and discuss how they are interpreted. Encourage students to use the terminology from the text in discussion of the functions and channels of nonverbal communication.

➢ Activity Three: The “Eyes” Have It! Objective: To practice the functions of eye communication.

Time: 20 minutes Group Size: Divide the entire class into dyads.

Description of Activity: Divide the class into dyads. Students should be instructed to sit face to face. One person should be A, and the other B. Each dyad should be given the set of instructions below. Instructor will need to create 10 to 15 sets of A and B cards to distribute to each dyad. Instruct students to use one hand to cover mouth to limit facial expressions. After person A expresses the assigned eye communication, person B in each dyad will indicate what expression or idea was communicated. If the answer is incorrect, person A will try again. Person B will then follow suit. An addition to this exercise could be to have students add facial expressions to help convey the message.

On each A and B card, write, “Use your eyes to communicate the following:” Person A Person B 1. Express “no“ 1. Express “yes” 2. Express interest in the other person 2. Express disinterest in the other person 3. Indicate that the other person should 3. Indicate that the other person should start talking stop speaking 4. Express anger 4. Express happiness 5. Express understanding 5. Express lack of understanding 6. Express boredom 6. Express surprise

Debriefing: Some of the eye movements expressing these different relationships and ideas are so similar that we often use information from other areas, particularly the face, to decode the message before making a final judgment. It will be easier when adding facial expression. Consider instructing the students to try the activity first with their lower part of the face covered. If partner is unable to guess, then uncover the face and try again. Discuss how eye communication is limited in our interpretation. We often process nonverbal communication holistically considering multiple channels simultaneously.

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➢ Activity Four: Reach Out and Touch Someone Objective: To explore the touch avoidance behaviors.

Time: 30 minutes Group Size: Entire class Description of Activity: One person is blindfolded and the rest of the group forms a circle around that person. One member of the circle should be directed to go forward to allow the blindfolded person to touch him or her and thereby identify him or her. Only five “touches” are allowed.

Students should focus on the following observations: 1. Does the “toucher” touch hesitantly or confidently?

2. How do we recognize each other? By clothes? By physical features?

3. How does the touched person react? Tense? Ticklish?

4. Are our feelings about being touched cultural or personal?

Debriefing: This exercise works best with a small group of students; you may decide to have two circles with a large group, so each student may have a turn. Responses to the activity can also be written in the students’ journals, notebooks, or as a minute paper to be submitted. Discuss with the class the awkwardness of trying to touch without sight. If your sight were not limited, would you still feel awkward about touching a fellow classmate?

➢ Activity Five: Pulling It All Together Objective: To apply an understanding of the unit to actual situations.

Time: One class period; 15 minutes of planning and 35 minutes of presentations/discussion Group Size: Entire class; six groups of three or more students Description of Activity: Create six groups of 3 to 4. Each group will be assigned one of the following: 1. Proxemic distances 2. Influences on space communication 3. Territorial invasion 4. Reactions to territorial invasion 5. The ways we use markers 6. The meaning of touch Each group will create brief “skits” to demonstrate and illustrate the concepts of the section that they were assigned. A brief introduction or concluding statement by a group member could elaborate or clarify the content of the section that the group illustrated.

Debriefing: Provide enough time after each skit to clarify content and allow for student discussion of examples. To provide additional meaning to this activity, consider using an example from the

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skits as a question on an exam, thus highlighting both in the moment through discussion and through testing how the examples are relevant reflections of the course content.

Journal Prompts JOURNAL 6.1 COMMUNICATION CHOICE POINT - NONVERBAL IMPRESSIONS You’re going for an interview for the job of a lifetime. You need to make the right impression. You don’t know anything about the culture of the organization. What are some of the nonverbal behaviors you might use to help you land this job? What are some nonverbal behaviors you’d be sure to avoid?

JOURNAL 6.2 COMMUNICATION CHOICE POINT - TIME DIFFERENCES You’ve just started dating a wonderful person who, unfortunately, has no sense of time, is constantly late for appointments, and rarely responds to social media messages without a long delay. You, on the other hand, are always punctual and respond immediately or with very little delay. You need to get on the same page. What are some of the things you can say that might help this relationship?

JOURNAL 6.3 COMMUNICATION CHOICE POINT - TOUCH BOUNDARIES A colleague at work continually touches you—your arm, your shoulder, your waist. These touches are becoming more frequent and more intimate, and you want this touching to stop. What are you options for stopping this touching and yet not alienating your colleague who might become your supervisor? What channels of communication might you use?

JOURNAL 6.4 COMMUNICATION CHOICE POINT – DEMONSTRATING COMPETENCE Knowing what you now know about nonverbal communication, what nonverbal behaviors would you seek to demonstrate at the most important job interview of your life?

Shared Writing SMILING AND TRUST Research finds that people trust those who smile more than they trust those who don’t smile (Dean, 2011bMehu, et al, 2007). People who smile are also rated higher on generosity. Are these findings consistent with your own experiences? What reasons can you advance to account for these findings?

Using the Internet in the Classroom Center for Nonverbal Studies http://center-for-nonverbal-studies.org/ This website bills itself as “The Home of the Nonverbal Dictionary.”

Body Language http://digilander.libero.it/linguaggiodelcorpo/topics0/ This is a nonverbal communication website, maintained by Marco Pacori, an Italian psychologist and psychotherapist.

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Paralanguage Test http://www.esl-lab.com/para.htm This interactive quiz tests your ability to decode meanings of paralanguage.

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Chapter 7: Interpersonal Communication and Conversation Learning Objectives 7.1

Define interpersonal communication and explain the interpersonal continuum and the stages of conversation.

7.2

Explain the principles of turn-taking, dialogue, immediacy, flexibility, and politeness.

7.3

Identify some relevant strategies for engaging in small talk, formulating credible excuses and apologies, giving and receiving compliments comfortably, and giving and receiving advice appropriately.

Chapter Outline I.

The Nature of Interpersonal Communication and Conversation A. Definition of Interpersonal Communication B. The Interpersonal Continuum 1. Social role vs. personal information 2. Social vs. personal rules 3. Impersonal (social) vs. personal messages C. The Stages of Conversation 1. Opening 2. Feedforward 3. Business 4. Feedback 5. Closing Journal 7.1 Communication Choice Point – Conversation at Work II.

Principles of Conversation and Interpersonal Communication A. The Principle of Turn-Taking 1. Speaker Cues a. Turn-maintaining cues b. Turn-yielding cues Journal 7.2 Communication Choice Point – Feedforward 2. Listener Cues a. Turn-requesting cues b. Turn-denying cues c. Backchanneling cues d. Interruptions B. The Principle of Dialogue C. The Principle of Immediacy 1. Self-disclose.

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2. Refer to the other person’s good qualities.

3. Express your positive view of the other person.

4. Talk about commonalities.

5. Demonstrate your responsiveness.

6. Express psychological closeness and openness.

7. Maintain appropriate eye contact.

8. Smile and express your interest.

9. Focus on the other person’s remarks.

D. The Principle of Flexibility 1. Analyze the specific conversational situation.

2. Mindfully consider your available choices.

3. Estimate the potential advantages and disadvantages.

4. Competently communicate your choice.

E. The Principle of Politeness: Conversation Is (Usually) Polite 1. The maxim of tact 2. The maxim of generosity 3. The maxim of approbation 4. The maxim of modesty 5. The maxim of agreement 6. The maxim of sympathy III. Everyday Conversations A. Making Small Talk 1. The topics and contexts of small talk 2. Guidelines for effective small talk a. Be positive. b. Be sensitive to leave-taking cues. c. Stress similarities rather than differences. d. Answer questions with sufficient elaboration. e. Avoid monologuing. f. Choose topics carefully.

Journal 7.3 Communication Choice Point – Making Small Talk B. Introducing People C. Making Excuses 1. Types of excuses a. Denial b. Minimize c. Qualify 2. Good and bad excuses D. Apologizing 1. Some dos for effective apologies 2. Some don’ts for effective apologies E. Giving and Receiving Compliments 1. Giving a Compliment a. Be real and honest. b. Compliment in moderation.

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c. Be totally complimentary. d. Be specific. e. Be personal in your own feelings.

2. Receiving a Compliment F. Giving and Receiving Advice 1. Giving Advice a. Listen. b. Empathize. c. Be tentative. d. Offer options. e. Ensure understanding. f. Keep the interaction confidential. g. Avoid should statements.

2. Receiving Advice Understanding Theory and Research: Opening Lines

Key Terms apology backchanneling cues compliment conversation conversational turns dialogue excuses

flexibility gossip immediacy interruptions interpersonal communication meta-advice

metacommunication monologue turn-denying cues turn-maintaining cues turn-requesting cues turn-yielding cues

Discussion Questions 1. Have students discuss Figure 7.2, “The Process of Conversation” by asking, “How accurately do you think this model reflects the normal progression of a conversation?”

2. In what ways can you manage turn-taking verbally and nonverbally? How does this process change when a channel of communication is blocked (e.g., over the phone with no visual channel or through instant messaging with no nonverbal cues)?

3. Debate the following statement: “Effectiveness or competence in conversation and following the appropriate conversational rules will contribute to your own interpersonal attractiveness.”

4. What kinds of excuses do you use and why? Are there times when you should or shouldn’t use an excuse? Discuss the ethics of excuse making.

Activities ➢ Activity One: Is Political Talk on TV Really Talking?

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Objective: To discover a variety of ways to signal conversational turns.

Time: One class period (50 minutes) Group Size: Entire class Description of Activity: Select two political talk shows that have different conversational styles (some suggestions include Lou Dobbs or The Daily Show with Trevor Noah in contrast to Face the Nation or Meet the Press). Instruct students to note the turn-taking behavior as they are watching the clips.

Particularly guide them to note speaker (turn-maintaining cues and turn-yielding cues), listener (turn-requesting and turn-denying), backchanneling cues, and interruptions. Have the students view one or two segments from each show. The students should view the shows paying special attention to conversational cues covered in this chapter. The two shows can then be assessed from the point of view of conversational turn-taking cues.

Debriefing: Call attention to the extremely different styles of signaling conversation turns that each show practices. Ask students which style they prefer and why they prefer it. Discuss how these “conversations” on political talk shows differ from our everyday “conversations.”

➢ Activity Two: What Excuse Would You Use? Objective: To learn how to use excuses appropriately.

Time: One class period (50 minutes) Group Size: Entire class, each student working individually Description of Activity: Although excuses are not always appropriate, they are often helpful in lessening the possible negative effects of a mishap. Try formulating an appropriate excuse for each of the five situations listed below and develop a justification as to why you assume this excuse will lessen any negative consequences. Three types of excuses that you might use as starting points are: • • •

I didn’t do it. (“I didn’t say that.” “I wasn’t even near the place.” “I did try to get in touch with you to tell you I’d be late.”)

It wasn’t so bad. (“Sure I pushed him, but I didn‘t kill him.”)

Yes, but (“It was just my jealousy making those accusations.”)

1. Because of some e-mail glitch, colleagues all receive a recent personal letter you sent to a friend in which you admit to having racist feelings. You even gave several examples. As you enter work, you see a group of colleagues discussing your letter. They aren’t pleased.

2. Your boss accuses you of making lots of personal long-distance phone calls from work, a practice explicitly forbidden.

3. In a discussion with your supervisor, you tell a joke that puts down lesbians and gay men.

She tells you she finds the joke homophobic and offensive to everyone and, she adds, she

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has a gay son and is proud of it. Since you just started the job, you’re still on probation and this supervisor’s recommendation will count heavily.

4. Your friend tells you that he thinks you hurt Joe’s feelings when you criticized his presentation.

5. Your history instructor is walking behind you and hears you and another student discussing your class. Your instructor clearly hears you say, “That last lecture was a total waste of time” but says nothing.

Debriefing: This activity will provide a good exercise after you have discussed what makes a good and bad excuse. Make sure that students can distinguish between good and bad excuses before starting the activity. Once students have constructed their excuses individually consider having them discuss in groups and then report the best “good excuse.” During the discussion be sure to point out the characteristics of the “good excuse” versus the “bad excuse.” Consider using the best “good excuse” in the class as an example on the exam to provide connection between the activity and the concepts covered in class.

Journal Prompts JOURNAL 7.1 COMMUNICATION CHOICE POINT - CONVERSATION AT WORK Your colleagues at work love to gossip and do so at all times and to great lengths, often interrupting your work schedule. What might you say to cut these conversations short without alienating people you’re going to have to work with every day?

JOURNAL 7.2 COMMUNICATION CHOICE POINT – FEEDFORWARD You want to break up your relationship with someone you’ve been dating rather steadily over the past 8 months. You want to remain friends but end the romance, something your partner has no idea about. The reason is simply that you realize you’re not in love and want to move on and find great love. What are some of the things you might

say as a preface (as feedforward) to your breakup speech? What would you say in your breakup speech?

JOURNAL 7.3 COMMUNICATION CHOICE POINT - MAKING SMALL TALK At the company cafeteria, you regularly sit next to someone from another department who you would like to get to know better. How might you use small talk to see if this other person is receptive to your overtures?

Shared Writing DEALING WITH INTERRUPTIONS One of your friends repeatedly interrupts you and others and takes the conversation off to a totally different topic. What are some of the strategies you might use to limit or stop these detours?

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Using the Internet in the Classroom Rules of Civility and Decent Behavior in Company and Conversation http://www.ashbrook.org/library/18/washington/rulesofcivility.html The Ashbrook Center for Public Affairs at Ashland University has posted this amusing and useful list of social and conversational rules drawn up by George Washington himself.

Conversation Starters http://dating.about.com/od/datingprep/ss/conversations.htm This website offers a how-to guide to start conversations for romantic purposes. It offers a practical guide to the topics discussed in this chapter.

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Chapter 8: Interpersonal Relationship Stages and Theories Learning Objectives 8.1

Explain the advantages and disadvantages of relationships and the stages relationships go through.

8.2

Paraphrase the main assumptions of the theories of attraction, rules, dialectics, social exchange, and equity.

8.3

Define jealousy and relationship violence and explain the suggestions for dealing with these dark sides of relationships.

