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Instant Download Communication Making Connections 10th Edition Ebook PDF PDF Scribd
Instant Download Communication Making Connections 10th Edition Ebook PDF PDF Scribd
vii
viii Contents
Critical Listening and Critical Thinking: Analyzing Suggestions for Research 176
and Evaluating Messages 135 Use Research to Support and Clarify Ideas 177
Assess the Speaker’s Motivation 136 Testimony 179
Judge the Accuracy of the Speaker’s Conclusions 137 Examples 180
Improve Listening Competence 137 Brief examples 180 • illustrations 181 •
analogies 181
Listening and Technology 138
Definitions 182
Avoid Overdependence on Media 138
Statistics 182
Digital Literacy 139
summary 185 • Discussion starters 186
Intercultural Listening 140
summary 141 • Discussion starters 142
9 Organizing and Outlining
ParT 2 Connecting in the Your Speech 187
Public Context 143 Organize the Body of Your Speech 188
Develop the Main Points 189
7 Selecting a Topic and Connecting relate main points, specific purpose, anD thesis 189 •
to the Audience 143 present the main points 190 • limit the numBer
of main points 192 • orDer the main points 192 •
Select a Speech Topic 145 the time-seQuence pattern 192 • choosing
the Best pattern 193
Select an Appropriate Topic 145
Techniques for Finding a Topic 145 Connect the Main Points 195
transitions 195 • signposts 195 •
self-inventory 146 • environmental issues 147 •
internal previews 196 • internal summaries 196
Brainstorming 148 • review the current meDia 148 •
engage listeners with social meDia 148 • Support the Main Points 196
surf the weB 149 Organize the Introduction of Your Speech 196
Assess the Appropriateness of a Topic 150 Orient the Audience to the Topic 197
Narrow the Topic 151 refer to the suBject or occasion 197 • use personal
Determine the General Purpose, Specific Purpose, references or narratives 197 • ask rhetorical
Questions 197 • present a startling statement 197 •
and Thesis of a Speech 151
use humor 198 • incorporate Quotations 198 •
The General Purpose 152 state the specific purpose anD thesis 199
informative speeches 152 • persuasive speeches 152 •
Motivate the Audience to Listen 199
entertainment speeches 154
Forecast the Main Points 199
The Specific Purpose 154
Organize the Conclusion of Your Speech 201
The Thesis 155
Show That You Are Finishing the Speech 201
Audience Analysis: Connecting with the Listeners 156
Make Your Thesis Clear 201
Understand the Listeners’ Point of View 156
Review the Main Points 201
Captive versus Voluntary Participants 157
End with a Memorable Thought 201
Key Audience Information 157
Synthesize and Summarize 203
Demographic analysis 158 • psychological
analysis 160 Outline Your Speech 203
Ways to Learn about the Audience 162 Principles of Outlining 204
oBservation 162 • survey interviews 163 • The Preliminary Outline 204
Questionnaires 163 The Full-Sentence Outline 205
Use Information to Connect with Listeners 163 The Presentational Outline 208
summary 165 • Discussion starters 166 summary 211 • Discussion starters 211 •
answers and explanations 211
8 Research: Gathering
and Using Information 167 10 Managing Anxiety and
Develop a Research Plan 168 Apprehension When Delivering
Research: Gathering Information 169 Your Speech 212
The Internet as an Information Source 170 Managing Speech Anxiety 213
Social Media as an Information Source 171 Communication Apprehension 214
You as an Information Source 172 Symptoms of Speech Anxiety 214
x Contents
F
acebook founder Mark Zuckerberg said, “The thing students nationwide, REVEL is the newest, fully digital
that we are trying to do at Facebook is just help people con- way to deliver respected Pearson content.
nect and communicate more effectively.” This is exactly REVEL enlivens course content with media interac-
why we wrote Communication: Making Connections—to help tives and assessments—integrated directly within the
students “make connections” in their daily lives, to com- authors’ narrative—that provide opportunities for students
municate more effectively, and to strive to be successful to read about and practice course material in tandem. This
and productive citizens. Imagine what life would be like immersive educational technology boosts student engage-
without iPods, iPads, wireless Internet access, GPSs, or the ment, which leads to better understanding of concepts and
many forms of social media such as Facebook, Twitter, and improved performance throughout the course.
