Communications Chapter 1 Homework Student Teams Should Generate Lists Listening And

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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

Radical Rewrites and Chapter Activities and Cases. Solutions for the Radical

Rewrites and the Activities and Cases are also grouped by chapter. The solutions we

Editing Challenge Exercises. Following the chapter solutions are two additional sets of

solutions. PDFs of solutions to the Editing Challenge exercises are available to send to

students.

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

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

1.5 Rating Your Listening Skills (Obj. 2)

This quiz focuses on good listening techniques as presented in the textbook. Although

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

nonverbal messages. Much of the nonlistening behavior is nonverbal; for example,

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

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,

1.9 Body Language (Obj. 3)

a. Whistling, wringing hands Nervousness or fear

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

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

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

1.13 Making Sense of Idioms (Obj. 4)

a. have an axe to grind have a dispute with someone

b. under wraps concealed or suppressed

Solutions – Chapter 1 ⚫ 4

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

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