Chapter Outline I. Interpersonal Relationships A. Advantages and Disadvantages of Interpersonal Relationships B. Relationship Stages 1. Contact 2. Involvement Journal 8.1 Communication Choice Point: Relationship Resume 3. Intimacy 4. Deterioration 5. Repair a. Recognize the problem. b. Engage in productive conflict resolution. c. Pose possible solutions. d. Affirm each other. e. Integrate solutions. f. Risk giving.

6. Dissolution a. Break the loneliness-depression cycle. b. Take time out. c. Bolster self-esteem. d. Seek the support of others. e. Avoid repeating negative patterns.

II. Relationship Theories A. Attraction Theory 1. Similarity 2. Proximity 3. Reinforcement 4. Physical attractiveness and personality 1 .

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5. Reciprocity of liking B. Relationship Rules Theory 1. Friendship rules 2. Romantic rules 3. Family rules 4. Workplace rules C. Relationship Dialectics Theory 1. Closedness vs. openness 2. Autonomy vs. connection 3. Novelty vs. predictability Journal 8.2 Communication Choice Point: Negotiating Equity D. Social Exchange Theory 1. Rewards 2. Costs 3. Profit E. Equity Theory III. The Dark Side of Interpersonal Relationships A. Jealousy 1. Cognitive jealousy 2. Emotional jealousy 3. Behavioral jealousy Journal 8.3 Communication Choice Point: Jealousy B. Relationship Violence 1. The alternatives to violence 2. Dealing with violence Understanding Theory and Research: Online Relationship Theories

Key Terms attraction theory breadth comparison level complementarity contact depth dissolution envy equity theory interdependency

intimacy involvement jealousy parasocial relationships proximity reciprocity of liking reinforcements relationship deterioration relationship dialectics theory relationship repair

relationship violence rules theory similarity social exchange theory social information processing theory social penetration theory social presence theory

Discussion Questions 1. What are the six relationship stages? How might your communication with your partner change during each of these stages?

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2. Identify how relationships vary in breadth and depth.

3. Have students select a relationship that has ended. Ask them to write a 2- to 3-page analysis of that relationship, correlating it to the six stages in the text.

4. Of the theories presented, which theory of relationships makes the most sense to you? Give an example of that theory in your life?

5. In what ways do these theories overlap? Differ?

6. What are some of the causes for relationship deterioration?

7. What nonverbal and verbal behaviors should you (or do you) employ when you first become interested in someone? What behaviors receive the most favorable reaction?

8. After studying the steps in initiating relationships and the causes for deterioration, what measures can be taken to keep a relationship healthy? In what instances is breaking up the best alternative?

9. Is the dark side of relationships inevitable? What has shaped your opinions on this issue?

Activities ➢ Activity One: The World’s a Stage Objective: To demonstrate the six stages of a relationship Time: One class period (50 minutes) Group Size: 12 volunteers, six groups of 2 to role-play; entire class participation and observation Description of Activity: Review the six stages of relationships before undertaking this exercise. Choose 12 volunteers and divide them into pairs. Each dyad will role-play one of the six stages of a particular relationship: contact, involvement, intimacy, deterioration, repair, or dissolution. As a group, the students role-playing should choose a relationship below: 1. boyfriend/girlfriend 2. husband/wife 3. friend/friend (male–female) 4. friend/friend (male–male or female–female) Each dyad should role-play a different stage of the SAME relationship and should present their skits in sequence (e.g., intimacy would follow involvement and precede deterioration). Five minutes should be allotted for each skit.

Debriefing: Class members not participating in the skits should list all observations they make about each stage. Discussion following the activity should focus on the following: 1. What characteristics were inherent in a given stage?

2. What factors led to intimacy in the relationship? To deterioration?

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3. What may happen if one or more of the stages is skipped or out of sequence?

➢ Activity Two: Breaking Up Is Hard To Do Objective: To help students understand the communication changes that take place during the deterioration of a relationship.

Time: One class period (50 minutes) Group Size: Small groups of 3 or 4 Description of Activity: Divide the class into groups of 3 or 4. Distribute a handout to each group with the following examples of relationships that are in the deterioration stage. Either instruct each group to choose a situation or assign one to each group. Give each group 10–15 minutes to plan an improvisation that will ultimately terminate the relationship.

Situational examples of relationship deterioration: Role-play the termination of the relationship in one of the following situations: 1. A cohabiting couple constantly argues over financial matters. Both people in the relationship become ill at ease with each other concerning issues of money, which results in the deterioration of the relationship. Person A tells person B, “I can’t stand it anymore!

I end up paying for everything around here!”

2. An employer finds it necessary to fire an employee who is not working up to his or her ability. The employee has not consented to work overtime and has recently been observed making copies of files for what appears to be for his or her personal use. The employer confronts the employee by saying, “It’s become increasingly obvious that you are not happy here.”

3. A boyfriend/girlfriend is tiring of his/her involvement in an intimate relationship and wants to begin dating another. Person A says, “I need more space.”

4. Two friends who were once inseparable constantly argue about infringing on each other’s privacy. One friend finds the other reading his or her personal mail and says, “Now you’re into my mail?! That’s going too far!”

Debriefing: Discussion should focus on the deterioration process in the relationship. Focus discussion on the communication challenges that occur during relationship deterioration. Can you identify the different phases of relationship deterioration in the scenarios? Was there an attempt at relationship repair? Can you identify the phases of relationship dissolution?

➢ Activity Three: Letting Go Objective: To understand the nature of relationship deterioration Time: Half of a class period (20–25 minutes) 4 .

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Group Size: Entire class, each student working individually Description of Activity: Students should be instructed to bring their cell phones (or address books) to class on a given day. Ask students to consider which names they would eliminate if they had to reenter all the numbers in a new cell phone. Direct them to eliminate at least 10 names.

Debriefing: Students may be divided into groups to discuss their feelings, or students can be given the opportunity to place some of their thoughts about this activity in a written account that may focus on the following: 1. What are some of the thoughts that entered your mind when eliminating a person’s name from your book?

2. What were the reasons for the deterioration of the relationship?

3. Did you experience second thoughts about the name elimination?

4. Why do we sometimes refuse to let go?

➢ Activity Four: The Dark Side of Relationships and Communication Objective: To understand the role of communication for dealing with the dark-side of relationships.

Time: Half a class (20–25 minutes) up to two class periods, depending upon the length of the movie and the time required to complete the activity.

Group Size: Entire class Description of Activity: The dark side of communication is a difficult topic to discuss in class. Many times students who are involved or have been involved in relationships that include abuse are unwilling to share their personal experiences. Thus, this activity uses either a movie or video clip from a television show to introduce the topic of abuse and communication to the class. Sleeping with the Enemy is a great movie that highlights some of the ways in which abuse can have various components including all forms of abuse (psychological, physical, and economic injuries) discussed in the chapter. Selecting a movie or television show that addresses the issue of abuse and demonstrates how communication is used to resolve conflict or abuse is crucial for success of this activity.

Show a portion or all of the movie or television show, and debrief with a class discussion.

Debriefing: Questions for debriefing: 1. What role did communication play in the abuse portrayed?

2. How was (or could) communication be used to address the dark side of relationships?

3. Why do we have a cultural taboo about discussing abuse in relationships?

Journal Prompts JOURNAL 8.1 COMMUNICATION CHOICE POINT - RELATIONSHIP RÉSUMÉ

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Although you’ve been mostly honest in your online relationship, now that you’re living together, you want to come clean about past relationships and your poor financial situation. How might you preface this revelation? What might you say? What are some of the things you would want to avoid saying?

JOURNAL 8.2 COMMUNICATION CHOICE POINT - NEGOTIATING EQUITY You feel your romantic relationship of the past 3 months has become inequitable—you seem to do more of the work but get few benefits, while your partner does less work but gets more benefits. You want to correct this imbalance before the relationship goes any further. What are some options you have for negotiating greater equity? What are some of the things you might say?

JOURNAL 8.3 COMMUNICATION CHOICE POINT – JEALOUSY Your partner is excessively jealous—at least from your point of view. You can’t meet other people or even communicate with them online without your partner questioning your fidelity. You’re fed up. What might you do to reduce (or ideally stop) this jealousy without destroying the relationship?

Shared Writing TURNING POINTS Significant changes in a relationship are often termed turning points—for example, the first date, the first kiss, the first sexual encounter, meeting the parents, moving in together, getting married, and so on. These examples are positive turning points. But turning points can also be negative. For example, the first realization that a partner has been unfaithful, lied about past history, or revealed a debilitating condition would likely be significant turning points for many romantic relationships. What significant turning points (positive or negative) would you identify for the development of face-to-face friendships? For online friendships?

Using the Internet in the Classroom Body Language: Library Online http://digilander.libero.it/linguaggiodelcorpo/biblio/ In the virtual library, nonverbal researcher Marco Pacoli lists a number of articles and books for research on flirting, dating, and courtship, as well as on beauty and physical attractiveness.

About Race Relations http://racerelations.about.com/ This site is dedicated to exploring issues of racial diversity, race relations, and racism in the United States as well as containing information and references for exploring interracial interpersonal relationships.

Real World: Washington D.C. http://www.mtv.com/shows/real_world/Washingtondc/video.jhtml Do you wonder what it would be like to have to develop and maintain relationships, live, and work with people you don’t know while being watched by millions of people? This webpage is a 6 .

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collection of video clips from season 23 of The Real World. It’s a great way to explore interpersonal relations, often in their more extreme forms.

Domestic Violence http://www.domesticviolence.org/ As their slogan says, “Domestic violence should not happen to anybody… ever… period!”

Explore resources and the domestic violence handbook in this informative webpage.

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Chapter 9: Friends, Lovers, and Families Learning Objectives 9.1

Define friendship and identify its major types.

9.2

Define love and explain its six major types.

9.3

Explain the three types of couples and the three types of families and their respective communication patterns.

Chapter Outline I.

Friendships A. Friendship Types 1. Friendship of reciprocity 2. Friendship of receptivity 3. Friendship of association B. Friends with Benefits 1. Utility 2. Affirmation 3. Ego support 4. Stimulation 5. Security Journal 9.1 Communication Choice Point: Friendship Functions C. Friendship and Communication 1. Initial contact and acquaintanceship 2. Casual friendship 3. Close and intimate friendship D. Friendships, Culture, Gender, and Technology 1. Culture and friendships 2. Gender and friendships 3. Technology and friendships II.

Romantic Relationships A. Love Types 1. Eros 2. Ludus 3. Storge 4. Pragma 5. Mania 6. Agape B. Love and Communication 1 .

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Journal 9.2 Communication Choice Point: From Friendship to Love C. Love, Culture, Gender, and Technology 1. Culture and love 2. Gender and love 3. Technology and love III.

Families A. Couple and Family Types 1. Traditionals 2. Independents 3. Separates 4. Consensual families 5. Protective families 6. Pluralistic families 7. Laissez-faire families Journal 9.3 Communication Choice Point: Families B. Family Characteristics 1. Defined roles 2. Recognition of responsibilities 3. Shared history and future 4. Shared living space C. Families and Communication 1. Equality 2. Balanced split 3. Unbalanced split 4. Monopoly D. Families, Culture, Gender, and Technology 1. Culture, gender, and families 2. Technology and families Understanding Theory and Research: Love Styles and Personality

Key Terms agape conformity-orientation conversation-orientation dyadic consciousness eros family friendship

friendship of association friendship of receptivity friendship of reciprocity friends with benefits independents ludus mania

Discussion Questions 2 .

network convergence pragma primary relationship separates storge traditionals

DeVito Human Communication 14e Instructor’s Manual

1. How does your list of friendship types compare with those the author presents? Were any of yours similar or different?

2. If you disagree with the author’s types of friendship, how would you describe them differently?

3. Which type of love do you think you are involved in the most? Explain.

4. How do you communicate love to someone? Can you make a list of behaviors?

5. Are you a traditionalist, an independent, or a separatist? How does that affect your relationships, especially with your family?

6. What guidance can you gather from the text for communication in friendship, romantic, and family relationships?

Activities ➢ Activity One: Love Styles Objective: To understand different love styles Time: Half a class period (20–25 minutes) Group Size: Entire class Description of Activity: Complete activity after lecturing/discussing different love styles. Select a clip of a romantic couple from a well-known television program, for example, Meredith and McDreamy from Grey’s Anatomy. Show a clip or clips of the couple that indicates how they view love at different points in their relationship. Selecting a show that your students watch or are familiar with is crucial for this activity to work effectively. Based on the interaction, have the class write about which love style they believe the characters are using to approach the relationship. After each student writes a brief reflection independently, open up a discussion with the entire class.

Debriefing: Questions for debriefing: 1. What love style do you think each of the characters is using in this relationship?

2. What specific communication behaviors led you to that conclusion?

3. How might different loves styles be blended in the example?

4. For people who are familiar with the show and these characters—how have love styles changed over time for these characters?

Journal Prompts JOURNAL 9.1 COMMUNICATION CHOICE POINT – FRIENDSHIP FUNCTIONS When thinking about your own friendships and the needs they serve, you notice that your friendships all seem to be built around just one of the needs. What are some of your options for expanding the needs that friendships serve in your life?

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JOURNAL 9.2 COMMUNICATION CHOICE POINT – FROM FRIENDSHIP TO LOVE You have a great friendship with a colleague at work, but recently these feelings of friendship are turning to feelings of love. What are some of the things you can do or say to move this friendship to love or at least discover if the other person would be receptive to this change?

JOURNAL 9.3 COMMUNICATION CHOICE POINT – FAMILIES You and your dating partner (for about a year) want to move your relationship to a more exclusive and public one. And you both think it’s time for your families to meet (who are different in culture, politics, religion, and just about everything else). What are some of your options for making this meeting a pleasant and productive one? Where would you hold this get-together? How would you invite family members? How might you prepare them?

Shared Writing LONG DISTANCE RELATIONSHIPS After 2 years of steady dating in high school, you and your partner will go to different colleges in different countries. You want to keep the relationship going and perhaps make it permanent after college.

In what ways might you use communication to help maintain this long-distance relationship?

