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CHAPTER 4
Verbal and Nonverbal Messages
Resource Guide
The opening page of each chapter in Communicating at Work lists desired learning outcomes. The
Resource Guide will assist you in locating activities and resources from the text and Instructor Manual
that are relevant to each objective.
Integrated Objectives
Resources
Describe business situations in which ambiguous or
specific language is preferable, and create each
type of statement.
Key terms: equivocal terms, high-level
abstractions, jargon, low-level abstractions, relative
words
In the text:
Activities: 1-4
Case Study: The Cost of Miscommunication
Case Study: Misunderstandings Lead to Airline
Catastrophe
Culture at Work: Poor Translations Create
Marketing Blunders
Ethical Challenge: Strategic Ambiguity
Instructor’s Manual online:
Personal Reflection for Journaling Assignment
Discussion Launchers: 1, 2
Classroom Activities: 1, 2
Written Application Exercises: 1
Video Activities: 1-3
Define, identify, and remedy examples of each type
of inflammatory language described in these pages.
Key terms: biased language, trigger words
In the text:
Activities: 5
Self-Assessment: Recognizing Your Biases
Career Tip: Strategic Swearing
Instructor’s Manual online:
Discussion Launchers: 3, 4
Classroom Activities: 3
Written Application Exercises: 2
Video Activities: 4
Apply concepts of powerful and positive language
to specific examples from your career field.
Key terms: disfluencies
Instructor’s Manual online:
Classroom Activities: 4
Compare and contrast characteristically feminine
and masculine language. Use and describe the
potential benefits and problems arising from
differences.
Key terms: genderlects, rapport talk, report talk
Instructor’s Manual online:
Discussion Launchers: 5
Classroom Activities: 5
Describe how you can apply the information on
nonverbal behavior in these pages in your own
career.
Key terms: immediacy, self-monitoring
Instructor’s Manual online:
Discussion Launchers: 6
Classroom Activities: 6
Written Application Exercises: 3
Define and give examples of seven categories of
nonverbal behavior, and summarize the importance
of each in a specific organization or career field.
Key terms: nonverbal communication,
paralanguage
In the text:
Activities 6-8
Career Tip: Nonverbal Cues for Success
Career Tip: Cubicle Etiquette
Ethical Challenge: Consideration versus Candor
Self-Assessment: Your Nonverbal Immediacy
Instructor’s Manual online:
Discussion Launchers: 7
Classroom Activities: 7-9
Written Application Exercises: 4-6
Video Activities: 5-8
About Chapter 4
Chapter 4 concentrates on the process of verbal and nonverbal communication and how our choices
impact meaning. There isn’t a single, straightforward relationship between an idea and the words and
actions we use to represent that idea. Our communicative choices are shaped by our personal
interpretations. Effective communication requires us to think from the standpoint of our receiver as we
select words and nonverbal cues to convey our message.
In this chapter, students learn to identify effective versus ineffective verbal messages. Equivocal
words, high-level abstractions, jargon, inflammatory words, and gender-based language often interfere
with the intended meaning of a message. Such types of words can generate psychological noise in another
communicator. Students learn how they can choose alternatives to those types of words. This reinforces
the importance of making strategic choices regarding the entire communication context. Discussions of
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in Chapter 1. How and when did you two figure out that you were assigning different meanings to an
Discussion Launchers
1. Describe times and places when someone’s use of jargon confused you. (To think of examples,
consider your experiences with mechanics, medical or military personnel, pharmacies, electronics
stores, or teachers.) How could the speaker have helped you understand better? Give very specific
examples. Now think of a time when your use of jargon confused or created difficulty for
2. Do you agree that it is sometimes preferable to select ambiguous language? Is this ethical? Recall
situations you’ve heard about in the news when ambiguous language was used in unethical ways.
3. Discuss how you can handle situations when someone uses a word that triggers a negative
reaction from you. Do you have the responsibility to let others know what your trigger words or
perceptions of biased language are? Do you have the responsibility to change your language after
someone lets you know that one of your language patterns is a trigger for her or him?
