The Challenge of Effective Speaking, 15th Edition PDF

The study tools you need to succeed in your Communication course! CourseMate The more you study, the better the results. Make the most of your study time by accessing everything you need to succeed in one place. Speech Studio™ Read your textbook, take notes, review flashcards, watch videos, and Practice and Present with Speech take practice quizzes—online with Studio—the online video upload and CourseMate. grading program that improves your public speaking skills. Speech Studio lets you upload video files of practice speeches or final performances, comment on your peers’ speeches, and review your grades and instructor feedback—all within this user friendly tool. Access to these resources may have been packaged with your copy of the text. If not, visit www.cengagebrain.com to purchase access. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. The Challenge of Effective Speaking Rudolph F. Verderber University of Cincinna Deanna D. Sellnow University of Kentucky Kathleen S. Verderber Northern Kentucky University 15th Edi on Australia Brazil Japan Korea Mexico Singapore Spain United Kingdom United States Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. The Challenge of Effective Speaking, © 2012, 2008, 2006 Wadsworth, Cengage Learning Fifteenth Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright herein Rudolph F. Verderber, Deanna D. Sellnow, may be reproduced, transmitted, stored, or used in any form or by any means Kathleen S. Verderber graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, Senior Publisher: Lyn Uhl or information storage and retrieval systems, except as permitted under Executive Editor: Monica Eckman Section 107 or 108 of the 1976 United States Copyright Act, without the prior Senior Development Editor: Greer Lleuad written permission of the publisher. 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Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Brief Contents Contents................................................ iv Preface................................................. xii pa rt on e Orientation CHAPTER 1 Founda ons of Public Speaking................. 1 CHAPTER 2 Developing Confidence through the Speech-Planning Process.................... 19 CHAPTER 3 Listening and Responding Effec vely........... 39 pa rt two Principles CHAPTER 4 Selec ng an Appropriate Speech Goal.......... 52 CHAPTER 5 Adap ng to Audiences...................... 76 CHAPTER 6 Gathering and Evalua ng Informa on.......... 93 CHAPTER 7 Organizing and Outlining the Speech Body..... 119 CHAPTER 8 The Introduc on and Conclusion............. 143 CHAPTER 9 Presenta onal Aids........................ 168 CHAPTER 10 Language and Oral Style.................... 189 CHAPTER 11 Prac cing Delivery......................... 207 pa rt th ree Informa ve and Persuasive Speaking CHAPTER 12 Informa ve Speaking....................... 237 CHAPTER 13 Understanding Persuasive Messages.......... 268 CHAPTER 14 Persuasive Speaking....................... 293 pa rt fou r Adap ng to Other Occasions and Formats CHAPTER 15 Ceremonial Speaking: Speeches for Special Occasions................................ 333 CHAPTER 16 Developing and Delivering Group Presenta ons 345 iii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. contents Preface................................................ xii part one Orienta on CHAPTER 1 Founda ons of Public Speaking................. 1 The Human Communica on Process 3 Par cipants 3 Messages 3 Channels 4 Interference/Noise 4 Feedback 4 Contexts 4 Public Speaking as a Liberal Art 5 The Role of Public Speaking Educa on in Democracies 5 The Power of Effec ve Public Speaking for Free People 6 Ethical Principles for Public Speaking 7 Understanding the Rhetorical Situa on 8 Speaker 10 Audience 10 The Occasion 10 Principles of Effec ve Public Speaking 11 Effec ve Speakers Are Audience-Centered 11 An Effec ve Speech Includes Audience-Appropriate Content 12 An Effec ve Speech Is Well Structured 12 An Effec ve Speech Is Delivered Expressively 13 Summary 16 CHAPTER 2 Developing Confidence through the Speech-Planning Process 19 Understanding Public Speaking Apprehension 20 Symptoms of Public Speaking Apprehension 21 Causes of Public Speaking Apprehension 22 Managing Public Speaking Apprehension 24 General Methods 24 Specific Techniques 27 iv | Contents Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Effec ve Speech Planning: The Key to Confidence 28 Step 1: Select a Speech Goal That Is Appropriate to the Rhetorical Situa on 29 Step 2: Understand Your Audience and Adapt to It 29 Step 3: Gather and Evaluate Informa on to Use in the Speech 30 Step 4: Organize and Develop Ideas into a Well- Structured Outline 31 Step 5: Choose, Prepare, and Use Appropriate Presenta onal Aids 32 Step 6: Prac ce Oral Language and Delivery Style 32 Preparing a Narra ve/Personal Experience Speech 32 Summary 37 CHAPTER 3 Listening and Responding Effec vely 39 Types of Listening 41 Improving Your Listening Skills 41 A ending 42 Understanding and Remembering 43 Evalua ng and Responding 44 Preparing a Construc ve Cri que 45 Content of Construc ve Cri ques 47 Summary 49 Principles part two CHAPTER 4 Selec ng an Appropriate Speech Goal 52 Iden fying Poten al Topics 54 Lis ng