Snapchat that we use every day. Perhaps we cannot imag-
ine it because these tools are woven into the very fabric of Learn more about REvEL
our lives; we take them for granted as they become more http://www.pearsonhighered.com/revel/
and more an extension of who we are. It is clear that Zuck-
Rather than simply offering opportunities to read about
erberg and the founders of Google, Apple Computers, and
and study communication, REVEL facilitates deep, engag-
many other high-tech companies have, in fact, attained
ing interactions with the concepts that matter most. For
their ambitious goal of changing how we live.
example, in Chapter 1 while learning about the basics of
Clearly our world, particularly our social world, has
communication, students will encounter the “Self-Perceived
changed and will continue to change, perhaps more quickly
Communication Competence” self-assessment instrument
and dramatically than at any time in our past. Further—
to gauge their comfort in various communication scenarios
and a key point we’ll emphasize throughout the text—these
ranging from presenting a speech to talking with a friend.
changes have important implications for our communica-
After completing the survey, the student is shown what his
tion and for the communication field. As in previous edi-
or her responses say about his or her level of self-perceived
tions, we are committed to bringing readers the latest and
communication competence. By providing opportunities to
most up-to-date information regarding communication and
read about and practice communication in tandem, REVEL
its importance to our everyday lives.
engages students directly and immediately, which leads
We continue to be gratified and grateful that so many
to a better understanding of course material. A wealth of
instructors have chosen Communication: Making Connections
student and instructor resources and interactive materials
for their students. With this new edition, we remain com-
can be found within REVEL. Some of our favorites include:
mitted to our primary goal of helping students become more
competent communicators in a variety of contexts. We also • Short Speech and Conversation Excerpts Abundant
continue to strive for balance between thorough, straightfor- in-text excerpts from speeches and interpersonal con-
ward explanations of basic communication principles and a versations let students listen to audio clips while they
solid theoretical foundation supported by the latest research read, bringing examples to life in a way that a printed
findings. text cannot.
• videos and video Quizzes Video examples of sample
conversations, presentations, and discussions as well as
What’s New in the Tenth Edition? expert advice throughout the narrative boost mastery,
and many videos are bundled with correlating self-
REvEL™ checks, enabling students to test their knowledge.
Educational technology designed for • Interactive Figures Several interactive figures (such as
Chapter 2’s “Perceptual Differences” and Chapter 4’s
the way today’s students read, think, “Ladder of Abstraction”) give students a hands-on ex-
and learn perience, increasing their ability to grasp difficult con-
When students are engaged deeply, they learn more cepts. For instance, by interacting with the Perceptual
effectively and perform better in their courses. This simple Differences figure, students are able to more closely
fact inspired the creation of REVEL: an immersive learn- examine specific differences to help provide a complete
ing experience designed for the way today’s students read, understanding of the concept. The interactive “Ladder
think, and learn. Built in collaboration with educators and of Abstraction” also serves a unique purpose, allowing
xiii
xiv preface
students to take a step-by-step walk through the pro- • New Research Findings Every chapter is updated with
cess of refining language use to lessen the chance for the newest and most recent research findings and theo-
misunderstanding. retical perspectives.
• Integrated Writing Opportunities To help students • New Goal-Oriented Learning Objectives Learning
connect chapter content with personal meaning, each objectives appear at the start of each chapter, and each
chapter offers two varieties of writing prompts: the one is tied to a specific section of the product (in both
Journal prompt, which elicits free-form topic-specific REVEL and print). They highlight the specific concepts,
responses, and the Shared Writing prompt, which en- principles, and practices students will learn and actions
courages students to share and respond to each other’s or behaviors they will gain. Chapter summaries high-
responses to high-interest topics in the chapter. light each objective and provide a usable way to review
the chapter and ensure that objectives have been met.
For more information about all the tools and resources
in REVEL and access to your own REVEL account for • New Pedagogical Aids This edition, like previous ones,
Communication: Making Connections Tenth Edition, go to retains our commitment to the “making connections”
www.pearsonhighered.com/REVEL. theme—helping students understand communication
In addition to the immersive learning experience as the means of connecting with others. We have added
offered by REVEL, we’ve refined and updated the con- and updated research to support our theme, as well as
tent in this new edition. The introductory communication included several features:
course, with a solid foundation of rhetorical tradition, is • Sample Speech Excerpts In Chapter 9, a sample
constantly evolving, but its central premise, that com- informative speech is used to illustrate both the
munication remains the number-one skill that leads to full-sentence and the presentational outlines. In
success in both our professional and personal lives, re- Chapter 10, a sample outline illustrates the effec-
mains a constant. We take each revision seriously to en- tive use of PowerPoint for an informative speech.