4. Are there times when it is OK to call someone an unflattering name (a type of trigger word)? For
example, is it ethical to label someone as a “jerk” if you know the individual and don’t like her or
him? If she or he did something you didn’t like? If you don’t know the person and will probably
never see her or him again (e.g., someone pulls out in your driving lane in front of you and then
slows down)? If you are not in the person’s presence? Make your answers as specific as possible,
5. Brainstorm a list of workplace situations in which it would be advantageous to use a feminine
language style. Now think of workplace situations in which using a feminine language style
would put you at a disadvantage. Next, identify situations in which it would be advantageous or
6. What advice would you give a new employee who wants to enhance her credibility and perceived
competence by using nonverbal channels?
7. Describe or demonstrate a nonverbal behavior, and suggest at least three different meanings that
could be assigned to that behavior. Which of these meanings is “correct”? Explain your answer.
Next, describe a feeling in words. Finally, show at least three different ways this feeling might be
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Classroom Activities
1. High- and Low-Level Abstractions
Objective: This activity increases students’ awareness that different individuals perceive the same words
in a variety of different ways. As students discuss their own connotations with their group members, they
Procedure: Before placing students into their groups, ask them to write down the first concrete example
that comes to mind as you read each abstract item on the following list. Emphasize that this should NOT
be a synonym, but an actual example.
After students have finished writing, put them into groups to discuss and explain their individual answers.
Remind groups not to try to decide on the BEST response; all responses are equally valid.
good food the best place to shop
radical a fun activity
my worst fear birthdays
Class Discussion: Class discussion can focus on why low-level abstractions can help prevent
misunderstandings. This activity also provides an opportunity to review relevant concepts from Chapter 1,
such as the communication model and the irreversible nature of communication. You may wish to
• With whom can you use high-level abstractions and still attain shared meaning?
• How can you use the knowledge that others often have different connotations for messages
than you do to improve your daily communication?
2. Clarity and Ambiguity
Objective: Students will practice revising abstract language into clear language.
Procedure: This activity may be done by individuals or in groups. Ask students to recall a conversation
in which they became confused because the speaker used jargon or too many high-level abstractions.
Variation: Distribute copies of written passages that exhibit highly abstract language. (Advanced
textbooks, income tax instructions, and some user manuals are good sources of material. Don’t pick
material that is so complex students can’t understand it.) Ask students to revise the passages to make
Class Discussion: Ask students to share their revisions. Then ask the class to do the following activities:
• Identify which guidelines from the text each revision illustrates.
• Suggest further revisions that might bring additional clarity.
• Describe situations when it isn’t necessary to use low-level abstractions.
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3. Analyzing Inflammatory Language: Biased Language & Trigger Words
Objective: In this activity students explore examples of inflammatory language and various ways of
responding to inflammatory language.
Procedure: Give students one minute to write down as many examples of trigger words or biased
language as they can. This can include words, phrases, and jokes.
In groups, have students pool their words to compile two lists: (1) items most people probably find
offensive; and (2) items that probably function as triggers for some people, but not for the majority. [For
instance, someone who is adopted may find adopt-a-highway and adopt-an-animal terminology offensive.
Next, each group should write a neutral word that could substitute for the inflammatory word (for
example, instead of “jerk” or “dolt,” we could say “co-worker” or “employee”).
Class Discussion: Ask groups to share their examples with the class. Discuss the following questions:
• Which of the following usually has the most impact on you: the words themselves, who it is
that is speaking the words, or the way in which the words are said (paralanguage)? Explain
your answer.
• How should you respond when another person uses one of your personal trigger words?
• Do you have a responsibility to avoid using common trigger words?
• Do you have the responsibility to let others know what your trigger words or perceptions of
4. More-Powerful and Less-Powerful Language
Objective: Students will learn to identify powerful and less powerful language.
Procedure: A recent study at Rice University found that female candidates were often less likely to be
hired because of the language used to describe them in recommendation letters.
Divide the class into groups. Each group will write a list of five less-powerful adjectives they might write
Class Discussion: When students are ready, ask groups to share their lists of paired terms. Discuss
questions such as the following:
• Which set of adjectives do you think describes the best employee? Why?
