CHAPTER 5: The Verbal Dimension of Communication
LEARNING OBJECTIVES
After studying the topics in this chapter, students should be able to:
1. Explain why ambiguous or abstract words can lead to misunderstandings.
3. Provide an example of how words can define a phenomenon.
5. Become aware of specialized language used in social media.
6. Apply chapter guidelines to improve your verbal communication.
MINDTAP ENGAGEMENT QUESTION
The first student activity in Chapter 5 asks students a polling question where they are presented
with a set of answer choices. One point is awarded regardless of what answer they choose. The
question is designed to reveal beliefs or assumptions about a chapter-specific topic. As an
instructor, you can view your classes’ responses as a pie chart within MindTap and discuss the
results in class, if you choose. This chapter’s question is:
To what extent do you think language influences your perceptions of reality?
a. Not at all; reality is not subject to language.
CHAPTER OUTLINE
I. Language consists of symbols. The key to understanding symbols is to realize that they
are arbitrary, ambiguous, and abstract ways of representing things.
A. Symbols are arbitrary because they are not intrinsically connected to what they
represent.
2. Because symbols are arbitrary, language and meaning change over time.
a. Business and professions have led to new words.
b. Technology has been a source of new words.
B. Symbols are ambiguous because their meanings aren’t clear or fixed in an absolute
way; the meanings of words vary.
1. Even though words don’t mean exactly the same to everyone, we have agreed
upon definitions of words within a culture.
3. The ambiguity of symbols explains why misunderstandings often occur.
4. To minimize the problems that ambiguity causes, we should be as clear as
C. Symbols are abstract because they are not concrete or tangible; symbols stand for
ideas, people, events, objects, etc., but they are not the things they represent.
2. Overgeneralizations cause confusion in public speaking situations.
II. Principles of Verbal Communication
A. Interpretation creates meaning.
1. Because symbols are arbitrary, ambiguous, and abstract, their meanings aren’t
self-evident or absolute.
2. We interpret the meaning of symbols.
B. Communication is rule guided.
1. Communication rules are shared understandings of what communication means
2. For the most part, rules aren’t explicitly taught.
a. Regulative rules specify when, how, where, and with whom to talk about
certain things, and they define when, where, and with whom it’s appropriate
or inappropriate to communicate in particular ways.
b. Constitutive rules tell us how to count certain kinds of communication. Paying
C. Punctuation affects meaning in communication.
1. Punctuation is the mental mark of the beginnings and endings of particular
interactions.
3. Effective communicators realize that people don’t always agree on punctuation.
III. Symbolic Abilities
A. Because we use symbols, we live in a world of ideas and meanings.
B. Symbols define; we use symbols to define experiences, people, relationships,
feelings, and thoughts.
1. We don’t always accurately define.
2. Symbols influence how we think and feel about experiences and people; how we
think about relationships directly affects what happens in them.
C. Symbols evaluate.
1. Symbols are not neutral; they are laden with values.
3. In recent years, we have become more sensitive to different ways of naming
ethnic groups.
4. Loaded language consists of words that strongly slant perceptions and thus
meanings.
D. Symbols organize perceptions.
2. Because symbols organize thought, they allow us to think about abstract concepts.
3. Our capacity to abstract can also distort thinking (generalizing and stereotyping).
E. Symbols allow hypothetical thought.
1. When we symbolize, we name ideas so that we can hold them in our minds and
reflect on them.
2. Close relationships rely on ideas of history and future.
F. Symbols allow self-reflection.
1. Just as we use symbols to reflect on things apart from us, we use symbols to
reflect on ourselves.
3. Self-reflection allows us to control what we do.
4. Self-reflection allows us to manage our image, or the identity we present to
others.
IV. Digital Media and Verbal Communication
A. Verbal communication applies to online communication in a variety of ways.
2. The features of symbols (such as the ambiguity of language) are applicable to
3. Rules also apply to digital communication. Regulative rules have evolved to
govern when, where, and with whom it is appropriate to communicate online and
digitally. Constitutive rules govern a timely reply to posts, tweets, and texts, as
V. Guidelines for Effective Verbal Communication
A. The single most important guideline for effective verbal communication is to engage
in the dual perspective.
1. The dual perspective involves recognizing another person’s point of view and
B. Own our feelings and thoughts.
2. Realize that our feelings and thoughts result from how we interpret others’
communication, not from their communication itself.
4. Use I-language rather than you-language.
a. I-statements own responsibility; you-statements project responsibility to
others.