sure we make it fresher, more useful, and more readable. In Chapter 11, the sample speech from Chapter 9
This edition is no exception, and we believe we have met is repeated, this time to illustrate an analysis and
our goal. evaluation of informational speaking. Finally,
in Chapter 12, a sample outline for a persuasive
• Increased Emphasis on Technology We provide up-
speech illustrates comprehensive analysis and eval-
dated information in this edition on communication
uation of persuasive speaking.
technologies, from texting to online social networking,
from blogging to web video. We explore the influence of • Chapter Summaries and Discussion Starters
technologies on our communication, beginning with an Chapter summaries are organized by learning objec-
expanded discussion of communication and technology tives to help students focus on what they were to
in Chapter 1. have learned and understood in each chapter. They
help students clarify what should be gained from
• Particular Focus on the Implication of Communication
reading each chapter. Discussion starter questions
via Social Media We emphasize the implications of
can be used as a springboard for classroom discus-
new communication technologies for the messages we
sions or used for individual study and review.
send and receive, such as the use of Facebook, Twitter,
Snapchat, Vine, and other social media tools; for how • Guidelines Boxed guidelines succinctly summarize
emotions are communicated online; and, ultimately, for key skill-oriented concepts.
our interactions and relationships. In addition, we have made specific changes in every
• Streamlined Coverage We recognize the increased chapter.
demands on time, so we have re-evaluated every line, • Part 1, Making Connections through Communication:
streamlining and editing to ensure that only the most rel- Chapter 1, on process and principles, includes a com-
evant information and research findings are presented pletely revised and updated section on communication
in the most useful and concise ways. and our technological society, an addition on social
• Numerous new examples In recognition of the need media in the communication and career development
to continuously update and refresh the book to keep section, a completely rewritten section on communica-
up with both the ever-changing world and the com- tion as transactional, a revised mass communication
munication discipline, we have replaced, updated, or section, a revised section on communication via social
added examples to be relevant to today’s students. media, and a new section on distinguishing social media
All new chapter openings make communication from face-to-face communication. Chapter 2, on percep-
come alive to students as they encounter real-world tion, includes a new and revised section on the percep-
experiences. tion process and a new section on interpretation based
preface xv
on verbal communication. Chapter 3, on the self, has an leadership, a revised section on discussing the problem
expanded section on the personal-social identity contin- and its solution (with the addition of functional theory,
uum that provides insight into intergroup connections which outlines three conditions for group success), and
that help us form our self-concept. Chapter 4, on verbal a new section on online conflict.
communication, features a stronger connection between • Appendix, Career Development: Preparing for Your
thinking and language choice. Our language choices Future: The fully updated appendix now includes a
reflect our thinking, and thus we need to choose lan- revised section on understanding qualities employers
guage carefully and be prepared to explain ourselves to seek, a section on conducting the job search, an updated
others who may not think as we do. Chapter 5, on non- list of suggestions for applying electronically, a section
verbal communication, includes a revised and updated on creating a website or blog, a section on creating a
section on what nonverbal communication is, expansion favorable first impression, and a new section on writing
of information on cultural emotional cues and non- a thank you note.
verbal differences, and a completely rewritten section
combining the ability to send and interpret nonverbal Organization of the Text
communication. Chapter 6, on listening, covers more
As in all previous editions, the chapters are arranged to
on the ways we think and how that affects listening. A
provide a practical and workable approach to teaching
new model of listening, the Harfield Cognitive Listening
the fundamentals of communication. Part One, “Making
Model, shows how different preferred modes of think-
Connections through Communication,” provides the
ing affect the way we listen and respond to others.
necessary background and basic principles for all com-
• Part 2, Connecting in the Public Context: Chapter 7, munication. Part Two, “Connecting in the Public Context,”
on topic selection and audience analysis, has a new em- helps students develop their speaking skills as they learn to
phasis on the thought process and discusses the effect of select a topic, analyze an audience, gather and use support-
social media as we search for speaking topics. Chapter 8, ing and clarifying materials, organize and outline speech
on gathering and using information, has been reorgan- material, deliver a speech with confidence, and effectively
ized and now includes a new section on the research inform and persuade an audience. Part Three, “Connect-
plan. Chapter 9, on organizing and outlining, places ing in Relational Contexts,” describes communication in
more emphasis on the analysis of organizing and outlin- relationships and small groups and teams.
