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Instructor’s Resource Integrator
Manual
to
accompany
Communication Works
ELEVENTH EDITION
Teri Kwal Gamble
College of New Rochelle
Michael Gamble
New York Institute of Technology
CONTENTS
SECTION ONE: TO THE INSTRUCTOR
SECTION TWO: STRATEGIES FOR TEACHING
Chapter-by-chapter resources for instructors
Part I: The Essentials of Communication
Chapter 1 Communication: The Starting Line
Chapter 2 Communicating in a Multicultural Society and World
Chapter 3 The “I” Behind the Eye: Perception and the Self
Chapter 4 Language and Meaning: Helping Minds Meet
Chapter 5 Nonverbal Communication: Silent Language Speaks
Chapter 6 Listening, Feedback, and Critical Thinking
Part II: Interpersonal Communication
Chapter 7 Understanding Relationships
Chapter 8 Person to Person: Relationships in Context
Part III Communicating in the Small Group
Chapter 9 Groups and Teams: Strategies for Decision Making and Problem Solving
Chapter 10 Leading Others and Resolving Conflict
Part IV Communicating to the Public
Chapter 11 The Speaker and the Audience: The Occasion and the Subject
Chapter 12 Researching, Supporting and Outlining Your Speech
Chapter 13 Delivering Your Speech: Presenting Your Ideas
Chapter 14 Informative Speaking
Chapter 15 Persuasive Speaking
Appendix: Interviewing
Online: Mass Communication and Media Literacy
SECTION THREE: SELF-ASSESSMENT SCALES FOR STUDENTS
Rating charts to help students evaluate their mastery of the text material
SECTION ONE
TO THE INSTRUCTOR
Instructor’s Resource Integrator:
A Complete Teaching and Learning Package
What if you could interest your students in wanting to learn how and why communication
works in their lives? What if you could help them think critically about communication and its
relevance to their lives. What if you could facilitate their developing communication skills and
understandings to last a lifetime? With these goals in mind, we prepared the 11th edition of
Communication Works to meet the 21st century communication challenges facing communication
educators and students.
Communication Works 11th Edition Meets 21st Century Challenges
The first challenge involves the culture of assessment colleges are embracing.
Accrediting institutions expect 21st century educators to assess course outcomes and provide
proof of student learning. With that in mind, the 11th edition of Communication Works provides a
more comprehensive focus on course outcomes, specifically by presenting a fully integrated
approach to Learning Outcomes, specifically by presenting a fully integrated approach to
Learning Outcomes in every chapter.
To this end, Learning Outcomes appear not only in chapter openers, but also as signposts
within chapters, and again in chapter summaries, in effect, facilitating the documentation of
student outcomes. When used in concert with the text’s new, fresh pedagogical feature, Review,
Reflect and Apply, and augmented with new customized online resources, Communication Works
11 engages students in truly thinking critically about communication and their communication
skills. Based on Bloom’s Digital Taxonomy, the new Review, Reflect, and Apply feature is woven
into every chapter and fully integrated with each of the text’s learning objectives. As students
make their way through each Review, Reflect and Apply box, they hone thinking skills—building
from lower-order thinking skills (recalling, understanding) to higher-order skills (evaluating and
creating). Review, Reflect and Apply activities prompt students to think critically about
communication, review communication concepts, reflect on the relevance of communication to
their lives, and actively participate in the learning process by going beyond memorization—
actually analyzing, applying and evaluating content instead.
A second challenge facing 21st century educators and students involves social
networking. In both our personal and professional lives there is increased concern about the uses
and effects of social networking including its impact on privacy and relationships. So much of
what we once kept private and hidden from others is now featured on semi-public and public
websites—among them Facebook and YouTube—that notions of privacy are evolving, slowing
eroding, with more and more of our lives being made available for public scrutiny and
discussion, sometimes without our knowledge or permission. As a result, questions such as:
“How public should we make the private aspects of our lives?” and “What distinguishes message
we make from public messages we keep private?” merit attention.
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Social networking is such a passion that it has woven itself into the fabric of student lives
influencing their interaction in intrapersonal, interpersonal, group, and public arenas, and we
continue to weave it into this text.
A third challenge affecting 21st century educators and students are attitudes toward
multiculturalism. People are asking if multiculturalism is working or if it is a failure. As a result,
we have to ask if we have done a good enough job of helping individuals from different cultures
understand their interconnectedness. Have we met the challenge that having in-groups and
out-groups creates? Have we taken the right steps to foster the development of cultural
awareness?