Subjects 54 Brainstorming for Topic Ideas 55 Concept Mapping for Topic Ideas 56 Analyzing the Audience 56 Types of Audience Data Needed 57 Methods for Gathering Audience Data 61 Using Audience Data Ethically 64 Analyzing the Occasion 66 Selec ng a Topic 68 Wri ng a Speech Goal Statement 69 Understanding General and Specific Speech Goals 69 Phrasing a Specific Speech Goal 71 Summary 73 Contents | v Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. CHAPTER 5 Adap ng to Audiences 76 Relevance 77 Demonstrate Timeliness 78 Demonstrate Proximity 78 Demonstrate Personal Impact 78 Ini al Audience Disposi on 78 Common Ground 79 Use Personal Pronouns 79 Ask Rhetorical Ques ons 79 Draw from Common Experiences 80 Speaker Credibility 81 Demonstrate Knowledge and Exper se 81 Establish Trustworthiness 82 Display Personableness 82 Informa on Comprehension and Reten on 83 Appeal to Diverse Learning Styles 83 Orient the Audience with Transi ons 84 Choose Specific and Familiar Language 85 Use Vivid Language and Examples 85 Personalize Informa on 85 Compare Unknown Ideas with Familiar Ones 86 Language and Cultural Differences 86 Work to Be Understood When Speaking in Your Second Language 87 Choose Culturally Appropriate Suppor ng Material 88 Forming a Specific Plan of Audience Adapta on 88 Summary 90 CHAPTER 6 Gathering and Evalua ng Informa on 93 Locate and Evaluate Informa on Sources 94 Personal Knowledge and Experience 94 Secondary Research 94 Primary Research 100 Iden fy and Select Relevant Informa on 104 Factual Statements 104 Expert Opinions 108 Elabora ons 108 Drawing Informa on from Mul ple Cultural Perspec ves 110 vi | Contents Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Record Informa on 111 Preparing Research Cards 111 Ci ng Sources in the Speech 114 Summary 116 CHAPTER 7 Organizing and Outlining the Speech Body 119 Construct a Thesis Statement 120 Iden fy Main Points 120 Write the Thesis Statement 123 Outline the Body of the Speech 123 Outline Main Points 128 Iden fy and Outline Subpoints 133 List Suppor ng Material 135 Create Transi ons 135 Summary 141 CHAPTER 8 The Introduc on and Conclusion 143 Crea ng the Introduc on 144 Goals of the Introduc on 145 Selec ng the Best Introduc on 151 Crea ng the Conclusion 153 Goals of the Conclusion 153 Selec ng the Best Conclusion 155 Comple ng the Outline 156 Lis ng Sources 157 Wri ng a Title 160 Reviewing the Outline 160 Summary 166 CHAPTER 9 Presenta onal Aids 168 Types of Presenta onal Aids 170 Visual Aids 170 Audio Aids 173 Audiovisual Aids 176 Other Sensory Aids 176 Criteria for Choosing Presenta onal Aids 177 Preparing Effec ve Presenta onal Aids 178 Methods for Displaying Presenta onal Aids 181 Posters 181 Whiteboards or Chalkboards 181 Contents | vii Copyright 2010 Cengage Learning. 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Flipcharts 181 Handouts 182 Document Cameras 182 CD/VCR/DVD Players and LCD Projectors 182 Computerized Slide Shows 182 Guidelines for Using Presenta onal Aids during the Speech 184 Summary 187 CHAPTER 10 Language and Oral Style 189 Oral Style 190 Speaking Appropriately 191 Use “We” Language 192 Use Bias-Free Language 192 Adapt to Cultural Diversity 193 Avoid Offensive Humor 193 Avoid Profanity and Vulgarity 194 Shun Hate Speech 195 Speaking Accurately 195 Denota on 196 Connota on 197 Dialect 197 Speaking Clearly 198 Use Specific Language 198 Choose Familiar Terms 200 Provide Details and Examples 201 Limit Vocalized Pauses 201 Speaking Vividly 202 Use Sensory Language 202 Use Rhetorical Figures and Structures of Speech 203 Summary 204 CHAPTER 11 Prac cing Delivery 207 Characteris cs of an Effec ve Delivery Style 208 Use a Conversa onal Style 209 Be Animated 209 Effec ve Use of Voice 210 Characteris cs of Voice 210 Speak Intelligibly 210 Use Vocal Expressiveness 213 viii | Contents Copyright 2010 Cengage Learning. 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Effec ve Use of Body 214 Eye Contact 214 Facial Expressions 216 Gestures 216 Movement 216 Posture 216 Poise 218 Appearance 218 Delivery Methods 219 Impromptu Speeches 219 Scripted Speeches 219 Extemporaneous Speeches 220 Rehearsal 220 Preparing Speaking Notes 221 Handling Presenta onal Aids 223 Rehearsing and Refining Delivery 224 Adap ng to Your Audience as You Give Your Speech: The Rhetorical Situa on 226 Summary 235 Informa ve and Persuasive Speaking part three CHAPTER 12 Informa ve Speaking 237 Characteris cs of Effec ve Informa ve Speaking 238 Intellectually S mula ng 238 Relevant 239 Crea ve 239 Memorable 242 Diverse Learning Styles 242 Methods of Informing 243 Descrip on 243 Defini on 244 Comparison and Contrast 245 Narra on 245 Demonstra on 245 Common Informa ve Frameworks 246 Process Speeches 246 Expository Speeches 255 Summary 266 Contents | ix Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. CHAPTER 13 Understanding Persuasive Messages 268 The Nature of Persuasion 269 How People Process Persuasive Messages: The Elabora on Likelihood Model (ELM) 271 The Rhetorical Strategy of Logos 272 Two Types of Reasoning 272 Forming Arguments 272 Types and Tests of Arguments 273 Reasoning Fallacies 279 Evalua ng Evidence to Support Reasons 280 The Rhetorical Strategy of Ethos 281 Conveying Good Character 281 Conveying Competence and Credibility 283 The Rhetorical