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DK
PS
DK Guide to Public Speaking
Lisa A. Ford-Brown 3rd Edition

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Library of Congress Cataloging-in-Publication Data
Names: Ford-Brown, Lisa A. author.
Title: DK guide to public speaking / Lisa A. Ford-Brown, Columbia College.
Description: 3rd edition. | Boston : Pearson, 2017. | Includes
bibliographical references and index.
Identifiers: LCCN 2016020580 | ISBN 9780134380896
Subjects: LCSH: Public speaking—Handbooks, manuals, etc.
Classification: LCC PN4129.15 .F67 2017 | DDC 808.5/1—dc23
LC record available at https://lccn.loc.gov/2016020580

1 16

Student Edition
ISBN-10: 0-13-438089-4
ISBN-13: 978-0-13-438089-6
Contents
TAB 1: STArTinG
Chapter 1 1.1 Using the skills 2 1.5 Be an ethical public speaker 14
Overview of In your public life 2 Understand ethics 14
Public Speaking 1 In your professional life 3 Support and endorse freedom of
In your personal life 3 expression 15
1.2 The process of communicating 4 Value diversity 15
1.3 Be a successful public speaker 6 Be sensitive to the power of
Be audience centered 7 language 15
Be knowledgeable, creative, and Use evidence, logic, and reasoning 15
organized 7 Cite sources to avoid plagiarism 16
Use appropriate appeals 8 Accept responsibility for your
Use appropriate presentation communication 17
techniques 9 1.6 The creative process for public
Practice again and again 9 speaking 18
1.4 Overcome a fear of public Learning with this book 20
speaking 10
Understand what is happening 10 Chapter 1 Review 22
Face your fear head on 11
Learn techniques that work for you 12
Practice, practice, practice 13

Chapter 2 2.1 why you need to know your 2.5 Analyze the audience and
Getting to Know audience and situation 26 situation 38
Your Audience Make better speech decisions 27 Stop, think, and brainstorm 38
and Situation 25 Foster audience attention and Interview 39
goodwill 27 Survey 40
Feel more confident 27 Research 41
2.2 what you need to know about 2.6 Adapt to your audience and
your audience 28 situation 42
Attitudes 28 Adapt to external noise 43
Beliefs 29 Adapt to internal noise 43
Values 29
Chapter 2 Review 44
2.3 Traits to investigate 30
Personal traits 30
Psychological traits 32
Social traits 33
2.4 what you need to know about
the situation 36
Place and audience size 36
Time 37
Occasion 37

co n t e n t s
iii
Chapter 3 3.1 Select a topic 48 3.4 Construct a working outline 62
Selecting Your Identify the general purpose 48 Chapter 3 Review 64
Topic and Create an idea bank 49
Practical Pointers for Tab 1 66
Purpose 47 Select your topic 53
3.2 Narrow your topic 54
3.3 Create a central idea 56
Identify the specific purpose 56
Identify the central idea 58
Evaluate your central idea 60

TAB 2: reSeArChinG

Chapter 4 4.1 Locating support materials 68 4.4 On the internet and in libraries 86
Locating Support 4.2 The internet 70 Government resources 86
Materials 67 Search engines 70 Reference works 87
Commercial websites 72 4.5 interviews 88
Nonprofit organization websites 73 Prepare for the interview 89
Blogs 74 Conduct the interview 90
Personal websites 75 Use media-assisted interviews 91
4.3 The library 76 4.6 Surveys 92
The catalog 77 Create the survey 93
Databases 78 Conduct the survey 95
Books 80 4.7 Researching effectively 96
Newspapers 81 Prepare to research 96
Magazines 82 Be an ethical researcher 97
Newsletters 83 Take thorough notes 98
Journals 84 Gather citation information 99
Reference librarians 85 Chapter 4 Review 100

Chapter 5 5.1 Types of support materials 104 5.3 evaluate support materials 114
Selecting and Facts 104 Accuracy 114
Testing Support Definitions 104 Currency 115
Materials 103 Testimony 105 Completeness 116
Examples 106 Trustworthiness 116
Statistics 108 Suitability 117
5.2 Determine types of sources 5.4 Use materials effectively 118
to use 110 Quote and paraphrase 118
Personal knowledge 110 Use materials purposefully and in
Primary vs. secondary sources 111 different ways 119
Scholarly vs. popular sources 112 5.5 Cite sources orally 120
Consider your topic needs 113 Collect necessary content 120
Create and deliver oral citations 122
Chapter 5 Review 124
Practical Pointers for Tab 2 126

iv co n t e n t s
TAB 3: CreATinG
Chapter 6 6.1 Parts of an outline 128 6.3 Types of outlines 136
Outlining Your Introduction 129 Working outline 136
Speech 127 Body of the speech 129 Preparation outline 137
Conclusion 129 Delivery outline 142
Source page 129 6.4 Link your speech parts 144
6.2 Create an effective outline 130 Transitions 144
Record the topic, specific purpose, Signposts 145
and central idea 130 Internal previews 145
Use full sentences 130 Internal reviews 145
Cover only one issue at a time 131 6.5 Cite sources in your outline 146
Develop the introduction and 6.6 Create a source page 148
conclusion 131 Follow format requirements 149
Use correct outline format 132 Create proper entries 149
Use balanced main points 134 Chapter 6 Review 152
Employ subordination 134
Plan out formal links 135
Use proper citations 135

Chapter 7 7.1 Organizational strategies 156 7.2 Make a speech out of a strategy 164
Organizing the Chronological 158 Select a strategy 164
Speech Body 155 Topical 159 Discover your main points 164
Spatial 159 Create your main points 166
Causal 160 Expand with subpoints 168
Comparative 160 Chapter 7 Review 170
Problem–solution 161
Monroe’s motivated sequence 162

Chapter 8 8.1 what an introduction should do 174 8.4 what a conclusion should do 182
introducing and Capture your audience’s attention 174 Signal the ending 183
Concluding Your Build your credibility early 175 Summarize 183
Speech 173 Demonstrate audience relevance 175 Elicit a response 183
Introduce the topic and preview the Create an impact one last time 183
speech 175 8.5 “wOw” statements 184
8.2 Attention-getters 176 Stories, narratives, illustrations, or
Facts and statistics 176 anecdotes 184
Stories, narratives, illustrations, or Quotations 184
anecdotes 177 Humor 185
Quotations 177 Rhetorical questions 185
Humor 178 Challenges to the audience 185
Questions 178 References back to the introduction 185
References 179 8.6 Organizing a conclusion 186
8.3 Organizing an introduction 180 Chapter 8 Review 188
Practical Pointers for Tab 3 190

co n t e n t s
v
TAB 4: PreSenTinG

Chapter 9 9.1 what makes language Be conversational 199

Using Language important 192 Be appropriate 200
Successfully 191 Meaning 192 Be distinctive 201
Culture 194 9.3 Boosting your distinctiveness 202
Power 195 Use vivid language 202
9.2 Using language effectively 196 Use speech devices 206
Be clear 196 Chapter 9 Review 208
Be correct 197
Be specific 198

Chapter 10 10.1 elements of vocal delivery 212 Memorized speaking 223

Delivering Your Pitch 212 Impromptu speaking 223
Speech 211 Volume 213 10.4 Preparing for an extemporaneous
Rate 213 speech 224
Pause 214 Read aloud the preparation outline 224
Variety 215 Consider your support materials 225
Pronunciation 216 Prepare your delivery outline 225
Articulation 217 Prepare your presentation aids 225
Dialect 217 Practice multiple times 226
10.2 elements of physical delivery 218 Do a final “dress rehearsal” 226
Appearance 218 Prepare for questions 227
Eye contact 219 Prepare for the day of the speech 227
Facial expression 220 10.5 Mediated presentations 228
Gestures 220 Establish the type of presentation 229
Movement 221 Analyze your audience 230
Posture 221 Learn to use the technology 231
10.3 Methods of delivery 222 Prepare and practice 232
Extemporaneous speaking 222 Deliver the presentation 233
Manuscript speaking 223 Chapter 10 Review 234

Chapter 11 11.1 Types of presentation aids 238 Posters 249

Using Actual items 239 Handouts 250
Presentation Models 239 Flip charts 251
Aids 237 Photographs 240 Advanced technology 252
Drawings 240 11.4 Crafting an effective aid 254
Charts and tables 241 Follow good design principles 254
Graphs 241 Give yourself enough time 257
Media 244 11.5 Using presentation software 258
11.2 Determine what aids you need 246 Create a storyboard 259
Establish their purpose 246 Begin with software basics 260
Select the best type 247 11.6 Using aids successfully 264
Consider how to display them 247 Chapter 11 Review 266
11.3 Methods for displaying aids 248
Chalkboards and whiteboards 248 Practical Pointers for Tab 4 268

vi co n t e n t s
TAB 5: LiSTeninG & evALUATinG
Chapter 12 12.1 why listening is important 270 12.4 what can prevent listening 276
Listening 269 Your knowledge increases 270 Internal noise 277
You build better relationships 271 External noise 277
You fulfill your communicative 12.5 Helping your audience listen 278
responsibility 271 12.6 How you can listen more
12.2 The process of listening 272 effectively 280
12.3 Types of listening 274 Listen actively 280
Appreciative listening 274 Listen critically 281
Empathic listening 274 Chapter 12 Review 282
Informative listening 275
Critical listening 275

Chapter 13 13.1 why evaluation is important 286 13.3 who evaluates your speech 292
evaluating A “good thing” 286 You 292
Speeches 285 Teaches critical thinking skills 288 The audience 293
Builds your confidence 289 The instructor 294
Makes you a better communicator 289 Your classroom peers 294
13.2 evaluating speeches 290 Chapter 13 Review 296
The speech message 290
Practical Pointers for Tab 5 298
The speaker’s presentation 290