The fourth challenge involves the professional arena. Employers and students alike are
concerned with whether their study of communication and work on communication skills will
transfer to the world of work. To this end, we include coverage on the development of
professional relationships and the meeting of professional challenges so that students develop a
clear vision of how the concepts we discuss and the skills they develop operate in the workplace,
whatever their chosen career.
To sum up, the 11th edition of Communication Works pays attention to each of these four
challenges, first, by providing professors with tools they can use to help demonstrate student
learning, and second, by integrating the concerns that have surfaced about social networking,
multiculturalism, and the world of work more thoroughly into the text.
Communication Works 11 Retains Signature Features
Of course, Communication Works 11 retains the signature interactive approach of prior
editions. Only now we offer even more engaging chapter introductions, updated examples and
research, eliminated wordiness, and in the interest of usefulness, combined four of the text’s
existing chapters into two shorter, fresh, and more student accessible chapters. Specifically,
Chapter 3 on Self-Concept and Chapter 4 on Perception are not combined into one new chapter
titled, “The I Behind the Eye: Perception and the Self, and Chapter 13 on Developing your
Speech and Chapter 14 on designing your speech are now combined in another new chapter now
titled: Researching, Supporting, and Outlining your Speech. With the elimination of the two
chapters, the text is briefer, offering a more user friendly 15 chapters.
Because we also remain true to our desire to create a pedagogical environment that
compels students to ask questions and become involved in class discussions and assignments, we
also upgraded the text’s signature features and maintained the following boxes: Ethics and
Communication (with its focus on contemporary and controversial issues), Media Wise (with its
focus on the need for communicators to be media literate), and Exploring Diversity (with its
focus culture’s influence and impact). We transformed many of he text’s Skill Builder boxes into
activities students can now complete individually to both assess and build skills, and as
previously noted, we reworked the text’s former critical thinking boxes into the new o boxes now
focused on the leels of inquiry addressed in Bloom’s Taxonomy. This feature now not only
challenges but also helps cultivate critical thinking abilities in students. We also recast the
Communication Skills in Practice section of each chapter as Communication Skills: Guidelines
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for Handling ________ (based on each chapter’s focus), and now including an easy to use
reminder student checklist.
The Culture Cues and Idioms in Translation introduced in the text’s 10th edition have
been integrated into the body of the 11th edition to increase their usefulness. On the other hand,
Service Learning Activities, Work It Out queries and the Resources featured at the ends of
chapters now appear in the Instructor’s Manual (IM) where instructors may use them as needed.
A new feature, Talking Points, also appears in the IM This feature encourages students to find
examples of communication in the news a prepare brief presentations about what they’ve found
using a brief “talking points” outline, thereby enabling those instructors who want to introduce
public speaking to their students early in the course to do so.
In addition to adding new and engaging introductions and content to every chapter, we
also bumped up the interest level of chapter heads. In addition, we made the following changes
to existing chapters, while at the same time reorganizing some for clarity and freshening them as
cited previously:
PART ONE: COMMUNICATION ESSENTIALS
Chapter 1: Communication: Begin Right Here. We rewrote the section on models to
include discussion of transaction models. We also make the models featured more realistic and
user friendly. We also introduce the concept of communication confidence, competence and
comfort up front as well as cover the top qualities employers seek in new hires.
Chapter 2: Communicating in a Multicultural Society and World. We address the
complexity of identity diversity and cultural identity. We also explore diverse groups in our own
back yards and the role communication technologies play in creating community and flattening
out our world.
Chapter 3: The “I” Behind the Eye: Perception and the Self. We added coverage on
popularity and bullying. We now discuss Facebook’s influence on identity and added a section on
“interpreting truth” in order to help students understand how what the “I” sees impacts versions
of reality. We also enhanced our discussion of how to improve perceptual skills.
Chapter 4: Language and Meaning: Helping Minds Meet. We pumped up our explanation
of the Triangle of Meaning. We added a discussion on the effects of polarizing language. We
offer more on linguistic relativity, as well as a discussion of how power and incivility affect
language use. We also look at how neuroscientists are influencing our understanding of language,
and we added depth to our coverage of technology’s influences.
Chapter 5: Nonverbal Messages: Silent Language Speaks. We now cover the impact of
appearance on nonverbal messages.