Strategy of Pathos 285 Evoking Nega ve Emo ons 285 Evoking Posi ve Emo ons 287 Guidelines for Appealing to Emo ons 289 Summary 291 CHAPTER 14 persuasive speaking 293 Audience A tude toward Your Persuasive Topic 295 Opposed 295 No Opinion 296 In Favor 297 Iden fying Your Proposi on 297 Organiza onal Frameworks for Persuasive Speeches 300 Common Organiza onal Frameworks for Speeches to Convince 300 Organiza onal Frameworks for Speeches to Actuate 303 Ethical Guidelines for Persuasive Speeches 329 Summary 331 part four Adap ng to Other Occasions and Formats CHAPTER 15 ceremonial speaking: speeches for special occasions 333 Speeches of Welcome 334 Expecta ons 334 x | Contents Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Speeches of Introduc on 335 Expecta ons 335 Speeches of Nomina on 336 Expecta ons 336 Speeches of Recogni on 337 Expecta ons 337 Speeches of Acceptance 338 Expecta ons 338 Speeches of Tribute 340 Toasts 340 Roasts 341 Eulogies 341 Other Ceremonial Speeches 342 Summary 343 CHAPTER 16 developing and delivering group presenta ons 345 Responsibili es of Group Members 347 Conflict Resolu on in Group Se ngs 348 Conflict over Issues 349 Personality Conflicts 350 Systema c Group Problem-Solving Method 352 Preparing Group Presenta ons 353 Public Group Presenta on Formats 354 Symposium 354 Panel Discussion 355 Town Hall Mee ng 356 Electronic Conference 356 Streaming Videos and Slide Shows 357 Evalua ng Group Effec veness 357 Evalua ng Group Dynamics during the Prepara on Process 357 Evalua ng Effec veness of the Group Presenta on 358 Evalua ng Your Effec veness 359 Summary 360 Notes 362 Glossary 367 Index 374 Contents | xi Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. preface W e are really excited about this new edition of The Challenge of Effective Speaking, and we believe you will be too. As you will see, we do three important things in this revision. First, we ground public speaking firmly in its roots— rhetorical theory—beginning in Chapter 1 and then throughout the book. Doing so reminds readers that public speaking concepts and skills are based on a rhetorical tradition that has stood the test of time for over 2,000 years! Second, in this edition we worked hard to make the relevance of ethical public speaking in contemporary life transparent to students. For instance, we replaced all the Spotlight on Speakers features with Putting Speaking Skills to Work vignettes, which highlight the important role public speaking has played in the lives of real people in a variety of professions. We also replaced many of the sample student speeches with ones based on topics that today’s students are grappling with, such as prescription drug abuse, cyber-bullying, civic engagement, and “hooking up.” Regarding ethical public speaking, we updated many of the Reflect on Ethics features so that they now describe real-life speaking sce- narios, such as the incident between Kanye West and Taylor Swift (Chapter 3), Jon Stewart’s criticisms of Jim Cramer (Chapter 4), and John McCain’s self- identification as a maverick (Chapter 5). In addition, we made ethics a focal point of all of the chapter opening vignettes and embedded discussions of ethics within every chapter. Third, we revamped Chapters 13 and 14 on persuasion to reflect, initially, the nature of persuasive messages and then, with that in mind, how to construct persuasive speeches. Chapter 13 now focuses specifically on how people process persuasive messages and the role of logos, ethos, and pathos in persuasion. Chapter 14 describes in detail how to phrase a persuasive speech goal as a proposition; how to frame persuasive arguments when attempting to convince others to agree with you, to act, or both; and what ethical guidelines to follow when attempting to persuade. While we are excited about the changes we have made to update and improve the text, we have worked hard to make sure that this book continues to focus on the hallmarks that have made it a classic. We are thrilled to have heard both students and instructors confirm that what has become known as the Verderber method for speech preparation really works! So we continue to organize the heart of the book around the six Speech Planning Action Steps. These steps guide you from topic selection to the rehearsal process to delivery. After we discuss the concepts and rationale for each step, we provide a sequence of easy-to-complete activities that will help students prepare an effective speech quickly. From both research and our experience as instructors, we know that speakers who are well prepared feel more confident about speaking, and they usually deliver great speeches. So we advocate that instructors assign the activities as part of the assessment of student speeches, and we encourage students to use the activities even when they are not assigned. Why? Because we know that they are efficient, they work, and we want students who are reading our book to be successful. That’s why we wrote it! xii | Preface Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. New to This Edi on There are many exciting changes to this edition. Major Content Changes ▪ We made a conscious decision to incorporate a stronger emphasis on rheto- ric and rhetorical theory so that students understand why public speaking