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Public Speaking:
Concepts and Skills for a Diverse Society
8TH Edition
INSTRUCTOR’S MANUAL
Boost your students’ confidence in speaking publicly and their performance with the new
MindTap V2.0 for Public Speaking: Concepts and Skills for a Diverse Society, 8th edition!
MindTap is Cengage’s digital learning solution. It includes an ebook, homework assignments,
quizzes, videos, a gradebook, and more. Even better, MindTap integrates with learning
management systems so you can use it with your LMS.
MindTap v2.0 gives you complete ownership of your content and learning experience.
Customize the interactive syllabi, emphasize the most important topics and add your own
material or notes in the ebook. MindTap’s Observe, Prepare, Practice, and Present structures
every chapter, beginning with low-stakes activities that build over the course, so students may
address any public speaking skills, improve their abilities, and demonstrate their knowledge
and skill in high-stakes performances of informative, persuasive, special occasion, and group
speech presentations.
Observe activities feature either extended fill in the blank questions focusing on course
concepts, or Outline Builder, which offers Topic Generation, Research, Outline, and Note Cards’
Guides. Outline Builder leads students through the speech preparation process, from topic
creation, to research, to organizing ideas, all the way to printing completed note cards for full
informative, persuasive, group, or special occasion speeches.
PRACTICE and PRESENT activities, featuring YouSeeU, allow students to video record their
speeches to virtually PRACTICE impromptu and formal speeches. Impromptu PRACTICE
activities focus on ethical questions and emphasize civic engagement. PRACTICE activities also
move students from informal responses to questions about chapter content or request that
student practice their full formal speeches. PRESENT activities provide opportunities for
students to demonstrate their skills in a formal speech to their classmates and receive their
peers’ real-time video feedback.
In addition to YouSeeU, the App Dock in MindTap v2.0 (located on the right side of the
screen in MindTap, and previewed in the What MindTap Is and How to Use It video) is
full of extra resources that will help students succeed in their course. Here they will find
the full eBook, access to their notes and highlighting, including study guides,
flashcards, and other study tools. The Progress App displays student grades and
instructor comments on completed MindTap activities. Students can download the free
MindTap Mobile App for flashcards, practice quizzes and access to the e-book, even
when offline, so that they can study anyplace, anytime, even when they don’t have
Internet access
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CHAPTER-BY-CHAPTER
INSTRUCTIONAL RESOURCES
Each chapter includes the following resources:
Chapter Overview
Chapter Goals
Chapter Outline
Suggested Videos
Discussion Topics
Critical Thinking Exercises and Application Exercises
Supplemental Resources (some or all of these may be included)
• Teaching Ideas
• Research Notes
• Handouts
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Chapter 1
INTRODUCTION TO PUBLIC SPEAKING AND CULTURE
This chapter lays out foundational themes you’ll encounter throughout the text. Opening with a
rationale for studying public speaking, it helps students realize the value of taking a course many say
they’d like to avoid. The definition of culture and a diversity perspective emphasizes the impact
culture has on public speaking and vice versa. Another major theme is the dialogical nature of
communication that depends on the participation of listening speakers and responding listeners.
Chapter Goals
At the end of this chapter, your students should be able to:
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Define public speaking
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Define culture in the context of public speaking
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Give reasons for studying public speaking from a cultural perspective
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Identify ways that culture affects public speaking
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Explain how public speaking influences culture
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Explain the value of public speaking for individuals
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Identify elements of the transactional model of communication
At the end of this chapter, you should be able to:
Say your students’ names. (At Oregon State, I once said “Hi, Eric” to a student who’d been in my
class a couple of years before. He went home and wrote me a note that said, “Out of all my years
here, you’re the only professor I’ve had who knows my name.”) Here are some ideas for learning
names:
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I often ask students to pronounce their names and tell their high school (and its mascot).
Somehow this helps me place the student in my mind. With an unusual mascot (the Tillamook
Cheesemakers, for example), I might ask a question such as, “You really said, ‘Go Cheesemakers,
go!’ during football games?”
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Partly because my name is Clella (KLELL uh) Iles Jaffe, I applaud teachers who pronounce names
correctly. I write out unusual names according to the way they sound. For instance, a Casi
(Cassie? Casey?) pronounced her name as KAY-see. I jot it into my book that way.
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Never say to people with unusual names, “That’s an unusual name.” (Believe me, they know.)
Just pronounce the name correctly and move on!
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I often go over the names again just after I call roll and before I dismiss the class. And I ask
students to sit in approximately the same area the first few days of class until I have their names
down.
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Have students fold over pieces of notebook paper with their names written large and place these
nameplates on their desks until everyone knows one another’s names.
