Instructor’s Resource Manual
Verderber, Sellnow and Verderber’s
Communicate!
Fifteenth Edition
Justin Braxton-Brown
Hopkinsville Community College
Contents
PART ONE: USING THIS INSTRUCTOR’S MANUAL ……………………………………………………. 1
Nature of the Hybrid Course ……………………………………………………………………………………. 1
Organization of Communicate! …………………………………………………………………………………. 1
Organization of the Instructor’s Resource Manual ………………………………………………………….. 2
Technology Resources …………………………………………………………………………………………… 3
PART TWO: PLANNING CLASSROOM INSTRUCTION ………………………………………………… 6
Communicating Competently in the Classroom …………………………………………………………….. 6
Lecturing …………………………………………………………………………………………………………… 6
Facilitating Class Discussion ……………………………………………………………………………………. 7
Asking Questions …………………………………………………………………………………………………. 7
Responding to Students in Discussion ………………………………………………………………………… 7
Student Silence …………………………………………………………………………………………………… 8
Guiding Classroom Activities ……………………………………………………………………………………. 8
Simulation …………………………………………………………………………………………………………. 9
Journal Assignments……………………………………………………………………………………………… 9
Storytelling ………………………………………………………………………………………………………… 9
Diversity Considerations ………………………………………………………………………………………. 10
Creating the Syllabus ………………………………………………………………………………………….. 10
Evaluation Criteria …………………………………………………………………………………………. 11
Participation ………………………………………………………………………………………………… 11
Sample Class Schedule …………………………………………………………………………………… 11
PART THREE: LECTURING AND LEADING DISCUSSION ……………………………………………13
Chapter 1: Communication Perspectives ……………………………………………………………… 13
Chapter Outline …………………………………………………………………………………………………. 13
Discussion and Assignment Ideas ……………………………………………………………………………. 15
Technology Resources …………………………………………………………………………………………. 16
Movies …………………………………………………………………………………………………………….. 16
Other Media Resources ………………………………………………………………………………………… 17
Skills and Competency …………………………………………………………………………………………. 18
Chapter Activities ……………………………………………………………………………………………….. 18
Journal Assignments……………………………………………………………………………………………. 20
Chapter 2: Perception of Self and Others ……………………………………………………………..21
Chapter Outline …………………………………………………………………………………………………. 21
Discussion and Assignment Ideas ……………………………………………………………………………. 23
Technology Resources …………………………………………………………………………………………. 24
Movies …………………………………………………………………………………………………………….. 24
Other Media Resources ………………………………………………………………………………………… 25
Skills and Competency …………………………………………………………………………………………. 25
Chapter Activities ……………………………………………………………………………………………….. 26
Journal Assignments……………………………………………………………………………………………. 29
Chapter 3: Intercultural Communication ………………………………………………………………30
Chapter Outline …………………………………………………………………………………………………. 30
Discussion and Assignment Ideas ……………………………………………………………………………. 32
Technology Resources …………………………………………………………………………………………. 33
Movies …………………………………………………………………………………………………………….. 33
Other Media Resources ………………………………………………………………………………………… 34
Skills and Competency …………………………………………………………………………………………. 34
Chapter Activities ……………………………………………………………………………………………….. 35
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Journal Assignments……………………………………………………………………………………………. 37
Chapter 4: Verbal Messages ………………………………………………………………………………. 38
Chapter Outline …………………………………………………………………………………………………. 38
Discussion and Assignment Ideas ……………………………………………………………………………. 39
Technology Resources …………………………………………………………………………………………. 40
Movies …………………………………………………………………………………………………………….. 40
Other Media Resources ………………………………………………………………………………………… 41
Skills and Competency …………………………………………………………………………………………. 41
Chapter Activities ……………………………………………………………………………………………….. 43
Journal Assignments……………………………………………………………………………………………. 44
Chapter 5: Nonverbal Messages …………………………………………………………………………. 45
Chapter Outline …………………………………………………………………………………………………. 45
Discussion and Assignment Ideas ……………………………………………………………………………. 46
Technology Resources …………………………………………………………………………………………. 47
Movies …………………………………………………………………………………………………………….. 47
Other Media Resources ………………………………………………………………………………………… 48
Chapter Activities ……………………………………………………………………………………………….. 48
Journal Assignments……………………………………………………………………………………………. 50
Chapter 6: Listening …………………………………………………………………………………………. 51
Chapter Outline …………………………………………………………………………………………………. 51
Discussion and Assignment Ideas ……………………………………………………………………………. 52
Technology Resources …………………………………………………………………………………………. 53
Movies …………………………………………………………………………………………………………….. 53
Other Media Resources ………………………………………………………………………………………… 54