Using the Internet in the Classroom Friendship Force http://www.friendshipforce.org/ International Friendship Force’s mission is to promote world peace by building intercultural interpersonal relationships. At their website, not only can you be a pen pal or chat with people from other nations, but you can also be an ambassador for the U.S. to other nations.

The Friendship Page http://www.friendship.com.au/ This website, located in Australia, is devoted to making friends, discussing friendship-related issues, and publishing friendship quotes, poetry, and tributes.

Facebook http://www.facebook.com/ The most popular social network website used by millions to maintain and develop relationships.

Review of Online Dating Sites http://www.top10bestdatingsites.com/ This website reviews the top 10 dating websites. The site also provides articles and tips for online dating.

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Chapter 10: Small Group Communication Learning Objectives 10.1

Define small group, team, and virtual group or team, explain the advantages and disadvantages of groups and the nature of small group apprehension.

10.2

Explain the stages small groups normally go through, the popular formats, and the role of culture and power.

10.3

Define brainstorming and its four rules and the nature of focus groups.

10.4

Explain the steps involved in the problem-solving sequence and define the nominal group, the Delphi method, and quality circles.

Chapter Outline I. Preliminaries to Small Group Communication A. The Small Group 1. Collection of individuals 2. Common purpose 3. Interdependence 4. Organizing rules 5. Self-perception as a group Journal 10.1 Communication Choice Point: Impression Management B. The Team 1. Specific purpose 2. Clearly defined roles 3. Goal directed 4. Content focused C. Virtual Groups and Teams D. Advantages and Disadvantages of Groups E. Small Group Apprehension II.

Small Group Stages, Formats, Culture, and Power A. Small Group Stages 1. Opening 2. Feedforward 3. Business 4. Feedback 5. Closing B. Small Group Formats 1. The round table 1 .

DeVito Human Communication 14e Instructor’s Manual

2. The panel 3. The symposium 4. The symposium-forum Journal 10.2 Communication Choice Point: Ethical Decision C. Small group culture 1. Small group norms 2. High- and low-context cultures D. Small Group Power III. Brainstorming and Focus Groups A. Brainstorming Groups B. Focus Groups Journal 10.3 Communication Choice Point: Stimulating Contributions IV. Problem-Solving Groups A. The Problem-Solving Sequence 1. Step 1: Define and analyze the problem a. Duration b. Causes c. Effects 2. Step 2: Establish criteria for evaluating solutions a. Practical criteria b. Value criteria 3. Step 3: Identify possible solutions 4. Step 4: Evaluate solutions 5. Step 5: Select the best solution(s) a. Decision by authority b. Decision by majority rule c. Decision by consensus Journal 10.4 Communication Choice Point: Critical Thinking 6. Step 6: Test selected solution(s) B. Problem-Solving Groups at Work 1. The nominal group technique 2. The Delphi method 3. Quality circles Understanding Theory and Research: Social Loafing and Facilitation

Key Terms assertiveness training group brainstorming coercive power cohesiveness consciousness-raising group consensus Delphi method

encounter group expert power focus group forum group norms information power intervention group

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legitimate power nominal group panel personal growth group power problem-solving group problem-solving sequence

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quality circle referent power reward power role expectations

round table format small group small group stages social loafing

symposium symposium–forum team virtual groups

Discussion Questions 1. How can small group communication be characterized?

2. Can you name some of the norms used by a group to which you belong?

3. Where do group norms come from? How can a group member discover the norms of a group?

4. What are some examples of each of the types of groups in the chapter to which you belong?

5. What are the rules for brainstorming? Why are these rules necessary for effective brainstorming to occur? What do you think is the downfall of many brainstorming sessions?

6. Of the small group formats, which is most appropriate for a student council to solve a tuition increase debate?

7. Dewey’s problem-solving approach uses six steps designed to make solutions more efficient and effective. As a class, choose a problem and go through the six steps to see how they work in application.

Activities ➢ Activity One: Small Group Formats in Review Objective: To understand the differences between the four major small group formats.

Time: Two class periods Group Size: Divide entire class into four separate groups.

Description of Activity: Discuss the four small group formats. Divide the class into four separate groups, hopefully with five or six members per group. Assign each group one of the small group formats: (1) roundtable, (2) panel, (3) symposium, or (4) symposium-forum. Each group will meet during the first class period to create a role-play of what their format looks like in action. They will assign roles, create topics and information, and design the procedures to present to the entire class the next class period. Emphasize to the groups that the primary objective is to illustrate how each format works and looks rather than worry about specific content of the presentation. Encourage the use of characters and humor to liven up the presentations. For example, the panel group will create experts on a selected topic (i.e., Professor Hazelnut, an expert on rain forests; Robert Godfrey, president of the Earth Firsters to save the Earth; and James Winfield, a member of Greenpeace). A moderator (Jerry Springer or Judge Judy) will “interview” these experts in front of a studio audience, who may ask questions of the experts or give opinions at the appropriate time through the moderator. The instructor should meet each group on the first day to help them 3 .

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formulate their presentation. During the second class period, each group will have 8–10 minutes to present their format, which will be followed by a summary and discussion of that format led by the instructor.

Debriefing: Emphasis is on the accuracy of the procedures for each format, not the content. This assignment can be fun with some added creativity and humor for characters and topics. Be sure to allow enough time to debrief activity as a whole class.

Questions for debriefing: 1. What were the benefits and drawbacks of each format?

2. When would you use a particular format?

3. Which format do you prefer? Why? 4. What observations did you make from the skits about communication in these small group formats?

➢ Activity Two: Beyond Brainstorming Objective: To demonstrate the benefits of brainstorming as a problem-solving technique.

Time: One class period (50 minutes) Group Size: Divide entire class into groups of 3–5.

Description of Activity: Instruct the class to brainstorm inexpensive ways to socialize with friends. Write down all the ideas that students list. No judgment should be made regarding these answers. After 10 minutes, when suggestions have been made, have students get into groups of 3–5. Each group will select one choice from the list and create an argument for why that option is the “best” inexpensive way to socialize. Groups should have about 10–15 minutes to determine their choice and build their argument. Each group should then present their idea to the class.

Debriefing: After groups present their idea, ask them to reflect on the brainstorming process. What criteria did they use to make their decision for the “best” inexpensive way to socialize? Allow the students to discuss the various criteria of different groups and come to an agreement on what criteria is most important and have the class select one “best” inexpensive way to socialize. Be sure to connect the importance of setting criteria for evaluation during the problem-solving processing.

➢ Activity Three: Icebreaker for Groups Objective: To demonstrate how students can build group cohesion.

Time: 10–15 minutes Group Size: Groups of 4 or 5 Description of Activity: 4 .

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After you have instructed students to form groups of 4 or 5, you should hand them a copy of the brainteaser quiz.

Answers for Quiz: 1. 26 = Letters of the alphabet 2. 7 = Wonders of the ancient world 3. 1000 = Arabian nights 4. 12 = Signs of the zodiac 5. 52 = Cards in the deck 6. 8 = Planets in the solar system 7. 88 = Piano keys 8. 13 = Stripes on the American flag 9. 18 = Holes on a golf course 10. 32 = Degrees Fahrenheit at which water freezes 11. 90 = Degrees in a right angle 12. 200 = Dollars for passing Go in Monopoly Consider setting a time limit of 10 minutes. The group to get the most right answers could receive some type of reward (bonus points, candy, etc.)

Debriefing: This activity is a great introduction to group work. Make sure that students are working only with the group to which they have been assigned. After time has expired, ask the class for the answers to each question making sure to call on different groups so that everyone can participate.

Questions for debriefing: 1. How did the time limit influence the group process?

2. Did one person take the lead?

3. How were conflicts resolved?

Journal Prompts JOURNAL 10.1 COMMUNICATION CHOICE POINT – IMPRESSION MANAGEMENT You’ve been assigned to join a team of four others to work on new accounting procedures. As the new member you want to be perceived as both likeable and competent. Thinking back to the discussion of impression management strategies (Chapter 3), what are some of your communication choices for achieving the impression you want? What would you say? What behaviors would you want to avoid?

JOURNAL 10.2 COMMUNICATION CHOICE POINT – ETHICAL DECISION You’re working with a team off-site, all expenses paid. Your coworkers all pad their expense accounts.

You don’t want to do this and yet you don’t want to not do it for fear that your expense account will reveal your coworkers padding, thus violating an important group norm. What might you do?

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JOURNAL 10.3 COMMUNICATION CHOICE POINT – STIMULATING CONTRIBUTIONS You’re in charge of a focus group discussing what members like and dislike about the websites they visit.

The problem you anticipate, based on past experience, is that a few members will do all the talking and the rest will hardly talk at all. You want to encourage all members to participate fully. What are some of the ways you can confront this problem? What might you say?

JOURNAL 10.4 COMMUNICATION CHOICE POINT – CRITICAL THINKING You’re on a team (all equal in your organizational position) charged with designing the packaging for a new cell phone, and you need to establish how a decision will be made. What are some of your decisionmaking options? What are the advantages and disadvantages of each decision-making option?

Shared Writing WORKING WITH A SMALL GROUP Imagine that you’re at a large university with campuses spread out over the state and that one member from each of the 12 campuses are to form a group and write a brochure inviting high school students to consider attending your university. Imagine further that you’ve been selected to organize the group and get it started. How would you go about this if you were using Facebook or LinkedIn?

Using the Internet in the Classroom Current Research in Social Psychology http://www.uiowa.edu/~grpproc/crisp/crisp.html This is an electronic journal sponsored by the Center for the Study of Group Processes at the University of Iowa.

The Society for Judgment and Decision Making http://www.sjdm.org/ This website has won awards many times over, and can guide you to multiple journal articles, dissertations, and websites that are relevant to group problem-solving and decision-making.

Change your Life and Career with Advanced Brainstorming http://www.brainstorming.co.uk/contents.html Looking for new and interesting techniques to begin the idea-generation process? Want to learn how to run a brainstorming session? Can’t decide how best to define brainstorming? Check out this site for these and many more ideas in traditional and advanced brainstorming. This site includes tutorials, puzzles, tips and places to find books, articles, and newsgroups on brainstorming and creativity.

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DeVito Human Communication 14e Instructor’s Manual

Group Brainteaser Quiz Name: __________________________

Name: __________________________

Name: __________________________

Name: __________________________

Name: __________________________

Name: __________________________

This quiz does not measure your intelligence, your fluency with words, and certainly not your mathematical ability. It will, however, give you some gauge of your mental flexibility and creativity. Few people can solve more than half of the questions on the first try. Let’s see how you do working in a group. The only rule is that you may not share your answers or trade with another group. Good luck!

Directions: Each equation below contains the initials of words that will complete the equation. You must determine what the missing words are.

EQUATION:

ANSWER:

1. 26 = L of the A 2. 7 = W of the A W 3. 1000 = A N 4. 12 = S of the Z 5. 52 = C in the D 6. 8 = P in the S S 7. 88 = P K 8. 13 = S on the A F 9. 18 = H on a G C 10. 32 = D F at which W F 11. 90 = D in a R A 12. 200 = D for P G in M

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Chapter 11: Members and Leaders Learning Objectives 11.1

Define and give examples of group task roles, group building and maintenance roles and individual roles, and identify the suggestions for effective group membership.

11.2

Define leadership and distinguish among the traits, functional, transformational, and situational approaches; and identify the suggestions for effective group leadership.

11.3

Explain the impact of culture on small group membership and leadership behavior.

Chapter Outline I. Membership in Small Group Communication A. Member Roles 1. Group Task Roles a. Initiator-contributor b. Information seeker c. Opinion seeker d. Information giver e. Opinion giver f. Elaborator g. Coordinator h. Orienter i. Evaluator–critic j. Energizer k. Procedural technician l. Recorder 2. Group building and maintenance roles a. Encourager b. Harmonizer c. Compromiser d. Gatekeeper-expediter e. Standard setter f. Group observer and commentator g. Follower 3. Individual roles a. Aggressor b. Blocker c. Recognition seeker d. Self-confessor e. Playboy/playgirl f. Dominator 1 .

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g. Help seeker h. Special interest pleader B. Interaction Process Analysis C. Member Functions and Skills 1. Be group or team oriented 2. Center conflict on issues 3. Be critically open-minded 4. Ensure understanding 5. Beware of groupthink a. Illusion of invulnerability b. Avoidance c. Assumption of morality d. Intolerance of differences of opinions e. Self-censorship f. Assumption of unanimity g. Gatekeeping h. Peer pressure 6. From member to leader Journal 11.1 Communication Choice Point: Asserting Yourself in a Group II. Leadership in Small Group Communication A. Myths About Leadership B. Approaches to Leadership 1. Traits approach a. Empathy b. Courage c. Dependability d. Credibility e. Stewardship 2. Functional approach 3. Transformational approach 4. Situational approach Journal 11.2 Communication Choice Point: Situational Leadership C. Functions and Skills of Leadership 1. Organize.

2. Consider individual strengths and needs.

3. Activate the group agenda.

4. Promote group interaction. a. Ask questions. b. Summarize. c. Set an agenda. d. Focus your attention.

5. Empower group members. a. Raise the person’s self-esteem. b. Share skills. c. Be constructively critical.

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d. Encourage growth. e. Avoid micromanaging.

6. Follow up.

III. Membership, Leadership, and Culture A. Individualism and Collectivism B. Member Roles C. Belief Systems D. Leadership Style Journal 11.3 Communication Choice Point: Culture and the Small Group

Understanding Theory and Research: Approaches to Leadership

Key Terms agenda authoritarian leader democratic leader emergent leader functional approach to leadership

group building and maintenance roles group task roles groupthink individual roles interaction process analysis laissez-faire leader

leadership role situational approach to leadership traits approach to leadership transformational approach to leadership

Discussion Questions 1. As a group member, what do you consider your main job to be?

2. Which group task roles, group building and maintenance roles, and individual roles do you tend to play in groups?

3. Do you think you have ever been a victim of groupthink? Can you describe the situation?

4. Does the situational leadership style make sense? Why or why not?

5. What leadership styles have you experienced in the groups of which you have been a member? Were the leadership styles used effective or ineffective? Why? 6. Describe the functions carried out by an effective group leader.