TAB 6: SPeAKinG TO infOrM

Chapter 14 14.1 informative speaking 300 Compose your introduction and 320
The informative 14.2 The creative process for conclusion
Speech 299 informative speaking 302 Sample preparation outline for an
14.3 Choose an informative topic 304 informative speech 322
Get to know the audience and 14.6 Prepare to present your
situation 304 speech 328
Create an informative idea bank 306 Language 328
Select and narrow your topic 307 Delivery 329
Identify your specific purpose 308 Presentation aids 329
Confirm the best type of speech 309 14.7 evaluate an informative
Identify your central idea 310 speech 330
Create a working outline 311 Listen effectively 330
14.4 Research the informative Evaluate the speech message 330
speech 312 Evaluate the presentation 331
14.5 Outline and organize an Chapter 14 Review 332
informative speech 314
Start with basic, effective outlining 314 Practical Pointers for Tab 6 334
Commit to a strategy 316
Construct main points 318
Organize support materials 319

co n t e n t s
vii
 TAB 7: SPeAKinG TO PerSUADe
Chapter 15 15.1 Persuasive speaking 336 15.5 Parts of an argument 348
Tools for 15.2 what a persuasive speech Claim 349
Persuading 335 should do 338 Evidence 349
Focus listeners’ options 338 Warrants 350
Appeal to a particular response 338 15.6 Types of arguments 352
Support a proposition of fact, value, Deduction 352
or policy 339 Induction 354
15.3 Traditional appeals 340 Analogy 355
Pathos 340 Cause 355
Mythos 341 Authority 355
Ethos 342 Chapter 15 Review 356
Logos 343
15.4 Modern appeals 344
Need 344
Harmony 346
Gain 346
Commitment 347

Chapter 16 16.1 The creative process for 16.4 Outline and organize a persuasive
The Persuasive persuasive speaking 360 speech 372
Speech 359 16.2 Choose a persuasive topic 362 Start with basic, effective outlining 372
Get to know the audience and Commit to a strategy 374
situation 362 Construct main points 375
Create a persuasive idea bank 364 Organize support materials into
Select and narrow your topic 365 arguments 375
Confirm the best type of speech 366 Compose your introduction and
Identify your specific purpose 367 conclusion 376
Identify your central idea 368 Sample preparation outline for a
Create a working outline 369 persuasive speech 378
16.3 Research the persuasive 16.5 Prepare to present your
speech 370 speech 386
Language 386
Delivery 387
Presentation aids 387
16.6 evaluate a persuasive speech 388
Listen effectively 388
Evaluate the speech message 389
Evaluate for fallacies 389
Evaluate the presentation 394
Chapter 16 Review 396
Practical Pointers for Tab 7 398

viii co n t e n t s
TAB 8: SPeAKinG On SPeCiAL OCCASiOnS
Chapter 17 17.1 Special occasion speech Practice your speech 407
Speeches for purposes 400 Evaluate the speech 407
Special To celebrate 401 17.4 Types of special occasion
events 399 To commemorate 401 speeches 408
To inspire 401 Toast or roast 408
To entertain 401 Speech of introduction 410
17.2 The creative process for special Speech of award presentation 411
occasion speaking 402 Speech of award acceptance 412
17.3 writing a special occasion Eulogy or tribute 413
speech 404 Speech of inspiration 414
Determine the purpose and type 404 After-dinner speech 418
Analyze the audience and situation 405 Chapter 17 Review 420
Focus on a central idea 406
Practical Pointers for Tab 8 422
Research your speech 406
Outline and organize your speech 407

TAB 9: SPeAKinG in PrOfeSSiOnAL & GrOUP SeTTinGS

Chapter 18 18.1 Communicating in an Presenting 434

On-the-Job interview 424 Evaluating 435
Speaking 423 Conducting an interview 424 18.3 Communicating in a meeting 436
Being interviewed 426 Lead 436
18.2 Creating a business Participate 437
presentation 430 18.4 Communicating in a review 438
Starting 431 Chapter 18 Review 440
Researching 432
Creating 433

Chapter 19 19.1 what makes a small group 444 19.4 How groups present findings 452
Speaking in 19.2 Roles in a small group 446 Determine the formats 452
Small Groups 443 Leader 446 Create the presentation 453
Member 448 Give the presentation 453
19.3 How groups make decisions or Listen and evaluate 453
solve problems 450 Chapter 19 Review 454
Practical Pointers for Tab 9 456

NCA’s Learning Outcomes in Communication 457

Glossary 470
Bibliography 481
Notes 482
Credits 484
index 489

co n t e n t s
ix
how to THe CReATive PROCeSS fOR PUBLiC SPeAkiNG

Use This
Book
This book contains nine tabs.
1
STARTiNG
2
ReSeARCHiNG
Tabs 1–5 explain the creative
process for public speaking,
and Tabs 6–9 discuss the Chapter 1 Chapter 4
basic types of speaking. The Overview Of PubliC lOCating SuPPOrt
chart to the right gives a quick SPeaking MaterialS
overview.  Page 1  Page 67
Chapter 2 Chapter 5
Within the chapters, headings getting tO knOw SeleCting and
are in question-and-answer YOur audienCe and teSting SuPPOrt
format—to ask common SituatiOn MaterialS
questions that beginning  Page 25  Page 103
speakers have and to provide Chapter 3
clear answers. Each chapter- SeleCting YOur
opening contents section also tOPiC and PurPOSe
serves as a list of learning  Page 47
objectives for that chapter.
Every chapter ends with a TyPeS Of SPeAkiNG
Chapter Review section
that reinforces these learning

6 7
objectives by reviewing them
one more time.

See pages 20–21 for more tips

on using this book to study and SPeAkiNG TO SPeAkiNG TO
to create a speech. iNfORM PeRSUADe

Chapter 14 Chapter 15
the infOrMative tOOlS fOr
SPeeCh PerSuading
 Page 299  Page 335
Chapter 16
the PerSuaSive SPeeCh
 Page 359

x H o w to u s e t H i s b o o k
3
CReATiNG
4
PReSeNTiNG
5
LiSTeNiNG &
evALUATiNG

Chapter 6 Chapter 9 Chapter 12

Outlining YOur uSing language liStening
SPeeCh SuCCeSSfullY  Page 269
 Page 127  Page 191 Chapter 13
Chapter 7 Chapter 10 evaluating SPeeCheS
Organizing the delivering YOur  Page 285
SPeeCh bOdY SPeeCh
 Page 155  Page 211
Chapter 8 Chapter 11
intrOduCing and uSing PreSentatiOn
COnCluding YOur aidS
SPeeCh  Page 237
 Page 173

8
SPeAkiNG ON
SPeCiAL OCCASiONS
9
SPeAkiNG iN
PROfeSSiONAL
& GROUP SeTTiNGS

Chapter 17 Chapter 18
SPeeCheS fOr SPeCial On-the-JOb SPeaking
eventS  Page 423
 Page 399 Chapter 19
SPeaking in SMall
grOuPS
 Page 443

H o w to u s e t H i s b o o k
xi
What’s new in This edition
1
revel™ Educational technology designed for the way today’s students read, think, and learn

When students are engaged deeply, they learn
more effectively and perform better in their
courses. This simple fact inspired the creation
of Revel: an immersive learning experience
designed for the way today’s students read,
think, and learn. Built in collaboration with
educators and students nationwide, Revel
is the newest, fully digital way to deliver
respected Pearson content. Revel enlivens
course content with media interactives
and assessments—integrated directly
within the author’s narrative—that provide
opportunities for students to read about and
practice course material in tandem. This
immersive educational technology boosts
student engagement, which leads to better
understanding of concepts and improved
performance throughout the course.
Learn more about revel
http://www.pearsonhighered.com/revel/
In every chapter, interactive features promote
comprehension and mastery of core concepts
in ways that will engage students. These
features include:
• Audio Excerpts – In-line audio allows
students to hear short speech excerpts as
they read, giving them a better appreciation
of these examples than can be gained from
a printed text. These excerpts are identified
in color both in print and in Revel and are
identified by red audio buttons in Revel.