C. Respect what others say about their feelings and ideas.
1. We should not speak for others.
3. Don’t assume we understand people from other cultures or social communities.
4. Respecting what others say about what they feel and think is a cornerstone of
effective communication.
D. Strive for accuracy and clarity.
2. Abstract language is particularly likely to lead to misunderstandings when people
talk about how they want one another to change.
3. Qualify language to increase the clarity of communication.
a. We should qualify generalizations so we don’t mislead ourselves or others.
b. We should also qualify language when describing and evaluating people.
i. Static evaluation consists of assessments that suggest that something is
You can also search for these terms directly in MindTap to find them in the Reader. Students can
use flashcards in MindTap to study key concepts.
KEY TERMS PAGE IN TEXT
Abstract 91
Ambiguous 91
Arbitrary 90
Communication rules 93
Constitutive rules 93
Dual perspective 100
Hypothetical thought 98
Indexing 104
Loaded language 97
Punctuation 94
Regulative rules 93
Static evaluation 104
Symbols 91
Totalizing 95
ACTIVITIES
1. Examine the Language
This exercise helps students understand and interpret language concepts by reading, examining,
and viewing a famous speech. The speech selected for this exercise is the “Statement by the
2. How interpretation creates meaning (how words have changed over time, vary from
person to person, vary from region to region)
4. Abstract words
6. Loaded language, totalizing, cultural assumptions, stereotypes
8. Dual perspective
10. Respect what others feel and think
12. Accuracy
14. Clarity
After approximately 20 minutes, have a class discussion on what students discovered in the
language of the speech. (Note: Students will not find many problems with the language used in
“Statement by the President in His Address to the Nation”
by President George W. Bush
Good evening. Today, our fellow citizens, our way of life, our very freedom came under attack
in a series of deliberate and deadly terrorist acts. The victims were in airplanes or in their offices:
secretaries, business men and women, military and federal workers, moms and dads, friends and
neighbors. Thousands of lives were suddenly ended by evil, despicable acts of terror. The
pictures of airplanes flying into buildings, fires burning, huge structures collapsing have filled us
with disbelief, terrible sadness and a quiet, unyielding anger. These acts of mass murder were
intended to frighten our nation into chaos and retreat. But they have failed. Our country is strong.
A great people has been moved to defend a great nation. Terrorist attacks can shake the
foundations of our biggest buildings, but they cannot touch the foundation of America. These
acts shatter steel, but they cannot dent the steel of American resolve.
America was targeted for attack because we’re the brightest beacon for freedom and opportunity
in the world. And no one will keep that light from shining.
for business tomorrow. Our financial institutions remain strong, and the American economy will
be open for business as well.
The search is underway for those who are behind these evil acts. I’ve directed the full resources
for our intelligence and law enforcement communities to find those responsible and bring them
to justice. We will make no distinction between the terrorists who committed these acts and those
who harbor them.
This is a day when all Americans from every walk of life unite in our resolve for justice and
peace. America has stood down enemies before, and we will do so this time. None of us will ever
forget this day, yet we go forward to defend freedom and all that is good and just in our world.
Thank you. Good night and God bless America.
2. Then and Now
This assignment gives students insight into how meanings change over time. One week prior to
the class period, you will discuss the principle that meanings change and give students the list of
words below. Assign them the task of interviewing two individuals—one between the ages of 40
and 50 and one over 60 years old—to find out what the words meant to them when they were 20.
3. Is Our Language Sexist and Racist?
This critical thinking exercise increases students’ awareness of ways in which language reflects
cultural assumptions by prompting students to notice common phrases that imply males are
standard and Caucasians are standard and better than people of color.
Give students a copy of “Is Our Language Sexist and Racist?” (WARNING: Some of the
statements are deliberately provocative; you will need to decide whether the students in your
After 15 minutes, stop the discussions. Write the numbers 1–10 on the chalkboard. Beside each
number write “yes” (is racist or sexist) or “no” (is not racist or sexist). Then ask how many
thought the first statement contained sexist or racist language. Tally the groups’ yes and no
Here are some of the biases in the statements that you might wish to point out to your students:
1. Man and wife are not parallel terms. The woman’s identity is defined only in relation to
her husband.
3. Are any women in the street giving interviews?
5. Did Ann’s husband also keep HIS name? We notice when a woman doesn’t assume the
6. Have you ever heard it described as babysitting when a mother takes care of her child?
7. Is a regular guy a Western Caucasian?
8. Do we ever hear the phrases “male lawyer” or “female nurse”? Referring to a female
9. Whose standards are being tacitly used to determine shortness? Western Caucasian
10. Whose standards define confrontational? A middle-class Caucasian standard is evident.
Among African Americans, their direct and assertive speaking style is not considered
particularly confrontational. (Further, some African Americans consider whites
uninteresting and dull speakers because they are so reserved.)