7. What are some of the problems you see that limit the effectiveness of the group? What things have you experienced in groups that you have noticed reduce their effectiveness as a group?

8. How might culture impact the group experience?

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➢ Activity One: The Roles We Play Objective: To identify the various roles that group members play during the small group communication process.

Time: One class period (50 minutes): Spend 10 minutes for instructions and group formulation, 15 to 20 minutes for the simulation, and 15 to 20 minutes for reports from observers.

Group Size: Entire class Description of Activity: Create two sets of 3 x 5" cards on which are written group member roles with a description of the task (e.g., the initiator–contributor presents new ideas or a new perspective on old ideas) as described in the text. Divide the class in half and label Group 1 as role players and Group 2 as observers. Distribute one set of cards to Group 1 and the other set to Group 2. Everyone should have one card; leftover cards should match. Members of Group 1 will role-play the member role on the card he or she receives; this group will form a circle in the middle of the room and discuss a poignant topic selected by the instructor to stimulate a group meeting (e.g., tuition increases, parking problems on campus, or other relevant topics to which students can easily relate).

Members of Group 2 will serve as observers in a circle surrounding the inner circle. These observers will seek to identify the person in the center circle who is enacting the member role on the observer’s card. These observers will write down their observations and share them with the class at the end of the simulation.

Debriefing: Although this exercise may seem complicated, the organization you provide will serve to create a lively, realistic experience in identifying group member roles. Using the participant observer format with a “fish bowl” approach allows students to actively demonstrate and observe their understanding of the concepts being studied. An alternative or extension to this exercise is to have students (as participants) actually observe and identify as many roles as they can during one meeting. This exercise also could be done by having students call up an experience from a group experience they have had. Once observers report to the class, guide the discussion to the specific communication behaviors that helped the observers identify a particular role.

➢ Activity Two: Famous Leaders Objective: To identify the four approaches and three styles of leadership.

Time: Half a class period (20–25 minutes) Group Size: Entire class Description of Activity: Ask students to identify the leadership approach (traits, functional, transformational, situational approach) or style (laissez-faire, democratic, authoritarian) used by some of the following famous leaders: Alexander the Great Jesus Dr. Martin Luther King Jr.

Julius Caesar Colin Powell Elvis Presley 4 .

DeVito Human Communication 14e Instructor’s Manual

George W. Bush Michael Jordan Reverend Jesse Jackson Adolf Hitler Lenin Napoleon Bill Clinton Mark Zuckerberg

Nancy Pelosi Oprah Winfrey Fidel Castro Saddam Hussein Barrack Obama Bill Gates Charles Manson Hillary Clinton

Debriefing: Encourage students to discuss whether or not the leadership approach was effective in each case.

This activity should stimulate a lot of discussion. What specific behaviors are associated with each approach or style? What information about the individual did you use to determine the specific leadership style? Discussion of student answers should reinforce each leadership approach and style.

Journal Prompts JOURNAL 11.1 COMMUNICATION CHOICE POINT – ASSERTING YOURSELF IN A GROUP In your casual conversations with groups of friends as well as at work meetings, people consistently ignore your cues that you want to say something. And when you do manage to say something, no one reacts. You’re determined to change this situation. Thinking back to the discussion of assertiveness (Chapter 5) and power (Chapter 10), what are some of the things you can do to speak more assertively and more powerfully? What are some of the things you’d be sure to avoid doing or saying?

JOURNAL 11.2 COMMUNICATION CHOICE POINT – SITUATIONAL LEADERSHIP You’re a member of an introductory Internet design team whose leader uses a delegating style that isn’t working. Group members are all new to this business and need more direction and guidance. The group members have elected you to clue the leader into appropriate and inappropriate styles. What are some options for dealing with this problem? What preliminary information might you want to collect before saying anything? What might you say? Where would you say it?

JOURNAL 11.3 COMMUNICATION CHOICE POINT – CULTURE AND THE SMALL GROUP You’re leading a new group of interns to discuss what is expected of an intern at your company. They are as culturally mixed as you can imagine, and you wonder what kind of leadership will prove most effective in achieving your goal. What leadership style and qualities would you try to demonstrate?

Shared Writing UTILIZING YOUR LEADERSHIP SKILLS

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You’re leading a group of students charged with evaluating the core curriculum. The problem is that they simply want to party and keep postponing the task of evaluation. What are some of the things you might do as a leader to get them to focus on the task at hand?

Using the Internet in the Classroom The Verbal Judo Institute http://www.verbaljudo.com/ You can learn more about Verbal Defense and Influence and its use for the effective management and de-escalation of conflict in business and small group settings on this website.

Jung Typology Indicator http://www.humanmetrics.com/cgi-win/JTypes2.asp This site contains an online version of the Myers-Briggs indicator. Students can complete the online quiz and then types can be discussed in terms of leadership.

Harvest Performance http://readytofeedback.com/ This website provides helpful resources and discussion on leadership and teamwork. Check out the free downloads that may be useful for class discussion, as well as the regular blog postings.

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Chapter 12: Human Communication in the Workplace: Organizational Communication Learning Objectives 12.1. Define organization and identify its major characteristics.

12.2. Define formal communication, grapevine communication, and information isolation; and identify the suggestions for effective organizational message competence.

12.3. Explain the nature of mentoring, networking, workplace romance, bullying, and sexual harassment and identify some suggestions for organizational relationship competence.

Chapter Outline I. Organizations A. The Importance of Organizational Communication 1. Employment 2. Complexity 3. Influence Journal 12.1 Communication Choice Point: Networking B. The Nature of an Organization 1. Organized 2. Group of people 3. Working together 4. Compatible goals C. Characteristics of Organizations 1. Rules and regulations 2. Division of labor 3. Systems of rewards and consequences 4. Organizational culture 5. Teams: Face-to-face and virtual II. Organizational Messages A. Formal Communication 1. Upward communication 2. Downward communication 3. Lateral communication B. Informal Organizational Communication: The Grapevine 1. Understand grapevine purposes.

2. Treat grapevine information as tentative.

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3. Repeat with discretion.

4. Tap into the grapevine.

5. Assume your messages will be repeated.

Journal 12.2 Communication Choice Point: Violating Organizational Norms C. Communication Channels in Organizations D. Communication Networks 1. Circle 2. Wheel 3. Y 4. Chain 5. All-channel E. Information Overload 1. Think before passing on messages.

2. Use the messages as they come to you.

3. Organize your messages.

4. Get rid of extra copies.

5. Take inventory.

F. Information Isolation Journal 12.3 Communication Choice Point: Harassment G. Organizational Message Competence .

III. Organizational Relationships A. Mentoring B. Networking 1. Start with people you already know.

2. Seek mutually beneficial relationships.

3. Create folders, files, and directories.

4. Be proactive.

C. Romance in the Workplace D. Bullying E. Sexual Harassment F. Organizational Relationship Competence Understanding Theory and Research: Approaches to Organizations

Key Terms advertising communication network cultural rules downward communication formal communication grapevine hostile environment harassment

informal communication information isolation information overload lateral communication mentoring networking organization

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organizational communication Peter Principle public relations quid pro quo harassment sexual harassment upward communication value congruence

DeVito Human Communication 14e Instructor’s Manual

Discussion Questions 1. How do you engage in upward, downward, and lateral communication in the organizations to which you belong? In what ways could these channels of communication be improved?

2. Which communication networks are used in the organizations to which you belong? How can you determine the communication network? What types of communication behaviors did you focus on?

3. Hostile environment harassment can include telling sexually explicit jokes. Do you find this to be harassment? How does it differ from other types of harassment?

4. Who should determine whether a behavior is considered sexual harassment or not? The perpetrator? The victim? A third-party?

5. Have you personally experienced a mentoring relationship? What were the benefits of the relationship? How can you be a mentor to others?

6. How can you build a network in order to make networking more effective?

Activities ➢ Activity One: Conduct an Informal Classroom Network Analysis Objective: To understand the principles of network analysis.

Time: One class period (50 minutes) Group Size: Entire class as individuals, then small groups of 4–5 Description of Activity: Students are asked to consider their communication with classmates. With whom have they spoken during each class? Is there anyone they have communicated with outside of class? Now consider the communication behaviors of others in the classroom. Have each student draw a visual representation of their network in class. Direct them to Figure 12.2 for a review of the various network structures. Once students have completed their network representations, have them present their representation to one another in small groups of 4–5.

A variation to this activity is to have students complete a network analysis questionnaire, and then the instructor builds a class network. However, if you have students who are isolated from the class, this approach can be challenging to navigate. This variation also takes more time for the instructor because you must construct the network and then present it to the class for discussion.

Debriefing: Questions for debriefing: 1. What communication behaviors did you initially include in your network analysis?

2. After the group discussion, did you add any individuals to your network? (Students often forget to include the instructor in this activity.)

3. What kinds of patterns evolved from the class?

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4. Why do different people have different patterns?

5. How have the patterns changed during the course of the semester? ➢ Activity Two: Communication Workplace Analysis Objective: To understand the role of communication in the workplace.

Time: One class period (50 minutes), or can be assigned as homework with sharing and debriefing taking about 20 minutes.

Group Size: Entire class as individuals, then groups of 4–5 Description of Activity: Each individual will select a workplace (or organization) they have participated in. Have students describe the following characteristics of the workplace they have chosen: cultural rules, communication pathways, grapevine, power, and reward system. Ask students to write a brief paragraph describing each characteristic focusing on the communication aspects of each concept.

Once students have completed their analysis, have them form groups of four to five to share their analysis. If the sharing of the entire analysis is taking too long, have students focus on one or two aspects of it.

Debriefing: Once individuals have debriefed in groups, choose two or three volunteers to share with the rest of the class.

Questions for debriefing: 1. Which characteristics were the most challenging to identify? Why? 2. Which characteristics influenced your behavior in the communication the most?

Journal Prompts JOURNAL 12.1 COMMUNICATION CHOICE POINT – NETWORKING You’re new on a job that you think you want to remain in for the foreseeable future; the commute is good, the salary is fine, and the workplace environment is ideal. You want to be accepted, and you want to advance in the company. What are some of your options for accomplishing these two goals?

JOURNAL 12.2 COMMUNICATION CHOICE POINT – VIOLATING ORGANIZATIONAL NORMS In an animated discussion with an influential colleague you criticize one of the managers who, you discover a day later, is one of the most loved workers in the organization—no one talks negatively about this person (except you, as it turns out). What are some of your options for smoothing over this? What specifically might you say?

JOURNAL 12.3 COMMUNICATION CHOICE POINT – HARASSMENT

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After 6 months of dating a coworker you realized it wasn’t what you were looking for and so you broke it off. That was not well received, and your erstwhile partner has taken to posting very unflattering photos and comments on a revenge website and let just about everyone in the organization know of the postings.

What are some of the things you might do in this case?

Shared Writing INTEGRATING INTO THE COMPANY CULTURE You’ve been at a job for about 3 months and feel you’re isolated from the mainstream—you don’t seem to get all the company information that others get, nor do you get invited to after-hours activities. What are some of the things you might do to make your position a more comfortable, more satisfying, and more noticeable one?

Using the Internet in the Classroom International Network for Social Network Analysis http://www.insna.org/ This organization focuses on the study of social networks.

U.S. Equal Employment Opportunity Commission—Overview of Sexual Harassment http://www.eeoc.gov/laws/types/sexual_harassment.cfm This website details the definition and scope of sexual harassment from a legal perspective.

U.S. Equal Employment Opportunity Commission—Sexual Harassment Facts http://www.eeoc.gov/facts/fs-sex.html This website provides information on the laws and statistics on sexual harassment.

Sexual Harassment Support http://www.sexualharassmentsupport.org/ This organization is designed to provide information and support to individuals who have been victims of sexual harassment.

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Chapter 13: Interpersonal, Group, and Workplace Conflict Learning Objectives 13.1

Define interpersonal conflict and its various types.

13.2

Explain the four principles of conflict.

13.3

Identify the suggestions for managing conflict.

13.4

Explain the various conflict strategies.

Chapter Outline I. Interpersonal, Group, and Workplace Conflict A. The Nature of Interpersonal Conflict B. Online and Workplace Conflicts 1. Online conflict 2. Workplace and formal group conflicts a. Preserve the dignity and respect of all members. b. Listen empathically. c. Seek out and emphasize common ground. d. Value diversity and differences.

C. Myths About Conflict Journal 13.1 Communication Choice Point: Confronting a Problem II. Principles of Conflict A. Conflict Can Center on Content and Relationship Issues B. Conflict Can Be Negative or Positive 1. Negative aspects 2. Positive aspects C. Conflict Takes Place in a Context 1. The physical, socio-psychological, and temporal contexts 2. The cultural context D. Conflict Styles Have Consequences 1. Competing: I win, you lose 2. Avoiding: I lose, you lose 3. Accommodating: I lose, you win 4. Collaborating: I win, you win 5. Compromising: I win and lose, you win and lose Journal 13.2 Communication Choice Point: Win-Win Solutions III. Preliminaries to Conflict Management 1 .

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A. Before the Conflict B. After the Conflict C. Influences on Your Choice of Conflict Strategies 1. Goals 2. Emotional state 3. Cognitive assessment 4. Personality and communication competence 5. Family history Journal 13.3 Communication Choice Point: Verbal Aggressiveness D. The Stages of Conflict Management 1. Step 1. Set the stage.

2. Step 2. Define the conflict.

3. Step 3. Identify your goals.

4. Step 4. Identify and evaluate your choices.

5. Step 5. Act on the selected choice.

6. Step 6. Evaluate the choice.

7. Step 7. Wrap it up.

IV. Ten Conflict Management Strategies Journal 13.4 Communication Choice Point: Avoiding Conflict A. Win-Lose and Win-Win Strategies B. Avoidance and Active Fighting C. Force and Talk D. Blame and Empathy E. Gunnysacking and Present Focus F. Manipulation and Spontaneity G. Personal Rejection and Acceptance H. Fighting Below and Above the Belt I. Face-Detracting and Face-Enhancing Strategies J. Aggressiveness and Argumentativeness Understanding Theory and Research: Conflict and Gender

Key Terms argumentativeness avoidance beltlining blame content conflict cyberbullying empathy

flaming force gunnysacking interpersonal conflict manipulation nonnegotiation personal rejection

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relationship conflict social allergen spontaneity trolling verbal aggressiveness win–lose solution win–win solution

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Discussion Questions 1. Of the several unproductive conflict management methods, which one do you think is the most dangerous or harmful in relationships?