• Why do you think most selection committees tended to prefer the masculine-oriented adjectives?
• This study was done in an academic setting. Do you think the results would be replicated in a
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5. Masculine and Feminine Genderlects
Objective: This exercise helps students separate myth from fact regarding masculine and feminine
genderlects.
Class discussion: Ask groups to share their lists with the class. Consider some of the following:
• For each item, ask students whether they think the behavior is a stereotype or whether it
really does occur more commonly among one sex than the other.
• Why are these behaviors called masculine and feminine genderlects rather than male and
female speech?
• Are any masculine or feminine language patterns problematic in the workplace?
• Are any masculine or feminine language patterns detrimental to relationships?
• What can you do to reduce tension if you feel troubled by the language patterns of a person of
the opposite sex?
• If you enact stereotypical behaviors that are troubling to a person of the opposite sex, what
6. Paralanguage Conveys Relational Meaning
Objective: This activity helps students identify various possible relational meanings of messages, as
expressed through paralanguage.
Procedure: Review the concept of relational meaning from chapter 1. Review the concept of
paralanguage from chapter 4.
Class Discussion: Have each triad read their three renditions of the message out loud in a way that
conveys their intended meaning, and ask their classmates to identify its various possible relational
meanings. Encourage alternative interpretations. Additional questions include:
• Share a situation in which someone misinterpreted your relational meaning. What happened?
How did you feel?
• Is it important to consider relational meaning in the workplace? Why or why not?
• How can we figure out the relational meaning of a message?
• How should we respond to the relational meaning of a message? How might out response
differ, depending on context.
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Hi, how are you? There’s something that’s bugging me.
It’s hot in here. Was that new sweater expensive?
You cannot do that. It’s no fun to go without you.
7. Nonverbal Channels
Objective: This activity reinforces students’ understanding of the characteristics and types of nonverbal
codes described in the text.
Procedure: Divide the class into seven groups. Assign each group one of the types of nonverbal
communication described under the heading “Types of Nonverbal Communication.” Allow 10 minutes
for groups to review the material in their assigned section and form a plan for presenting the ideas to the
Class Discussion: After all groups have presented, follow up with questions that integrate the material
from the section titled “Characteristics of Nonverbal Communication.”
• Does nonverbal behavior communicate a message, even when we don’t intend it to? Explain.
• If someone’s nonverbal behavior contradicts his or her words, which do you believe? What are
some examples?
• Describe a time when others interpreted your nonverbal behavior differently than you intended.
How can you reduce the chances of misinterpreting another person’s nonverbals?
• American Sign Language (ASL) uses nonverbals to express complex ideas. How do ASL gestures
8. Functions of Nonverbal Communication
Objective: This activity invites students to ponder the many functions of nonverbal communication.
Students will explore how attitudes and feelings can be expressed via various channels of nonverbal
communication. Additionally, this activity allows students to practice enacting nonverbal behaviors.
Divide the class into groups. Assign one or more of the attitudes from your list to each group. The task
for each group will be to discuss how this attitude might be conveyed nonverbally via at least four
channels of nonverbal communication. The group will then prepare a short skit to illustrate their
discussion.
Class Discussion: Invite each group to enact their skit(s). The class will guess which attitude the group is
enacting. Conduct a class discussion with questions such as:
• Do you think these nonverbal behaviors are effective? Why or why not?
• Do you think these nonverbal behaviors send a positive or a negative message? Why?
• Might they send a positive message in some circumstances and a negative message in other
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circumstances? Identify some situations to illustrate the differences.
• How might these nonverbal behaviors affect the communicators’ relationships?
• If this skit were a real situation, would you say these behaviors were being enacted
intentionally or unintentionally by the communicators?
• If the message is unintentional, should the communicator try to manage the behaviors
9. Verbal versus Nonverbal Conversation Comparisons
Objective: After completing this exercise, the students should be able to distinguish the various
characteristics associated with the importance of nonverbal communication during face-to-face
Procedure: Divide the class into groups of three. Within each group, students should designate one
student as A, one as B, and one as C. Ask each student to think about a film they’ve seen recently or an
activity they’ve engaged in recently, which they could describe to others.