Skills and Competency …………………………………………………………………………………………. 54
Chapter Activities ……………………………………………………………………………………………….. 55
Journal Assignments……………………………………………………………………………………………. 58
Chapter 7: Interpersonal Relationships ……………………………………………………………….59
Chapter Outline …………………………………………………………………………………………………. 59
Discussion and Assignment Ideas ……………………………………………………………………………. 61
Technology Resources …………………………………………………………………………………………. 61
Movies …………………………………………………………………………………………………………….. 62
Other Media Resources ………………………………………………………………………………………… 63
Skills and Competency …………………………………………………………………………………………. 63
Chapter Activities ……………………………………………………………………………………………….. 63
Journal Assignments……………………………………………………………………………………………. 65
Chapter 8: Interpersonal Communication ……………………………………………………….……66
Chapter Outline …………………………………………………………………………………………………. 66
Discussion and Assignment Ideas ……………………………………………………………………………. 68
Technology Resources …………………………………………………………………………………………. 69
Movies …………………………………………………………………………………………………………….. 69
Other Media Resources ………………………………………………………………………………………… 70
Skills and Competency …………………………………………………………………………………………. 70
Chapter Activities ……………………………………………………………………………………………….. 71
Journal Assignments……………………………………………………………………………………………. 72
Chapter 9: Communicating in Groups ………………………………………………………………….. 74
Chapter Outline …………………………………………………………………………………………………. 74
Discussion and Assignment Ideas ……………………………………………………………………………. 75
Technology Resources …………………………………………………………………………………………. 76
Movies …………………………………………………………………………………………………………….. 76
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Other Media Resources ………………………………………………………………………………………… 76
Chapter Activities ……………………………………………………………………………………………….. 77
Journal Assignments……………………………………………………………………………………………. 77
Chapter 10: Group Leadership and Problem Solving ……………………………………………… 78
Chapter Outline …………………………………………………………………………………………………. 78
Discussion and Assignment Ideas ……………………………………………………………………………. 80
Technology Resources …………………………………………………………………………………………. 81
Movies …………………………………………………………………………………………………………….. 81
Other Media Resources ………………………………………………………………………………………… 82
Skills and Competency …………………………………………………………………………………………. 82
Chapter Activities ……………………………………………………………………………………………….. 83
Journal Assignments……………………………………………………………………………………………. 87
Chapter 11: Topic Selection and Development …………………………..…………………………. 89
Chapter Outline …………………………………………………………………………………………………. 89
Discussion and Assignment Ideas ……………………………………………………………………………. 91
Technology Resources …………………………………………………………………………………………. 92
Other Media Resources ………………………………………………………………………………………… 92
Chapter Activities ……………………………………………………………………………………………….. 92
Journal Assignments……………………………………………………………………………………………. 94
Chapter 12: Organizing Your Speech ……………………………………………………….…………..96
Chapter Outline …………………………………………………………………………………………………. 96
Discussion and Assignment Ideas ……………………………………………………………………………. 97
Technology Resources …………………………………………………………………………………………. 98
Movies …………………………………………………………………………………………………………….. 98
Other Media Resources ………………………………………………………………………………………… 99
Chapter Activities ……………………………………………………………………………………………….. 99
Journal Assignments………………………………………………………………………………………….. 101
Chapter 13: Presentational Aids ……………………………………………………………………….. 102
Chapter Outline ……………………………………………………………………………………………….. 102
Discussion and Assignment Ideas ………………………………………………………………………….. 103
Technology Resources ……………………………………………………………………………………….. 104
Movies …………………………………………………………………………………………………………… 104
Other Media Resources ………………………………………………………………………………………. 104
Chapter Activities ……………………………………………………………………………………………… 104
Journal Assignments………………………………………………………………………………………….. 107
Chapter 14: Language …………………………………………………………………………………….. 108
Chapter Outline ……………………………………………………………………………………………….. 108
Discussion and Assignment Ideas ………………………………………………………………………….. 109
Movies …………………………………………………………………………………………………………… 110
Other Media Resources ………………………………………………………………………………………. 110
Skills and Competency ……………………………………………………………………………………….. 110
Chapter Activities ……………………………………………………………………………………………… 111
Journal Assignments………………………………………………………………………………………….. 112
Chapter 15: Delivery ………………………………………………………………………………………. 113
Chapter Outline ……………………………………………………………………………………………….. 113
Discussion and Assignment Ideas ………………………………………………………………………….. 115
Technology Resources ……………………………………………………………………………………….. 115
Movies …………………………………………………………………………………………………………… 116
