Solutions – Chapter 1 ⚫ 1
SOLUTIONS
For your convenience in this Tenth Edition, we have reorganized the Solutions
Instructor’s Manual so that many solutions for the end-of-chapter exercises, activities,
and cases are grouped by chapter.
Writing Improvement Exercises. Although solutions for the Writing Improvement
Exercises appear in the Annotated Instructor’s Edition, we are placing these solutions
here as well so that instructors have a digital copy to send to online learning students.
Additional Writing Improvement Exercises for instructors are provided for those
instructors who feel their students need more practice to improve basic skills.
Cumulative Editing Quizzes. Solutions for the Cumulative Editing Quizzes found in the
student Grammar/Mechanics Handbook are provided at the end of the solutions section of
this Instructor’s Manual.
CHAPTER 1 SOLUTIONS
No Writing Improvement Exercises appear in Chapter 1.
Activities and Cases
1.1 Test Your Communication Skills (Obj. 1)
Encourage students to go to www.cengagebrain.com (click Quizzes) and evaluate their
communication skills using the interactive quiz. Reassure them that no matter what their
their communication skills.
1.2 Pump Up Your Language Muscles (Obj. 1)
Encourage your students to brush up their basic grammar and mechanics skills by
completing one to three workouts per week in Your Personal Language Trainer at the
Solutions – Chapter 1 ⚫ 2
1.3 Introduce Yourself (Obj. 1)
This e-mail or memo is an excellent way to assess students’ skills and, at the same time,
1.4 Small-Group Presentation: Introduce Each Other (Objs. 1, 2)
Students are asked to (a) interview another group member and introduce that person to
the group or (b) introduce himself or herself to the group. Class members should practice
listening skills by taking notes. They should be prepared to discuss three important facts
about each speaker, as well as some other details.
1.5 Rating Your Listening Skills (Obj. 2)
This quiz focuses on good listening techniques as presented in the textbook. Although
some of the answers are obvious, an interactive quiz presents an alternative learning
mode that can pique student interest and reinforce good habits.
1.6 Remembering a Time When Someone Didn’t Listen to You (Obj. 2)
Usually, people feel devalued, angry, upset, or hurt when they find that someone is
not listening to them. The exercise can also be combined with a discussion of
1.7 Listening: An In-Person or Virtual Social Media Interview (Obj. 2)
The answers will vary. Students could brainstorm and discuss their interview questions in
class or prepare questions at home. Then they could approach their interviewees in
Solutions – Chapter 1 ⚫ 3
done orally or in writing (e-mail, memo) individually, in small groups, or in class. The
task could be expanded to a group oral presentation or written report.]
1.8 Listening and Nonverbal Cues: Skills Required in Various Careers (Objs. 2, 3)
Student teams should generate lists of listening and nonverbal cues that include some of
the following: good eye contact, avoiding being distracted by others, not interrupting,
taking notes, paraphrasing instructions, asking pertinent questions in a nonthreatening
1.9 Body Language (Obj. 3)
a. Whistling, wringing hands Nervousness or fear
b. Bowed posture, twiddling thumbs Boredom
c. Steepled hands, sprawling sitting position Contemplation or relaxation
d. Rubbing hand through hair Frustration or nervousness
e. Open hands, unbuttoned coat Relaxation, confidence
f. Wringing hands, tugging ears Distress or nervousness
1.10 Nonverbal Communication: Universal Sign for I Goofed (Obj. 3)
This is a good exercise for teams. Suggest that team members take turns demonstrating
each of the nonverbal messages described here. They should then discuss how effective
1.11 Nonverbal Communication: Signals Sent by Casual Attire (Obj. 3)
This activity can be expanded into a research paper topic. A variation on this activity
relies on student experiences. Instead of conducting interviews in the community, they
can conduct a forum among students who work, asking them to comment on casual-dress
policies in the jobs they have had.
1.12 Nonverbal Communication Around the World (Obj. 3, 4)
Students should be able to find a number of gestures and their meanings discussed at
various websites. Here is one example: “The fingertip kiss, in which the tips of the thumb
and fingers are kissed and quickly moved forward away from the face, is a sign of
Solutions – Chapter 1 ⚫ 4
c. come out of left field to be completely unexpected, a total surprise
d. hell on wheels an extremely difficult person
e. drop the ball handle things badly, make a mistake
f. get your act together get more organized
g. stay the course pursue a goal regardless of obstacles
h. in the limelight at the center of attention
i. low on the totem pole the last person in a chain of command
1.14 Examining Cultural Stereotypes (Objs. 4, 5)
This activity drives home the limiting nature of stereotypes, even the positive ones. Very
few of us are comfortable representing our entire culture, although others may perceive
and designate us as “ambassadors” of our countries of origin. Students may find some
1.15 Examining Diversity in Job Interviews (Objs. 4, 5)
Role-playing relies on a solid knowledge of the workplace and interviewing techniques.
If role-playing is too advanced for students, a discussion of differences between the
interviewer and interviewee and how they could be bridged might be productive. In the
first example, students should recognize the preconceived notions that come with gender
expectations. A female boss interviewing a male assistant is still in a minority.
a. Students should recognize that explicit references to gender roles would be
inappropriate and that the sex of the applicant has no bearing on job qualifications.
b. Any questions about the candidate’s national origin should be avoided unless the
interviewee volunteers such information. If the accent does not hinder
communication, only the skills, experience, and ability of the candidate should be
considered.