Round One – Student A will take the role of “talker,” B will be “listener,” and C will be the “observer.”
The “talker” will speak for two minutes, allowing the listener to provide nonverbal feedback as well as
When finished, ask the social scientist from each group to explain what they observed during the five
minutes of interaction.
Round Two – Switch roles so that A becomes the observer, B becomes the talker, and C becomes the
listener. For this two-minute round, the listener may use whatever nonverbal cues are at their disposal to
Round Three - Switch roles so that A becomes the listener observer, B becomes the observer talker, and
C becomes the talker. This time the listener may not provide any form of verbal feedback, and attempts
to provide as little nonverbal feedback as possible while the talker tells their story. The observer again
Round Four – Allow two minutes for group members to discuss their observations and experiences.
Class Discussion: After completing this activity, you can use the following questions to foster class
discussion:
• How did the talkers react to various forms of feedback (or lack of feedback)?
• What was the impact on listeners when their ability to provide verbal and nonverbal
communication was restricted?
• Are there times, based on the structure of an organization or the dynamics of a relationship,
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• As communicators, what can we do to encourage honest feedback from others?
Written Application Exercises
1. High-and Low-Level Abstractions
Write an essay in which you address the following:
• In your own words, explain the difference between a high-level abstraction and a low-level
abstraction.
• Why is it important to know the difference?
• When is it advantageous to use low-level abstractions?
• When is it advantageous to use high-level abstractions?
• Write down three high-level abstractions you’ve heard recently; then revise them so they will be
2. Inflammatory Language
Write an essay in which you address the following:
• Write down five specific examples of biased, sexist, or demeaning language you have recently
heard in the media or in your own interactions.
• What are some negative consequences of using inflammatory language?
3. Nonverbal Messages in the Interviewing Process
Visit one of the following sites:
• https://www.thebalance.com/how-to-use-nonverbal-communication-in-hiring-1919137
• http://www.collegegrad.com/jobsearch/Competitive-Interview-Prep/
Read the suggestions for nonverbal communication in job interviews. Based on these suggestions,
describe in some depth the changes you would like to make in your next interview. How are these
4. Applying Chapter Concepts to Improve Your Own Communication
Write an essay in which you identify one of your own communication practices you’d like to improve on.
Identify one or two concepts from this chapter you can apply to improve this aspect of your
5. Exploring Nonverbal Communication
Visit the UCSC Nonverbal Communication site, available at http://nonverbal.ucsc.edu/ . Explore at least
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video, but you can learn from reading the examples on the page. Try your hand at answering the "quiz"
questions. You'll see some interesting examples of nonverbal communication in various cultures.
6. Analyzing Your Own Nonverbal Communication
Turn on a video or DVD recorder and carry on a conversation. After the conversation, view the video.
Write an essay in which you:
• Identify examples of how you used various types of nonverbal communication such as space, eye
movement, posture, vocal cues (paralanguage), and the like.
• Did you notice any unintended nonverbal messages? How might others interpret those messages?
Video Activities
1. Verbal Observation
Objective: The purpose of this activity is to strengthen student skills in analyzing effective and
ineffective verbal communication in a business setting.
Procedure: Distribute the handout titled “Verbal Observation Form” located at the end of this section.
2. Abstract Language
Objective: This activity helps students recognize problems created by communicating with language that
is highly abstract and impersonal.
Procedure: Select a portion of the video “The Doctor” (1991, starring William Hurt, Christine Lhati, and
Randa Haines--available on Amazon) that shows the main character (the doctor) addressing his patients
with language that is abstract, terse, and impersonal. As students watch the video clip, have them identity
specific phrases (and nonverbals) that generate confusion or negative feelings in the patients.
Class Discussion: Finally, lead a discussion about the doctor’s language and its effects:
• What phrases did you notice that caused confusion?
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• What was the effect of the abstract language on the patients?
• Why do you think the doctor used this type of language?
• Have you ever found yourself in similar circumstances? If so, what happened?
• Is the doctor’s language use effective? Productive? If so, why and for whom? If not, why
not?
