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Public Speaking Supplement 34
PUBLIC SPEAKING SUPPLEMENT
Assigning Two Presentations (Informative and Persuasive)
If you want to emphasize public speaking skill development and performance more heavily in
your course, you’ll also want to adapt the course schedule to include more speaking
examples, and statistics) for providing basic subject understanding before moving on to the more
complex skill of crafting persuasive appeals and arguments (claims, warrants, backing,
qualifiers, reservations). This two-step process allows you to systematically develop and build
basic skills for both types of speaking situations. If you establish the basics in the first
presentation (intros, conclusions, thesis statements, main ideas, support materials, visual aids,
eye contact and poise), you can spend more time helping students develop and practice their
argumentation and persuasion skills on the next presentation.
Reducing the Mystery
Even if you aren’t going to have a presentation round until the end of the term, students will be
curious and anxious to know what is expected of them. It is useful to hand out the presentation
assignments and preparation worksheets at the beginning of the term, and even assign the chapter
on public speaking. We also recommend that you give students a copy of the actual assessment
form you will use for evaluation, so that they can use this as a check sheet while preparing the
final presentation for the class.
SECTION II
CHAPTER OUTLINES AND INSTRUCTIONAL RESOURCES
Instructional Outlines
The summaries are presented in informal outline form so that instructors may quickly refresh
themselves on the organization of chapter content and so that they may easily distinguish main
points from subordinate ones. A list of the key vocabulary terms for the chapter follows each
summary. If you like, you can download these pages from the electronic version of this manual
in the Communication Café and edit them to suit your purposes.
Learning Activities, Journal Items, Panel Items, Discussion Questions, Sample Test Items
Activities, films, journals, and panels are teaching resources. Like lectures and discussions, these
resources clarify and fortify the content of a course. Activities promote experiential learning by
involving students in real or simulated communication situations in which they can practice,
observe, and assess skills. Journal Items are intended to generate greater awareness in students
as they reflect on their own communication choices and behaviors, while observing the
communication of those around them. Panel Discussions require students to draw on a range of
communication behaviors, including interpersonal, group, interviewing, and presentational skills,
along with research and organizational abilities. Discussion Questions encourage students to
apply conceptual material to pragmatic communication situations in their lives. Additionally,
Movies can be used to support the teaching of course material, as can the case studies included
on the Communication Scenarios DVD. This section also contains Sample Test Items for each
chapter of Communication Mosaics, consisting of essay questions, multiple choice, and
true/false. Both the MC and T/F questions are marked to indicate which of the three different
levels of learning they target: recognizing the meaning of a concept (I), remembering
information about a concept (II), and being able to apply a concept to a real life situation (III).
1 // A FIRST LOOK AT COMMUNICATION
I. Introduction
A. To the author
B. To Communication Mosaics
II. There are many important reasons for studying communication.
A. By learning about communication theories and principles you can become a more skilled
communicator.
B. By learning about communication theories and principles you can become more adept at
making sense of what happens in your everyday life.
IV. Communication is a systemic process in which people interact with and through symbols to
create and interpret meanings.
A. Communication is a process. It is ongoing and always changing.
B. Communication is systemic. It occurs within systems of interrelated and interacting parts.
C. Communication is symbolic. Symbols are arbitrary, ambiguous, abstract representations
of other things.
D. Communication involves meanings. Humans bestow significance on phenomena.
1. Content level meanings are the literal meaning of messages.
2. Relationship level meanings are what is expressed about the relationship between
communicators in messages they send and receive.
V. Over the years communication scholars have developed models of the communication
VI. The study of communication opens doors to a wide array of careers.
A. Research, both academic and for media companies, is a career option for communication
specialists.
B. Communication education at all levels is an exciting career for people who want to help
others improve their communication skills.
C. Careers in the nonprofit sector allow individuals to use communication skills to advocate
for and motivate social change.
D. Careers in mass communication range from script writing and directing to reporting.
E. The field of training and consulting welcomes individuals with strong backgrounds in
communication.
F. Human relations and management is a career that places a high priority on
communication knowledge and applications.