Other Media Resources ………………………………………………………………………………………. 116
Skills and Competency ……………………………………………………………………………………….. 116
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Chapter Activities ……………………………………………………………………………………………… 118
Journal Assignments………………………………………………………………………………………….. 118
Chapter 16: Informative Speaking ……………………………………………………………………. 119
Chapter Outline ……………………………………………………………………………………………….. 119
Discussion and Assignment Ideas ………………………………………………………………………….. 120
Technology Resources ……………………………………………………………………………………….. 120
Movies …………………………………………………………………………………………………………… 121
Other Media Resources ………………………………………………………………………………………. 121
Chapter Activities ……………………………………………………………………………………………… 121
Journal Assignments………………………………………………………………………………………….. 122
Chapter 17: Persuasive Speaking ……………………………………………………………………… 124
Chapter Outline ……………………………………………………………………………………………….. 124
Discussion and Assignment Ideas ………………………………………………………………………….. 126
Technology Resources ……………………………………………………………………………………….. 127
Movies …………………………………………………………………………………………………………… 127
Other Media Resources ………………………………………………………………………………………. 128
Chapter Activities ……………………………………………………………………………………………… 128
Journal Assignments………………………………………………………………………………………….. 130
PART FOUR: SKILL EVALUATION FORMS ……………………………………………………………. 131
Conversational Skills Checklist ……………………………………………………………………………… 132
Listening Assessment …………………………..……………………………………………………………. 133
Group Decision Analysis ……………………………………………………………………………………… 134
Individual Group Participation Checklist ………………………………………………………………….. 135
Evaluation of Group Communication ………………………………………………………………………. 136
Group Leadership Checklist …………………………………………………………………………………. 137
Informative Speech Checklist ………………………………………………………………………………. 138
Informative Speech Critique ………………………………………………………………………………… 139
Persuasive Speech Checklist ……………………………………………………….……………………….. 140
Persuasive Speech Critique …………………………………………………………………………………. 141
General Speech Critique …………………………………………………………………………………….. 142
PART FIVE: TEST BANK ……………………………………………………….………………………….. 143
Chapter 1……………………………………………………………………………………………………….. 143
Chapter 2……………………………………………………………………………………………………….. 148
Chapter 3……………………………………………………………………………………………………….. 154
Chapter 4……………………………………………………………………………………………………….. 158
Chapter 5……………………………………………………………………………………………………….. 162
Chapter 6……………………………………………………………………………………………………….. 166
Chapter 7……………………………………………………………………………………………………….. 172
Chapter 8……………………………………………………………………………………………………….. 176
Chapter 9……………………………………………………………………………………………………….. 182
Chapter 10 ……………………………………………………………………………………………………… 188
Chapter 11 ……………………………………………………………………………………………………… 194
Chapter 12 ……………………………………………………………………………………………………… 200
Chapter 13 ……………………………………………………………………………………………………… 205
Chapter 14 ……………………………………………………………………………………………………… 209
Chapter 15 ……………………………………………………………………………………………………… 213
Chapter 16 ……………………………………………………………………………………………………… 217
Chapter 17 ……………………………………………………………………………………………………… 221
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Part One
USING THIS INSTRUCTOR’S MANUAL
Nature of the Hybrid Course
Teaching a “hybrid” basic speech course, in which several speech communication concepts are
emphasized, is a unique and rewarding challenge. In the past, teaching the basic speech course or
hybrid communication course involved one primary instructional objective: to enable students to
prepare and deliver effective public speeches. As employers call for college graduates to be able to
communicate effectively, they often require interpersonal, small group, and public speaking skills from
students. With a continually expanding discipline, general education committees, departments, and
individual instructors may struggle with selecting the content to be included in an introductory hybrid
communication course that serves the broader campus community.
We believe the hybrid course should offer students opportunities for practical skills application in a
variety of communication contexts, built on a foundation of communication knowledge. Instructors
must introduce the concepts and elements of the communication process, beginning with the mind of
the communicator and gradually working toward the process of creating meaningful interaction. They
A primary goal of this course is to heighten students’ awareness of their own communication behavior. We
are convinced that the information in Communicate! and this corresponding instructor’s manual will help
you aid your students in realizing this goal.