Chapter 6: Listening, Feedback and Critical Thinking. We enhanced our coverage of the
role of critical thinking in developing communication competence, as well as explore the effects
of digital media on listening.
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PART TWO: INTERPERSONAL COMMUNICATION
Chapter 7: Understanding Relationships. We discuss technology’s effects on
relationships, Schutz’s FIRO theory, and Duck’s serial construction of meaning model. In
addition, we offer an enhanced discussion of lying and de-friending.
Chapter 8: Person-to-Person: Relationships in Context. We offer more on the changing
nature of friendships and professional relationships, as well as enhanced our discussion of
conflict management strategies, including DESC scripts. We also moved Factors in Attraction so
it appears before our consideration of emotion. We address media rants and confessionals, as
well a friends with benefits and frenemies.
PART THREE: SMALL GROUP COMMUNICATION
Chapter 9: Communicating in Groups and Teams. We explore why we group and
enhanced our coverage of working in teams. We discuss brainstorming before we discuss
problem solving and decision-making. We now include discussion of motivation bias, decision
ambivalence, and the impact of social media and crowd sourcing on decision making.
Chapter 10: Leading Others and Resolving Conflict. We offer enhanced coverage of
leadership and groupthink and the impact of culture including gen-blending. We also look at the
popularity of online groups, and their impact on conflict with coverage given to Foursquare and
cyberbullying.
PART 4: PUBLIC COMMUNICATON
Chapter 11: Speakers and Audiences. We cover speech anxiety up front and refined and
clarified our staircase model.
Chapter 12: Researching Supporting and Outlining Your Speech. We help students
understand the integrated nature of speech development and organization. We did a better job of
explain the parts of an outline.
Chapter 13: Presentation Aids and Delivery. We relocated our discussion of presentation
aids, added a discussion of Photoshop, and enhanced our discussion of Power Point principles.
Chapter 14: Informative Speaking and Chapter 15: Persuasive Speaking: We freshened
speech examples, enhanced our coverage of ethics and faulty reasoning.
Appendix: Interviewing and Developing Professional Relationships. We added discussion
of the nature of professional relationships to our discussion of interviewing, and enhanced our
coverage of impression management, the role of social networking, and the use of video chat
software.
5
Online Media Chapter. We added to our discussion of media literacy and include a new
discussion of how technology affects our brains. The Media chapter is flexible and can be added
to the course at the beginning, in the middle, or at the end.
We believe taken together these changes help create an exciting, contemporary, useful
and user-friendly text!
We hope you agree!
Online Learning Center (OLC)
COMMUNICATION WORKS ONLINE LEARNING CENTER www.mhhe.com/gamble11e
The Communication Works Online Learning Center (OLC) is an integral part of this text.
It extends the concepts and pedagogical methods of the book and was produced to appeal to a
variety of learning styles. In the book itself, icons in the text margin and in the end-of-chapter
Wrap-Up sections prompt readers to view relevant video clips and use relevant interactive tools.
The Online Learning Center does not require students to use a password. The enthusiastic
reaction of instructors and students who used these media resources with the previous edition of
this text has been gratifying. Thanks to feedback from many of these students and instructors,
both media have been revised and improved.
McGraw-Hill offers a Syllabus Service, where upon after receiving an instructor’s
syllabus, it will integrate elements of Communication Works and Online Learning Center
alongside the book chapters assigned by the instructor and return its recommendations promptly.
Instructors report that students who independently use these media resources perform better in
the classroom and on examinations. The Syllabus Service promotes and enables usage of these
media by all students.
TEGRITY Campus
Tegrity Campus is a McGraw Hill service that makes class time available all the time by
automatically capturing every lecture in a searchable format for your students to review when
they study and complete assignments
To learn more, watch a 2 minute Flash demo at http://tegritycampus.mhhe.com.
ORGANIZATION OF THE TEXT
We have made every effort to design and produce a book that students enjoy reading
because we believe that student interest and information presentation are equal partners. Thus,
we were devoted to creating a book that exhibits clarity of language, and encourages reader
participation, and does so in a lively, colorful format. We have tested the text materials with
students of different ages, cultures, and ethnic groups.