VII. Principles of communication extend to and include digital media.
A. We use digital media in our personal, social, professional, and civic life.
B. The definition of communication applies to digital media.
VII. Overview of Communication Mosaics
A. The discipline of the communication in Chapters 1-2.
B. Basic communication process, concepts, and skills in Chapters 3-8.
C. Communication contexts in Chapters 9-15
KEY CONCEPTS
Communication
Content level of meaning
Feedback
Homeostasis
Meaning
Noise
Openness
Process
Relationship Level of Meaning
Symbols
System
ACTIVITY: Icebreaker—Earthquake
Purpose/Objective:
To help class members get to know a bit about each other.
To begin building a classroom climate in which respectful discussion and disclosure can occur.
To desensitize students to communication apprehension in the classroom context.
Instructions:
Ask students to imagine that their “homes,” wherever they consider those to be, have been struck
by an earthquake. Because it is not certain that the homes are structurally safe, the authorities
have roped off the neighborhood and no one is allowed to enter her or his home. The students
have persuaded the authorities to allow them to quickly run into their home and retrieve a few
things. Students should write a short list of three things they would retrieve and explain why. On
a volunteer basis, have students share their answers with the class. Adaptation for Online
ACTIVITY: Icebreaker—Partner Interviews
Purpose/Objective:
To help class members get to know a bit about each other.
To begin building a classroom climate in which respectful discussion and disclosure can occur.
To desensitize students to communication apprehension in the classroom context.
JOURNAL ITEMS
1. Identify five people you know who have different kinds of jobs. For each person, identify
the ways in which communication impacts their ability to get their job done.
2. What insights about yourself do you hope to gain this semester as you learn about human
communication? Are there particular communication situations that concern you more
than others?
PANEL IDEA
1. Because this chapter will probably be presented at the start of the course, it may be too
soon for students to organize a panel. Perhaps, introduce the idea of communication
panels as an ongoing feature of the course, and if they are to be a regular assignment,
select which students will be responsible for facilitating which topics during the course.
DISCUSSION QUESTIONS
1. Using each of the models discussed in this chapter, describe interaction and transaction as
depicted in feature films, Internet, or fictional books. What does each model highlight or
obscure? Which model better describes and explains communication in the selected
context?
2. Break into small groups. Provide three examples or scenarios where you can identify both
the content and the relationship level of meaning. Prepare a brief, informal presentation
to the class.
COMMUNICATION SCENARIOS DVD
Case: Tiffany has been asked by her supervisor to mentor Toya, a new employee. After two
weeks, Tiffany perceives that Toya has many strengths. At the same time she realizes that Toya
is careless about details. As you watch and listen to the conversation, consider which of the six
human needs discussed in Chapter 1 are likely to be most important to Toya and Tiffany.
1. What would you say next to Toya? How would you meet your ethical responsibilities as
her mentor and also adapt to her interpersonal needs for reassurance?
2. What responsibilities do you have to Toya, your supervisor, and the company? How can
you reflect thoughtfully about potential tensions among these responsibilities?
3. How would your communication differ if you acted according to a linear or transactional
model of communication?
ESSAY QUESTIONS
1. Define communication. Identify and describe the four key features of communication.
2. According to Wood, the study of communication is valuable for four major reasons. Identify
and describe each of them.
3. Define the content and relational levels of meaning in communication. Provide an example of
each level of meaning and explain how they work together.
4. Compare and contrast the three generations (or types) of models of communication discussed
in Chapter One. State which model you think is best and explain your reasons for your
choice.
5. Chapter One defined communication as systemic. Explain what this means and why it is
important for thinking about interaction in a socially diverse society. Provide concrete
examples of system principles you discuss in your response.
MULTIPLE CHOICE
1. Given any typical day, how often does a person communicate? [p. 2, II]
a. roughly 15-20 times a day
2. Author Julia Wood mentions which of the following factors affect her point of view in the
textbook? [p. 3, II]
a. being a woman
3. According to surveys of companies, the most important quality they look for in a job
applicant is __________. [p.7, II]
a. technical skill
4. Communication skills are vital to civic life because __________. [pp. 7-8, II]
e. all of the above are reasons why communication is vital to civic life
5. The process nature of communication means __________. [p.10, I]
a. a given interaction has a definite beginning and ending
6. The statement that communication is systemic means that __________. [pp. 10-11, I]
a. symbols construct our meanings
7. The openness of a system is __________. [p. 11, I]
a. the extent to which a system strives to sustain equilibrium
8. The literal meaning of a message is referred to as __________. [p. 12, I]
a. relational level of meaning
e. anything that interferes with the intended meaning of communication
10. Jane knocked on the door of her friend’s house. She wanted to talk with her friend about a
disagreement they had earlier in the day. When her friend answered the door, she said “May I
come in? The content level of Jane’s request was __________. [p. 12, III]
e. she will have a hard time talking to her about the issue
11. The most simplistic communication models are __________. [pp. 12-13, II]
a. transactional
12. The major distinction between the linear and interactive models of communication is
__________. [p. 13, II]
a. the linear model allows for the concept of noise interfering with communication
13. Bart tries to concentrate during a particularly difficult lecture, but finds that he is more
focused on the instructor’s unique dialect and delivery style. This is an example of