is a liberal art. We worked hard to make this theory student-friendly through the use of clear definitions and interesting examples. ▪ In response to faculty requests, we have increased the discussion of speech anxiety. For example, Chapter 2 now includes tips for using breathing techniques and progressive muscle relaxation exercises to reduce anxiety. In addition, the chapter also provides more specific techniques for managing anxiety. ▪ We have completely reorganized the two chapters on persuasive speaking. In previous editions Chapter 13 focused on reasoning and culminated in the speech-to-convince assignment. Chapter 14 then described the role of emotions in persuasion, speaker credibility, and audience motivation, and finished with the speech-to-motivate/actuate assignment. Although this organization had pedagogical merit, it left many students with the mistaken impression that we either persuade through logical reasoning or through emotional and motivational arguments. In this edition we have clarified content so that students better understand how to create speeches in which reasoning, emotion, and speaker credibility work together to convince an audience or motivate it to act. In Chapter 13, “Understanding Persuasive Messages,” we focus on understanding what makes a speech persuasive. In this chapter we present the theory, concepts, and skills associated with logos, ethos, and pathos, including an extended explanation of Toulmin’s model for forming arguments. In Chapter 14, “Persuasive Speaking,” we concentrate on how to adapt the basic speech planning process to persuasive speeches. ▪ All new Pu ng Speaking Skills to Work boxes in each chapter highlight how people routinely use public speaking skills at work. Examples include Saejean Oh, a 22-year-old artist who uses her speaking skills to market her- self and her work (Chapter 3); Stephen Strieby, a 24-year-old Marine who adapts his speaking skills to multiple audiences and situations (Chapter 8); and Edwin C. Goldberg, a 47-year-old rabbi who uses technology to make his sermons more appealing to his congregation (Chapter 16). These boxes demonstrate that in most of the occupations today’s students are preparing for, public speaking skills are critical to effective job performance. ▪ Our discussion of ethics in public speaking has been extensively revised and is interwoven throughout the text. In Chapter 1, the section on ethics introduces five fundamental ethical standards: honesty, integrity, fairness, respect, and responsibility. Chapter-opening photos and their captions reinforce one specific standard per chapter. New Reflect on Ethics boxes in each chapter use contemporary “ripped from the headlines” situations to help students think through ethical challenges and the choices people face in public communication settings today. Examples include Coldplay’s admitted plagiarism of other musicians’ work (Chapter 6) and lobbyists who use social media to shape public opinion without revealing their corporate affiliations (Chapter 13). ▪ End-of-chapter activities now include two new assignment op ons: Impromptu Speech Exercises and Assessment Ac vi es. Although students may only give three or four graded speeches per term, the new impromptu Preface | xiii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. speech exercises challenge students to practice speaking more often with short, quickly prepared speeches related to chapter material. Assessment activities are also tied to chapter content so that students and instructors can measure how well students understand and can apply the concepts and skills in each chapter. ▪ Two bonus chapters, available through Cengage Learning’s Flex-Text custom- ization program, present a more detailed look at impromptu speaking and a workbook for students who are completing service learning assignments. (For more information about the Flex-Text program, see the Instructor Resources section later in this preface.) Chapter Revisions of Note ▪ Chapter 1, “Founda ons of Public Speaking,” has been extensively revised. It begins with a brief discussion of the general process of human communication, whether one is engaged in formal public speaking or an interpersonal communication interaction in a face-to-face or online setting. After a discussion of the elements in the process and the general communication contexts that situate public speaking among intrapersonal, interpersonal, group, and mass communication, the chapter focuses on the empowering role of public speaking as a liberal art and in a democratic society. Next, we introduce the ethical principles of public speaking that are addressed throughout the book. After this, we describe the foundational theoretical concept of the rhetorical situation as it grounds effective public speaking. Finally, the major principles of effective speechmaking are discussed. The chapter ends by explaining and providing an example of a speech of self-introduction, which instructors often choose to assign during the first days of class. ▪ Chapter 2, “Developing Confidence through the Speech-Planning Process,” includes an expanded discussion of public speaking apprehension, including symptoms, causes, and methods for managing it effectively. These methods include communication orientation