xii w H at ’s n e w i n t H i s e d i t i o n
• Full-Length Speech Outlines with
Audio Annotations – Three complete
preparation outlines (two informative, one
persuasive) and one complete transcript
(speech of inspiration) of student speeches
are accompanied by audio annotations
that highlight good outlining form and
explain some of the choices the speakers
made while preparing their outlines and
speeches.
• Videos with Accompanying Video
Self-Checks – Videos bring to life additional
examples, speeches, and explanations of
communication principles across a variety of
public speaking situations. Sample speeches
allow students to see speeches being
delivered and provide extra help for students
in developing and delivering their own
speeches. Many videos are accompanied
by video self-checks that allow students
to test their knowledge of the content and
information in the videos.
• Self-Assessments – Self-assessment
instruments and other self-reflexive activities
allow students to analyze their own
communication styles, enabling them to learn
and grow as a speaker over the duration of
the course.
• Interactive Figures – Figures and
illustrations in the text (such as the
transactional process of communication and
Maslow’s hierarchy of needs) have been
animated to make complex concepts easier to
understand through interactivity.
• Integrated Writing Opportunities –
Questions for review and reflection are
integrated into the text, giving students
an opportunity to stop and think about the
content presented and to respond in a written
format. These writing opportunities take the
form of Journal prompts for individual student
response and Shared Writing prompts that
allow students to respond to and discuss the
same questions as their classmates.
For more information about all the tools
and resources in Revel and access to your
own Revel account for DK Guide to Public
Speaking, go to www.pearsonhighered.com
/revel
w H at ’s n e w i n t H i s e d i t i o n
xiii
2
Additional incorporation of learning objectives: Learning objectives are emphasized
throughout. As in previous editions, each chapter module starts with an objective-reinforcing
question that students should be able to answer completely after reading the chapter.
Additionally, each chapter’s table of contents and review section pair the
3
Expanded coverage of
mediated presentations:
More information on
analyzing the mediated
audience, using technology,
finding tutorials, preparing
and practicing, recording,
and delivering video will
help students give effective
mediated presentations.
Videos in Revel show
recorded speeches, virtual
meetings, and more.
xiv w H at ’s n e w i n t H i s e d i t i o n
headings and objectives,
and objectives are
repeated at the bottoms
of pages. Each Revel
interactive is designed
to further support the
objectives, providing
opportunities for
application, self-checks,
and reflection.
OBJECTIVE 10.5: ILLUSTRATE HOW TO PREPARE FOR A MEDIATED PRESENTATION
10.5 How Do
You Prepare
for a Mediated
Presentation?
1 Establish the Type of Presentation
2 Analyze Your Audience
3 Learn to Use the Technology
4 Prepare and Practice
5 Deliver the Presentation
228 CHAPTER 10 DELIVERING YOUR SPEECH
Increasingly, you may be asked to deliver a
mediated speech. Mediated presentations
use technology as a channel outside of the
speaker or audience to exchange a message.
For example, if you video record your speech
and your instructor or classmates watch
the video at another time, you are giving
a mediated presentation. Likewise, if your
boss asks you to give a presentation during
a web-based virtual meeting or you give an
opinion segment on the radio, you are giving
a mediated presentation. Depending on
the situation and technology available, you
might need to give a mediated presentation
using only a video recording device, or online
mediated tools such as podcasts, webinars,
screencasts, slide narrations, or hangouts
(interactive group video chats).
Much of what you have learned about
public speaking will assist you with a
mediated presentation. However, the fact that
your audience can be more of an unknown
and may be in another place, viewing or
dynamics of the process.
If you are asked to give a mediated
presentation in speech class, it is most often
a prerecorded video shared electronically.
However, a speech delivered with audience
interaction via online tools, such as
GoToMeeting, WebEx, or Google Hangouts is
becoming more common. In the professional
world, live, recorded, and hybrid presentations
(combination of live and recorded) are
common.
1
Establish the Type of Presentation
The first step in creating a mediated • What tools are readily available for me to
presentation is to determine the type of use? What do I know how to use? Which
mediated presentation you are required to would be best for my speech situation
give or that would be best for your speech
situation. Online education scholars typically
and topic?
• Do I need to record the speech and
classify mediating tools as supporting electronically share it with the audience?
either asynchronous engagements or
• Will my entire audience view the speech
synchronous engagements. Often your
from a shared prerecorded video?
audiences will be more complex and the
• Will a portion of my audience be either
mediating tools will assist you in hybrid
engagements. See the table below. present in the room or able to interact via
an online or other mediating tool?
To determine the type, ask:
• Will this be a single-speaker event, an Some online speech courses require you to
interview, or a panel discussion? How locate a specified number of adult audience
will the interview members or panel and members to be present as you record or give
the audience interact? the speech. In this case, you know a portion
of your audience is interacting in real time
and the rest is not.
TYPE OF MEDIATED ENGAGEMENT STYLES EXAMPLES
PRESENTATION
Recorded Asynchronous engagements Sharing prerecorded video or audio—on
occur when the speaker and YouTube or Pearson’s MediaShare, for
audience interaction is not in example—where the audience is not
real time. present when the presentation is recorded
(e.g., narrated slide shows or product
demonstrations)
Live Synchronous engagements Video or web conferencing or teleconferencing
occur when the speaker and the (e.g., real-time WebEx or Skype meetings
audience interact in real time where the entire audience is mediated)
via some sort of mediation.
Hybrid Hybrid engagements occur This could be a speech with some combination
when part of your audience is of a physically present audience interacting in
interacting in real time and a real time, a mediated audience not in real time,
subset of the audience is not. and/or a mediated audience interacting in real
time.
OBJECTIVE 10.5: ILLUSTRATE HOW TO PREPARE FOR A MEDIATED PRESENTATION
229
 4
Updated MLA citation style: MLA
citation guidelines and examples
have been fully updated to reflect the
MLA Handbook, 8th edition. Writing
exercises in Revel help students
practice citing sources.

5
New speech outlines and examples: Two new, complete, annotated
preparation outlines of informative student speeches are featured in
Chapters 6 and 14, along
with new related examples
(working and delivery
outlines, introductions and
conclusions, and more).
Many other new and updated
examples appear throughout,
including a new speech
of introduction and a new
after-dinner speech excerpt.
Revel includes audio for
annotations and many
excerpts.

6
New sample presentation
aids and illustrations:
Chapter 11 includes new
sample slides and updated
templates from PowerPoint
and Prezi. Many other
illustrations and photos have
been updated throughout the
text, including library portal
and database examples.

w H at ’s n e w i n t H i s e d i t i o n
xv
Additional features
A powerfully visual DK design and comprehensive coverage combine for an easy-to-
navigate resource that equips students with the tools to be effective public speakers. Based
on extensive research and usability studies, this guidebook gives students the practical
information they seek, supported by the concepts and theories instructors want.

1 OBJECTIVE 1.6: SUMMARIZE THE CREATIVE PROCESS FOR PUBLIC SPEAKING

Designed for easy 1.6 What Is the Creative Process

for Public Speaking?
navigation and Composing and presenting a

1 2 3 4 5
speech may seem daunting if

use: Tabs, color- you view the process only as

a whole, but you can break it
down into workable parts. The

coded chapters,
practical information through-
out this book will help you. STARTING RESEARCHING CREATING PRESENTING LISTENING &
This chart shows the basic EVALUATING
activities you will use to create a

process charts, successful speech. Although the

process may look linear, you will
frequently move back and forth
Chapter 1
OVERVIEW OF PUBLIC
SPEAKING
Chapter 4
LOCATING
SUPPORT MATERIALS
Chapter 6
OUTLINING YOUR
SPEECH
Chapter 9
USING LANGUAGE
SUCCESSFULLY
Chapter 12
LISTENING
Be an active, ethical, and

and question-and-
between activities. Understand the Find support materials Start with a working Write your speech using effective listener who
basic processes of through the Internet, the outline, create a language that is familiar, can overcome barriers to
communicating and library, interviews, and preparation outline, and concrete, appropriate, listening and who shares
public speaking. Know surveys. include a citations page. and vivid. Use devices like responsibility in the

answer heading
what it means to be Create a delivery outline repetition and parallelism communication process.
ethical. Learn strategies to use during your to engage your audience.
Chapter 5
for overcoming anxiety. speech.
SELECTING AND Chapter 13
TESTING SUPPORT Chapter 10

formats help
EVALUATING SPEECHES
Chapter 2 MATERIALS Chapter 7 DELIVERING YOUR Determine the
GETTING TO KNOW Learn how to effectively ORGANIZING THE SPEECH effectiveness and
YOUR AUDIENCE AND evaluate, choose, and SPEECH BODY Strive to be natural, appropriateness of a

students quickly
SITUATION use a variety of support Identify your main enthusiastic, confident, speech’s topic, support
Know who you are materials. points and choose an engaging, and appropriate materials, organization,
speaking to as well as organizational strategy. in your delivery. Practice! and language as well as
where, when, and why a speaker’s delivery and

find answers to
you are speaking. ethics.
Chapter 8 Chapter 11
INTRODUCING AND USING
Chapter 3 CONCLUDING YOUR PRESENTATION AIDS

questions on any
SELECTING YOUR TOPIC SPEECH Know when and how to
AND PURPOSE Create an introduction use presentation aids
Select the topic that best that gets attention and to capture attention,
fits you, your audience, sets up your credibility enhance your credibility,

part of the speech and the occasion. Define and your speech. Create and help your audience
the purpose of your a conclusion that sums understand and
speech. up and ends with impact. remember your speech.

process. Blue cross- 18 CHAPTER 1 OVERVIEW OF PUBLIC SPEAKING OBJECTIVE 1.6: SUMMARIZE THE CREATIVE PROCESS FOR PUBLIC SPEAKING
19
references guide
students to related
sections. Revel includes links between the table of contents, chapter contents, and
modules to help students navigate the text.

2 OBJECTIVE 1.2: EXPLAIN THE TRANSACTIONAL COMMUNICATION PROCESS

1.2 What Is the Process of

Communicating?
Public speaking is a communication process
and best understood when represented as
a model where several parts interact and
influence each other.
If you have the ability to carry on an ordinary
conversation, you have the ability to speak
publicly. The between public
speaking and everyday conversation is that

Presents concepts SPEAKER CHANNEL MESSAGE FEEDBACK AUDIENCE

• The speaker is the person who initiates
and is responsible for most of the message.
• The audience is the person or persons
public speaking requires a more formal
structure, use of language, and delivery style.
For years, we considered the process

visually, supported by
of communicating to be like a one-way
receiving the speaker’s message and
street—information from the sender
contributing feedback.
to the receiver, but not the other way around.
• The message consists of the verbal Then we viewed it as a two-way street, with

text: The pairing of visuals

and nonverbal ideas encoded by the information traveling separately on each
speaker and decoded by the audience. respective side of the street but not at the
In the diagram on the previous page, same time—to and from, back and forth.
encoding (the process of conveying) and Today, we view communication as a much

and detailed explanations

decoding (the process of interpreting)
are illustrated by the double arrows on
either side of the “Message & Feedback”
element.
more complex process that is transactional. It
is a transactional process because:
• The people involved in the act of
communicating are actively and

allows students to get

• Feedback consists of the verbal or simultaneously sending as well as
nonverbal messages encoded by the receiving information.
ME
SS audience and decoded by the speaker.
AG • Participants view their communication
E& • The channel is the means of getting the

an overview at a glance
as intentional.
FE message across, such as a voice over the
ED • The transfer of information between
BA airwaves or visual messages in the form
CK them takes place within a particular
of nonverbal or visual aids. situation bound by relationship and culture.

and read on for specifics.

• Noise is anything that interferes with the
You should view the speaker and the
message or feedback, such as external
audience as co-communicators in the
sounds or internal fear or illness.
process, giving them almost equal
• The situation is the location and time in responsibility and power in creating as well

In Revel, many visuals

COMMON
GROUND which the communication takes place. as understanding the message.
• Background refers to the speaker’s
and the audience’s identities and life

are animated to further

experiences.
• Common ground refers to the overlap
within the speaker’s and audience’s
identities and life experiences.

help students understand BACKGROUND

NOISE SITUATION

concepts. 4 CHAPTER 1 OVERVIEW OF PUBLIC SPEAKING OBJECTIVE 1.2: EXPLAIN THE TRANSACTIONAL COMMUNICATION PROCESS
5

xvi a d d i t i o n a l f e at u r e s
3
Driven by examples: This text teaches by example with its
intricate weaving of scenarios, annotated speeches, and diverse
examples in an
easy-to-find blue
font, including
comparisons of
ineffective and
effective techniques.
In Revel, many
examples include
audio clips so
students can hear as
well as see speech
excerpts, oral
citations, and more.