14. George Herbert Mead’s statement that humans are talked into humanity means __________.
[p. 4, II]
c. by communicating people automatically become human
d. only humans can talk
e. none of the above
15. Communication in personal relationships __________. [pp. 5-6, II]
a. helps solve problems
16. Communication is __________. [pp. 9–13, II]
a. a process
17. The content level of meaning __________. [p. 12, II]
a. is always verbal
18. The relationship level of meaning __________. [p. 12, II]
a. is the connection between symbols and things
19. Harold Laswell constructed a__________ model of communication. [p. 12, I]
a. circular
20. Wilbur Schramm constructed a(n)__________ model of communication. [p. 13, I]
a. round
TRUE/FALSE
2. Communicating with other people promotes personal health. [II] T
4. In communication systems all parts of a system interact and affect each other. [II] T
6. A living system can sustain absolute equilibrium. [II] F
8. Linear models capture the process character of communication. [II] F
10. Communication research is a vital and growing field of work. [II] T
2 // THE FIELD OF COMMUNICATION FROM HISTORICAL AND CONTEMPORARY PERSPECTIVES
I. The History of the Communication Field
A. Classical Roots: Rhetoric and Democratic Life. The study of communication dates back
B. Liberal Education: In the 19th and early 20th Century, rhetoric was taught in Europe and
the United State as part of a liberal arts education.
C. Broadening the Field: Social and political upheaval changed the focus of communication
research to examine and critique social institutions such as power structures and gender
roles.
II. Conducting Research in Communication. Knowledge of communication is based on rigorous
research.
A. Communication scholars use quantitative research methods to gather information in
C. Communication scholars use critical research methods to identify and challenge
communication practices that are harmful to individuals and social groups.
1. Critical scholars want to use their research to promote social awareness.
2. Some critical scholars develop new theories to help us understand how some groups
and practices become dominant over others.
D. Quantitative, qualitative, and critical approaches are distinct, but not necessarily
inconsistent or incompatible with each other.
1. Combination of all three types of research is called triangulation.
2. Each type of research is valuable separately and together.
E. Rhetorical criticism is the process of examining a text to see how it works
communicatively. Texts include any and all symbolic activities.
III. The Breadth of the Communication Field. The modern field of communication includes ten
1. Organizational culture is the understandings about an organization’s identity and
codes of thought that members share.
2. Personal relationships between co-workers is another popular area of study.
F. Mass communication includes newspapers, television and movies, all of which shape and
sometimes distort perceptions of people, events, and issues.
G. Mediated Communication relies on technology to help us communicate in faster ways
1. This includes allowing others to make informed and willing choices, which is why
deceit is considered unethical.
2. This also includes respect for differences between people.
3. This also includes taking responsibility for our own communication.
VI. Digital Media and Communication. The three unifying themes of communication –
symbolic activities, meaning, and ethics – also apply to digital communication.
KEY CONCEPTS
Critical research methods
Organizational culture
ACTIVITY: Shopping the Department Catalog
Purpose/Objective:
To acquaint students with how the areas of communication are applicable to different majors
and/or minors.
JOURNAL ITEM
1. Review the text’s discussion of different areas in the field of communication. Identify
the kinds of communication in which you are most and least effective. Select one area in
which you will work for immediate improvement and another area for long-term
improvement.
PANEL IDEA
DISCUSSION QUESTIONS
1. Because the areas of communication discussed in Chapter 2 are similar to how the
textbook is laid out, have the students look at the table of contents. Have them discuss
which chapters immediately catch their attention as interesting and why. Have students
write 1-2 paragraphs discussing what they most hope to learn in the class based on
looking at the “Brief Contents” page. Have students keep these paragraphs in a safe
place. Near the end of the semester, revisit these writings to see if they learned what they
most hoped.