motivation, visualization, relaxation, systematic desensitization, cognitive restructuring, and skills training techniques. This chapter also introduces the six-step speech planning process we believe to be the key to confident public speaking, and it closes with an example of the process applied to a narrative/personal experience speech. ▪ Chapter 3, “Listening and Responding Effec vely,” now begins by addressing why it is important to study listening in a public speaking course and then differentiates hearing from listening. Based on reviewer suggestions, the chapter then discusses the different types of listening before addressing specific strategies for improving listening skills. The chapter concludes with a comprehensive discussion of how to listen to and constructively critique a speech, including how to prepare feedback for the speaker. ▪ Chapter 4, “Selec ng an Appropriate Speech Goal,” has been rewritten so that students understand how the speech goal must be grounded in the rhetorical public speaking situation. Now students will understand that an effective speech goal comes from not only what the speaker wants to talk about, but also the specific needs of the audience. The discussion of audience analysis has been expanded so that students not only learn how to collect demo- graphic data, but also how to use that data to inform them as they prepare their speeches. Moreover, we describe the ethical use of audience data. ▪ Chapter 5, “Adap ng to Audiences,” has had minor revisions and continues to present information in the order in which a speaker will encounter specific issues and need to make decisions. We continue to explain the need to adapt to diverse learning styles to aid information comprehension and xiv | Preface Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. retention. The section on language and cultural differences now describes specific adaptation strategies a speaker should use when speaking in a second (or third) language. ▪ Chapter 6, “Gathering and Evalua ng Informa on,” has been updated to reflect the way that college students and working professionals use the Internet to find useful information. So when we discuss how to find secondary sources, we begin by explaining how to locate sources with the Internet. We then describe how to locate the same resources offline. Our emphasis is on using electronic databases to search for print resources, identifying relevant and reliable websites and web pages, and evaluating both online and offline information sources. We expanded the section on primary research to now include fieldwork observations, surveys, interviews, original artifact examinations, and experiments. We continue to propose research cards as an effective means for recording information and how you can adapt this proven method to electronic files. ▪ Chapter 7, “Organizing and Outlining the Speech Body,” features a new extended example to demonstrate each substep in the organizing process. The new topic of this example, on the uses and abuses of the drug Adderall, is a timely one on most college campuses. ▪ Chapter 8, “The Introduc on and Conclusion,” begins by emphasizing the importance of audience-centered introductions and conclusions. This chapter also includes updated examples of the rhetorical devices you can use to ethically get the audience’s attention and clinch the speech in a way that will help them remember your speech. In addition, we expanded the discussion of generating speaker credibility by grounding it in ethos. Finally, we continue to use the speech on Adderall as our extended example in this chapter. ▪ Chapter 9, “Presenta onal Aids,” has been updated to reflect the increased expectations for audio and visual material to accompany any speech. We begin the chapter by discussing how the ability to make computerized pre- sentation aids has changed speech making in professional settings. After describing the various types of visual, audio, and audiovisual aids that might be used in a speech, we focus on the ubiquitous computerized slideshow. We catalog the uses and abuses of computerized slideshows before explaining how to effectively create and use them. ▪ Chapter 10, “Language and Oral Style,” has a new title that reflects the exten- sive revision of the chapter. We begin with a discussion of how oral style differs from written style, and then describe how to choose language that is appropriate, accurate, clear, and vivid. We introduce the concept of verbal immediacy to underscore the importance of adapting our language to the needs of the rhetorical situation. We discuss the ethical issues associated with humor, profanity, vulgarity, and hate speech. The semantic triangle is used to explain the need to speak accurately. We conclude the chapter with guidelines for dealing with dialects. ▪ Chapter 11, “Prac cing Delivery,” has been lightly revised. The section on use of body has been reorganized so that it begins with a discussion of eye contact, audience contact, and facial expression before describing gestures, movement, posture, poise, and appearance. We have expanded our discussion of gestures to include specific gestures that can be used to emphasize points or clarify structure. When describing rehearsal strategies, we now include a discussion