2. What do you think the myths about conflict are? Which ones do/did you believe in? Did you change your mind after reading this chapter? Why or why not?

3. What is the difference between the content and relationship aspects of conflict? Why is it important to distinguish between these two categories? Which one is more powerful? Can you provide an example of a time you thought you were having a content conflict, but it was really a relationship conflict?

4. Highlight the context of an example of conflict by identifying the physical, sociopsychological, or temporal dimensions of it.

5. Do you agree that conflict has both negative and positive aspects? Explain your answer.

6. Identify the specific conflict management strategies you use and provide an example for each.

7. What advice does the author give about what to do before and after a conflict?

Activities ➢ Activity One: Visual Images of Conflict Management Objective: To illustrate unproductive methods of conflict management.

Time: Half a class period (20–25 minutes) Group Size: At least five groups, preferably made up of three students each Description of Activity: Divide the class into groups as suggested above. Assign each group one of the unproductive methods of conflict management. Ask them to begin to visualize how their method would look in terms of body positions, facial expressions, gestures, posture, intensity, and spatial relationships.

Students will be assigned the task of visualizing their unproductive method of conflict management in frozen-position tableau, which best illustrates how the method “looks.” Next, a headline or caption is written to characterize both the type of unproductive conflict management assigned and the picture created. The headline is written down and handed to the instructor who will read it as the tableau is presented to the class. An example for the situation below might be the server pouring a glass of wine on person A’s head while person B gasps in horror and person A screams (without sound). The headline might be “Force Used in Dinner Dilemma.”

Read the following conflict to the class: “Two people have gone out to dinner at a nice restaurant. Person A does not get what he or she ordered. When person A does receive the order, it is undercooked. Person A makes a scene and embarrasses person B. The server is upset.”

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The instructor will point out the unproductive conflict management techniques as they are illustrated and could also ask for definitions of each.

Debriefing: Make sure the students can readily recognize the chosen unproductive conflict management techniques. Everyone engages in unproductive conflict management at times. How can we use communication to transform unproductive conflict patterns in our relationships? Some discussion of the need for both relationship partners being willing to engage in productive conflict should clarify the use of productive conflict.

➢ Activity Two: Applied Conflict Management Objective: To illustrate the effective strategies of conflict management.

Time: One class period (50 minutes) Group Size: Divide the class into at least five groups.

Description of Activity: Each of the five groups is assigned one of the suggestions for effective conflict management. A narrative case is read to the class with an unresolved conflict. Each group must then prepare an oral explanation or dialogue that solves the conflict according to their assigned guide.

Read the following unresolved conflict to the class: “Four roommates have been planning a big party to be given at the newly decorated apartment for the following evening. One of the roommates recently discovered that his or her parents are planning a last-minute visit to see the apartment; consequently, this roommate requests that the party be canceled. The three other roommates refuse the request.”

Debriefing: Focus discussion specifically on the strategies of effective conflict management, rather than on the issue of who is right. Encourage students to write the dialogue rather than just explain the solution; this method will assist them in building the skills of effective conflict management.

Once students have performed their dialogues, discuss which conflict management style they thought was most productive for this situation. Does the situation change? Which conflict management style is the best? Can we always be collaborative? When should we avoid collaboration?

➢ Activity Three: Role-Play that Conflict Objective: To illustrate both the effective and ineffective ways to manage conflict.

Time: One class period (50 minutes) Group Size: Entire class, including a few volunteers Description of Activity: Ask for some volunteers to role-play the following situations. The rest of the class should observe what was effective and ineffective. The class should make suggestions on how to 4 .

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improve conflict management. The volunteers should also vary the sensitivity used in each scenario.

1.

2.

3.

4.

5.

A supervisor is reprimanding an employee for being late.

A mother is talking to her child about going to college.

A husband and wife are arguing about where to go on vacation.

A brother and sister are arguing over who will get the car for the evening.

Two friends are arguing about where to eat dinner.

Debriefing: Students should be focusing on the conflict management strategies discussed in the book. Which conflict management strategy was used in the conflict? Which other strategy might have been effective? Consider having students write down their responses during the role-plays and share their thoughts in discussion once all situations are presented. Which strategy was the most effective overall? Why was the strategy effective? Are there any strategies that were not used that would have been more effective for a particular situation?

Journal Prompts JOURNAL 13.1 COMMUNICATION CHOICE POINT – CONFRONTING A PROBLEM Your neighbor never puts out the garbage in time for pickup, and so the garbage—often broken into by stray animals—remains until the next pickup. You’re fed up with the rodents the garbage draws, the smell, and the horrible appearance. You’re determined to stop this problem and yet not have your nextdoor neighbor hate you. What communication choices do you have for dealing with this problem? What might you say? To whom? Through what channel?

JOURNAL 13.2 COMMUNICATION CHOICE POINT – WIN–WIN SOLUTIONS Let’s say that you and your partner have just received an unexpected $5,000. You want a new car (your old one is unreliable), and your partner wants to spend it on a vacation (your partner is exhausted and feels the need for a rest). What are some of your communication choices for achieving win–win solutions in this conflict?

JOURNAL 13.3 COMMUNICATION CHOICE POINT – VERBAL AGGRESSIVENESS Your work colleague persists in being verbally aggressive whenever you have an argument. Regardless of what the conflict is about, your self-concept is attacked. What are some of the things you might say or do to stop these attacks? What channel(s) would you use?

JOURNAL 13.4 COMMUNICATION CHOICE POINT – AVOIDING CONFLICT Your work team members all seem to have the same conflict style: avoidance. They smile in agreement even when they disagree. You need spirited discussion and honest debate if your team is going to come up with appropriate solutions. What options do you have for dealing with this problem? What are some of your choices for addressing this problem?

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Shared Writing SOCIAL ALLERGENS Examine your own behavior for possible social allergens and identify three, four, or five. What are some of the things you might do to reduce their frequency and perhaps eliminate them from your relationship life? What are some of the things you might do to reduce social allergens in a partner’s behavior?

Using the Internet in the Classroom Lambda’s Antiviolence Website http://www.lambda.org/avp_gen.htm This website is devoted to preventing violence against gay, lesbian, bisexual, and transgendered people.

The Verbal Abuse Site http://www.verbalabuse.com/ This website is home to Patricia Evans, a leading author on verbal abuse.

Ohio Commission on Dispute Management and Conflict Resolution http://www.creducation.org/resources/Success_Story_5/success_03.htm This website discusses the five conflict management styles by using animals to illustrate the styles. It provides an interesting way of thinking about the five basic styles.

University of Notre Dame Online http://www.notredameonline.com/conflict-resolution-styles/ This website discusses five conflict resolution styles and offers links to discussions on negotiation in the workplace.

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Chapter 14: Public Speaking Topics, Audiences, and Research Learning Objectives 14.1

Define public speaking, identify some of its historical roots and benefits, and explain the ways in which you might manage public speaking apprehension.

14.2

Explain the characteristics of good public speaking topics, purposes, and theses.

14.3

Identify the sociological and psychological characteristics of an audience that need to be analyzed.

14.4

Identify the major sources of information, the criteria to use in evaluating research, and some of the guidelines for integrating research into your speech.

Chapter Outline I. Introducing Public Speaking A. The Benefits of Public Speaking 1. Improve your public speaking abilities.

2. Improve your personal and social abilities.

3. Improve your academic and career skills.

Journal 14.1 Communication Choice Point: Approaching Public Speaking C. Managing Your Apprehension 1. Reduce the newness of public speaking by gaining experience.

2. Reduce your self-focus by visualizing public speaking as conversation.

3. Affirm yourself.

4. Power pose.

5. Reduce your perceived differentness from the audience.

6. Take a long distance view.

7. Reduce your fear of failure by thoroughly preparing and practicing.

8. Reduce your anxiety by moving about and breathing deeply.

9. Avoid chemicals as tension relievers.

10. Start early.

II. Step 1: Select Your Topic, Purposes, and Thesis A. Your Topic 1. Substantive 2. Appropriate 3. Culturally-sensitive Journal 14.2 Communication Choice Point: Topic Appropriateness B. Finding Topics 1 .

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1. Yourself 2. Brainstorming 3. Surveys 4. News items 5. Topic lists C. Limiting Topics 1. Topoi, the system of topics 2. Subdivision a. Time b. Space c. Types d. People D. Your Purposes 1. General purpose 2. Specific purpose a. Use an infinitive phrase. b. Focus on the audience. c. Limit your specific purpose to one idea. d. Limit your specific purpose to what is reasonable. e. Use specific terms.

E. Your Thesis 1. What is a thesis?

2. How do thesis and specific purpose differ?

3. Wording and using your thesis a. Limit your thesis to one central idea. b. State your thesis as a complete declarative sentence. c. Use your thesis to focus audience attention.

Journal 14.3 Communication Choice Point: Unfavorable Audience III. Step 2: Analyze Your Audience A. Analyzing the Sociology of the Audience 1. Cultural factors 2. Age 3. Gender 4. Affectional orientation 5. Religion and religiousness B. Analyzing the Psychology of the Audience 1. How willing is your audience?

2. How favorable is your audience? a. Build on commonalities. b. Organize your speech inductively. c. Strive for small gains. d. Acknowledge differences.

3. How knowledgeable is your audience? a. Don’t talk down to the audience. b. Don’t confuse lack of knowledge with lack of intelligence. c. Let audience members know that you’re aware of their knowledge and expertise.

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d. Emphasize your credibility.

C. Analyzing and Adapting During the Speech 1. Focus on listeners as message senders.

2. Address audience responses directly.

3. Use answers to your “what if” questions.

IV. Step 3: Research Your Topic A. Sources of Information 1. Primary, secondary, and tertiary sources 2. Scholarly and popular journals 3. Libraries 4. General reference works a. Encyclopedias b. Almanacs c. Biographical materials d. Statistical information e. News sources 1) newspaper and newsmagazine websites 2) News wire services 3) Online news networks 5. The Government a. Department of the Treasury b. Department of Housing and Urban Development c. Department of Defense d. Department of Justice e. Department of Health and Human Services f. Department of Education g. Department of Labor h. Department of Energy i. Department of the Interior 6. The Web Journal 14.4 Communication Choice Point: Research Sources 7. Evaluating Internet Resources a. Fairness b. Accuracy c. Currency d. Qualifications e. Sufficiency B. Integrating and Citing Research a. Cite the sources in your speech. b. Integrate the citation smoothly. c. Include written citations in outline.

Understanding Theory and Research: Two Theories for Reducing Apprehension

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Key Terms attitudes audience audience analysis belief communication apprehension deep Web general purpose informative speech open Web

oral citation performance visualization persuasive speech plagiarism primary sources public speaking research secondary sources social Web

special occasion speech specific purpose systematic desensitization tertiary sources thesis time management topic topoi value

Discussion Questions 1. What is your biggest fear when experiencing apprehension over public communication?

What are some of the ways of dealing with it?

2. Do you have some fear about giving a speech in front of an audience? Did you score above 18 on the public speaking section on the “Public Speaking Apprehension?” test in the text? A score above 18 indicates some degree of apprehension; however, you can do some things to deal with speaker apprehension. Can you name them?

3. Have you given a speech in front of this class? What are some hints you can offer to the class on how to be an effective speaker?

4. The section on audience willingness is valuable. When you haven’t got willingness, you haven’t got much. Discuss this.

5. “Step 3: Research Your Speech Topic” shares some important concerns about electronic research. Have you ever conducted research through a computer search? How did you proceed and with what results? Looking back, how reliable was your information?

6. Why is plagiarism important? What ethical obligation do you have not to engage in this behavior? See “Making Ethical Choices: Plagiarism” on p. 304 of the chapter for additional discussion ideas.

Activities ➢ Activity One: A Dry Run Objective: To practice the process of preparing a speech.

Time: One class period (50 minutes) Group Size: Entire class together Description of Activity:

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Announce that today you will, together as a class, go through the entire process of preparing a speech using the 10 steps highlighted in the text. The topic is “Your Grocery Shopping List.”

Take the class through each step as you see fit to help them learn how to plan a speech.

Debriefing: Encourage class participation by asking what you should do next. Remember the order is not as important as the process. Follow whatever order seems logical and appropriate for the topic. The topic selected allows for easy organization (for example, could use the topical pattern) through categories of food; research begins in your kitchen to see what you need, and the thesis can be “to have a well-stocked kitchen for the week of classes.” This thesis allows you to create logical support through specific food items necessary for certain meals. Discuss the stages as the class proceeds through the topic.

➢ Activity Two: Finding a Topic Objective: To learn how to find a topic using the Internet.

Time: One class period (50 minutes) Group Size: Small groups of 4 or 5 Description of Activity: Assign this activity one day in advance so that students can come prepared to share their information in small groups. Ask students to look on the Internet for speech topics. They should come up with as many topics as possible. Then, when they come into class they can share their results with a small group. Once in small groups, ask students to identify the general and specific purpose they would build for each topic they present.

Debriefing: Once the groups have shared their topics, have the groups select the best three topics to present to the class. Have them share the general and specific purpose for each topic presented.

Questions for debriefing: 1. How did you conduct your search?

2. What other ways can you find topics?

3. Did you only pick things that interested you?

4. How would you take this topic and expand your research beyond the Internet?

➢ Activity Three: Research, Research, Research Objective: To help students learn about research.

Time: One class period (50 minutes) in library and 10–15 minutes debriefing next class period Group Size: Entire class together Description of Activity: The students should be instructed that they will be visiting the library for the assigned class period. Once at the library, direct students to find and list as many resources as they can that would be useful in conducting research for a presentation. Direct students to go to the section 5 .

