CHAPTER 4
Verbal and Nonverbal Messages
Resource Guide
The opening page of each chapter in Communicating at Work lists desired learning outcomes. The
Resource Guide will assist you in locating activities and resources from the text and Instructor Manual
that are relevant to each objective.
Integrated Objectives
Resources
Describe business situations in which ambiguous or
specific language is preferable and create each type
of statement.
Key terms: equivocal terms, high-level
abstractions, jargon, low-level abstractions,
relative words
In the text:
Activities: 1-3
Case Study: Misunderstandings Lead to Airline
Catastrophe
Culture at Work: Poor Translations Create
Marketing Blunders
Ethical Challenge: Strategic Ambiguity
Technology Tip: Online Translation Services
Instructor’s Manual online:
Personal Reflection for Journaling
Discussion Launchers: 1,2
Classroom Activities: 1, 2
Written Application Exercises: 1
Video Activities: 1-3
Define, identify, and remedy examples of each type
of inflammatory language described in these pages.
Key terms: biased language, trigger words
In the text:
Career Tip: Strategic Swearing
Activities: 4, 5
Instructor’s Manual online:
Discussion Launchers: 3,4
Classroom Activities: 3
Written Application Exercises: 2
Video Activities: 4
Apply concepts of powerful and positive language
to specific examples from your career field.
Key terms: disfluencies
In the text:
Activities: 9
Instructor’s Manual online:
Classroom Activities: 4
Compare and contrast characteristically feminine
and masculine language use and describe the
potential benefits and problems arising from
differences.
Key terms: genderlects, rapport talk, report talk
Instructor’s Manual online:
Discussion Launchers: 5
Classroom Activities: 5
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Describe how you can apply the information on
nonverbal behavior in these pages in your own
career.
Key terms: immediacy, self-monitoring
In the text:
Activities: 6, 10
Career Tip: Cubicle Etiquette
Ethical Challenge: Consideration versus Candor
Instructor’s Manual online:
Discussion Launchers: 6
Classroom Activities: 6
Written Application Exercises: 3
Define and give examples of seven categories of
nonverbal behavior and summarize the importance
of each in a specific organization or career field.
Key terms: nonverbal communication,
paralanguage
In the text:
Career Tip: Touch Enhances Success
Self-Assessment: Your Nonverbal Immediacy
Activities: 7,8
Instructor’s Manual online:
Discussion Launchers: 7
Classroom Activities: 7-9
Written Application Exercises: 4,5
Video Activities: 5-8
About Chapter 4
Chapter 4 concentrates on the process of verbal and nonverbal communication, and how our choices
impact meaning. There isn’t a single, straightforward relationship between an idea and the words and
actions we use to represent that idea. Our communicative choices are shaped by our personal
interpretations. Effective communication requires us to think from the standpoint of our receiver as we
select words and nonverbal cues to convey our message.
In this chapter, students learn to identify effective versus ineffective verbal messages. Equivocal
words, high-level abstractions, jargon, inflammatory words, and gender-based language often interfere
with the intended meaning of a message. Such types of words can generate psychological noise in another
communicator. Students learn how they can choose alternatives to those types of words. This reinforces
the importance of making strategic choices regarding the entire communication context. Discussions of
strategic ambiguity, ethics, and gendered speech patterns increase students’ sensitivity to several sets of
choices regarding their language usage.
Next, nonverbal communication is defined. Six key characteristics of nonverbal communication are
introduced. Seven types (channels) of nonverbal communication are described: voice; appearance; face
and eyes; posture and movement; personal space and distance; physical environment; and time. Plentiful
examples of nonverbal intercultural differences are provided, reinforcing the ambiguity and culture-bound
nature of nonverbal communication. A set of guidelines for improving nonverbal effectiveness enhances
the utility of this chapter.
In summary, this chapter highlights the abundant verbal and nonverbal choices communicators make
and messages communicators receive.