Each chapter begins with LEARNING OUTCOMES, which illuminate the material,
establish goals, and prepare the readers for the concepts that will be introduced. Within the
chapters, students are periodically expected to complete self-assessment scales to evaluate their
attitudes and reactions, and to measure their mastery of skills. The marginal comments and
question, which juxtapose key content, are written to arouse curiosity and encourage thinking
and questioning. The running glossary is meant to make terminology accessible. The Wrap-Up,
which concludes each chapter, comprises a summary that reflects the chapter’s behavioral
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objectives, and recapitulates key content and skill building; a list of key chapter terminology; and
instructions for the Test Your Understanding self-quizzes.
LESSON PLANNING: Where Do I Find the Material?
The text, the instructor manual and the online learning center have been designed with
built-in flexibility, allowing you to select those elements that fit the needs of your students and
the time you have available. You have a plethora of instructional features from which you can
choose to build your class lessons:
ACTIVITIES IN THE TEXT
1. Skill Builders. Skill Builder boxes help students look at communication, assess its
effects, experience key insights about communication, and practice skill to become
stronger communicators. Skill Builder topics include problem solving in
organizations, relationship skills, group culture, and conflict resolution.
2. Exploring Diversity. Exploring Diversity boxes prompt students to consider the
effects of diversity on communication and facilitate classroom discussions of topics
such as culture, gender, and emotional display, the magic of sign language, and
leadership styles in men and women.
3. Ethics and Communication. Ethics and Communication boxes present a range of the
ethical quandaries communicators face as they work to define what the expression
“ethical communication” means. Topics covered include relationships and trust in the
workplace, living in a gated community, and the relationship of self-esteem to age
and physical ability.
4. Media Wise. Media Wise boxes are designed to develop media literacy skills and an
understanding of issues such as the influence of media, and the ethics of media
practitioners. Topics include a discussion of the effect of TV shows like CSI on
students’ career choices, talk radio, stereotypes on film, and what our choice of
clothing labels reveal about us.
5. Sidebar Discussion Starters. Each chapter is filled with discussion starters as
sidebars. You may want to work these sidebars into your lesson plans in advance.
Other times the sidebar provides just the right question to ask during your class
session.
ACTIVITIES IN THE INSTRUCTOR’S MANUAL
1. Additional Skill Builders. Even more Skill Builders for you to incorporate into your
lessons.
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2. Discussion Starters. Still more discussion questions for the classroom.
3. Worksheets. These full-page sheets are excellent for reproducing as handouts for
class activities.
4. Test Bank. True/false, multiple choice and essay questions for every chapter.
5. Self-Assessment Scales. Handouts students can use to identify the sections of a
chapter they need to review.
6. Service Learning. Suggestions for incorporating Service Learning into your classes.
7. Listen and View. Working individually or with others, students are encouraged to
link chapter concepts to their lives through examples from music, film and television.
ACTIVITES ON THE Online Learning Center
1. Self-Inventories. Chapter-related surveys designed to challenge students to examine
their attitudes and feelings.
2. Mass Communication and Media Literacy. An online unit covers key concepts
related to mass communication and media literacy.
3. Flashcards. Key terms are highlighted in these multimedia flashcards. Students may
enjoy taking the quizzes alone or with a partner.
4. Self-Quizzes. A series of questions students can use to determine their current
understanding of chapter content.
5. Outline Tutor. An interactive program that shows the various parts of an outline, and
makes it easy for users to insert appropriate content into the parts.
6. Videos. A series of videos illustrate key communication concepts.
7. PowerPoint Tutorial. Explains how to create and present a basic set of PowerPoint
slides to accompany speeches. Even if you do not have the technology available in
your classroom to project the slides, you will want to give students the opportunity to
try their hands at PowerPoint.
8. Internet Activities. Provide students with a wide variety of Internet resources to
extend their understanding of chapter topics such as culture and diversity, nonverbal
communication, and conflict resolution
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ONLINE MATERIALS FOR THE INSTRUCTOR
1. Computerized Test Bank. True/false, multiple choice and essay questions you can
easily incorporate into your web-based course. You can also use the test bank to
create hard-copy tests for classes.
2. Instructor’s Resource Manual. (Instructor’s Online Learning Center)
3. PowerPoint Slides. (Instructor’s Online Learning Center) Chapter outlines you can
incorporate into your lessons. These are especially helpful if your course includes a
mass lecture component.
4. Course Management Systems. All online content is supported by Blackboard, and
other course management systems.
More information about the online component is available at www.mhhe.com/gamble11e.
THE COURSE INTEGRATOR AND MANUAL
You can see that because of the wide variety of activities and other materials available to
teachers and students using Communication Works, there is a need for a ready reference source
that will make the material easy to use and accessible. That device is now termed the Course
Integrator, and it is designed so that you can tailor the textbook and instructor’s resource to fit
your own needs. Here is a sample from Chapter One.