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Have students learn four names on the first day—names of the people on both sides, in front, and
behind them. In later class sessions, have them learn a few more names at a time.
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Assign a speech of introduction—either a self-introduction or the introduction of another student.
Chapter 2 in the text refers you to several self-introduction speeches that you can assign students
to watch via the MindTap for this text. The teaching suggestions for Chapter 2 in this manual
provide guidelines for a speech to introduce a classmate; pairs of students interview one another
and draw pictures which they use as visual aids for their speeches.
Chapter Outline
I.
Public speaking is vital in a culture where each person is valued and each citizen has the
constitutional right to express ideas freely.
A.
Public speaking occurs when one person prepares and delivers a talk for a group that
listens, generally without interrupting the speaker’s flow of ideas.
B.
Speech-making is only one element of this course.
1.
More often than not you will be in the audience, listening to speeches in an
increasingly diverse culture and world.
2.
Learning to better understand and evaluate the messages you hear daily is
another major course goal.
C.
Diverse society is part of the book’s title because you will better understand our nation
and world if you understand how cultural diversity affects communication.
II.
A cultural perspective is important because people from distinctly different cultures
regularly interact.
A.
Cultures are integrated systems of learned beliefs, values, attitudes, and behaviors that
include both visible and invisible elements.
B.
Co-cultures are groups who share many aspects of the dominant culture, but diverge in
some way.
C.
Public speaking matters to cultures and cultures matter to public speaking.
D.
A cultural perspective will enable you to communicate more competently.
1.
Identifying audience expectations regarding the specific setting and
determining what is most appropriate in it will make you a more rhetorically sensitive person.
2.
You will be more effective if you understand and adapt to these cultural
expectations.
III.
Culture influences speaking by providing core resources, communication technology, and
cultural expectations for speakers and listeners.
A.
Each culture offers a pool of core cultural resources that underlie our behaviors in every
area of life.
1.
Beliefs are the ideas we mentally accept as true or false.
2.
Attitudes are our predispositions to evaluate persons, objects, symbols, and the
like.
3.
Behaviors are the actions we consider appropriate or normal.
B.
B.
Cultures provide technological aids to communication.
1.
An oral culture has no technology for recording, storing, or transmitting messages, and
speakers in those cultures must memorize all that they know.
2.
Most cultural groups globally have access to literacy or electronic devices that allow
them to store their ideas and convey them to audiences separated by distance and time.
3.
Technology also aids speakers in remembering ideas, projecting their voices, and
presenting images and sounds that support their ideas.
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C.
Cultures provide expectations about speaking and listening.
1.
Cultures range along an individualistic-collectivist dimension.
a.
Members of individualistic cultures learn to depend on themselves and their
families, and they are judged by personal merits; they speak out about problems.
b.
Members of collectivist cultures are integrated into an in-group that protects them
throughout their lives; they may feel discomfort if they are singled out, and they
hesitate to shame others.
c.
Members of individualistic cultures use more “I” and “my” pronouns; (English is
the only language that capitalizes the word “I” but not “you.”)
2.
Cultures vary in the level of expressiveness they value.
a.
Non-expressive cultures expect their members to guard their emotions and ideas
rather than express them indiscriminately; they may be reluctant to speak publicly.
b.
Expressive cultures encourage members to give their opinion, speak out and let their
feelings show.
3.
Cultures influence who speaks and to whom.
a.
Some cultures limit speakers by age, sex, and perceived wisdom.
b.
Other cultures silence voices and opinions they find undesirable.
c.
Some websites provide an opportunity for people of all ages to participate in digital
oratory, which is an emerging form of public address.
4.
The “how to” of speaking depends on a culture’s preferred
communication style
.
a.
The U.S. uses a problem orientation communication style.
b.
Directness, rather than beating around the bush, is the norm.
c.
Explicitness is preferred over the use of indirect allusions or nonverbal messages.
d.
Informal, conversational delivery is common in the United States.
e.
Personal involvement leads speakers to establish common ground and share personal
experiences.
5.
Cultures influence appropriate topics.
a.
The Polynesian word tabu or taboo refers to inappropriate topics in contrast to the
word nua, which refers to discussable subjects; religion, sex, and death are taboo in
many cultures.
b.
Bicultural individuals learn to speak in both the larger culture and a co-cultural
group.
IV.
Public speaking can affect culture.
A.
Speakers who transmit cultural resources teach cultural beliefs, values, and
behaviors.
B.
Those who reinforce or support existing cultural elements encourage listeners to
persist in positive behaviors or beliefs.
C.
Speakers who restore matters to a healthy state step in when events threaten to tear
apart a community.
D.
Those who transform societies become instruments for social change.
V.