• Can you think of situations in which the doctor ought to use ambiguous language?
• What nonverbals did you notice that impeded the doctor’s clear communication with his
3. Strategic Ambiguity
Objective: Students will discuss uses of strategic ambiguity.
Video Synopsis: Jet Blue canceled many flights for a five-day period following a Valentine’s Day ice
storm. Numerous passengers were left waiting for more than eight hours stuck in the planes on the
tarmac.
Procedure: Review the concept of strategic ambiguity. Play the following video in which David
Class Discussion:
• If you didn’t know ahead of time what the situation was, would you know what Mr.
Neeleman was apologizing for?
• Why did Mr. Neeleman use strategically ambiguous language in this situation?
• Is strategic ambiguity necessary in when companies respond to public relations fiascos?
4. The Role of “Hate Speech” on Campus
Objective: This activity is intended to build students’ sensitivity to the importance of language in shaping
attitudes and behaviors.
Procedure: Distribute copies of your colleges’ Code of Conduct.
In class show the following video clip:
http://www.youtube.com/watch?v=eTdCa6vbvTk
This clip, created by students, reveals the way he speech makes others feel
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• What is hate speech?
• Why is hate speech an important concept to know about?
• Why is hate speech powerful?
• What are some potential negative consequences of hate speech?
• Have you heard or read any hate speech on this campus (or in this community)?
• What is our college policy regarding hate speech?
• Are rules preventing hate speech a violation of freedom of speech? Why or why not?
If you have students with strongly contradictory opinions on this issue, be sure they understand that it is
5. Nonverbal Observation
Objective: The purpose of this activity is to strengthen student skills in observing, describing, and
interpreting nonverbal communication.
Procedure: Review the section of the text on biased language so students will clearly differentiate
Class Discussion: Let students share observations. Use these examples to check that everyone
understands the difference between description and interpretation. For each observation, elicit a variety
of possible interpretations.
• How can we tell which of these interpretations is closest to the sender’s intention?
• Which of the nonverbal behaviors were intentional? Which were unintentional? How do you
know?
• What does this tell us about the reliability of our interpretations of others’ nonverbal
communication?
• What guidelines would you suggest for increasing the effectiveness of nonverbal
6. Nonverbal Proximity in “The Close Talker”
Objective: This video provides a starting point for students to recognize and discuss the multitude of
nonverbal elements that affect the way we communicate:
Synopsis: View The Raincoats (1)”, Seinfeld (Season 5, Episode 18, Aired 4/28/94, produced by Jerry
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continually walks up to each individual and gets within about three inches of their face before talking to
them. Everyone except Jerry moves away during these conversations; Kramer retreats until he falls over.
Class Discussion: Class discussion could focus on the various nonverbal elements presented in the clip
and the implications they have on the way the various characters interacted with one another.
• What impact does nonverbal communication have on verbal elements that we use?
• What is your reaction when individuals violate your personal space during conversations?
Why do you react that way?
• Is there a standard distance one should maintain during interaction with people on an
7. Verbal versus Nonverbal Communication in “The Scofflaw”
Objective: After viewing “The Scofflaw” clip from Seinfeld (produced by Jerry Seinfeld and Larry
David), students should be able to understand the way our verbal and nonverbal elements blend together
and affect one another during interaction with others.
Synopsis: View The Scofflaw, Seinfeld (Season 6, Episode 13, Aired 1/26/95). [Available at
http://www.tv.com/shows/seinfeld/episodes/. In Episode Guides, type “The Scofflaw.”] A subscription is
required.
In this episode, George runs into an old friend of his and soon finds out that the reason he has not
contacted George is because he has just recovered from cancer. George rushes to Jerry’s apartment to
break the news to him, where he finds out that Jerry has known for some time. Jerry informs George that
he hadn’t told him because he knew George couldn’t keep a secret. A few days later, George has lunch
Class Discussion: Class discussion could focus on the basic elements of the way verbal and nonverbal
characteristics work together during interactions with others. You may wish to review some of the
principles of communication from the first chapter.
• Which elements are more important when trying to interact with others?
• What impact does physical appearance have on the way we communicate?