specifically about how to rehearse with presentational aids. Finally, there is a new sample speech on volunteering and civic engagement. ▪ Chapter 12, “Informa ve Speaking,” has also been lightly revised. It now includes a brief discussion of the nature of informative speaking and Preface | xv Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. describes the importance of developing material that is suited to different learning styles. The chapter also highlights the important role of using listener relevance links to gain and maintain audience interest throughout the speech. The chapter also includes a new sample expository speech about hurricanes. ▪ Chapter 13, “Understanding Persuasive Messages,” focuses on the nature of persuasion, how people process persuasive messages, and the role of logos, ethos, and pathos in persuasion. We expanded our discussion of logos to include both inductive and deductive reasoning, as well as Toulmin’s model for forming arguments. We also added arguing from sign to the types and tests of argument, as well as a section on evaluating evidence. We reorganized the section on ethos to focus specifically on how conveying good character, goodwill, competence, and credibility function to persuade. Finally, the discussion on pathos describes how to ethically use specific positive and neg- ative emotions to persuade. ▪ Chapter 14, “Persuasive Speaking,” builds on Chapter 13 and focuses on planning a persuasive speech. The chapter explains how to use audience analysis data to detect an audience’s attitude toward a persuasive topic. It describes how to frame a persuasive speech goal as a proposition of fact, value, or policy. We then identify some common patterns used to organize speeches to convince and provide a sample speech to convince that uses a comparative advantages framework. This is followed by a section describing the common frameworks used to organize speeches to actuate and, again, we provide a sample speech to actuate. Finally, we emphasize the special duty that persuasive speakers have to maintain high ethical standards, and we provide several ethical guidelines to follow when speaking to persuade. ▪ Chapter 15, “Ceremonial Speaking: Speeches for Special Occasions,” now inl- cudes a description of roasts as a type of tribute speech. ▪ Chapter 16, “Developing and Delivering Group Presenta ons,” has two new sections. The first addresses the benefits and the problems associated with group conflict, as well as strategies for conflict management. The second section briefly introduces electronic conferencing and how streaming video and slideshows are being used in group discussions, problem solving, and group presentations. Con nuing Features ▪ Speech Plan Ac on Steps guide students through a step-by-step preparation process that results in significantly better speeches. These Action Step activities are supplemented by in-text and online examples of each activity prepared by other students. ▪ Sample student speeches in Chapters 1, 11, 12, and 14 include adaptation plans, outlines, and transcripts with accompanying analyses. Three new speeches are featured in Chapters 11 and 14. In addition, video of these and other student speeches—including an impromptu speech—are featured in this book’s online resources. ▪ Speech Snippet boxes throughout the book provide “snippets” of speeches by student speakers working through the myriad issues they must face when preparing a speech. For example, in the Chapter 5 discussions about adapting to an audience, the Speech Snippet boxes highlight how speakers demonstrated personal impact in a speech, addressed timeliness and acknowledged listener attitudes, demonstrated their direct expertise, established their trustworthiness, and more. xvi | Preface Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. In addition, the fifteenth edition includes the following new and updated technological features: ▪ The Speech Communica on CourseMate for The Challenge of Effec ve Speaking provides students with easy access to the integrated technology resources that accompany the book. These resources include learning, study, and exam preparation tools such as Challenge’s interactive eBook, Audio Study Tools, flashcards, chapter notepads, and the Speech Planning Action Steps activities and Applying What You’ve Learned activities that support the printed textbook. Watch comprehension soar as your class works with the printed textbook and the textbook-specific website. In addition, CourseMate’s Engagement Tracker tracking tools allow instructors to monitor the progress of the class as a whole or of individual students. Engagement Tracker helps you identify students at risk early in the course, uncover which concepts are most difficult for your class, monitor time on task, and keep your students engaged. The CourseMate for Challenge goes beyond the book to deliver what you need! ▪ The Challenge Interac ve Video Ac vi es feature videos of all the sample student speeches featured in the text, as well as evaluation worksheets and critical thinking questions for each speech. ▪ The book’s Web Resource web links are easily accessed from the CourseMate for Challenge. These links have been integrated into the text to expand skills practice and learning online—they are highlighted