Organization of Communicate!
Communicate! is divided into four parts. Unit One, “Foundations of Human Communication,” examines
the communication process, perception of self and others, and verbal and nonverbal communication.
communication, to the intrapersonal, interpersonal, and public contexts in which we communicate.
Communicate! strives to make communication clear and concise by establishing key terms. An
important goal for instructors would be ensuring that these key terms are easily understood by
students.
One of the most appealing aspects of Communicate! is its application of communication concepts to
everyday situations. Throughout the text, examples are used that establish the relevance and
connection of what we study in the classroom to our daily lives. Instructor’s can take this a step
further by adding their own examples to help make the course more relevant, current, and applicable.
The text suggests guidelines for direct skill development, group problem-solving activities, individual
drills, and speaking exercises. Instructors may follow through and go a step further by overseeing
skill-building assignments and activities.
Organization of Instructor’s Resource Manual
This manual is designed to enable the hybrid course instructor to structure a course that is a valuable
introduction to speech communication concepts and skills. The pages that follow offer guidance in
developing and organizing the course, suggest effective ways of teaching subject matter to students, and
provide recommendations for evaluating students’ knowledge and skill acquisition.
Technology Resources
Instructors are often faced with a number of technology resources and tools that come packaged with
books. This makes it difficult to discern the useful from the not-so-useful. Outlined in this section are
some very user-friendly technology resources that can be packaged with Communicate! to help
make your course a more lively and dynamic one. These resources were built with instructors’ needs
in mind.
Please note that these resources can be bundled at no additional charge to you or, as applicable,
your students, but they are not automatically packaged with each copy of Communicate! You must
order them for your course. Knowing this is particularly important if you want your students to have
access to the premium book companion website, the interactive video activities, Speech Builder
Express, and InfoTrac College Edition. If you do not order these resources, your students will not have
use to prepare customized printed tests. This time-saver enables you to edit the existing test
bank, saving you from having to copy the tests at the back of this manual or retype questions.
The PowerPoint presentations contain text and images, and can be used as is or customized to suit
sheets, and speech checklists as well as complete activities online and compare their responses to
activities with models provided by the authors. The website also features study aids such as
chapter outlines, flash cards, and other resources for mastering glossary terms, continually
updated web links, and chapter quizzes that help them check their understanding of key concepts.
The instructor’s site includes all of the student website resources as well as an online,
months. An extensive database of more than 18 million reliable, full-length articles (not abstracts)
from 5,000 top academic journals and popular sources, this resource is ideal for helping your
students find speech topics and master online research.
Suggested Websites
Cengage Wadsworth: Communication Studies
http://cengage.com/communication
Introduction to speech communication
• http://www.cios.org/www/testme.htm
• http://www.isu.edu/academic-info/majors/speech.html
Public speaking/oratory
• http://wps.ablongman.com/ab_public_speaking_2/
• http://www.americanrhetoric.com/
• http://www.toastmasters.org
• http://www.school-for-champions.com/speaking.htm
Speech manuscripts and videos
•
Online Speech Bank
http://www.americanrhetoric.com/speechbank.htm
• [Frederick] Douglass Archives of American Public Address
http://douglassarchives.org/
• The History Place: Great Speeches
http://www.historyplace.com/speeches/previous.htm
• The History Channel: Great Speeches
http://www.historychannel.com/speeches
• Inaugural Addresses of the Presidents of the United States
http://www.bartleby.com/124/
• Oprah Winfrey: Commencement Address at Wellesley College
http://www.wellesley.edu/PublicAffairs/PAhomepage/winfrey.html
• Chief Joseph Speaks
http://www.pbs.org/weta/thewest/resources/archives/six/jospeak.htm
• Vince Lombardi: “What it Takes to Be Number One”
http://www.aurorawdc.com/lombardi.htm
• Earl Spencer: Eulogy for Princess Diana
http://www.cnn.com/WORLD/9709/06/spenser.text/index.html
• Sarah Palin: Vice Presidential Nomination Acceptance Speech
http://www.youtube.com/watch?v=UCDxXJSucF4
• Hilary Clinton: Speaking to the Democratic National Convention
http://www.youtube.com/watch?v=MeFMZ7fpGHY
• Barack Obama: Presidential Election Victory Speech
http://elections.nytimes.com/2008/results/president/speeches/obama-victory-speech.html
Communication apprehension