IS OUR LANGUAGE SEXIST AND RACIST?
Following are 10 statements. Read each one and discuss with other members of your group
whether it contains language that is racist (suggests one race is BEST or the standard) or
sexist (suggests one sex is BETTER or the standard). Propose alternative language for any
sentences you consider sexist or racist in their current form.
1. I now pronounce you man and wife.
3. The news program features man in the street interviews.
5. I can’t believe Ann kept her name when she married.
7. My friend Hachividi is from India, but he acts like a regular guy.
9. Asian people are really short. Most of the women are about 5 feet and the men aren’t
much taller.
4. Doublespeak Activity
This activity will familiarize students with doublespeak, or language that may be used to
intentionally mislead. To begin, refer students to the following website to review the definition
and types of doublespeak: http://www.damronplanet.com/doublespeak/
5. Euphemisms
This activity is a quick way to heighten students’ awareness of the importance we attach to
connotative meanings of language.
Create groups of five to seven students. On the chalkboard, write the following words:
Ask the groups to identify other words we use to avoid saying these “taboo” words. Ask the
group for other examples of euphemisms. With students, discuss why we use euphemisms—what
value do they serve?
6. Breaking the Rules
This activity heightens students’ awareness of gendered prescriptions for verbal communication.
It also illustrates the principle that communication is rules guided.
7. Inventing Symbols
This exercise is designed to give students an opportunity to create symbols and to appreciate the
constructed character of all symbols.
8. Image Making
This exercise heightens students’ awareness of ways in which the language used in media shapes
perceptions of social groups.
Instruct students to go online and read two different national newspapers for each of the next two
IMAGE MAKING GUIDE
Use the questions on this page to guide your analysis and to record your observations.
1. Are women and men in the news described in parallel ways? For example, are family
topics and personal appearance mentioned equally in stories about women and men in the
news?
2. How many stories about men and how many stories about women are featured in the first
section of the newspapers?
3. When is race identified in newspaper articles? Is race identified only when the person in
the story is not white? What does identification of minority race imply about the assumed
norm in the United States?
4. Are women’s and men’s athletics given equal coverage? Are women and men athletes
described in parallel ways? How much of each story on women and men is devoted to
athletic accomplishments, appearance, personal life, and so forth?
5. Do newspapers include announcements of commitment ceremonies between same-sex
couples?
9. Breaking the Rules
This exercise is centered on communication rules, using loaded language, and using symbolic
activity to define a person. You will need a student who is a good communicator and somewhat
of a good actor to pull this off. It should also be someone in your class that few know. Better yet,
someone who few students know, but who you say is sitting in on the class for a day. You will
need to spend time with the student in preparation for the class. What you will do is have the
student engage in an argument with you while you’re lecturing or while other students are
responding to questions. This should be a rather heated argument in which the student breaks
10. Cultural Sayings
This activity helps students explore the symbolic nature of language and the relationship between
language and culture. “Cultural Sayings” is a list of cultural idioms to provide to the class as a
handout. Ask the students (in small groups) to first determine what they think each saying means
and then to suggest what values that saying might reflect about the culture and/or someone who
uses the idiom. Assure them that it is okay if they do not know much about the specific culture;
the point of the exercise is to see how language reflects our values, so it is not necessary to know
CULTURAL SAYINGS
Abundance, like want, ruins many.
Romanian Proverb
After dark all cats are leopards.
Native American Proverb (Zuni)
After the game, the king and the pawn go into the same box.
Italian Proverb
JOURNAL IDEAS
• Attend a religious service in a church, synagogue, or mosque that is attended primarily by
individuals whose race differs from yours. Do not take notes or otherwise appear
• Describe verbal communication between you and a close friend or romantic partner of the
other sex. Analyze the extent to which you and the other person follow patterns typical of
women and men in general.
• What is “hate speech”? Can you define this and find reputable sources that discuss this issue?
Is hate speech protected by the Constitution? Should it be?
TECHNOLOGY RESOURCES
There are additional student resources in MindTap. If you have a networked computer in your
classroom and a projection system for viewing the computer screen, you can easily introduce
your students by walking them through the process for accessing the website. If you don’t have
this projection and computer equipment in your classroom, you can share the resources in this
manual, or refer them to the directions found in their copy of Communication in Our Lives.