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with books related to their topic and browse in addition to using the course catalog. Monitoring students during this process and setting up the expectation that they check in with you at the library is necessary for this process to succeed. Once students have located their resources, they should come back together as a class to discuss what they found during the next class period.

This activity works best if students have already selected one or two topic ideas for an upcoming class speech. It allows students to get acquainted with their library and the available resources there as well as encounter problems in researching for their topic.

A variation to this assignment would be to create a library day that would include a library exercise and instruction by a librarian about how to use the resources of your specific library.

Debriefing: This activity is especially helpful in getting students started on preparing their presentations for class. It also allows students to gain firsthand research experience.

Questions for debriefing: 1. Where did you go first to find information?

2. What other resources did you discover?

3. What was the most useful thing you found?

4. Would you have found this if you had only done research online?

Journal Prompts JOURNAL 14.1 COMMUNICATION CHOICE POINT – APPROACHING PUBLIC SPEAKING This is your first experience with public speaking, and you’re determined to make it a positive one. What are some of the things you can do right now to ensure a positive and productive start to public speaking?

JOURNAL 14.2 COMMUNICATION CHOICE POINT – TOPIC APPROPRIATENESS Stephen, a 20-year-old student, gave a speech on flower arranging—a topic so unexpected that members of the audience giggled and avoided eye contact. What are some of the things Stephen might say to deal with this unexpected reaction? What would you say?

JOURNAL 14.3 COMMUNICATION CHOICE POINT – UNFAVORABLE AUDIENCE In presenting her persuasive speech, Marie sees from her listeners’ initial reactions that they are totally against her thesis and are tuning her out. What are some options Marie has for regaining the attention, interest, and goodwill of her audience?

JOURNAL 14.4 COMMUNICATION CHOICE POINT – RESEARCH SOURCES If you were preparing a speech on the state of current immigration laws, what resources would you go to? What sources would you go to if your speech was on the need to change our immigration laws?

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GATHERING SOURCES You are planning to give a speech on television talk shows and want to include biographical information on some of the talk show hosts. What sources might you go to in order to get authoritative and current information on these hosts? What sources might you go to in order to get “fan” -type information? How will you distinguish the two types of sources and their information?

Using the Internet in the Classroom Toastmaster’s International http://www.toastmasters.org/ Toastmaster’s International is aimed toward teaching and providing opportunities for public speaking. Find a Toastmaster’s Club near you and let their local members help you get over your public speaking fears.

The Shyness Institute http://www.shyness.com/shyness-institute.html This nonprofit organization is dedicated to reducing all different types of social anxiety, and contains useful tips for helping to reduce your public speaking anxiety.

Video: How to Do Oral Citations in Speeches http://www.youtube.com/watch?v=3GYrTOmnAt0 This video, available through YouTube, provides an overview of oral citations in speeches, including examples.

The Center for Academic Integrity http://www.academicintegrity.org/ Speeches are probably one of the most plagiarized assignments on university campuses. This website includes information relevant to educational institutions from the elementary school level through university level about academic dishonesty, plagiarism, and cheating.

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Chapter 15: Supporting and Organizing Your Speech Learning Objectives 15.1

Identify the major types of supporting material and provide examples of each.

15.2

Explain how main points can be developed.

15.3

Explain the major patterns of organization.

15.4

Identify the characteristics of effective introductions, conclusions, and transitions.

15.5

Explain the nature and function of preparation, template, and presentation outlines for your speeches.

Chapter Outline I. Step 4: Collect Supporting Materials A. Examples, Illustrations, and Narratives 1. Types of examples, illustrations, and narratives 2. Guides for using examples, illustrations, and narratives.

B. Analogies 1. Types of analogies 2. Guides in using analogies C. Definitions 1. Types of definitions. a. Definition by etymology b. Definition by authority c. Definition by negation d. Definition by specific examples 2. Guides in using definitions Journal 15.1 Communication Choice Point: Using Definitions D. Testimony 1. Types of testimony 2. Guides in using testimony E. Numerical Data 1. Types of numerical data 2. Guides for using numerical data F. Presentation Aids 1. Presentation aids are an integral part of your speech. a. Help you gain listener’s attention and maintain interest. b. Add clarity. c. Reinforce your message.

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d. Contribute to credibility and confidence. e. Help reduce apprehension.

2. Types of presentation aids a. Chart boards b. Flip charts c. The object itself d. Models e. Graphs f. Word charts g. Infographics h. Maps i. People j. Photographs and illustrations k. Audio materials l. Videos m. Handouts 3. Computer-assisted presentations 4. Guides for using presentation aids a. Know your aids intimately. b. Stress relevance c. Use your aid only when it’s relevant d. Stress clarity e. Rehearse your speech with the presentation aids incorporated f. Integrate presentation aids into your speech g. Use your aid only when it’s relevant. h. Integrate presentation aids into your speech seamlessly. i. Use the templates provided by the software. j. Use consistent typeface, size, and color. k. Be brief and simple. l. Use colors for contrast. m. Use only the aids you really need. n. Use charts and tables when appropriate. o. Anticipate questions. p. Anticipate technical problems. q. Avoid problems with handouts.

II. Step 5: Develop Your Main Points Journal 15.2 Communication Choice Point: Developing Main Points III. Step 6: Organize Your Speech A. Time Pattern B. Spatial Pattern C. Topical Pattern D. Problem-Solution Pattern E. Cause-Effect/Effect-Cause Pattern F. Structure–Function Pattern 2 Copyright © 2018, 2015, 2012 Pearson Education, Inc.

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G. Comparison-and-Contrast Pattern H. Pro and Con Pattern I. Claim-and-Proof Pattern J. Multiple-Definition Pattern K. Who? What? Why? Where? When? Pattern L. Fiction–Fact Pattern Journal 15.3 Communication Choice Point: Organizational Patterns IV. Step 7: Construct Your Introduction, Conclusion, and Transitions A. Introduction 1. Gain Attention a. Ask a question. b. Refer to audience members. c. Refer to recent happenings. d. Use humor. e. Stress the importance of the topic. f. Use a presentation aid. g. Tell the audience to pay attention. h. Use a quotation. i. Cite a little-known fact or statistic. j. Use illustrations or dramatic or humorous stories.

2. Establish a speaker–audience–topic relationship. a. Refer to others present. b. Refer to the occasion. c. Express your pleasure or interest in speaking. d. Establish your competence in the subject. e. Express similarities with the audience. f. Compliment the audience.

3. Orient the audience a. Give a general idea of your subject. b. Identify the main points you’ll cover. c. Give a detailed preview. d. Identify your goal.

Journal 15.4 Communication Choice Point: Arousing the Audience B. Conclusion 1. Summarize a. Restate your thesis or purpose. b. Restate the importance of the topic. c. Restate your main points.

2. Motivate a. Ask for a specific response. b. Provide directions for future action.

3. Close a. Use a quotation. b. Refer to subsequent events. c. Pose a challenge or question.

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d. Thank the audience. e. Refer back to the introduction.

C. Transitions 1. Connectives 2. Previews 3. Reviews 4. Signposts D. Pitfalls in Introductions, Conclusions, and Transitions V. Outlining Your Speech A. Constructing the Outline 1. Preface the outline with identifying data.

2. Outline the introduction, body, and conclusion as separate units.

3. Insert transitions.

4. Include a list of references.

5. Use a consistent set of symbols.

6. Use visual aspects to reflect the organizational pattern.

7. Use one discrete idea per symbol.

8. Use complete declarative sentences.

B. Sample Outlines 1. The preparation outline 2. Template outline 3. The Phrase/Key-Word Presentation Outline a. Be brief. b. Be clear. c. Be delivery minded. d. Rehearse with the presentation outline.

Journal 15.5 Communication Choice Point: The Preparation Outline Understanding Theory and Research: Primacy and Recency

Key Terms analogies body cause–effect/effect–cause pattern chart boards claim-and-proof pattern closure comparison and contrast pattern conclusion definition example expert witness testimony

eyewitness testimony fiction–fact pattern figurative analogies flip charts illustration infographics introduction literal analogies models motivation multiple-definition pattern narrative orientation

outline picture graphs pie graph preparation outline presentation aid presentation outline presentation software pro-and-con pattern problem–solution pattern raw numbers spatial pattern speaker–audience–topic connection

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statistics structure–function pattern summary template outline

temporal pattern testimony thesis topical pattern

transitions Who? What? When? Where?

Why? pattern

Discussion Questions 1. What forms of support does your author provide throughout the text?

2. What are your pet peeves concerning how others have used presentation aids in speeches you have attended? How do you use visual aids properly during your speech?

3. What typefaces are best to choose for your presentation aids? Please consider how easy each is to read and how consistent in tone each is to your speech.

4. Illustrate problem-solution and cause-effect patterns of organizations. Explain the differences between the two.

5. What are the major points that should be in an introduction? What are the major points that should be in a conclusion?

6. What have you learned in other courses about outlining? Is the information in this chapter similar or different from how you have used outlining for papers?

Activities ➢ Activity One: Create a Presentation Aid Objective: To learn how to make various types of presentation aids.

Time: 30 minutes Group Size: Entire class, each student working on an individual assignment Description of Activity: You will either need to assign homework to students or provide them materials to create the presentation aids. Students will be assigned the task of creating one presentation aid for a selected speech topic (either the instructor will select one topic for the class or perhaps students are doing an informative speech and can use their own current topic). A good topic for everyone to use is “someone or something I feel strongly about.” Students must select one type of presentation aid from the list provided in the text and can either create (draw or make) their own or bring one in already made. Encourage a variety of types. If you sense everyone selecting the easy way out by making a simple poster, you might want to assign some of each type from the list provided in the text. Students will present their presentation aid in front of the class explaining which functions it serves and what type it is.

Debriefing: If time allows, you may even want to assign an informative speech (2 to 4 minutes) and require at least one presentation aid. You might want to “approve” the aid before the speech as a learning

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evaluation. Focus on visual effectiveness as you discuss examples. Providing feedback with minimal “grading” will help improve presentation aids before a more formal presentation. ➢ Activity Two: Presentation Aids’ “Bloopers” Objective: To demonstrate the “pitfalls” of making presentation aids.

Time: 20 minutes Group Size: Entire class as participants/observers Description of Activity: When explaining the different types of presentation aids, bring in an example of each type that will illustrate the problems to avoid. For examples, use the following chart: Presentation Types/Media Actual object Model Chalkboard Charts Graphs Maps Slides/pictures Records/tapes

Problems to Avoid Too small Too small/doesn’t match idea Messy writing style/hard to read/takes too long Too much information/hard to read Too small to read/too much detail Too small Too small/passing around the room/flimsy Not cued/inaudible/too soft/distorted Other Problems to Avoid • Misspelling • Mixed styles of printing • Colors too light to read (never use yellow) • Too messy • Crooked • Not used at proper time • Held upside down • Talking to the aid • Not holding it up long enough • Holding it up too long/leaving it up throughout the speech • Forgetting to use it

Debriefing: If you prefer, you can take the “positive” approach to these examples by showing good examples instead of bad ones. We have had excellent success, however, with the “bad” examples. Students are easily convinced they do not want to make these simple errors after you have illustrated them 6 Copyright © 2018, 2015, 2012 Pearson Education, Inc.

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to everyone. BE SURE to talk about what makes for a good aid after each “bad” example to reinforce the positive.

➢ Activity Three: Supporting Material Objective: To research for good examples of supporting materials.

Time: 30 minutes Group Size: Entire class, with each student working on an individual assignment Description of Activity: Students will be assigned the research task of finding an example, illustration, narrative, or testimony. Consider having students bring in material for abstract concepts like “love,” “freedom,” or “friendship.” Again, you can either select one overall topic for the class or have the students present a short informative speech (2 to 4 minutes) with required supporting material. As a class activity, students can bring in a sample and present it to the class. This process is quick and easy. Students will announce a topic and then present their material.

Debriefing: Questions for debriefing (after everyone has presented): 1. Which types of supporting material were effective for this topic?

2. Which sources provided the best types of support material? Did anyone use primary sources? What is the benefit of primary sources?

3. How did you determine that the source was credible?

4. How did you decide which supporting material to use? What were your criteria for selecting specific material?

➢ Activity Four: Listen and Learn Objective: To learn the skill of outlining a presentation.

Time: Either one class period or coordinated with a speaker on campus Group Size: Entire class working individually Description of Activity: Assign students to attend a public speech. If they can all attend the same speech, that would be the most ideal. While there, they must outline what the speaker says, indicating which organizational pattern he or she used. Discuss the findings or personal evaluations of their outlines as a means of providing feedback for the activity.

An alternative is to bring in a taped speech and have them do this assignment in class. This works very well and is easier to control.

Debriefing: Questions for debriefing: 1. Was the presentation easy to follow?

2. What was the thesis of the presentation?

3. What were the main points of the presentation?

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4. Did the speaker use transitions? Provide some examples. If they did not use transitions, where would you have placed them?

5. Was the speaker’s organization effective?

Journal Prompts JOURNAL 15.1 COMMUNICATION CHOICE POINT – USING DEFINITIONS Marilyn wants to define vegan and vegetarian and distinguish between them using a variety of types of definitions. What are some of Marilyn’s options for clarifying these two similar but different terms?

JOURNAL 15.2 COMMUNICATION CHOICE POINT – DEVELOPING MAIN POINTS You want to give a speech arguing that STEM courses should have lower tuition than liberal arts courses. What are some of the main points you might develop, and what types of supporting materials would be especially appropriate?

JOURNAL 15.3 COMMUNICATION CHOICE POINT – ORGANIZATIONAL PATTERNS What might be some of your patterns for organizing a speech of information on surveillance cameras in public places? What might be some appropriate patterns for a persuasive speech for (or against) surveillance cameras?

JOURNAL 15.4 COMMUNICATION CHOICE POINT – AROUSING THE AUDIENCE Paul notices that his audience doesn’t seem to pay much attention to those who have spoken before him.

And his speech topic, at least on first acquaintance, isn’t one with a lot of audience appeal. He needs to gain the audience’s attention early in the speech. What are some of the things he might say to secure his listeners’ attention?