• http://www.cello.org/cnc/tim17.htm
• http://www.cns.cornell.edu/documents/CAPESBerggren3-2-05.pdf
• http://www.jamescmccroskey.com/measures/prca24.htm
• http://www.uiowa.edu/ucs/handouts/hnd_publicspeaking.pdf
• http://www.as.wvu.edu/~bpatters/lsc3.htm
Freedom of speech
• http://www.fac.org/
• http://www.aclu.org/FreeSpeech/FreeSpeechMain.cfm
• http://www.derechos.org/human-rights/speech/
• http://www.uark.edu/depts/comminfo/cambridge/TS1.html
Storytelling
• http://www.timsheppard.co.uk/story/
• http://www.42explore.com/story.htm
• http://www.eldrbarry.net/roos/art.htm
• http://www.eldrbarry.net/roos/st_defn.htm
• http://www.storyispromise.com/wfound.htm
• http://www.storycraft.com/files/welcome.htm
Part Two
PLANNING CLASSROOM INSTRUCTION
Communicating Competently in the Classroom
Competent classroom communication includes demonstrating nonverbal and verbal immediacy; using
Lecturing
Because Communicate! emphasizes in-class activities to allow students to enhance their own
communication competence, lecturing should be kept to a minimum. We suggest the use of mini–
lectures, short lectures that precede or follow a particular exercise, project, or assignment. A standard
lesson plan for a class session on a particular concept could include the following components: (1)
gain attention and motivate, (2) explain objectives and outcomes, (3) recall pre-requisite content, (4)
present new content material, (5) guide performance and practice, (6) provide feedback on learning,
and (7) enhance retention and transfer. In the basic speech communication course, a majority of class
time will be spent on step 5, performance and practice. Caution: A class that is activity-driven in
methodology can appear random to students, even disorganized. “What do I study?” ask some
students. It is the instructor’s job to orchestrate classroom activities with conceptual connections that
are clear to students.
Here are some general tips related to lecturing:
Facilitating Class Discussion
Since spoken language clarifies thinking, students need the opportunity to talk about what they are
learning. Discussion can be used to complement reading assignments and can be integrated into
lecture. Many students perceive class discussion as unstructured class time devoid of instructor
planning. Actually, effective class discussion involves premeditation. Before beginning a class
discussion, consider what you plan to accomplish. Then create a series of questions designed to
stimulate dialogue that will lead to students achieving your designated instructional objectives. Write
questions in advance; do not simply ask questions in class as they occur to you. Why? Many teachers
ask questions and answer them in the same breath or ask questions requiring no critical thinking.
Classroom discussion has the potential to explode, or at least misfire occasionally. It is your obligation
to be a classroom facilitator, and the task may become challenging when a controversial topic arises.
If you are attempting to promote the discussion of diversity-related issues in communication, you are
even more likely to have complex and difficult comments during discussions. Some students may use
classroom discussion time as a platform for the expression of hate, whereas many others, voicing
viewpoints created in ignorance, may need to express their ethnocentrism as part of the process of
leaving ignorance behind. Providing a political correctness code for class discussions (either officially
or by the sanctions of your responses) may scare into silence those who most need to learn. At the
same time, of course, racism and sexism expressed during a class discussion cannot be validated by
your responses. Many faculty avoid such potential controversy by avoiding discussion of important
topics that may spark such comments; our recommendation is to engage the topics with careful
planning. Dissecting such responses using course concepts can decrease students’ defensiveness,
perhaps enabling them to become reflective about the comment they expressed.
Asking Questions
For effective class discussion, it is imperative that the instructor plan questions that raise students’
thinking from mere recall to processing and application levels. Consider the differences among the
following questions:
For more effective classroom discussion, use questioning that moves from simple memory tasks
(define, list, identify) to higher levels (compare, contrast, organize, evaluate, generalize, imagine,
predict).
Responding to Students in Discussion
Since good discussion requires student participation, create an atmosphere in which students are free
to talk. If the class is small enough, arrange chairs in a circle so that everyone can see one another. A
useful procedure, called “Think-Pair-Share,” is to ask a question, give students a few minutes to think
or write a response, pair the students for brief sharing and validation, and then let the students speak
freely. Don’t require students to raise their hands before speaking; such a process tends to stifle the
free flow of discussion. Accept student responses passively unless strong praise is appropriate. A