4
Emphasizes confidence-building: Starting with a section in Chapter 1 on overcoming
apprehension, the text then features blue “Confidence Booster” sections throughout to
help students deal
with fears and
be well prepared.
Revel includes
videos and self-
assessments that
students can use to
further understand
and control their
anxiety.

a d d i t i o n a l f e at u r e s
xvii
5
Emphasizes ethics at every stage:
Building on ethics and avoiding plagiarism,
“Practicing Ethics” sections are integrated
into each chapter. Many of these sections
in Revel are paired with a Journal prompt
or other writing exercise.

6 LOC #8: Utilize Communication to Embrace Difference

ABILITIES REFER TO …

Correlates with NCA learning outcomes: • Recognize individual and cultural similarities and
differences.
Tab 1 STARTING
Chapter 1

Learning objectives correlate with the National
• Appreciate individual and cultural similarities and 1.3.1 Be audience centered, 7
differences. 1.5.2 Support and endorse freedom of expression, 15
1.5.3 Value diversity, 15
• Respect diverse perspectives and the ways they
Chapter 2

Communication Association’s Learning Outcomes in • Articulate one’s own cultural standpoint and how it
affects communication and world view.
Getting to know your audience and situation, 25–43

Tab 4 PRESENTING
• Demonstrate the ability to be culturally self-aware.

Communication. A guide in the back of the book • Adapt one’s communication in diverse cultural
contexts.
Chapter 9
Using language successfully, 191–207
Chapter 10

points to where each outcome is addressed in the text.

Delivering your speech, 211–233

Tab 5 LISTENING & EVALUATING

Chapter 12

Revel includes links to the relevant chapters and 12.4 What can prevent effective listening? 276–277

Tab 6 SPEAKING TO INFORM

learning objectives. Chapter 14

14.3.1 Get to know the audience and
situation, 304–305
14.4 How do you research the informative
speech? 312–313

Tab 7 SPEAKING TO PERSUADE

Chapter 16
16.2.1 Get to know the audience and
situation, 362–363

Tab 8 SPEAKING ON SPECIAL OCCASIONS

Chapter 17

7
17.3.2 Analyze the audience and situation, 405

468 NCA’S LEARNING OUTCOMES IN COMMUNICATION

Based on how students do research: The research

chapters in Tab 2 are designed around the astounding
array of resources
available to students
today. Coverage
emphasizes how to
evaluate sources and
how to cite them
orally and in written
form. Revel includes
audio and video
examples of using
and citing sources in
speeches as well as
interactive writing
exercises to practice
creating citations.

xviii a d d i t i o n a l f e at u r e s
8
Includes checklists and
tip boxes for practical
application: Extensive use
of checklists gives students
practical tools to help them
create and evaluate their
speeches at each stage of the
process. Tip boxes provide
useful information and
advice along the way. Revel features
interactive versions of the checklists.

9
Covers presentation aids in a truly visual way: Chapter 11, “Using Presentation Aids,”
takes full advantage of the cutting-edge and visual nature of the text to explain and showcase
the variety of aids available to students today—and the best ways to maximize their use.
Videos in Revel show additional examples as they are incorporated into speeches.

PREZI As you design your prezi, think about the story you want to tell and how to move your audi-
Prezi is a presentation tool that helps you translate your speech into a visual concept map h or spin around path
combining words, images, links, and/or videos into a nonlinear aid. Instead of moving through points. That can confuse your audience and even cause motion sickness for some. Make your
a series of slides, Prezi lets you zoom in and out across a large area—known as a canvas—that path flow easily from one point to another.
uses movement and 2.5D visualization. You can create a public account for free at prezi.com. Questions to ask as you build a prezi:
This allows you to use the public editor and save a few prezis to the cloud. Be careful; all prezis • How can I use my canvas to better inform or
created with the public editor are available for anyone on the Internet to view. persuade my audience?
Top menu
Options and menus know by the end of the prezi?
on this bar allow you • What visuals might I use for each key point?
to do such tasks as • Am I using too much text? Am I being consistent
preview the prezi, with layout and visuals? Am I using good design
add numerous types principles?
of frames, change
color themes, or insert
images, media, or • Does my prezi support my speech
PowerPoint slides. or does it do it all for me? (Your
prezi should not distract your
audience or outshine your speech
message.)

sound elements as suggested on

Left sidebar page 261?
Allows you to visualize
the paths and
navigate each as you
create their content.
Click on thumbnails to
zoom in on them.
TIP: Presenting a Prezi
GETTING STARTED Zoomable canvas • Have a backup plan in case the system fails. If you won’t have an Internet connection the day of your speech,
• Set up an account and choose “Create a new prezi.” The canvas is the you will need a downloaded, portable prezi to run on the computer. Remember, depending on how you
interactive surface where embedded any YouTube videos, they may only play with an active Internet connection or might be blocked
• Select or create a canvas template. The program has a blank option as well
you create the prezi. You by the system the day of your speech. You also cannot edit a portable prezi.
as predesigned templates, such as the one shown above.
can click directly on it to • Check that your path through the prezi relates to your speech outline.
add text or right-click on it
text, images, or video. to change the background • Know how to run the prezi. (For example, pressing ESC exits full-screen mode; you can zoom in and out with
• Consider your best color choices for the background and text. You can color. a mouse wheel or the + or – tools on the right sidebar in presentation mode. You can show the prezi in full
customize your canvas. screen by clicking on the button in the bottom right corner.)
• Edit the path you want the prezi to take by clicking on Edit Path, located • Rehearse using the prezi (in the speech event space, if possible).
on the left sidebar. • Check the equipment the day of the speech.
• Don’t rush though the presentation.

262 CHAPTER 11 USING PRESENTATION AIDS OBJECTIVE 11.5: SUMMARIZE HOW TO USE PRESENTATION SOFTWARE
263

a d d i t i o n a l f e at u r e s
xix
instructor and Student
resources
MediaShare A one-stop media-sharing tool that facilitates interactive learning

MediaShare is a learning application

for sharing, discussing, and assessing
multimedia. Instructors easily can
assign instructional videos to students,
create quiz questions, and ask students
to comment and reflect on the videos
to facilitate collaborative discussion.
MediaShare also allows students to
record or upload their own videos and
other multimedia projects, which they
can submit to an instructor and peers for
both evaluation via rubrics and
review via comments at time- MediaShare offers a robust library of pre-
stamped intervals. Additionally, created assignments, all of which can be
MediaShare allows students customized, to give instructors flexibility.
working in a group to submit a
single artifact for evaluation on
behalf of the group.

Assess students using customizable,

Pearson-provided rubrics or create
your own around classroom goals,
learning outcomes, or department
initiatives.

Grade in real time during in-class

presentations or review recordings
and assess later.

Set up learning objectives tied to

Record video directly from a tablet, phone,
or other webcam (including a batch upload
option for instructors) and tag submissions
to a specific student or assignment.
specific assignments, rubrics, or quiz
questions to track student progress.
Sync slides to media submissions for
more robust presentation options.

xx i n s t r u c to r a n d s t u d e n t r e s o u r c e s
 Set up assignments for students with
options for full-class viewing and
commenting, private comments between
you and the student, peer groups for
reviewing, or as collaborative group
assignments.

Use MediaShare to assign or view speeches,

outlines, presentation aids, video-based
assignments, role plays,
group projects, and more
Time-stamped comments provide
in a variety of formats
contextualized feedback that is easy to
consume and learn from.
including video, Word,
PowerPoint, and Excel.

Embed video from YouTube via assignments

to incorporate current events into the
classroom experience.

Ensure a secure learning environment for

instructors and students through robust
privacy settings.

Upload videos, comment on submissions,

and grade directly from our MediaShare
app, available free from the iTunes store
and GooglePlay. To download, search
for “Pearson MediaShare.”
Create quiz questions for video assignments
to ensure students master concepts and
interact and engage with the media.

Additional resources (ISBN 0-13-440315-0) is available at

www.pearsonmytest.com (instructor login
Key instructor resources include an
required).
Instructor’s Manual (ISBN 0-13-440310-X),
Test Bank (ISBN 0-13-440313-4), and
For a complete listing of the instructor and
PowerPoint Presentation Package
student resources available with this text,
(ISBN 0-13-440225-1). These supplements
please visit the Pearson Communication
are available at www.pearsonhighered.com
catalog at www.pearsonhighered.com
/irc (instructor login required). MyTest
/communication.
online test-generating software