Personal Reflection for Individual Journaling Assignment
Describe a misunderstanding that occurred because you or the person you were interacting with
failed to use clear, unambiguous language. Explain how the miscommunication transpired. In
your explanation, integrate terminology from the Principles of Communication and the
Communication Model introduced in Chapter 1. How and when did you two figure out that you
were assigning different meanings to an abstract word or phrase? Now, use suggestions from
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Chapter 4’s section about clarity to propose ways you could improve shared meaning in future
interactions.
Discussion Launchers
1. Describe times and places when someone’s use of jargon confused you. (To think of examples,
consider your experiences with mechanics, medical or military personnel, pharmacies, electronics
stores, or teachers.) How could the speaker have helped you understand better? Give very specific
examples. Now think of a time when your use of jargon confused or created difficulty for
someone else. How could you have helped your listener understand you better? How can you
determine the level of jargon you should use in any situation?
2. Do you agree that it is sometimes preferable to select ambiguous language? Is this ethical? Recall
situations you’ve heard about in the news when ambiguous language was used in unethical ways.
How can you determine when it is or is not ethical to use strategically ambiguous language?
3. Discuss how you can handle situations when someone uses a word that triggers a negative
reaction from you. Do you have the responsibility to let others know what your trigger words or
perceptions of biased language are? Do you have the responsibility to change your language after
someone lets you know that one of your language patterns is a trigger for her or him?
4. Are there times when it is OK to call someone an unflattering name (a type of trigger word)? For
example, is it ethical to label someone as a “jerk” if you know the individual and don’t like her or
him? If she or he did something you didn’t like? If you don’t know the person and will probably
never see her or him again (e.g., someone pulls out in your driving lane in front of you and then
slows down)? If you are not in the person’s presence? Make your answers as specific as possible,
and back them up with concepts from this text. Now, apply your rules to the inverse situation:
Would it be ethical for others to label you as a jerk under similar circumstances? Explain the
reasoning behind your answer.
5. Brainstorm a list of workplace situations in which it would be advantageous to use a feminine
language style. Now think of workplace situations in which using a feminine language style
would put you at a disadvantage. Next, identify situations in which it would be advantageous or
disadvantageous to use a masculine language style. Finally, write down several ways you can
become fluent in the style of the other gender. If you develop this flexibility, you will be able to
choose either style, depending on the situation.
6. What advice would you give a new employee who wants to enhance her credibility and perceived
competence by using nonverbal channels?
7. Describe or demonstrate a nonverbal behavior, and suggest at least three different meanings that
could be assigned to that behavior. Which of these meanings is “correct”? Explain your answer.
Next, describe a feeling in words. Finally, show at least three different ways this feeling might be
expressed nonverbally.
Classroom Activities
1. High- and Low-Level Abstractions
Objective: This activity increases students’ awareness that different individuals perceive the same words
in a variety of different ways. As students discuss their own connotations with their group members, they
will better understand that meaning is not in words, but is attached to words.
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Procedure: Before placing students into their groups, ask them to write down the first concrete example
that comes to mind as you read each abstract item on the following list. Emphasize that this should NOT
be a synonym, but an actual example.
After students have finished writing, put them into groups to discuss and explain their individual answers.
Remind groups not to try to decide on the BEST response; all responses are equally valid.
good food the best place to shop
radical a fun activity
my worst fear birthdays
Class Discussion: Class discussion can focus on why low-level abstractions can help prevent
misunderstandings. This activity also provides an opportunity to review relevant concepts from Chapter 1
such as the communication model and the irreversible nature of communication. You may wish to
introduce the concept of denotative and connotative meaning.
• What caused different individuals to list different words for each of these phrases?
• Did any group members have the same examples? Why might that happen?
• In what way does this activity explain why concrete words (low level abstractions) can help
us build shared meaning more effectively than high-level abstractions?
• With whom can you use high-level abstractions and still attain shared meaning?
• How can you use the knowledge that others often have different connotations for messages
than you do to improve your daily communication?
2. Clarity and Ambiguity
Objective: Students will practice revising abstract language into clear language.
Procedure: This activity may be done by individuals or in groups. Ask students to recall a conversation
in which they became confused because the speaker used jargon or too many high-level abstractions.
Then, instruct them to write a revision of the conversation that illustrates clarity.