in the text with colored text and icons. All the links are monitored to ensure that they remain active. If you want your students to have access to the online resources for Challenge, please be sure to order them for your course. These resources can be bundled with every new copy of the text or ordered separately. If you do not order them, your students will not have access to these resources. Contact your local Wadsworth Cengage Learning sales representative for more details. Supplementary Materials In addition to the Challenge online textbook resources just described, the fi f- teenth edition can be packaged with a suite of integrated resources for students and instructors. Student Resources ▪ Student Workbook for The Challenge of Effec ve Speaking by Larry Edmonds, Arizona State University. The student workbook has been updated for the fifteenth edition and offers chapter-by-chapter skill-building exercises, vocabulary lists, quizzes, and copies of the speech evaluation checklists featured in the text. ▪ Many of the Speech Planning Action Steps can be completed with Speech Builder Express 3.0 organiza on and outlining program. This interactive web- based tool coaches students through the speech organization and outlining process. By completing interactive sessions based on the in-text Action Steps, students can prepare and save their outlines—including a plan for visual aids and a Works Cited section—formatted according to the principles presented in the text. Text models of speech elements reinforce students’ interactive practice. ▪ Practice and present with Speech StudioTM. With Speech Studio, students can upload video files of practice speeches or final performances, comment on their peers’ speeches, and review their grades and instructor feedback. Speech Studio’s flexibility lends itself to use in traditional, hybrid, and online courses. Preface | xvii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. It allows instructors to save valuable in-class time by conducting practice sessions and peer review work virtually; combine the ease of a course management tool with a convenient way to capture, grade, and review videos of live, in-class performances; and simulate an in-class experience for online courses. ▪ Audio Study Tools for The Challenge of Effec ve Speaking. This text’s mobile content provides a fun and easy way for students to review chapter content whenever and wherever. For each chapter of the text, students will have access to a 5- to 7-minute review consisting of a brief summary of the main points in the text and review questions. Students can purchase the Audio for Challenge through CengageBrain.com (see below) and download files to their computers, iPods, or MP3 players. ▪ InfoTrac College Edi on with InfoMarks. Access this virtual library’s more than 18 million reliable, full-length articles from 5,000 academic and popu- lar periodicals, and retrieve results almost instantly. They also have access to InfoMarks—stable URLs that can be linked to articles, journals, and searches to save valuable time when doing research—and to the InfoWrite online resource center, where students can access grammar help, critical-thinking guidelines, guides to writing research papers, and much more. ▪ CengageBrain Online Store. CengageBrain.com is a single destination for more than 15,000 new print textbooks, textbook rentals, eBooks, single eChapters, and print, digital, and audio study tools. CengageBrain.com provides the freedom to purchase Cengage Learning products à-la-carte— exactly what you need, when you need it. Visit www.CengageBrain.com for details. ▪ Service Learning in Communica on Studies: A Handbook by Rick Isaacson and Jeff Saperstein. This is an invaluable resource for students in the basic course that integrates, or will soon integrate, a service learning component. This handbook provides guidelines for connecting service-learning work with classroom concepts and advice for working effectively with agencies and organizations. It also provides model forms and reports, as well as a directory of online resources. ▪ A Guide to the Basic Course for ESL Students by Esther Yook, Mary Washington College. This guide for non-native speakers includes strategies for accent management and overcoming speech apprehension, in addition to helpful web addresses and answers to frequently asked questions. Instructor Resources ▪ Instructor’s Resource Manual with Test Bank by Brian L. Heisterkamp, California State University, San Bernardino. This indispensable manual features changes from the fourteenth edition to the fifteenth edition, sample syllabi, chapter-by-chapter outlines, summaries, vocabulary lists, suggested lecture and discussion topics, classroom exercises, assignments, and a comprehensive test bank with answer key and rejoinders. ▪ PowerLecture CD-ROM. Updated for the fifteenth edition, this CD-ROM con- tains an electronic version of the Instructor’s Resource Manual, ExamView® Computerized Testing, predesigned Microsoft® PowerPoint® presentations, and JoinIn® classroom quizzing. The PowerPoint presentations contain text, images, and videos of the case studies and can be used as they are or customized to suit your course needs. ▪ Public Speaking: An Online Approach; Public Speaking: A Problem