i n s t r u c to r a n d s t u d e n t r e s o u r c e s
xxi
Acknowledgments
This book was a labor of love for many people,
and I was blessed to work with a great
team and to have folks from my professional
as well as personal lives offering support.
Thanks go to everyone whose work, input,
and contributions are reflected in this book,
including: at Pearson and Dorling Kindersley,
Karon Bowers (Publisher, Communication),
Brenda Hadenfeldt (Development Editor),
Stuart Jackman (Design Director for DK
Education), Laura Coaty (Director of Learner
Insight), Sophie Mitchell (Publishing
Director for DK Education), Becky Brown
(Product Marketer), and Kelly Ross (Senior
Field Marketing Manager); Tharon Howard,
Director of the Clemson University Usability
Testing Facility, and his team, including
Wendy Howard; undergraduate students
at both Clemson University and Tri-County
Technical College who participated in
usability studies; undergraduate students at
the University of Cincinnati who participated
in focus groups; Faculty Advisory Board
members, additional focus group participants,
and reviewers (listed on pages xxiii-xxvi);
student and research assistants Gabrielle
Mistretta, Steven Dotson, Crystaldawn Arnold,
Jared Reichel, and Karissa King; Columbia
College students Caitlin Jenkins Campbell,
Andria Caruthers, Desiree Chong, Rachel
Coleman, Kelly Feisel, Tori Gehlert, Ashley
Hardy, Brianna Hickman, Charity J. Hunter,
Candace Johnson, Megan Kelly, Katherine
Mancuso, Milos Milosavljevic, Logan Park,
xxii ac k n o w l e d g m e n t s
Shakeera Schneller, Kylie E. Stephenson,
Jessica Ucci, Christopher Vietti, and Rachel
K. Wester; and speech contributors Dorinda
K. Stayton, Kimberly Albrecht-Taylor, and the
Rev. John Yonker (Columbia, MO).
Throughout this project, I have been
fortunate to enjoy the support and assistance
of many colleagues on the Columbia College
campus. I wish to thank: President Scott
Dalrymple, David Starrett, David Roebuck,
Peter Monacell, and the Humanities
Department; the entire Columbia College
Technology Services group (specifically
Gary Stanowski, Stefanie McCollum, B. J.
Donaldson, Matt Meininger, Jennifer Tice, and
Michael Van Duser); and Danny Campbell,
Janet Caruthers, Tonia Compton, Lucia
D’Agostino, Johanna Denzin, Gretchen
Hendrickson, Brandi Herrman, Barry Langford,
Michael Lyman, Peter Neely, Kaci Smart, and
Laura Smith.
I would like to thank several exceptional
educators who have influenced me both
professionally and personally: Sheron J.
Dailey, C. Sue Davis, Mary Carol Harris,
Harriet McNeal, Dan P. Millar, Ron Pelias,
Elyse Pineau, and David Worley.
I am extremely grateful to the Ford, Camp,
and Brown families for all the support and
understanding—especially Bruce Brown.
What an adventure this was, and I thank
ALL of you.
Lisa A. Ford-Brown
faculty Advisory Board
Shae adkins, Lone Star College–North Harris; allison
ainsworth, Gainesville State College; Mary alexander,
Wharton County Junior College; Julie allee, Indiana
University South Bend; barbara baron, Brookdale
Community College; kate behr, Concordia College;
Constance berman, Berkshire Community College;
kimberly berry, Ozarks Technical College; kirk brewer,
Tulsa Community College, West Campus; ferald bryan,
Northern Illinois University; rebecca Carlton, Indiana
University Southeast; gary Carson, Coastal Carolina
University; wendy r. Coleman, Alabama State University;
diana Cooley, Lone Star College–North Harris; karin
dahmann, Blinn College; natalie dorfeld, Thiel College;
kelly driskell, Trinity Valley Community College; robert
d. dunkerly, College of Southern Nevada; Steve
earnest, Coastal Carolina University; katrina eicher,
Elizabethtown Community and Technical College;
kristina galyen, University of Cincinnati; Jo anna grant,
California State University, San Bernardino; Christa tess
kalk, Minneapolis Community and Technical College;
tressa kelly, University of West Florida; Sherry lewis,
University of Texas at El Paso; daniel leyes, Brookdale
Community College; terri Main, Reedley College; anne
Mcintosh, Central Piedmont Community College; James
Mcnamara, Alverno College; donna Munde, Mercer
County Community College; John nash, Moraine Valley
Community College; william neff, College of Southern
Nevada; karen Otto, Florida State College at Jacksonville;
Maria Parnell, Brevard Community College, Melbourne;
katherine rigsby, University of South Alabama; kristi
Schaller, University of Georgia; Michael Shannon,
Moraine Valley Community College; Pam Speights,
Wharton County Junior College; Janice Stuckey,
Jefferson State Community College; Jane varmecky,
Tulsa Community College, Southeast Campus; Jenny
warren, Collin County Community College, Spring Creek;
rebecca weldon, Savannah College of Art and Design;
Susan wieczorek, University of Pittsburgh at Johnstown;
Susan winters, University of Cincinnati; brandon wood,
Central Texas College; and Quentin wright, Mountain
View College.
focus Group Participants
Carolyn babcock, Savannah College of Art and Design;
Cameron basquiat, College of Southern Nevada; Shirene
bell, Salt Lake Community College; linda brown, El Paso
Community College, Transmountain Campus; dawn
Carusi, Marietta College; helen Chester, Milwaukee
Area Technical College; russ Church, Middle Tennessee
State University; kathleen d. Clark, University of
Akron; Janis Crawford, Butler University; dale davis,
University of Texas at San Antonio; ella davis, Wayne
County Community College; Shannon doyle, San
Jose State University; Jeanne dunphy, Los Angeles
City College; Jennifer fairchild, Eastern Kentucky
University; Jeff farrar, University of Connecticut; katie
frame, Schoolcraft College; kathy golden, Edinboro
University of Pennsylvania; don govang, Lincoln
University; Joy hart, University of Louisville; James
heflin, Cameron University; terry helmick, Johnson
County Community College; wade hescht, Lone Star
College–North Harris; heather hundley, California
State University, San Bernardino; lynae Jacob, Amarillo
College; Jim kuypers, Virginia Tech; libby Mcglone,
Columbus State Community College; terri Moore,
Brevard Community College, Melbourne; tim Pierce,
Northern Illinois University; Sherry rhodes, Collin
County Community College, Courtyard Center; rebecca
robideaux, Boise State University; david Schneider,
Saginaw Valley University; april duPree taylor, University
of South Alabama; Paaige turner, Saint Louis University;
Julie weishar, Parkland College; and Charla windley,
University of Idaho.
ac k n o w l e d g m e n t s
xxiii
reviewers
donald abel, Amarillo College; helen acosta, Bakersfield
College; brent adrian, Central Community College,
Grand Island; bob alexander, Bossier Parish Community
College; Jeffrey anderson, Tidewater Community
College; krista appelquist, Moraine Valley Community
College; brenda armentrout, Central Piedmont
Community College; ann atkinson, Keene State College;
Jackie augustine, Victor Valley College; kevin
backstrom, University of Wisconsin Oshkosh; Cynthia l.
bahti, Saddleback College and Orange Coast Colleges;
erin baird, University of Oklahoma; elise banfield,
Genesee Community College; bryan barrows, Lone Star
College-North Harris; kristin barton, Dalton State
College; Jennifer huss basquiat, College of Southern
Nevada; Sharon beal, Long Beach City College and
California State University, Fullerton; Polly begley, Fresno
City College; tim behme, University of Minnesota, Twin
Cities; Christopher bell, University of Colorado, Colorado
Springs; belinda bernum, Mansfield University; denise
besson-Silvia, Gavilan College; Melanie lea birck,
Bossier Parish Community College; Mardia bishop,
University of Illinois; Carol bliss, California State
Polytechnic University; tonya blivens, Tarrant County
College, Southeast Campus; robert boller, University of
Hawaii at Manoa; beverly McClay borawski, Pasco-
Hernando Community College; Jeffrey brand, Millikin
University; leann brazeal, Kansas State University;
heather brecht, Ithaca College; Michele bresso,
Bakersfield College; Stefne lenzmeier broz, Wittenberg
University; Jackie bruscella, University of Oklahoma;
barbara ruth burke, University of Minnesota, Morris;
donna burnside, University of Texas at Brownsville;
nicholas butler, Arizona State University; dennis Cali,
University of Texas at Tyler; Mary Carver, University of
Central Oklahoma; Connie Caskey, Jefferson State
Community College; Jennifer Chakroff, Kent State
University; angela Cherry, Laney College; robert
Christie, DeVry College; Carolyn Clark, Salt Lake
Community College; benjamin J. Cline, Western New
Mexico University; Cindy Cochran, Kirkwood Community
College; Jodi Cohen, Ithaca College; teresa Collard,
University of Tennessee at Martin; leslie Collins, Modesto
xxiv reviewers
Junior College; ron Compton, McHenry County College;
linda Carvalho Cooley, Reedley College; lisa Coulter,
Murray State College; andrea davis, University of South
Carolina Upstate; Quinton d. davis, University of Texas at
San Antonio; tasha davis, Austin Community College,
Round Rock; isabel del Pino-allen, Miami Dade College;
laura deshaies, Cleveland Community College; Susan
dobie, Humboldt State University; natalie dudchock,
Jefferson State Community College; ann duncan,
McLennan Community College; Janine w. dunlap,
Freed-Hardeman University; rachel dwiggins-beeler,
Contra Costa College; evangeline east, Solano
Community College; kristen eichhorn, SUNY Oswego;
Marty ennes, West Hills College Lemoore; heather
erickson, Emerson College; diane ferrero-Paluzzi, Iona
College; James M. floss, Humboldt State University;
vanessa forcari, California State University, East Bay;
Jeffrey fox, Northern Kentucky University; rebecca
franko, California State Polytechnic University; barbara
franzen, Central Community College; Mark frederick,
Tidewater Community College; Stacy freed, University of
Tennessee at Martin; todd S. frobish, Fayetteville State
University; Mark S. gallup, Lansing Community College;
Joseph M. ganakos, Lee College; laura garcia,
Washington State Community College; donna goodwin,
Tulsa Community College; donna gotch, California State
University, San Bernardino; Sandra e. grayson,
Mississippi College; robert greenstreet, East Central
University; howard grower, University of Tennessee;
angela grupas, St. Louis Community College, Meramec;
karen hamburg, Camden County College; william
harpine, University of South Carolina Aiken; Carla
harrell, Old Dominion University; richard harrison,
Kilgore College; Megan hart, Cumberland County
College; vickie harvey, California State University,
Stanislaus; april hebert, College of Southern Nevada;
linda heil, Harford Community College; anne helms,
Alamance Community College; linda hensley,
Southwestern College; lisa katrina hill, Harrisburg Area
Community College, Gettysburg; tim horne, University
of North Carolina at Charlotte; allison horrell,
Spartanburg Community College; Marcia w. hotchkiss,
Tennessee State University; Christopher howerton,
Woodland Community College; teresa humphrey,
University of South Carolina Aiken; Mary hurley, St. Louis
Community College at Forest Park; nancy Jennings,
Cuyamaca College; katie Johnson, Black Hawk College;
karyn Jones, Clemson University; robert kagan,
Manchester Community College; Pamela kaylor, Ohio
University Lancaster; rebecca M. kennerly, Georgia
Southern University; Peter kerr, Asbury University; Susan
kilgard, Anne Arundel Community College; ray
killebrew, Missouri Baptist University; Sandra king, Anne
Arundel Community College; loretta kissell, Mesa
Community College; brian kline, Gainesville State
College; krista kozel, Doña Ana Community College;
Staci kuntzman, University of North Carolina at
Charlotte; kristina langseth, Minneapolis Community
and Technical College; Cindy larson-Casselton,
Concordia College; bohn lattin, University of Portland;
Jeffrey lawrence, Ivy Tech Community College,
Columbus/Franklin; Michael lee, College of Charleston;
robert leonard, Sinclair Community College;
Charles e. lester, Palm Beach Atlantic University; John
levine, University of California, Berkeley; derrick
lindstrom, Minneapolis Community and Technical
College; darren linvill, Clemson University; karen lollar,
Metropolitan State University of Denver; Steve Madden,
Coastal Carolina University; kristen Majocha, University
of Pittsburgh at Johnstown; Jodie d. Mandel, College of
Southern Nevada; reed Markham, Daytona State
College, DeLand; ginger k. Martin, Guilford Technical
Community College; tami Martinez, Indiana University
South Bend; Sujanet Mason, Luzerne County
Community College; Sarah Mathews, Southwestern
Michigan College; leola McClure, MiraCosta College;
James r. McCoy, College of Southern Nevada; dee ann
Mcfarlin, North Central Texas College; deborah Socha
McGee, College of Charleston; Miriam McMullen-
Pastrick, Penn State Erie, The Behrend College; James
Mcnamara, Alverno College; delois Medhin, Milwaukee
Area Technical College; Shellie Michael, Volunteer State
Community College; Josh Miller, Los Angeles Valley
College; Mike Monsour, Metropolitan State University
of Denver; barbara Montgomery, Colorado
State University, Pueblo; eric Moreau, College of
Southern Nevada; lynnette Mullins, University of
Minnesota, Crookston; heidi Murphy, Central New
Mexico Community College; thomas Murray, Fitchburg
State University; w. benjamin Myers, University of South
Carolina Upstate; alexa naramore, University of
Cincinnati; kay e. neal, University of Wisconsin Oshkosh;
Mary t. newman, Wharton County Junior College;
deborah nolan, Ivy Tech Community College; rebecca
nordyke, Wichita State University; Christine north, Ohio
Northern University; erin Obermueller, Concordia
College–New York; elizabeth reeves O’Connor,
Rochester Institute of Technology; tami Olds, Northern
Virginia Community College; Mary Oulvey, Southwestern
Illinois College; zachary Owens, University of Cincinnati;
Mariusz Ozminkowski, California Polytechnic State
University, Pomona; kate Pantinas, Ivy Tech Community
College; deborah Panzer, Nassau Community College;
daniel Paulnock, Saint Paul College; Jean Perry,
Glendale Community College; Charlotte Petty, University
of Missouri at St. Louis; tonia east Phanor, Edison State
College; Shirlee Pledger, Fullerton College; Mihaela
Popescu, California State University, San Bernardino;
Mike Posey, Franklin University; renee Post, Cumberland
County College; Shelly Presnell, Shasta College; ann
Preston, St. Ambrose University; C. thomas Preston,
Gainesville State College; Marlene M. Preston, Virginia
Tech; Shannon Proctor, Highline Community College;
brandi Quesenberry, Virginia Tech; rita rahoi-gilchrest,
Winona State University; Michele ramsey, Penn State
Berks; rasha ramzy, Georgia State University; Paul r.
raptis, Gainesville State College; Jessica reeher, SUNY
Oswego; Catherine reilly, Dominican College; elizabeth
richard, Saint Louis University; Maryanna richardson,
Forsyth Technical Community College; william richter,
Lenoir-Rhyne University; heather ricker-gilbert,
Manchester Community College; greg rickert, Bluegrass
Community and Technical College; b. hannah rockwell,
Loyola University Chicago; terry rogers, Casper College;
estrella romero, Riverside City College/Riverside Campus;
alisa roost, Hostos Community College; douglas
rosentrater, Bucks County Community College; kimberly
ross-brown, Bluegrass Community and Technical College;
reviewers
xxv
Chip rouse, Stevenson University; tracy routsong,
Washburn University; noreen M. Schaefer-faix, Defiance
College; Marybeth Callison Schaller, University of
Georgia; lisa Schroeder, Southwestern Oklahoma State
University; Sydney Scott, Pace University; Jeff Shires,
Purdue University North Central; James r. Shoopman,
Embry Riddle Aeronautical University; kate Simcox,
Messiah College; June Smith, Angelo State University;
victoria Smith-butler, Darton State College; Shelley
larson Soleimani, Oakland Community College; kalisa
Spalding, Elizabethtown Community and Technical
College; denise Sperruzza, St. Louis Community College,
Meramec; ruth Stokes, Trident Technical College;
wendell Stone, University of West Georgia; Jacob
Stutzman, Emporia State University; robert l. Strain,
Florida Memorial University; erik Stroner, Iowa Central
Community College; tammy Swenson-lepper, Winona
State University; Judy Szabo, Northeastern Junior
College; ann taylor, Northern Kentucky University;
Michael tew, Eastern Michigan University; Sunni
xxvi reviewers
thibodeau, Cossatot Community College, University
of Arkansas; Miki thiessen, Rock Valley College; herb
thompson iii, Southwestern Assemblies of God
University; ryan thompson, McLennan Community
College; greg toney, Tri County Technical College; Jill
trites, University of Minnesota; Judi truitt, Volunteer
State Community College; Suzanne uhl, Mt. San Jacinto
College; Shannon vanhorn, Valley City State University;
lauren velasco, Foothill College; Pamela S. wegner,
Black Hills State University; deborah wertanen,
Minneapolis Community and Technical College; Patty
wharton-Michael, University of Pittsburgh at Johnstown;
Charlene widener, Hutchinson Community College;
anthony williams, Orangeburg-Calhoun Technical
College; robert l. williams, Moberly Area Community
College; tyrell williams, St. Phillip’s College; Mark J. P.
wolf, Concordia University Wisconsin; Justin Young, Trine
University; Jonna ziniel, Valley City State University; and
tony zupancic, Notre Dame College.
1
overview of
public
speaking