2. Discuss what type of organizational culture can be found at your school. Does the school
as a whole actively try to promote certain identities or codes of thought for the students,
faculty, and staff? What about organizations within the school (clubs, fraternities,
sororities)? Do they seek to promote different organizational culture? What are
indicators of organizational culture?
COMMUNICATION SCENARIOS DVD
Case: Student Jenna Hiller interviews Dr. Tim Muehlhoff, Assistant Professor of
Communication at Biola University, about communication and ethics. Jenna's questions follow
up on instruction in the text and focus specifically on the connection between the definition of
ethics and personal choice, how listening and responding to others involves making personal
choices, and how in our communication we can apply the ethical principle of accepting others
ESSAY QUESTIONS
MULTIPLE CHOICE
1. The study of communication is more than __________ years old. [p. 23, II]
a. 3000
2. The basic premise underlying the communication field fromits founding to present day is that
effective communication skills are essential? [pp. 23-24, II]
3. The first known theorists and teachers of rhetoric or persuasive speaking were __________.
[p. 23, I]
a. Corax and Isocrates
4. Aristotle identified three ways of persuasion. Which of the following is NOT one of them?
[p. 24, I]
5. Stuart has just started preparing a speech for his communication class. He has selected a topic
and is thinking about the kind of arguments, reasoning and evidence he might use in his
speech. Stuart is focusing on which canon of public speaking? [p. 24, III]
e. delivery
6. The study of communication, power, and empowerment, especially as it relates to the issue
of who is and who is not allowed to speak in a society, is strongly influenced by which
philosopher? [pp. 25-26, II]
a. John Dewey
7. Scholars use quantitative research methods to gather information in which of the following
forms? [p. 28, II]
8. Louise has prepared a brief questionnaire to find out how satisfied her clients are with the
service she has been providing them. She is engaging in which kind of quantitative research
method? [ p. 28, III]
a. experiment
9. Independent and dependent variables are components of which type of quantitative research
method? [p. 28, II]
d. historical analysis
e. descriptive statistics
10. Textual analysis is an example of which type of research approach? [p. 29, II]
e. historical
11. Gary is conducting an organizational communication study by using two different
methodologies. He is giving the employees a questionnaire and he is also reviewing the
minutes of the company’s Board meetings over the past three years. Gary’s research
approach is a good example of: [p. 30, III]
a. distributive methodology
12. Which of the following is an area of study in the discipline of communication? [pp. 31–37,
II]
a. interpersonal communication
13. Organizational culture can best be defined as __________. [p. 34, I]
a. understanding of the power hierarchy within an organization
14. Whiteness studies are examples of research conducted in which field of communication
study? [p. 37, II]
a. Organizational Communication Studies
15. The early 20th century philosopher John Dewey taught that communication was important
__________. [p. 24, II]
a. to communicate wants and desires
16. Qualitative research methods __________. [p. 29, II]
a. often use statistics to measure effects
17. Scholars identify and challenge communication practices that oppress, marginalize, or
e. interpersonal
18. Rhetorical criticism is __________. [p. 30, II]
e. quantitative research
19. Aisha wanted to understand what lawyers looked for when they selected juries. She spent
hours observing attorneys question potential jurors for upcoming trials to see if she could
identify patterns. This type of research is called __________. [p. 29, III]
e. triangulation
20. Cell phones, Face Book, My Space, and Twitter have helped transform how we think and
process information. This reflects a primary area of the modern communication discipline
referred to as __________. [p. 35, II]
a. intrapersonal interaction
TRUE/FALSE
2. John Dewey was a 1900’s era philosopher instrumental in suppressing civic participation.
[II] F
4. Ethos is proof based on logic and reasoning. [I] F
5. John wants to understand more about how communication influenced and was impacted by
7. Researchers in the field of organizational communication sometimes study personal
relationships people have in professional settings. [II] T
F
9. Media sometimes reinforce cultural stereotypes about race and ethnicity. [II] T
10. Effective communication principles are the same across all cultures. [II] F
3 // PERCEIVING AND UNDERSTANDING
I. Perception is an active, three-part, interrelated process of selecting, organizing, and
interpreting people, objects, events, situations, and activities.
A. Selection is the process of choosing which aspects of reality to notice.
1. We notice things that are intense, large, or unusual.
2. Our self-talk influence the things we select.