CHAPTER OBJECTIVES AND CONTENT
Objectives and Content Activities and Resources
1. Define communication In the text
Pages 4-9
Skill Builder: Contacts: page 6
In the Instructor’s Manual
Worksheet: Contacts
Media Wise: How Real is Real?
1.1: Skill Builder: Names, Names
1.2: Skill Builder: How Are You Doing
1.3: Skill Builder: People Research Game
1.4: Skill Builder: A Moment of Silence
1.5: Skill Builder: Effective
Communicators
On the Online Learning Center (OLC):
Video clip: The Social Animal
2. List and explain the essential
elements of communication.
In the text
Pages 10-13
Skill Builder: Contact in Context
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In the Instructor’s Manual
Additional Skill Builder
1.6: Receiver—Source—Receiver
Alongside each objective, the Integrator shows related and various exercises, activities,
video clips and other materials on the Online Learning Center (OLC).
Communication Works is a learning package that allows for great flexibility in presenting
content in accordance with scheduling constraints and student needs. The chapters may, of
course, be presented and discussed as given, or they may be reordered and adapted to fit your
specific interests, emphases, and requirements. Research shows that this text can be used
successfully in a variety of communication courses, including the basic “hybrid” communication
course, the basic course that emphasizes public speaking, the basic course that emphasizes
interpersonal communication and the large basic course that is lecture-oriented.
Although many of us who are teaching this course have taught it for many years, we
realize that each year “new” graduate students and adjunct instructors, as well as instructors from
related disciplines have the challenge of presenting this course to students. Communication
Works, therefore, is designed to be flexible enough to be used by new and experienced instructors
alike. If you are just starting out in this course, you will find much to choose from to bring the
material alive for your students.
Section Two of the manual, Strategies for Teaching, provides chapter-by-chapter
resources and suggestions for instructors. Each chapter in Section Two corresponds to a chapter
in the text. We begin with an “in a nutshell” description of the chapter followed by the
aforementioned Course Integrator. We then go on to provide some interesting and significant
topics for discussion and specific “discussion starters” keyed into special material in the text. For
your convenience we have also incorporated the Sidebars as discussion starters. Next, we give
several additional numbered Skill Builders for each chapter. Some of these are addressed directly
to the student; others are designed so that the instructor can present them directly to the student;
still others are designed so that the instructor can present them to the entire class. We also present
worksheets for material in the textbook or in the manual. These worksheets act as handouts for
your students to use while they participate in the activity either in class or as an outside activity.
Section Three, Self-Assessment Scales for Students, provides evaluation forms that you
can reproduce and distribute to students to help them discover their strengths and weaknesses in
each chapter. A separate set of scales is given for each text chapter. The scales can help you
provide a review of the chapter and give students a study guide to consult when they review for
the various tests or quizzes that you decide to offer during the course.
Test Bank. A test bank gives your gives sample true/false, multiple-choice, and essay
questions for each text chapter. You can use these quizzes to assess your students' mastery of the
content.
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SYLLABI
We have included a detailed course syllabus and several alternative course outlines. You may
modify the outline to fit the number of times you meet per week, the number of students in your
class, and your own areas of expertise.
At the end of this section we have included sample Learning Outcomes and Rubrics for your use
as you develop your course.
Sample Course Syllabus I
The beauty of the hybrid course in speech communication is that it gives the teacher the
opportunity to focus on his or her interests as well as the needs of the students. Here are some
possible approaches to the course in a 15-week term.
Class Topics Section
1 The Starting Line Chapter 1
2 Cultural Diversity Chapter 2
3 Self-Concept/Perception Chapter 3
4 Language Chapter 4
5 Nonverbal Communication Chapter 5
6 Listening Chapter 6
(Interpersonal)
7 Understanding Relationships Chapter 7
8 Person to Person: Relationships Chapter 8
(Small Group)
9 Groups and Teams Chapter 9
10 Leading and Resolving Conflict Chapter 10
(Public)
11 Occasion and Subject Chapter 11
12 Developing Your Speech Chapter 12
13 Presentation Aids and Delivery Chapter 13
14 Informative Speaking Chapter 14
15 Persuasive Speaking Chapter 15
Appendix Interviewing
On Line Mass Communication
Course Review
Exam
11