Chapter 1 overview of public speaking

Another random document with
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daaraan gevoegde verdere aanzienlijke gestoelten, is zeer behaagelijk;
zijnde alle die gestoelten bevallig bruin gekleurd.

Onder den avondgodsdienst wordt het ruim verlicht door vier koperen
kaarskroonen.

Voor eenige jaaren is deeze kerk van binnen aanmerkelijk vernieuwd:

uitwijzens het volgende versjen, dat men tegen een der wanden leest:

In uw vernieuwde kerk, o Huizen! staan Gods knechten,

Verkondigende aan u des Heeren dierbre rechten.

Een ander versjen luidt dus:

Die Godes woord aanhoort, en daarnaar niet en leeft,

Is als ’t bezaaide land dat geene vruchten geeft.

De Pastorij en het Schoolhuis zijn beiden aan het oogmerk zeer

voldoende: in het school worden alle de dorps-kinderen, van wat
Godsdienst ook, ontvangen.

Wees- of Arm huizen worden hier niet gevonden: de Weezen en Armen

worden by de inwooners besteed. [3]

De Doopsgezinden hebben er voords eene zeer nette vergaderplaats, tot

wier vernieuwing de Heer Jacobus van Hoorn, in zijn leven Leeraar der
Vereenigde Waterlandsche en Vlaamsche Doopsgezinden te Amsteldam,
veel toegebragt heeft.

Wereldlijke gebouwen zijn hier niet voorhanden; het Rechthuis wordt

gehouden in eene herberg, dat een zeer aanzienlijk en spacieus gebouw
is.

KERKLIJKE REGEERING.

Deeze bestaat uit den Predikant, zijnde thans de Wel-Eerwaarde Heer

Dirk van den Ham, behoorende onder de Classis van Amsteldam;
benevens twee Ouderlingen en twee Diaconen, van welken jaarlijks één
Ouderling en één Diacon afgaat, en door een anderen vervangen wordt,
ter keuze van Schepenen, uit de nominatie van een dubbeldgetal door
den Kerkenraad zelven gemaakt.

WERELDLIJKE REGEERING.

Deeze is wederom als op alle de andere dorpen van Gooiland, zie het
geen wij deswegen onder onze beschrijving van Hilversum, enz. gezegd
hebben.

Er zijn te Huizen twee Kerkmeesters, die door Schout en Schepenen

verkozen worden, en voor hun leven aanblijven.

Bijzondere voorrechten heeft Huizen niet; ook liggen deszelfs

inwooners onder geene bijzondere verpligtingen.

In den schaarbrief, waarvan wij elders spreeken, leezen wij wegens dit
dorp:

„Eerstelijk dat gedeelte van de heyde, ’t geen doorgaans gelegen is ten

zuidoosten van Gravenveld, en ten zuidoosten van de Landerijen die
opwaarts met eekenhout beplant zijn, genaamt duinen, strekkende in de
lengte van de Huizer Neng af, van daar zuidwaarts op tot aan de
plantagie van de Wed. de Heer Hendrik Thierens, en grenzende tot aan
het veld van de Wed. den Heere Abm. Scheerenberg: loopende in de
breedte van Gravenveld, en de voornoemde zogenaamde duinen,
zuidoostwaards op tot aan de plantagie, behoord hebbende de Heer van
Hoorn, de Wed. de Heer Cornelis Nagtglas, en tot de velden van
andere particulieren aldaar in het rondte gelegen, daar onder begrepen
de heijde genaamt de Catheet, tot aan het land van de Wed. de Heer
Scheerenberg voornoemd.”

BEZIGHEDEN
Bestaan voornaamlijk in de rederij; en den zo hoogstnuttigen [4]landbouw;
er wordt, gelijk elders in Gooiland, veel boekwijt gewonnen; men legt er
zig ook niet weinig toe op het teelen van lange raapen, en andere
aardvruchten: eenige andere Huizenaars geneeren zig met het weeven
van grof doek, en grove wol tot seilen; het spinnen van katoen tot pitten
voor kaarsen en lampen gaat er ook sterk in zwang, en alle de vruchten
huns arbeids worden voornaamlijk te Amsteldam vertierd.