Variation: Distribute copies of written passages that exhibit highly abstract language. (Advanced
textbooks, income tax instructions, and some user manuals are good sources of material. Don’t pick
material that is so complex students can’t understand it.) Ask students to revise the passages to make
them more readable.
Class Discussion: Ask students to share their revisions. Then ask the class to do the following activities:
• identify which guidelines from the text each revision illustrates.
• suggest further revisions that might bring additional clarity.
• describe situations when it isn’t necessary to use low-level abstractions.
• discuss potential drawbacks of using too many low-level abstractions.
3. Analyzing Inflammatory Language: Biased Language & Trigger Words
Objective: In this activity students explore examples of inflammatory language and various ways of
responding to inflammatory language.
Procedure: Give students one minute to write down as many examples of trigger words or biased
language as they can. This can include words, phrases, and jokes.
In groups, have students pool their words to compile two lists: (1) items most people probably find
offensive; and (2) items that probably function as triggers for some people, but not for the majority. [For
instance, someone who is adopted may find adopt-a-highway and adopt-an–animal terminology offensive.
Someone who farms (or whose family members do) may feel inflamed when others use the term “farmer”
to mean lacking in knowledge or sophistication. A baby boomer might be offended at words like “sucks”
and “pimp,” whereas a Gen-Y student might use these words regularly.]
Next, each group should write a neutral word that could substitute for the inflammatory word (for
example, instead of “jerk” or “dolt,” we could say “co–worker” or “employee”).
Class Discussion: Ask groups to share their examples with the class. Discuss the following questions:
• Which of the following usually has the most impact on you: the words themselves, who it is
that is speaking the words, or the way in which the words are said (paralanguage)? Explain
your answer.
• How should you respond when another person uses one of your personal trigger words?
• Do you have a responsibility to avoid using common trigger words?
• Do you have the responsibility to let others know what your trigger words or perceptions of
biased language are?
• Do you have the responsibility to “get over it” and not let other people’s words offend you?
• Do you have the responsibility to change your language if someone lets you know that one of
your language patterns is a trigger for him or her?
4. More-Powerful and Less-Powerful Language
Objective: Students will learn to identify powerful and less powerful language.
Procedure: A recent study at Rice University found that female candidates were often judged less likely
to be hired because of the language used to describe them in recommendation letters. Read the report to
the class [available at http://www.examiner.com/workplace-communication-in-national/recommendation-
letters-may-hurt-female-job-seekers-more-than-they-help].
Divide the class into groups. Each group will write a list of five less-powerful adjectives they might write
in a recommendation letter. Have the groups exchange lists. Each group will convert the less-powerful
adjectives on the list they received into more powerful adjectives.
Class Discussion: When students are ready, ask groups to share their lists of paired terms. Discuss
questions such as the following:
• Which set of adjectives do you think describes the best employee? Why?
• Why do you think most selection committees tended to prefer the masculine oriented adjectives?
• This study was done in an academic setting. Do you think the results would be replicated in a
business setting? Why or why not?
• Can you think of any careers where the feminine descriptors might be preferred?
• If you are writing a letter of recommendation, should you steer clear of feminine language?
Should you use only in masculine language? Explain.
5. Masculine and Feminine Genderlects
Objective: This exercise helps students separate myth from fact regarding masculine and feminine
genderlects.
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Procedure: Divide students into groups. Ask each group to generate two lists of stereotypical
communication behaviors: stereotypes about the ways women communicate, and stereotypes about the
way men communicate.
Class discussion: Ask groups to share their lists with the class. Consider some of the following:
• For each item, ask students whether they think the behavior is a stereotype or whether it
really does occur more commonly among one sex than the other.
• Why are these behaviors called masculine and feminine genderlects, rather than male and
female speech?
• Are any masculine or feminine language patterns problematic in the workplace?
• Are any masculine or feminine language patterns detrimental to relationships?
• What can you do to reduce tension if you feel troubled by the language patterns of a person of
the opposite sex?
• If you enact stereotypical behaviors that are troubling to a person of the opposite sex, what
could you do to reduce the tension?
• On the other hand, should you or should you not try do anything to reduce the tension? Why
or why not?