• When nonverbals contradict verbal elements, which are you more likely to believe?
8. Understanding Relational Meaning
Objective: Students will become more familiar with content and relational levels of meaning as they
identify them in a video scenario.
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Review with the class the concept of relational meanings, and how they are expressed through
nonverbals. You might want to explain that relational meanings include variations of liking, control, and
Discussion Questions:
• What was the content of the messages exchanged?
• Did you identify any examples of the liking? How was this message communicated?
• Did you identify any examples of the control? How was this message communicated?
• Did you identify any examples of the respect or lack of respect? How was this message
communicated?
• Can we ever be absolutely sure of another person’s relational meaning? Why or why not?
Refer to various communication principles from the text in your answer.
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Verbal Observation Form
Instructions: Look for examples of each type of verbal message in the video clip(s) that your
instructor shows you. Jot down the specific examples in the second column, next to the type of
message they represent. Some of these message types are not mutually exclusive (e.g., a high-
Type of Verbal Message
Specific Examples
Impact of Message on
Receiver
Low-level abstractions
High-level abstractions
Jargon
Strategically ambiguous
language
Biased language
Trigger words
Rapport talk
Report talk
Nonverbal Observation Form
Record examples of the various types of nonverbal communication in the second column of the
worksheet. Use only description, not interpretation. In the column labeled “Possible
Interpretations,” write down several meanings you might conclude from each behavior. Here,
you will write interpretations.
Examples: Observable description: Jeremy lowered his head and did not make eye contact.
Nonverbal category
Observable description of
behavior
Possible interpretations of
the behavior
Voice/Paralanguage
Appearance / Wardrobe
Face / Eyes
Posture/Movement
Personal Space/Distance
Physical Environment
Time
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Additional Resources
Print
Burgoon, J.K., & Bacue, A.E. (2003). Nonverbal communication skills. In J.O. Greene & B.R. Burleson
(Eds.), Handbook of Communication and Social Skills (pp. 179–220). Mahwah, NJ: Erlbaum.
Provides a practical overview of updated research on the impact of nonverbals on our
communication.
Harris, T. E. and Nelson, M. D. (2007). Applied Organizational Communication: Perspectives,
Principles, and Pragmatics. Camden: Routledge.
The fifth chapter of this book addresses nonverbal communication in organizations. The author
helps students distinguish valuable information from manipulative sales pitches.
Ivy, D.K., & Backlund, P. (2003). Genderspeak: Personal Effectiveness in Gender Communication. New
York: McGraw-Hill.
Chock-full of well-researched advice on communicating across genders.
Schwebel, D. C., & Schwebel, M. (2002) Teaching nonverbal communication. College Teaching, 50.
Describes a thought-provoking, active learning exercise that can be used to teach students about
nonverbal communication.
DVD
Body Language I: Beyond Words (2008) 25 min. Learning Seed Video.
Covers key elements of kinesics, the study of body language as a mean of communication. Discusses
why congruence between words and action is important.
Body Language II: Reading People (2008) 25 min. Learning Seed Video.
Presents tips for interpreting body language. Includes concepts such as paralanguage, touch,
affect displays, personal space zones, territoriality and time in different cultures.
Body Language: Cultural Differences. (2007) 30 min. Insight Media.
This video shows how manners very across cultures. Addresses topics such as greetings, eating
customs, taboos, and gender issues.
First Impressions: Winning Over Your Boss and Coworkers. (2008) 19 min. Insight Media.
The role of punctuality, attitude, attendance, observing dress code, and active listening in
contributing to job success.
© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
Vignettes illustrate differences in verbal and nonverbal codes of masculine and feminine
communication.
Nonverbal Codes (1997) 30 min. RMI Media.
Points out potential misunderstandings that can result as we encode and decode nonverbal
communication; considers the impact of culture and gender.
Web
Business Training Media:
http://business-marketing.com/
The site provides links to free articles on various aspects of workplace communication. You can
sign up here for a free e-newsletter offering news and tips for communication trainers. You can
also preview and order videos aimed at improving workplace communication.
Monster Special Report on Great Workplace Communication