De visscherij is er mede een tak van bestaan, waartoe de Zuiderzee,

gelijk gezegd is, de gelegenheid aan de hand geeft: meestal wordt er bot
gevangen: deeze wordt met karren langs de Vecht gevoerd, onderweg,
en ook niet weinig te Utrecht verkocht; eenige anderen zeilen met hunne
vangst naar Zeeburg, alwaar zij dezelven in platte bennen op wagens
laaden, en ze daarmede rondsom Amsteldam, in de Diemermeir en
elders verkoopen: daar zij met hunne geladene wagentjens niet in
Amsteldam mogen komen, draagen sommige van deeze visschers, (hun
voordeel met den verkoop binnen de stads poorten meenende te kunnen
doen,) hunne bennen ter poorte in, en venten de bot langs de huizen uit;
doch daar zij dus doende de markt-pachten niet betaalen, wordt hen niet
zelden alles wat zij te koop aanbieden afgenomen: dit is buiten
tegenspraak schadelijk, echter moet dat schadelijke minder zijn dan het
voordeel, ’t welk zij met de gezegde verkoop weeten te doen; want hoe
dikwijls hun ook het lot van beroofd te worden moge treffen, ’t kan hun
niet doen besluiten dien verboden handel te staaken.

„Sedert eenige jaaren”, leezen wij, „heeft men er ook begonnen bokking
te droogen, die, hoewel zij te Amsteldam, onder den naam van
Harderwijker bokking, vertierd wordt, en waartoe eene bijzondere
marktplaats,” (op het Koningsplein,) „gesteld is, echter zo smaaklijk niet is
als de oprechte Harderwijker visch, ’t welk aan de wijze van rooken
toegeschreven wordt”: er wordt des winters ook veel spiering gevangen
en vertierd.

Wegens de afzonderlijke geschiedenis van Huizen, kan niets bijzonders

gezegd worden, ook heeft het dorp in onze jongstledene beroerten weinig
deel gehad.
Bijzonderheden zijn er voor den vreemdeling niet te bezichtigen.

LOGEMENTEN.

Het Rechthuis; men vindt er nog eene en andere herberg van minderen
rang.

REISGELEGENHEDEN

Maandag, Dingsdag en Woensdag, vaart een zeilschuit, vise versa, op

Amsteldam: des winters bij besloten water rijdt er op dezelfde dagen een’
wagen. [1]
[Inhoud]
Het dorp Blarikum.
Dit dorpjen, waarde Nederlander!
Doet zien wat noeste vlijt vermag;
Zij doet alom het graan ontspruiten,
Daar men weleer slechts heide zag.
 HET
DORP
BLARICUM.

Onder de Gooische dorpen, bekleedt dit zekerlijk een van de minste

standen, gelijk het dan ook weinig stofs, tot eene beschrijving van
hetzelve, oplevert.

Deszelfs

LIGGING.

Is omtrent één en een half uur gaans ten Zuidoosten van Naarden,
strekkende de huizen zig bijna tot aan de grensscheiding van Holland
en Utrecht uit: hoe zeer onaanmerklijk het zij, is het echter ongemeen
aangenaam gelegen; allerbevalligst groen, en, door zijne ruime
bebouwing, zeer luchtig: ’t heeft in de daad alle landlijk schoon.

Bijkans een quartier uur gaans van daar ten Noordwesten, slegts weinig
schreden van den weg naar Naarden, vindt men den bekenden
Tafelberg, wiens verhevenheid eene groote verscheidenheid van
gezichten verschaft, die het oog ongemeen bekooren, en het hart van
den gevoeligen aanschouwer tot aanbidding van den Schepper der
Natuur sal dwingen.

Van de naamsoorsprong deezes dorps hebben wij, noch in de

voorhanden zijnde schrijveren over het Gooiland, noch [2]door onze ter
plaatse gedaane informatien iet kunnen ontdekken; hetzelfde is ’t geval
wegens zijne stichting.

Wat aangaat de
 GROOTTE.

Wij vinden dat in de quohieren der verpondingen voor Blaricum

aangetekend staat: 101 zwad, 9 voeten weiland, en 195 morgen, 353
roeden geestland.

„Het is,” zegt de schrijver van den Tegenwoordigen Staat van Holland,
„in honderd jaaren genoegzaam niet vermeerderd of verminderd,
staande in de oude lijst der verpondingen maar één huis minder dan in
de laatste van 1732, volgends welke Blaricum op 108 huizen begroot
wordt;” sedert echter is het verminderd, want men schat het getal der
huizen thans, niet hooger dan 100; deezen worden bewoond door
nagenoeg 500 menschen, die meest allen van den Roomschen
Godsdienst zijn.

Het

WAPEN

Van Blaricum is drie blaauwe korenbloemen op een zilveren veld.

KERKLIJKE en GODSDIENSTIGE GEBOUWEN.

Hoewel de Gereformeerde Gemeente op dit Dorp zeer klein zij, heeft

dezelve echter eene eigene Kerk, waarin op den eenen zondag vóór- op
den anderen na-den-middag de openbaare Godsdienst wordt verricht.
Deze Gemeente is gecombineerd met die van Laaren, behoort onder de
Classis van Amsteldam, en wordt thands bediend door den
Weleerwaardigen Heer Carel Aeijelts, wiens woonplaats te Blaricum
is. De Kerkenraad deezer gecombineerde Gemeente bestaat, behalven
uit den Predikant, uit één Ouderling en één Diacon te Blaricum,
benevens één Ouderling en één Diacon te Laaren.
Het Kerkjen heeft uitwendig niets aanmerklijks; er staat een oude
vierkante toren op; van binnen is het mede allereenvoudigst, volstrekt
zonder eenig cieraad, behalven eene kleine kaars-kroon en twee
koperen boogen boven de ingangen van het Doop-hek. [3]

Op het Kerkhof binnen den omtrek, dien voorheen het choor der Kerk
heeft beslaagen, is een grafkelder, doch die thands van boven geheel
met gras begroeid is. Op denzelven ligt een gedeelte van een’ grafzerk,
waarop gebeiteld is het wapen en de naam van Johan Stachovwer
Urij Heer Van Schiermoncoog.

De Pastorij te Blaricum is vrij goed, gelijk ook het Schoolhuis; doch er is

noch wees- noch arm-huis, en dit zoude er ook indedaad vrij overtollig
zijn: die weinigen onvermogenden om voor zich zelven den kost te
winnen, worden of in hunne eigene wooning verzorgd, of bij Burgers
besteed—de Diaconie-armen door den Diacon, met voorkennis en
goedvinden van den Predikant en Ouderling—de zogenaamde pot-
armen door de Armmeesters.

De Roomschen hebben er eene goede statie, die door een wereldsch

Heer bediend wordt, zijnde thans de Weleerwaarde Heer Henricus
Huisman.

Wegens de

WERELDLIJKE REGEERING,

Hebben wij slechts dit volgende ter neder te stellen: de Burgers hebben
er, wat het bestuur der Dorps-zaaken betreft, hunne eigene Regeering;
doch met opzicht tot de rechts-zaaken handelt deeze Regeering in
vereeniging met die van Laaren, en heeft dan dezelfde maat van magt
als de Regeering der andere Gooische Dorpen. De Leden dezer
Regeering zijn te Blaricum zo wel als te Laaren bijkans allen van den
Roomsch-catholijken Godsdienst.
Voorrechten of verpligtingen heeft Blaricum niet: Zie wegens
deszelfs aandeel in de meente onder onze beschrijving van Laaren.

De

BEZIGHEDEN

Der bewooneren bestaan meestal in den landbouw, zo als dezelve over

het algemeen in Gooiland ter hand genomen wordt: er gaan ook nog 18
à 20 getouwen, ter bereidinge van grove stoffe: midsgaders eene
menigte van spinwielen, deels om die getouwen aan den gang te
houden, deels ter vervaardiging van katoen-garen. [4]

De

GESCHIEDENIS

Van Blaricum, bevat op zig zelve niet veel bijzonders; in de Spaansche

beroerten, welken ons land zo vreeslijk geteisterd hebben, heeft het in ’t
lot van geheel Gooiland gedeeld, en ’t is overbekend, hoe jammerlijk het
weerelooze landvolk moet lijden, als zij door den soldaat bezocht
worden; indedaad, de boer heeft meer dan eenig stedeling gegronde
reden om den oorlog te vervloeken.

In 1672 toen de geduchte Franschen ons land als overstroomden, heeft

Blaricum, als de overige gedeelten van Gooiland, den twist tusschen de
beheerschers der aarde moeten bezuuren; met minder gevoelige
neepen, is het in onze jongstledene beroerten vrijgekomen.

Maar zeer veel heeft dit Dorp geleden in het jaar 1696: op den 26 Maart
diens jaars, even na den middag, ontstond er in hetzelve een
allergeweldigste brand, waardoor binnen den tijd van twee uuren over
de dertig huizen benevens de Kerk en toren waren in de asch gelegd,
de zerken in de Kerk van één sprongen, en de lijken in de graven tot
stof verteerden.
Bijzonderheden zijn hier niet te bezichtigen, niettegenstaande de
alleraangenaamste ligging des dorps, een bezoek van den Landvriend
overwaardig is.

Eigenlijke

LOGEMENTEN

Zijn er niet, men vindt er eenige weinige herbergen, waarin de

wandelaar zich kan ververschen.

Er zijn ook geene reisgelegenheden: men is verpligt zig van daar naar
Naarden te begeeven, om met de gelegenheden, welken te dier plaatse
gevonden worden, naar elders te vertrekken. [1]
[Inhoud]
 ’t Dorp Laaren

Zo lang het landlijk schoon den Batavier behaagt,

 En hij naar golvend graan, naar groene velden vraagt,
Zo lang hij naar de stem van Neêrlands heil zal hooren,
Zo lang zal LAAREN ook den Batavier bekooren.
 HET
DORP
LAAREN.