6. Paralanguage Conveys Relational Meaning
Objective: This activity helps students identify various possible relational meanings of messages, as
expressed through paralanguage.
Procedure: Review the concept of relational meaning from chapter 1. Review the concept of
paralanguage from chapter 4.
Use the list of sentences below, or select your own messages from cartoons or a TV series. Place students
in triads, and hand each triad one message. The triad’s task is to think of three possible relational
meanings for the message. Students will prepare to read each message, using paralanguage to convey the
meaning they have in mind.
Class Discussion: Have each triad read their three renditions of the message out loud in a way that
conveys their intended meaning, and ask their classmates to identify its various possible relational
meanings. Encourage alternative interpretations. Additional questions include:
• Share a situation in which someone misinterpreted your relational meaning. What happened?
How did you feel?
• Is it important to consider relational meaning in the workplace? Why or why not?
• How can we figure out the relational meaning of a message?
• How should we respond to the relational meaning of a message? How might out response
differ, depending on context.
Example sentences:
I haven’t seen you for a long time. He’s such a bright man.
I’m really excited about this. What did you get on your test?
Can I see you in my office at noon? Will you listen to me for a minute?
Are you telling me you’re going to be late? There’s something I want to tell you.
Hi, how are you? There’s something that’s bugging me.
It’s hot in here. Was that new sweater expensive?
You cannot do that. It’s no fun to go without you.
We’ll have to get together for lunch some time. Would you like to know what I think?
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7. Nonverbal Channels
Objective: This activity reinforces students’ understanding of the characteristics and types of nonverbal
codes described in the text.
Procedure: Divide the class into seven groups. Assign each group one of the types of nonverbal
communication described under the heading “Types of Nonverbal Communication.” Allow 10 minutes
for groups to review the material in their assigned section and form a plan for presenting the ideas to the
class. Instruct them to include in each presentation a definition as well as demonstrations of effective and
ineffective use of this channel, with an emphasis on effective communication.
Class Discussion: After all groups have presented, follow up with questions that integrate the material
from the section titled “Characteristics of Nonverbal Communication.”
• Does nonverbal behavior communicate a message, even when we don’t intend it to? Explain.
• If someone’s nonverbal behavior contradicts his or her words, which do you believe? What are
some examples?
• Describe a time when others interpreted your nonverbal behavior differently than you intended.
How can you reduce the chances of misinterpreting another person’s nonverbals?
• American Sign Language (ASL) uses nonverbals to express complex ideas. How do ASL gestures
differ from typical nonverbals, which are not capable of expressing complex ideas?
• What does the following statement mean: “Nonverbal behavior is culture-bound”?
8. Functions of Nonverbal Communication
Objective: This activity invites students to ponder the many functions of nonverbal communication.
Students will explore how attitudes and feelings can be expressed via various channels of nonverbal
communication. Additionally, this activity allows students to practice enacting nonverbal behaviors.
Procedure: Review with students the section of the text titled “Types of Nonverbal Communication.”
Elicit from the class a list of attitudes and feelings that nonverbal communication can express (e.g.,
power; immediacy; lack of friendliness; lack of approachability; respect of others; showing positive
emotion; communicating unpleasant news; showing that you are not interested in interacting at this
moment). Remind students that these attitudes can be communicated intentionally, but are more often
communicated unintentionally.
Divide the class into groups. Assign one or more of the attitudes from your list to each group. The task
for each group will be to discuss how this attitude might be conveyed nonverbally via at least four
channels of nonverbal communication. The group will then prepare a short skit to illustrate their
discussion.
Class Discussion: Invite each group to enact their skit(s). The class will guess which attitude the group is
enacting. Conduct a class discussion with questions such as:
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• Do you think these nonverbal behaviors are effective? Why or why not?
• Do you think these nonverbal behaviors send a positive or a negative message? Why?
• Might they send a positive message in some circumstances and a negative message in other
circumstances? Identify some situations to illustrate the differences.
• How might these nonverbal behaviors affect the communicators’ relationships?
• If this skit were a real situation, would you say these behaviors were being enacted
intentionally or unintentionally by the communicators?