Public speaking can affect individuals, which is why most universities offer and/or require
public speaking courses because they focus on critical thinking, and focus on skills that are important
in professional, civic, and personal contexts.
A.
Critical thinking is “the ability to engage in reasoned discourse with intellectual
standards,” according to the California State Senate.
1.
Critical thinking has been linked to the study of rhetoric.
B.
Rhetoric is the “strategic use of communication, oral or written, to achieve specifiable
goals.”
Romans.
1.
Rhetoric is one of the original seven liberal arts developed by the Greeks and
2.
People today often view the word “rhetoric” negatively.
3.
Most definitions of “rhetoric” are associated with some form of persuasion.
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C.
Employers look for more than just “technical skills” or a particular major when they
evaluate job candidates.
1.
Critical thinking, clear communication, and the ability to solve complex
problems are vitally important skills.
2.
They want new hires who can listen effectively, think ethically, work in
diverse situations, and understand global realities.
D.
Skills in this course enable you to participate more effectively participate in society.
1.
You can take part in civic engagement.
2.
The most skilled communicators influence thinking and actions about local,
national, and international issues.
E.
A course in public speaking can help you personally in two ways.
1.
This text gives guidelines on how to create speeches for a variety of social
situations.
course.
2.
Most people feel more competent and confident after they complete the
VI.
The transactional model is one of many ways to think about what happens during
communication.
A.
A.
The transactional model depicts communication as a process wherein the communicators
create mutual meanings.
1.
The sender-receiver encodes a message.
2.
The message is intentional or purposeful.
3.
Message is sent through a channel—in the classroom the channel is face-to-face,
voice-to-ear, plus nonverbal elements.
4.
The receiver-sender decodes the message and encodes feedback.
5.
Feedback goes through a channel to the sender-receiver who adapts to it.
6.
Noise (external and internal) can interfere with the message or its reception.
7.
The communication takes place within a specific situation.
8.
The larger cultural framework also creates expectations for what is and what is not
acceptable.
Suggested Videos
Videos of student speeches.
Show one of the speeches
available through MindTap or the
instructor’s resources for this text or from your personal or department files. Consider showing one
or more examples so that your current students have a positive model of what you look for in
classroom speeches. (knowledge)
Professional Speeches: Search for Majora Carter by name on www.ted.com. This site features several
of her speeches, given in an effort to transform culture. President Obama’s speech at the
Pentagon on the anniversary of 9/11 is but one example of how public speaking affirms national
values after a tragedy. It’s available on www.youtube.com.
Your Library’s Video Holdings. Check your campus library collection for videos about culture or co–
cultural groups. Or look for a video about a social movement (such as suffrage or civil rights) that
shows public speakers demanding change.
Feature Films. Short clips from movies such as Crash, Freedom Writers or Sweet Home, Alabama show
co-cultural differences within the United States. To highlight differences in cultural influences on
public speaking, show the locker room pep talk clip from the 1992 movie Mr. Baseball. It
illustrates the contrasting expectations of Japanese and American athletes.
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Review the section “Culture Affects Public Speaking.”
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Show the clip; have students take notes on what they see.
Discuss their observations of the ways Mr. Baseball violates the expectations of his Japanese coach
and teammates. The term “Ugly American” is common overseas. How is Mr. Baseball an Ugly
American? Would his behaviors be ugly in the United States, too? Why or why not? (comprehension,
application, analysis, synthesis)
Discussion Topics
The value of public speaking(pp. 7-9). Many students have a negative attitude toward public
speaking initially; it’s a class they take to fulfill graduation requirements. Attitudes change
incrementally, as Chapter 18 points out, but begin early to help students understand and
appreciate the value of skills learned here. Most want to feel more confident; most want good
jobs and successful careers. Some are interested in ideas; they enjoy knowing that the skills
necessary for good speaking and listening are so important that they’ve been formally taught for
millennia.
What Do I Hope to Gain From Taking This Course? Have students answer this question in writing,
then stand up and share their answers with the class. Afterward, lead the students in discussion
about the similarity and differences of answers. What common themes emerged?
Diversity in Practice: Public Speaking in Ancient Cultures(p. 3). Ask students to consider why
writers in such varied cultures considered it important to write about public speaking. Which
skills, if any, still apply? Why are they still appropriate?
How Has Public Speaking Affected Your Campus Culture?. Discuss how public speaking is valued,
created, and maintained at your institution.
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Then navigate to the main page on your school’s website. How do the photographs and
features illustrate your school’s distinctive culture and values? How does the page work as a
recruiting tool?
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Ask students how it presents the culture of the institution? The values of the institution?
(Comprehension, application, analysis)
Core resources of belief, value, attitude, and behavior (pp. 2-3)The text repeatedly refers to these
core resources; Chapters 6 and 18 discuss them in some detail.