JOURNAL 15.5 COMMUNICATION CHOICE POINT – THE PREPARATION OUTLINE Given your own public speaking style—its strengths and, perhaps, weaknesses—what would you include in your presentation outline to capitalize on your strengths and lessen or eliminate your weaknesses?

Shared Writing INTRODUCE YOURSELF Compose an introduction to yourself of about 150 words that you would like to share with your classmates.

Using the Internet in the Classroom Federal Statistics Website http://www.fedstats.gov/ 8 Copyright © 2018, 2015, 2012 Pearson Education, Inc.

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This website contains a vast array of reliable statistical information.

StatSoft Electronic Statistics Textbook http://www.statsoft.com/textbook/ For information on interpreting statistics, you can download this electronic statistics textbook.

University of Pennsylvania, Arts and Sciences http://www.sas.upenn.edu/cwic/VisualAids.htm This is the University of Pennsylvania’s website on the use of visual aids, which includes links to tutorials posted on YouTube. This information is especially helpful for creating PowerPoints.

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Chapter 16: Style and Delivery in Public Speaking Learning Objectives 1.1

Explain the ways you can add clarity, vividness, appropriateness, personal style, and forcefulness to your speeches and phrase sentences effectively.

1.2

Identify the suggestions for effective and efficient speech rehearsal.

1.3

Explain the qualities of effective voice and bodily action in public speaking.

1.4

Identify the suggestions for giving and receiving criticism.

Chapter Outline I. Step 8: Style Your Speech A. Choosing Words 1. Clarity a. Be economical. b. Use specific terms and numbers. c. Use signposts. d. Use short, familiar terms. e. Carefully assess idioms.

2. Vividness a. Use active verbs. b. Use strong verbs. c. Use figures of speech—alliteration, antithesis, hyperbole, irony, metaphor, metonymy, personification, rhetorical questions, simile, synecdoche, and oxymoron. d. Use imagery—visual, auditory, and tactile imagery.

Journal 16.1 Communication Choice Point: Unexpected Feedback 3. Appropriateness a. Speak on the appropriate level of formality. b. Avoid unfamiliar terms. c. Avoid slang. d. Avoid ethnic expressions (generally).

4. Personal style a. Use personal pronouns. b. Use questions. c. Create immediacy.

5. Forcefulness/power a. Eliminate weakeners.

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b. Vary intensity as appropriate. c. Avoid bromides and clichés.

B. Phrasing Sentences 1. Use short sentences.

2. Use direct sentences.

3. Use active sentences.

4. Use positive sentences.

5. Vary the types of sentences. a. Parallel sentences b. Antithetical sentences c. Periodic sentences II. Step 9: Rehearse Your Speech A. Rehearse Your Speech as a Whole B. Time Your Speech C. Approximate Your Actual Speech Situation D. See Yourself as a Speaker E. Incorporate Changes and Make Delivery Notes F. Rehearse Often G. Undertake a Long-Term Delivery Improvement Program Journal 16.2 Communication Choice Point: Time Problem III. Step 10: Present Your Speech A. Methods of Presentation 1. Speaking impromptu 2. Speaking from manuscript 3. Speaking from memory 4. Speaking extemporaneously B. Strategies of Presentation 1. Be natural.

2. Use presentation style to reinforce your message.

3. Vary your presentation.

4. Dress appropriately.

5. Be conversational. a. Maintain appropriate eye contact. b. Maintain a physical closeness that reinforces a psychological closeness. c. Smile. d. Stand with a direct and open body posture. e. Talk directly to your audience.

6. Be expressive. a. Personalize what you say. b. Communicate involvement nonverbally. c. Use gestures appropriately.

7. Avoid common mistakes. a. Don’t start your speech immediately. b. Don’t display any discomfort or displeasure.

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c. Don’t race away from the speaker’s stand.

8. Use notes appropriately. a. Keep your notes to a minimum. b. Don’t use your entire speech outline as notes. c. Use your notes with “open subtlety.” d. Don’t allow your notes to prevent directness.

C. Voice 1. Volume 2. Rate 3. Articulation and pronunciation a. Errors of omission b. Errors of substitution c. Errors of addition d. Errors of accent e. Errors of adding sounds 4. Pauses D. Body Action 1. Eye contact 2. Facial expression 3. Gestures and posture 4. Movement E. Handling Audience Questions Journal 16.3 Communication Choice Point: Audience Inattention IV. Speech Criticism A. The Nature of Criticism B. Culture and Criticism Journal 16.4 Communication Choice Point: Criticizing a Speech C. Guidelines for Criticizing More Effectively 1. Stress the positive.

2. Be specific.

3. Be objective.

4. Be constructive.

5. Focus on behavior.

6. Own your criticism.

Understanding Theory and Research: One-Sided Versus Two-Sided Messages

Key Terms accent antithetical sentences appropriateness articulation auditory imagery bromides clarity

clichés criticism extemporaneous speech figures of speech forcefulness impromptu speech 3 .

jargon manuscript speech memorized speech monotonous patterns oral style parallel sentences pauses

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periodic sentences personal style predictable patterns pronunciation

rate slang tactile imagery visual imagery

vividness volume weakeners

Discussion Questions 1. What works for you when rehearsing a speech?

2. What does the author recommend as the preferred method of presentation for public speeches? Why? 3. What parts of the extemporaneous speech delivery is it recommended that you memorize?

Why? 4. Why is the use of pauses so important for effective delivery? How can you go about eliminating filled pauses in your speaking?

5. What are some bodily actions that you can consciously use to make your speech more effective?

6. Why is criticism important to the presentation process?

Activities ➢ Activity One: My Favorite/Least Favorite Movie Impromptu Objective: To practice presentation skills, as well as organizing and outlining skills.

Time: 50 minutes for individual, one-minute impromptus, with 10 to 12 minutes to prepare Group Size: Entire class presenting individual one-minute impromptu presentations Description of Activity: At the beginning of the class period, instruct the class to prepare a one-minute impromptu speech on his or her favorite or least favorite movie. Then, on the board, copy the outline below, which is to be followed.

I.

Introduction A. B. C.

II.

Body A. B.

III.

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C. Ask students to copy this outline on a 3 x 5" card and fill in key words or phrases. This small space will prevent students from writing their speeches out word-for-word. Their written outlines should be turned in AFTER they present their impromptu presentations.

Debriefing: Consider providing on-the-spot feedback immediately after each presentation. Ask students to provide feedback to their peers before the instructor fills in. After everyone has presented, debrief with the class as a whole.

Questions for debriefing: 1. How difficult was it to speak extemporaneously?

2. What were the benefits or drawbacks of the extemporaneous style for audience members?

3. What delivery skills were most successful in keeping your attention and helping you listen?

4. Which speeches had good introductions and conclusions? Why? 5. Are there things that everyone needs to improve upon for the next speech?

➢ Activity Two: Bloopers Objective: To demonstrate some incorrect methods of presentation.

Time: 30 minutes Group Size: Request 14 volunteers with the remainder of the class observing Description of Activity: Prepare 3 x 5" notecards containing the following “bloopers” in delivery: 1. Speaking too slowly 2. Speaking with inappropriate pauses 3. Using audible pauses 4. Speaking too fast 5. Speaking with an annoying high pitch 6. Using poor articulation 7. Leaning on the podium 8. Making no eye contact 9. Displaying a forced smile 10. Swaying or shuffling feet 11. Playing with ink pen/clicking 12. Speaking too loudly 13. Speaking too softly Ask for volunteers to demonstrate the above “bloopers” in speech delivery. One by one, they will present an exaggerated version of the “blooper” from a pre-selected passage the instructor provides. Class observers should be able to easily identify the problems these delivery “bloopers” create, which interfere with effective public speaking. Instructor summary of the correct version is essential.

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Debriefing: As students present examples, facilitate discussion of effective strategies, and ways to avoid these common and ineffective methods of presentation.

Questions for debriefing: 1. Which presentation “bloopers” were the most distracting?

2. How can you avoid these behaviors?

3. Which “bloopers” are common for you?

Journal Prompts JOURNAL 16.1 COMMUNICATION CHOICE POINT – UNEXPECTED FEEDBACK Cathy introduces her speech with a story she found extremely humorous and laughed out loud after she finished it. Unfortunately, the audience just didn’t get it—not one smile in the entire audience. What are some of the things Cathy might say to deal with this situation and turn it to her advantage?

JOURNAL 16.2 COMMUNICATION CHOICE POINT – TIME PROBLEM Jack’s speech has run overtime, and he’s been given the 30-second stop signal. He still has about 5 more minutes remaining in his speech. What are some of the options Jack has for dealing with this problem (caused by a lack of effective rehearsal)?

JOURNAL 16.3 COMMUNICATION CHOICE POINT – AUDIENCE INATTENTION Kenneth is giving a speech on the problems of teenage drug abuse and notices that the entire back rows of his audience have totally tuned him out; they’re reading, chatting, working on their laptops, tweeting.

What are some of Kenneth’s options for gaining the attention of his entire audience and to put an end to this back-row inattention?

JOURNAL 16.4 COMMUNICATION CHOICE POINT – CRITICIZING A SPEECH A student has just given a speech on the glory of bullfighting, something Liz views as animal cruelty. To the speaker, however, bullfighting is an important part of the culture. As Liz bristles inside, the instructor asks her to critique the speech. What are some of the things Liz might say in this awkward situation?

Shared Writing RECEIVING CONSTRUCTIVE CRITICISM Briefly explain what types of constructive public speaking criticism you’d like to receive and why this would be helpful to you now and in your future profession.

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Using the Internet in the Classroom Douglass Archives of American Public Address Website http://douglassarchives.org/ This site contains electronic archives of American speech documents.

Speeches.com http://speeches.com/ This site has a variety of speeches and speaker’s resources.

Toastmaster’s International http://www.toastmasters.org/ Toastmaster’s International is aimed toward teaching and providing opportunities for public speaking. Find a Toastmaster’s Club near you and let their local members help you get over your public speaking fears.

Speech Critiques http://sixminutes.dlugan.com/video-critiques/ This website provides several videos of speeches and written critiques of these speeches.

Additional resources related to critiquing speeches are also available.

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Chapter 17: The Informative Speech Learning Objectives 17.1

Paraphrase the principles of informative speaking.

17.2

Describe the speech of description.

17.3

Describe the speech of definition.

17.4

Describe the speech of demonstration.

17.5

Describe the speeches of introduction, the eulogy, the speeches of presentation and acceptance, and the toast.

Chapter Outline I. Principles for Effective Informative Speaking A. Focus on Your Audience B. Stress Relevance and Usefulness C. Limit the Information D. Adjust the Level of Complexity Journal 17.1 Communication Choice Point: Unexpected Events E. Relate New Information to Old F. Vary the Levels of Abstraction G. Make Your Speech Easy to Remember.

1. Repeat the points you want your audience to remember.

2. Use signposts.

3. Use internal summary transitions.

4. Pattern your messages.

5. Focus audience attention.

II. Speeches of Description A. Description—to explain an object, person, event, or process Journal 17.2 Communication Choice Point: Speech of Description B. Thesis and Main Points C. Support D. Organization III. Speeches of Definition Journal 17.3 Communication Choice Point: Defining A. Thesis and Main Points B. Support C. Organization 1 .

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IV. Speeches of Demonstration Journal 17.4 Communication Choice Point: Demonstrating A. Thesis and Main Points B. Support C. Organization V. Special Occasion Speeches A. The Speech of Introduction B. The Eulogy C. The Speech of Presentation or Acceptance Journal 17.5 Communication Choice Point: Presenting an Award D. The Toast Understanding Theory and Research: Information Theory

Key Terms acceptance speech eulogy information levels of abstraction

presentation speech speeches of definition speeches of demonstration speeches of description

speech of introduction toast

Discussion Questions 1. Identify and explain the principles of informative speaking.

2. What does it mean to combine high abstraction with specifics? Provide examples in answering this question.

3. Why are presentation aids helpful in informative public speaking?

4. What are some strategies for the speech of description?

5. What are some strategies for the speech of definition?

6. What are some strategies for the speech of demonstration?

7. Have you ever given or watched a special occasion speech? Describe it, and how the audience responded to it.

Activities ➢ Activity One: How to…

Objective: To have students prepare and deliver a “mini” speech of demonstration.

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Time: One or two class periods Group Size: Entire class, working individually Description of Activity: Ask students to select a simple topic that they can demonstrate in one to two minutes. Students should be asked to prepare a brief outline and present to the class.

The following are good examples of simple speeches of demonstration: • How to make a peanut butter and jelly sandwich • How to make your bed • How to tie your shoes • How to check your oil • How to get dressed Have the students focus on outlining, including an effective introduction and conclusion. By this point in the semester, they should be able to blend all of the public speaking skills learned to date.

Debriefing: Questions for debriefing: 1. How did you decide how much information to discuss?

2. Were any steps missed?

3. Did the audience experience information overload?

4. What presentation aids were most effective in illustrating these speeches?

➢ Activity Two: Seeing Is Believing Objective: To demonstrate the link between the principles and practice of informative speaking.

Time: One class period (50 minutes) Group Size: Entire class participation Description of Activity: Assign students to attend a lecture or informative speech scheduled to take place on your campus. The speech should be at least 20 minutes long. Review the principles of informative speaking. Have the students use these principles as criteria for judging the lecture or informative speech. Spend one class period listening to students give an account of the speeches they heard.

This exercise can also serve as a graded report for the critique of a speech.

A variation of this assignment would be to have students watch a shorter recorded speech in class. If using this variation, consider asking students how they would transform the speech into a persuasive topic.

Debriefing: Call attention to the subtleties in the seven informative speaking principles. Discuss what degree of each principle should be present in the speech.

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Questions for debriefing: 1. Did the speaker begin to persuade at any point?

2. What distinguishes an informative speech from a persuasive speech?

3. How could we modify the speaker’s presentation to make it a persuasive speech? ➢ Activity Three: Creating a List Objective: To list informative topics that students feel would be appropriate for their class.