• If the message is unintentional, should the communicator try to manage the behaviors
consciously? If so, how?
• What advice you would give to the communicators in the skit?
9. Verbal versus Nonverbal Conversation Comparisons
Objective: After completing this exercise, the students should be able to distinguish the various
characteristics associated with the importance of nonverbal communication during face–to-face
communication. The impact and the extensive use of such nonverbal elements as gestures, facial
expressions, eye contact, and regulators should become more apparent. Finally, students should
understand the difficulties associated with having one’s verbal and nonverbal abilities cut off during
interaction.
Procedure: Divide the class into groups of three. Within each group, students should designate one
student as A, one as B, and one as C. Ask each student to think about a film they’ve seen recently or an
activity they’ve engaged in recently, which they could describe to others.
Round One – Student A will take the role of “talker,” B will be “listener,” and C will be the “observer.”
The “talker” will speak for two minutes, allowing the listener to provide nonverbal feedback as well as
brief verbal feedback (asking questions, asking for expansion, engaging in the conversation). The
observer will silently observe the behaviors and take notes about the verbal and nonverbal characteristics
displayed during the interaction.
When finished, ask the social scientist from each group to explain what they observed during the five
minutes of interaction.
Round Two – Switch roles so that A becomes the observer, B becomes the talker, and C becomes the
listener. For this two-minute round, the listener may use whatever nonverbal cues are at their disposal to
facilitate the conversation, but may not provide any form of verbal feedback. The observer again takes
notes on the verbal and nonverbal characteristics displayed by students B and C.
Round Three – Switch roles so that A becomes the listener observer, B becomes the observer talker, and
C becomes the talker. This time the listener may not provide any form of verbal feedback, and attempts
to provide as little nonverbal feedback as possible while the talker tells their story. The observer again
takes notes on the verbal and nonverbal characteristics displayed by both students, and the verbal
characteristics of student C. You may wish to reduce the time for this round to one minute.
Round Four – Allow two minutes for group members to discuss their observations and experiences.
Class Discussion: After completing this activity, you can use the following questions to foster class
discussion:
• How did the talkers react to various forms of feedback (or lack of feedback)?
• What was the impact on listeners when their ability to provide verbal and nonverbal
communication was restricted?
• Are there times, based on the structure of an organization or the dynamics of a relationship,
that we as individuals are stripped of our power to provide honest feedback?
• As communicators, what can we do to encourage honest feedback from others?
Written Application Exercises
1. High-and Low-Level Abstractions
Write an essay in which you address the following:
• In your own words, explain the difference between a high-level abstraction and a low-level
abstraction.
• Why is it important to know the difference?
• When is it advantageous to use low-level abstractions?
• When is it advantageous to use high-level abstractions?
• Write down three high-level abstractions you’ve heard recently; then revise them so they will be
less abstract and more specific.
• Consider the context in which you heard each statement. For each context, decide whether the
low-level or high-level abstraction was more effective.
2. Inflammatory Language
Write an essay in which you address the following:
• Write down five specific examples of biased, sexist, or demeaning language you have recently
heard in the media or in your own interactions.
• What are some negative consequences of using inflammatory language?
• If inflammatory language sets up divisiveness between communicators, why do we use it?
• Revise the insensitive messages to remove the bias.
3. Nonverbal Messages in the Interviewing Process
Visit one of the following sites:
• http://job-interview-
skills.suite101.com/article.cfm/how_to_use_proper_body_language_to_get_the_job
• http://humanresources.about.com/od/selectemployees/a/nonverbal_com.htm
• http://www.collegegrad.com/jobsearch/Competitive-Interview-Prep/
Read the suggestions for nonverbal communication in job interviews. Based on these suggestions,
describe in some depth the changes you would like to make in your next interview. How are these
changes likely to help you? (Please give a more specific answer than “I‘ll have a better chance of getting a
job.”)
4. Applying Chapter Concepts to Improve Your Own Communication
Write an essay in which you identify one of your own communication practices you’d like to improve on.
Identify one or two concepts from this chapter you can apply to improve this aspect of your
communication. Using low-level abstractions, write a realistic action plan describing what you will do to
improve.