Ethics in Practice: Vir Bonum, Dicendi Peritus (p. 8). Ask students to read the feature, and explain
why this was considered good advice then, and good advice today.
Recognize Your Cultural Speaking Traditions. Ask students to reflect on the speaking traditions of
their own culture. They could write a journal entry or as this topic for small group classroom
discussions.
Figure 1.2: The Communication Model (p. 10). Ask students to explore alternative ways of modeling
communication. Have them work in small groups and do outside research on other models or
variations on this model. Then, in class, ask each group to draw their model on the board or on
paper they can display on the overhead projection system. Have a spokesperson from each group
explain the diagram to the entire class.
Critical Thinking Exercises
(See p. 12 of the textbook for Critical Thinking Exercises)
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Application Exercises
(See pp. 12-13 of the textbook for Application Exercises)
Internet Activities
You can access instructor’s resources at http://www.cengage.com/us/. You will need your instructor’s
access code. Students and instructors may also go to MindTap to find a broad range of resources that
will help students better understand the material in the chapter, complete assignments, and succeed
on tests. MindTap and the instructor’s resource website for this text also feature speech videos with
critical viewing questions, speech outlines, and transcripts.
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Research Note 1.1: Beliefs
Supplemental Resources
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Research Note 1.2: Communication Apprehension and Culture
Research Note 1.1: Beliefs (for use with p. 4 in the text)
Milton Rokeach classifies beliefs into several categories, depending on their source and their relative
importance to their adherents.
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Core beliefs (primitive beliefs) are the most fundamental. We learn them by direct encounters
with objects, combined with social consensus. They have a taken-for-granted quality. Examples:
An orange is round. The sky is blue.
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Authority beliefs are our assumptions regarding persons, reference groups, or traditions we
should accept as authoritative. These are our beliefs about whom to trust or distrust, such as
parents, teachers, and coaches. We also learn to accept or reject the authority of traditions,
religious texts, scientists, political parties, and business leaders. Those who accept the Bible (or
Qur’an) as authoritative and those who reject its authority differ profoundly. Whom we accept as
authoritative determines whom we quote as experts and what quotations we use to influence
other people—see Chapter 8.
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Derived beliefs come from the authorities we trust. Thus, we accept or reject ideas received from
sources such as newspapers or television, books or scientific journals, professors and other
scholars, parents and talk show hosts.
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Inconsequential beliefs are matters of taste that vary from individual to individual. For instance,
some believe that broccoli is a waste of money or that stocks are a better investment than bonds,
but we generally don’t fight wars over these opinions!
We often speak to change people’s beliefs (especially derived beliefs and inconsequential beliefs—see
Ch. 17). It’s far more difficult to change core beliefs and authority beliefs.
Source: Rokeach, M. (1968, 1972). Beliefs, attitudes, and values: A theory of organization and change. San
Francisco: Jossey-Bass.
Research Note 1.2: Communication Anxiety and Culture
(for use with pp. 5-7 of the text)
Hsu, C-F. (2004). Sources of differences in communication apprehension between Chinese in Taiwan
and Americans. Communication Quarterly, 52(4), 370-390.
Hsu examined cross-cultural differences in communication apprehension “from the cultural
framework of independent and interdependent self–construals, temperaments of neuroticism and
extroversion, and CA components—fear of negative evaluation and communication competence.”
Chinese students in Taiwan expressed significantly more CA than did their American counterparts.
Cultural factors. According to Geert Hofstedte, cultures range across a continuum of
individualism-collectivism. People from more individualistic cultures like the U.S. strive to be
unique, to express themselves directly, and to set goals and strive for them. In contrast, people from
more collectivist or interdependent cultures strive to fit in harmoniously with others, to act
appropriately and for the good of the group. They tend to fear and avoid negative evaluation and
situations that would embarrass them, and they tend to avoid confronting and embarrassing others.
Temperament. Introversion is associated more closely with communication anxiety, and Chinese
students in Taiwan tend to be more introverted than students in the United States.
CA components. CA components include speakers’ motivations, their assessment of how others
are responding to them, and their subjective appraisal of their competence in a given situation.
Chinese students marked themselves lower on perceived competence, but this may be attributable to
the fact that what’s considered competent in Taiwan and in the U.S. are different. Further, Chinese
culture emphasizes modesty, and students may have rated themselves lower on competency as an
expression of personal modesty.
In summary, Hsu found that cross-cultural differences in CA appear to be attributable to
understandable patterns grounded in cultures, temperaments and situations. For a variety of reasons,
Taiwanese Chinese experience more CA than Americans in the U.S. do.
The article concludes, “As the world gradually becomes ‘global village’, such understanding is
necessary for more effective intercultural communication.”