ing. Chapter 10, on communication anxiety and speech Foundations are presented first. Then public commu-
delivery, has major changes, including discussions on nication skills are discussed, followed by interpersonal and
the use of social media to enhance presentations and group communication. We discuss public communication
using Prezi and PowerPoint as presentational aids, and skills early, before interpersonal communication, because
additional discussions on the cognitive aspect of man- we believe the confidence and skills of public speaking are
aging anxiety. Chapters 11 and 12, on informative and fundamental to all communication. To communicate effec-
persuasive speaking, show how technology and social tively throughout life—whether socially, on the job, in one-
media aid speech development. Both include outlines, to-one situations, in small groups, or before an audience—a
speeches, greater emphasis on analyzing and applying person must be able to communicate with confidence, sup-
information in chapters, and strategies for putting it all port and clarify his or her thoughts, organize information,
together for effective finished presentations. analyze those with whom he or she is communicating, and
• Part 3, Connecting in Relational Contexts: Chapter 13, inform and persuade effectively.
on interpersonal communication, is updated and This sequence of concepts is also based on the recogni-
now provides a solid understanding of the signifi- tion that, although students in an introductory communica-
cant theories (uncertainty management theory, social tion course must master a great deal of information before
information processing theory, social exchange theory, they give a speech, because of time constraints they need
interpersonal needs theory, dialectical theory, and social to begin preparing and presenting speeches as early in the
penetration theory) related to interpersonal communi- term as possible. Introducing public speaking skills first
cation. Chapter 14, on developing and maintaining provides a more even balance between speech presentations
relationships, includes new sections on interpersonal and other classroom activities, and curbs the tendency to
communication competence and relationship main- focus exclusively on speech making at the end of the term.
tenance strategies. Chapter 15, on group and team Considerable demands are placed on instructors and
communication, includes revised sections on defining students of introductory communication courses and a
what makes a group and a new section on using social wide variety of ways to teach them are available. Instruc-
media to establish group culture. Chapter 16, group and tors should feel free to organize the course in whatever
team participation, includes an expanded section on way is appropriate and meets the needs of their students.
xvi preface
followed by thought-provoking questions that yet their expressions and touch said everything. online or via text message? Are there risks?
The ever-changing array of technological options to help students reflect on issues and their own commu-
has added to the challenge of presenting and receiving nication behavior, and become more competent com-
messages—of communicating effectively with others. This municators. Many of these boxes are designed to emphasize
tenth edition focuses not only on the different commu- the role and importance of technology in our interactions.
nication channels available but also on the implications In addition, we’ve expanded our discussions of commu-
of media for our communication, for the quality of the nication via social media within the text and have em-
messages we send and receive. phasized technology and its influence in numerous other
“Making Connections for Success” boxes in each boxed features and text discussions. This feature allows
chapter are designed to encourage students to think criti- students to see how technology influences the messages
cally about communication in their lives. Each box con- we send and how it can both help and hinder competent
tains skill-building activities and stimulating questions communication.
review, retain, and master important chapter Competent Communicators Do! especially true of people who come from different cultural
backgrounds. For example, it is not unusual for someone
1. Separate fact from assumptions. It is easy to accept as- who lives in Europe or the Middle East to walk with
concepts. Boxed features reinforce the “making sumptions, but we must realize that assumptions are not someone of the same sex holding hands or kissing them
facts, nor are they always accurate. When we make as- on the check. How this might be perceived depends on
connections” theme throughout, demonstrating sumptions we are drawing conclusions with little or no basis differences in cultural norms or background.
of fact. Thus, we should label assumptions so that when we 5. Remember that perceptions are a function of the
how communication connects us in a variety communicate them, they are differentiated from facts. perceiver, the perceived, and the situation in which the
perception occurs. To ensure accuracy it is important to
2. Recognize your personal biases. We all have biases that
of contexts: the workplace, family, friends, can influence our perceptions, and we must be careful that
those biases don’t inaccurately slant our perceptions. We
understand that perception is in the eye of the beholder,
to understand what is perceived and why, and to take into
community, school, public communication should always qualify, when recognized, that our biases
may have influenced our communication about events,
account the situation or context of the perception.