Based Learning Approach; and Public Speaking: A Service-Learning Approach for Instructors by Deanna Sellnow, University of Kentucky. Each of these xviii | Preface Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. instructor workbooks includes a course syllabus and icebreakers; relevant discussions of basic public speaking topics such as coping with anxiety, learning cycles and styles, outlining, and ethics; and informative, persuasive, and ceremonial (special occasion) speeches. ▪ The Teaching Assistant’s Guide to the Basic Course by Katherine G. Hendrix, University of Memphis. Based on leading communication teacher training programs, this guide covers general teaching and course management topics as well as specific strategies for communication instruction—for example, providing effective feedback on performance, managing sensitive class discussions, and conducting mock interviews. ▪ Student Speeches for Cri que and Analysis. This multivolume video series offers both imperfect and award-winning sample student speeches. The speeches presented in Challenge are available in this series. ▪ ABC News DVD: Speeches by Barack Obama. This DVD includes nine famous speeches by President Barack Obama, from 2004 to present day, including his speech at the 2004 Democratic National Convention; his 2008 speech on race, “A More Perfect Union”; and his 2009 inaugural address. Speeches are divided into short video segments for easy, time-efficient viewing. This instructor supplement also features critical thinking questions and answers for each speech, designed to spark class discussion. ▪ Videos for Speech Communica on 2010: Public Speaking, Human Communica on, and Interpersonal Communica on. This DVD provides footage of news stories from BBC and CBS that relate to current topics in communication, such as teamwork and how to interview for jobs, as well as news clips about speaking anxiety and speeches from contemporary public speakers, such as Michelle Obama and Senator Hillary Clinton. ▪ Turn-It-In. This proven online plagiarism-prevention software promotes fairness in the classroom by helping students learn to correctly cite sources and allowing instructors to check for originality before reading and grading papers and speeches. Turn-It-In quickly checks student work against billions of pages of Internet content, millions of published works, and millions of student papers and speeches; within seconds the program generates a comprehensive originality report. ▪ TeamUP Technology Training and Support. Get trained, get connected, and get the support you need for the seamless integration of technology resources into your course. This unparalleled technology service and training program provides robust online resources, peer-to-peer instruction, personalized training, and a customizable program you can count on. Visit http://www.cengage.com/teamup/training/ to sign up for online seminars, first days of class services, technical support, or personalized, face-to-face training. Our online and onsite trainings are frequently led by one of our Lead Teachers, faculty members who are experts in using Wadsworth Cengage Learning technology and can provide best practices and teaching tips. ▪ Flex-Text Customiza on Program. With this program you can create a text as unique as your course: quickly, simply, and affordably. As part of our flex-text program, you can add your personal touch to Challenge with a course-specific cover and up to 32 pages of your own content—at no additional cost. Contact your local Cengage Learning representative or go to http://www. cengage.com/highered/ for more information, user names and passwords, examination copies, or a demonstration of these ancillary products. These items are available to qualified adopters. Preface | xix Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Acknowledgements The book you are holding is the result of a team effort, and we have been privileged to work with the best. First, we want to acknowledge the wonderful students whose speeches appear in this book. We also want to thank our col- leagues around the world who have used previous editions of the book and have graciously shared with us their experiences teaching from these texts. We would like to single out the following people who participated in the review process for this edition: Diane Badzinski, Colorado Christian University; Benjamin Cline, Culver-Stockton College; Ginni Jurkowski, State University of New York, Geneseo; Susan Lichtman, Miami Dade College, Kendall Campus; Kimberly Rosenfeld, Cerritos College; Yasmin Shenoy, University of Hartford; Amy Trombley, Collin College; Jamie Ward, University of Michigan, Dearborn; Angelique Wood, Westwood College; Pamela Xanthopoulos, Jackson State Community College; and Wendy Yarberry, Florida State College. As we prepared this revision, we worked with some familiar faces and wel- comed several new editorial, marketing, and production team members. We have enjoyed working with our senior publisher, Lyn Uhl; assistant editor, Rebekah Matthews; editorial assistant, Colin Solan; marketing manager, Amy Whitaker; marketing coordinator, Gurpreet S. Saran; media editor, Jessica Badiner; production manager, Samantha Ross Miller; s

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