Time: One class period (50 minutes) Group Size: Entire class, working individually and then in groups of 4–5 Description of Activity: Ask students to write down four different informative topics they feel would be relevant to their class. Have each student turn in their four topics in order to make a master list. This list can be used to help students to choose informative speech topics as well as begin an audience analysis.

Present the different options to the class while listing them on the board.

If there is time, consider leading the class in a discussion of inappropriate speech topics. This list of “off limits” topics will help guide students in choosing topics for their graded presentations.

Debriefing: This activity is especially useful as an introduction to this chapter. Often, students have difficulties coming up with informative speech topics that are relevant to their class.

Questions for debriefing: 1. Which topics are most interesting?

2. Which work best for the assignment for the course?

3. How should we as a class proceed using this list?

Journal Prompts JOURNAL 17.1 COMMUNICATION CHOICE POINT – UNEXPECTED EVENTS Ronald is going to speak on the newest changes in Facebook that he’s been using the past few weeks.

Unfortunately, the preceding speaker turns out to be a Facebook program designer who gives a speech on exactly this topic. What are some of the things Ronald can say (or should he say nothing?) in his introduction to deal with this awkward situation?

JOURNAL 17.2 COMMUNICATION CHOICE POINT – SPEECH OF DESCRIPTION Angela is giving a speech of description on how children acquire language and notices a woman with a child of the age she’s talking about in the audience. What are some of Angela’s options if she wanted to integrate this situation into her speech?

JOURNAL 17.3 COMMUNICATION CHOICE POINT – DEFINING

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In visualizing his next speech, in which he plans to define the basic tenets of his religion, Michael realizes that most members of his audience have a negative view of his religion. What are some of Michael’s options for acknowledging his understanding of these negative attitudes? What specifically might he say?

JOURNAL 17.4 COMMUNICATION CHOICE POINT – DEMONSTRATING Anne wants to demonstrate to her audience how Twitter works. Her audience is probably mixed in terms of members’ knowledge of Twitter. She wants to make sure that all audience members will pay attention, and she’d like to accomplish that right at the start of her speech. What are some of Anne’s options for convincing audience members that what she has to say will prove relevant regardless of their level of expertise?

JOURNAL 17.5 COMMUNICATION CHOICE POINT – PRESENTING AN AWARD You have been asked to present the Academy Award or Grammy for best supporting actor or singer/musician (select your own favorite). The speech is to last no longer than 1 minute (approximately 150 words). What are your options? What would you say to improve upon the actual speeches given at these award shows?

Shared Writing Informative Speaking at Work Given your chosen profession or one you’re considering, what are some of the occasions for informative speaking? What types of informative speaking would you be most likely to hear? What types would you be most likely to present?

Using the Internet in the Classroom LibrarySpot —Speeches http://www.libraryspot.com/speeches.htm Use this site to search for speeches by topic, speaker, title, era, and famous works. The site also contains some graduation speeches and a collection of transcripts.

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Chapter 18: The Persuasive Speech Learning Objectives 18.1

Paraphrase the principles of persuasive speaking.

18.2

Define and distinguish among logical, emotional, and credibility appeals.

18.3

Explain the nature of the speech on questions of fact.

18.4

Explain the nature of the speech on questions of value.

18.5

Explain the nature of the speech on questions of policy.

18.6

Explain the speech to secure goodwill, the commencement speech, and the inspirational speech.

Chapter Outline I. Principles for Effective Persuasive Speaking A. Know Your Specific Goals 1. To strengthen or weaken attitudes, beliefs, or values.

2. To change attitudes, beliefs, or values.

3. To motivate to action.

B. Focus on Your Audience C. Identify with Your Audience D. Secure a Yes Response E. Anticipate Selective Exposure F. Use Positive Labeling G. Ask for Reasonable Amounts of Change H. Provide Social Proof I. Follow a Motivated Sequence 1. Attention 2. Need 3. Satisfaction 4. Visualization 5. Action Journal 18.1 Communication Choice Point: Changing Behavior II. The Three Persuasive Proofs A. Logical Proof (Logos) 1. Reasoning from specific instances and generalizations 2. Reasoning from causes and effects 3. Reasoning from sign 4. Listening to logical arguments and the fallacies of reasoning 1 .

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a. Anecdotal evidence b. Straw man c. Appeal to tradition d. Bandwagon e. Testimonial f. Thin entering wedge B. Emotional Proof (Pathos) 1. Hierarchy of needs (see Figure 18.2: Maslow’s “Hierarchy of Needs”). a. Physiological needs b. Safety needs c. Belonging and love needs d. Self-esteem needs e. Self-actualization needs 2. Listening to emotional appeals a. Emotional appeals do not constitute proof. b. Feelings are not open to public inspection. c. Emotional appeals may be used to divert attention from the lack of real evidence. d. Emotional appeals may be to high or low motives. e. Be especially on the lookout for the appeal to pity.

C. Credibility Proof (Ethos) 1. Competence a. Tell listeners of your competence. b. Cite a variety of research sources. c. Stress the competencies of your sources.

2. Character a. Stress fairness. b. Stress concern for audience. c. Stress concern for enduring values.

3. Charisma a. Demonstrate a positive outlook. b. Demonstrate enthusiasm. c. Be emphatic.

4. Listening to Credibility Appeals and Character Attacks a. Is the dimension of credibility used relevant to the issue at hand? b. Are credibility appeals being used instead of argument and evidence? c. Are the credibility appeals true?

Journal 18.2 Communication Choice Point: Introducing Credibility III. Persuasive Speeches on Questions of Fact Journal 8.3 Communication Choice Point: Developing Main Points Journal 8.4 Communication Choice Point: Introducing Your Speech A. Thesis and Main Points Journal 8.5 Communication Choice Point: Formulating a Thesis B. Support C. Organization

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IV. Persuasive Speeches on Questions of Value A. Thesis and Main Points B. Support C. Organization V. Persuasive Speeches on Questions of Policy A. Thesis and Main Points B. Support C. Organization VI. Special Occasion Speeches (Mainly Persuasive) A. The Speech to Secure Goodwill Journal 8.6 Communication Choice Point: Securing Goodwill B. The Speech of Inspiration Understanding Theory and Research: Foot-in-the-Door and Door-in-the-Face

Key Terms anecdotal evidence appeal to tradition attitude bandwagon behavior belief character character attacks charisma commencement speech competence credibility door-in-the-face technique emotional appeals

foot-in-the-door technique glittering generality goodwill speech hierarchy of needs identification logical arguments motivated sequence name-calling negative social proof personal interest persuasion positive social proof questions of fact questions of policy

questions of value reasoning from causes and effects reasoning from sign reasoning from specific instances self-esteem speech of inspiration straw man testimonial thin entering wedge value

Discussion Questions 1. Generate questions of fact, value, and policy.

2. Demonstrate the fallacies of logical reasoning. Which have you seen used in popular rhetoric (e.g., in advertisements or infomercials)?

3. In what ways have you selectively exposed yourself to only confirming information and avoiding disconfirming information?

4. How can the hierarchy of needs to be used to analyze a speech audience? How might you adapt a message to audiences with different needs?

5. Why do we, as human beings, resist change?

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Activities ➢ Activity One: Do You Buy That?

Objective: To get students to recognize how the foot-in-the-door and door-in-the-face techniques function.

Time: Assigning homework (5 minutes) and one class period (50 minutes) Group Size: Entire class divided into two large groups Description of Activity: Review the two techniques discussed in the Understanding Theory and Research box on p. 382.

Assign half of the class to seek out examples of one technique and half to seek out examples of the other technique. In class, each group reports its findings. The instructor can serve as the judge of how accurately each group classified the technique. Each group can also serve as a jury for the other groups’ findings. Political speeches, commercials, infomercials, sales speeches, and other promotional examples may serve as source materials.

Debriefing: After students present their examples, have the class vote on the most effective example of each technique.

Questions for debriefing: 1. What made that particular communication effective?

2. What aspects of the message demonstrate the technique?

3. Should we use this technique? Is it ethical?

➢ Activity Two: Auction Time Objective: To encourage students to identify and use persuasive strategies.

Time: Two class periods Group Size: Entire class Description of Activity: In the first class, review persuasive strategies. Have students come up with something inexpensive that they would like to auction to the class. The students may pick something they already own or something that is “found,” such as packages of ketchup or plastic silverware from a fast food restaurant, or the school newspaper. Have the students come prepared to auction off their item during the next class. Students should be prepared to actually “sell” their item. They should use persuasive strategies/sales pitches in order to “sell” their item. They must use at least one persuasive strategy (logical, emotional, or credibility). The item then goes to the highest bidder. Consider supplying play money or candy to be used as currency.

Debriefing: Questions for debriefing: 4 .

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1. Who were most effective at selling their item?

2. Which persuasive strategy did they use?

3. Why was it effective?

➢ Activity Three: When Is Persuasion Unethical?

Objective: To instruct students to recognize how to be ethical in persuasion, and the importance of follow-through.

Time: One class period (50 minutes) Group Size: Entire class, students working individually Description of Activity: Have students take the quiz on the following page and then discuss.

Debriefing: Most public speaking textbooks would argue that all of these situations are considered unethical, though some perhaps more unethical than others. The first four deal with plagiarism—using the words or ideas of another person as your own—a topic that was discussed in more detail in Chapter 14. The remaining three concern fabricating evidence, allowing the audience to believe what isn’t true, and dealing in personal attacks.

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Ethics in Persuasion Quiz Name: ______________________________ What’s ethical in public speaking? What’s unethical? Here are several situations that raise ethical issues. Respond to each situation with the following scale: A = ethical, B = not sure, and C = unethical. _____ 1. In an economics course you took at another school, you received a handout that very clearly explains the relationship of interest rates to stock prices, the very topic about which you’re going to give your speech. Would it be ethical to use this handout to support one of your propositions without saying where you got it or who prepared it, allowing your audience to draw the conclusion that you prepared it yourself? _____ 2. You read an op-ed article in a newspaper recently and thought the writer put the issue of homelessness into clear perspective. Since you’re going to give a speech on homelessness, and you honestly agree with everything this person said (but just said it a lot better than you feel you could), would it be ethical for you to paraphrase this oped piece? You wouldn’t be using the writer’s exact words, you’d just use the ideas without mentioning where you got them. _____ 3. You recently read an excellent summary of research on aging and memory in a magazine article. Would it be ethical to use this research and cite the original research studies but not mention that you got it from a summary in a popular magazine? _____ 4. At another school you received a copy of a student speech that received an A+. You want to give your own speech, but you just don’t have the time, and anyway, this is a great speech and the class will profit from hearing it. In addition, you intend to give this speech a really great delivery. Would it be ethical for you to give this speech? _____ 5. You’re giving a speech to elementary school children on the dangers of smoking pot.

From your research, however, you don’t find the dramatic examples and startling statistics that you feel will convince these young children to stay away from pot.

Since your aim is to achieve a good end, an end in which you firmly believe, would it be ethical to make up a few dramatic examples and allow the children to believe these are real cases of the problems that result from pot smoking? How about making up a few statistics to hammer the point home? _____ 6. In a speech on false arrests, you develop this hypothetical story about a college student getting arrested and being held in custody unlawfully for several days. As you rehearse this story, you realize it would be a lot more convincing if the audience was allowed to think that this person was you. Would it be ethical to allow your audience to believe this incident happened to you? Actually, you wouldn’t be saying that it was you or that it wasn’t you; you’d just be allowing your listeners to form their own conclusions.

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_____ 7. You’re running against Pat for student president. You’re pretty evenly matched and you need something to pull ahead. A friend informs you of some gossip that, if more widely known, would cost Pat the election, even though it has nothing to do with the qualifications for student body president. Would it be ethical for you to bring up this information in one of your speeches?

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DeVito Human Communication 14e Instructor’s Manual

Journal Prompts JOURNAL 18.1 COMMUNICATION CHOICE POINT – CHANGING BEHAVIOR Patrick is supervising a small workforce. His problem is that some members are just not doing their job, and he’s been assigned the task of making sure they start working. What are some of the techniques of persuasion that Patrick might use in getting his message across and getting the others to do their jobs?

JOURNAL 18.2 COMMUNICATION CHOICE POINT – INTRODUCING CREDIBILITY Teresa has been assigned to compose a brief introduction (about 1 minute in length or about 150 words) about you that she will present before you speak. What are some of the things Teresa might say to establish your competence, character, and charisma?

JOURNAL 18.3 COMMUNICATION CHOICE POINT – DEVELOPING MAIN POINTS Joe wants to give a persuasive speech arguing that violent video games are harmful to children. What are some of Joe’s options for the main points of the speech?

JOURNAL 18.4 COMMUNICATION CHOICE POINT – INTRODUCING YOUR SPEECH If you were giving a speech to your class on one of the above topics and having a good idea of how your audience views the topic, what options do you have for introducing your speech? What would your first two or three sentences be?

JOURNAL 18.5 COMMUNICATION CHOICE POINT – FORMULATING A THESIS Amanda is planning a speech on animal rights. What are some possible theses Amanda might develop for speeches of fact, value, and policy?

JOURNAL 18.6 COMMUNICATION CHOICE POINT – SECURING GOODWILL Jimmy has been asked by his catering firm—which was cited by the Board of Health for several health violations a year ago—to present to the local Board of Education the firm’s case for the catering contract for the entire elementary school district. The board members agree to hear Jimmy but are generally reluctant to hire his firm because of its history of unsafe practices. What are some of the things Jimmy could say to secure goodwill (and another chance)?

Shared Writing Persuasive Messages Although most college lectures are primarily informative, there is also much persuasion in them. Thinking back to the class lectures over the past week or two, what kinds of persuasive messages did you hear in the lectures?

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DeVito Human Communication 14e Instructor’s Manual

Using the Internet in the Classroom John Fitzgerald Kennedy Library—Selected Speeches http://www.jfklibrary.org/JFK/Historic-Speeches.aspx For an archive of selected speeches by John F. Kennedy as well as some video and audio clips; check out this website.

Complete Speeches of Winston Churchill http://www.winstonchurchill.org/ Check out this site for the complete speeches of Winston Churchill, including quotes and stories and a link to the Winston Churchill homepage.

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