6. Don’t be afraid to communicate to verify your
objects, and people.
settings, the Internet, and across cultures. They
will provide students with real-life examples
and help them better understand how to send
and receive communication more competently. In addition, each chapter
contains one, or more, “Guidelines” box. These guidelines clearly and
quickly summarize each chapter or section’s key skill-oriented concepts.
preface xvii
Angela Gibson, Shelton State Community College Theresa Tiller, Rose State College
Anne Grissom, Mountain View College Mary Anne Trasciatti, Hofstra University
Kelby K. Halone, Clemson University Beth Waggenspack, Virginia Polytechnic Institute
Roxanne Heimann, University of Northern Iowa and State University
Ted Hindermarsh, Brigham Young University Catherine Egley Waggoner, Ohio State University
Colleen Hogan-Taylor, University of Washington Gretchen Aggertt Weber, Horry-Georgetown Technical
David D. Hudson, Golden West College College
Mary Lee Hummert, University of Kansas Kathie A. Webster, Northwest Missouri State
David A. Humphrey, College of DuPage University
Stephen K. Hunt, Illinois State University Larry A. Weiss, University of Wisconsin at Oshkosh
Karla Kay Jensen, Nebraska Wesleyan University Cherie C. While, Muskingum Area Technical College
Kathryn C. Jones, Northern Virginia Community Karen Wolf, Suffolk Community College
College, Annandale Campus David W. Worley, Indiana State University
Erik Kanter, Virginia Tech University
Finally, thanks to those who provided analysis of the
Alyssa Kauffman, Suffolk County Community College
tenth edition and made recommendations and suggestions
Thomas J. Knutson, California State University at
for this new edition:
Sacramento
Charles J. Korn, Northern Virginia Community College Roxanne Heimann, University of Northern Iowa;
Donald L. Loeffler, Western Carolina University Charles J. Korn, Northern Virginia Community
Louis A. Lucca, La Guardia Community College (CUNY) College-Manassas
Mary Y. Mandeville, Oklahoma State University Joseph Ganakos, Lee College
Corinne E. Morris, Northeast Community College Dr. Cora Ann Williams, Lone Star Kingwood
William L. Mullen, Liberty University Amy Lenoce, Naugatuck Valley Community College
Kay E. Neal, University of Wisconsin, Oshkosh Charlotte Toguchi, Kapiolani Community College
Dan O’Rourke, Ashland University Bob Alexander, Bossier Parish Community College
Nan Peck, Northern Virginia Community College
Kelly Petkus, Austin Community College
Sandra E. Presar, West Virginia Wesleyan College Some Concluding Comments . . . and a
Marlene M. Preston, Virginia Polytechnic Institute Request for Your Thoughts
and State University It is time to ask for your help again. As we have in previous
Richard G. Rea, University of Arkansas editions, we spared no effort to make this new edition the
Marc E. Routhier, Frostburg State College best ever. Although we are always striving for perfection,
Thomas Ruddick, Edison Community College we more often than not fall short on some things. There is
Jared Saltzman, Bergen Community College always room for improvement! We sincerely request your
Susan Schuyler, University of Wisconsin, La Crosse comments. If there’s something you feel can be improved,
Marilyn M. Shaw, University of Northern Iowa please let us know. Write, call, fax, or email us at one of the
Donald B. Simmons, Asbury College contacts below. We will listen and respond to your com-
Cheri J. Simonds, Illinois State University ments as quickly as possible. Thank you in advance for
Donald Smith, Northern Virginia College your help.
xx
About the Authors xxi
Joe is an active member of the National Communication State University, and a bachelor’s degree in mass commu-
Association and Central States Communication Association, nication from Mansfield University. Joe resides in Clemson,
where he has held several leadership roles; serves on edito- South Carolina, with his wife, Chrissy, and their children,
rial boards for several journals; and is Consulting Editor Claire and Owen. As of this writing, they are participating
for Forums for Communication Education and an Associate in Clemson University’s Faculty in Residence program and
Editor for Journal of the Scholarship of Teaching and Learning. make their home in a first-year student residence hall on
Joe received his Ph.D. in communication studies from Ohio campus. Together, they enjoy spending time with students in
University, a master’s degree in communication from Illinois their community and cheering for the Clemson Tigers!
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Part 1 Making Connections through Communication
Chapter 1
Connecting Process
and Principles
»Sinä päivänä kuin minä pelkään, luotan minä Sinuun.» ps. 66:4.
National Sermons.
M.S. Letters.
Westminster Sermons
National Sermons
Water of Life—Sermons.
Village Sermons.
V.