Dit zeer aangenaame dorp, wordt gehouden voor het oudste van geheel
Gooiland, ofschoon ter plaatse zelve geene blijken daarvan voorhanden
zijn; dit is zeker dat het één der vermaaklijksten van alle de Gooische
dorpen genoemd mag worden.

Deszelfs

LIGGING

Is meer zuidwaards van Naarden, dan Blaricum, doch de afstand van die
stad is genoegzaam even groot als dezelfde afstand van ’t gemelde dorp,
naamlijk omtrent één en half uur.

De ligging over het algemeen is vermaaklijk, ’t is zeer ruim uitgebouwd, en

daardoor ten uitersten luchtig; de boomrijkheid [2]verrukt er het oog op de
treffendste wijze; ’t is voords vol akkers, en met bebouwde hoogten
omringd, allen welken taamlijk vruchtbaar zijn in graangewassen.

Onder de uitgestrektheid gronds, welke hier (als elders in Gooiland,) het

oog zo zeer verrukt, telt men eene genoegzaame hoeveelheid, die men
Meente, of Gemeene weide noemt: een onzer waardigste begunstigers in
deeze, zegt daarvan het volgende: „In het district van Gooiland, vindt men
niet alleen groote streeken heide, geschikt tot beweiden der schaapen, en
slaan van plaggen, maar ook ligt bij elke plaats een groot stuk weiland, ’t
welk gewoonlijk de Meent genaamd wordt; van deeze Heide en Meent,
hebben zij die Erfgroojers zijn, dat is die uit voorouders herkomstig zijn,
welke in dien tijd reeds in dit district woonachtig waren, toen met het recht
tot de beweiding der opgenoemde Meente kreeg, het vruchtgebruik, het
welk gewettigd is door eene goedkeuring van Hertog Albrecht van
Beieren, in den jaare 1404; en Hertog Jan van Beieren, wilde in zeker
Handvest van den jaare 1407, dat de gemeente in Gooiland zoude
gebruikt worden gelijk van ouds de gewoonte was—ondertusschen
schijnen echter van tijd tot tijd geschillen tusschen de Graaflijkheid en die
van Stad en Lande ontstaan te zijn, welke geschillen nu als geeindigd
beschouwd worden, door eene conventie van den jaare 1731, waarin
gecommitteerde Raaden zig verbinden: 1o) „voor het toekomend de
uitgiften of verkoopingen van Landen en Gronden van de Gooische Heide,
niet anders te doen als na dat die van Gooiland daar over zullen zijn
gehoord, en derzelver consideratien daar over zullen zijn ingenomen; 2o)
dat de erfpachten die voor de consenten jaarlijks zullen worden betaald,
ofte de penningen die van de verkopinge van eenige gronden of landen
komen te provenieeren, zullen bij de Graaflijkheid, en bij die van Gooiland
genoten en geprofiteerd worden elks de helft: 3o) dat zo ras de
afzandingen op Gooiland wederom vrij zullen gesteld zijn,
Gecommitteerde Raaden en die [3]van Gooiland gesamenlijk een begin
zullen doen maaken met de Gooische Heide aftezanden, ter plaatse daar
zulks dienstig en meest profijtelijk zal geoordeelt worden, zonder dat aan
iemand anders permissie om te zanden zal worden verleent, en dat tot
meerdere bevoordering van de voorsz. gemeene afzanding de landen en
gronden die van de voorsz. Gooise Heide in tijd en wijlen, het zij bij koop
consent ofte erfpacht mogte worden verkregen, niet zullen mogen werden
afgezand”——en het is ook gelijk wij verneemen onder die voorwaarde,
als mede dat hetzelve niet met hout mag beplant worden, dat de streek
Lands of Heide achter ’s Graveland liggende (zie onze beschrijving van
dat dorp,) is uitgegeven.

„Jaarlijks word, op den 27 maart, te Naarden eene vergadering van Stad

en Lande gehouden, wanneer gelijk ook op de buitengewoone
vergaderingen, uit alle de plaatsen van Gooiland, één of twee
Buurtmeesters of ook wel één Buurtmeester met één of twee Leden uit
het Gerecht, ter bijwooninge dier vergaderinge, worden afgevaardigd.

„De opgezetenen van dit district, of liever de Erfgrooiers, zijn niet bepaald
tot het beweiden van hunne bijzondere Meent, maar ieder Erfgooier mag
schaaren of zijne beesten weiden op welke Meent hij wil, doch alleen dan
wanneer hij zig op zulke eene plaats met der woon begeven heeft.”

In den jaare 1762, is, deeze Meente betreffende, eene breede Willekeur
of Schaarbrief, uitgegeven, waarin desaangaande alles geregeld is; en
wegens het weiden van schaapen op de heiden, onder anderen bepaald
wordt, dat Blaricum zal hebben; „Eerstelijk de heijde welke gelegen is
beoosten de Huijser weg, die van Huijsen op Laaren loopt, strekkende ten
oosten tot aan het Tafelbergje, en voorts een drift van 20 roeden breedte
benoorden het Tafelbergje, om op haare verdere heijde te kunnen komen:
verder al de heijde welke ten suijdoosten van het Tafelbergje, van daar op
de Leeuwberg, en van daar op de Kruisberg, tot aan de Blaricummer enge
gelegen is, en van de Kruisberg noordwestwaards op tot aan Craailoo, en
westwaards [4]op tot aan den ordinairen weg die van Craailoo op Laaren
loopt: nog de heijde die over denzelven weg westwaards op, benoorden
de suijder Botweg tot den nieuwen Amersfoortschen weg is liggende, ook
de inschikkeling, loopende ten westen van het Craailoosche bosch, daar
onder begreepen, zo verre het selve aldaar gelegen is, tusschen Craailoo
en den voorn. nieuwen Amersfoortschen weg, en den suijdelijksten
Huijser Botweg, (des dat Laaren van ter plaatse, of daar de
Nengscheiding tusschen Laaren en Blaricum is liggende, langs de Neng
van Laaren westwaards op tot aan den Naarder weg op Laaren, behoude
een streek heijde ter breedte van 50 roeden, en van denselven Naarder
weg tot suijdwestwaards op aan de voorn. Amersfoortschen weg, eene
breedte van 100 roeden, of ter breedte van de Laarder Neng af tot aan
den suidelijksten Huijser Botweg.)

„Beneden de Neng tusschen Laaren en Blaricum, sal het dorp Blaricum

behouden en genieten al het gemelde veld van den Koedijk af, (liggende
aan de Gemeente, tot half wegen het veld tusschen het eijnde van de
nieuwe Camp en de Limietpaal, staande aan de Gooijer gracht over de
Emenesser gemene steeg, en sal het voorn. veld tusschen de Laarder
Neng, en de voorn. Gooijer gracht in sijne breedte, sijn bepaling en
scheijding bekomen aldus: met te moeten roijen beneden aan, en van de
Neng alwaar haarlieder beschrijving is, van daar lijnrecht, tot aan de
Gooijer gracht, daar men het midden heeft van het veld, liggende
tusschen het suijdelijkste eijnde van het nieuwe Camps bosch, en de
voorn. Limietpaal; al ’t gunt aldus ten noordoosten van dese scheijding
ligt, sal aan Blaricum behooren, en is tot voorkoming van ’t verduijsteren
deser scheiding goedgevonden dat een teken zal worden gesteld
beneden aan de gemelde Nengen, ter plaatse van henlieder
bescheidinge, en een ter plaatse voor gemeld aan de Gooijer gracht,
roijende lijnrecht op malkanderen.”

In een volgend artijkel wordt gezegd, [5]

„Laaren zal beweiden alles wat om haar Nengscheiding ligt, exempt, dat
aan Huijsen, Blaricum, Naarden en Bussem hier voor reeds is toegeschikt
—— —— verder sal de scheiding tusschen Hilversum en Laaren zijn, uit
het Stigt van de huisen van de hooge Vuurt af te sien, en so voords
tusschen de Limietpaalen No. 8 en 9, en van daar op den westerhoek van
de Laarder Wasmeer, en van daar lijnregt op een grooten steen, leggende
tusschen Hilversum en het Laarder Kerkhof daar de voetpaden van
Hilversum op Laaren in één loopen, en van daar op Ardjesberg en
Langehul, des te verstaan dat alles wat van deeze scheijding ten noorden
gelegen is aan Laaren, en ten suijden van dezelven aan Hilversum
gelaten wordt.”

Van den naamsoorsprong hebben wij weder geenig bericht

hoegenaamd, kunnen inwinnen, even weinig als van de stichting des
dorps: de oorzaak derzelver, de oorzaak der stichtinge van eenig dorp,
zeker, kan ook zodanig toevallig weezen, dat men juist geenen eigenlijken
stichter deszelven met naame zoude kunnen noemen, al ware het ook dat
men nog eene eeuw of anderhalf vroeger geleefd hadde; vooral is zulks
waar omtrent onze Nederlandsche Dorpen: onze Republiek is ten allen
tijde een Land geweest, grouwzaam geschud door inwendige
beroeringen, derhalven heeft het zekerlijk niet zelden vrienden van den
vrede genoodzaakt, of liever, doen besluiten, de steden of den omtrek
derzelven te verlaaten, ten einde op een afgelegen pleksken hunne
hartsgodinne, de lieve Vrede, naar hun genoegen te kunnen dienen: de
voorgangers kunnen volgers gehad hebben; vooral is zulks zekerlijk het
geval geweest, wanneer die voorgangers zig bij hunne uitwijking wèl
bevonden hebben; en op die wijze zal er, waarschijnlijk, menig
Nederlandsch dorp ontstaan weezen; ook is het zeer denkelijk, dat de
bewooners deezes Lands, in vroegere tijden, even als nu, genoodzaakt
geworden zijnde hun eigen onderhoud te zoeken, vooral door dat ons
Land, door de daarin aanhoudende troubelen, zig nimmer sterk heeft
kunnen toeleggen op [6]het beschermen en aankweeken van de vindingen
des vernufts, van fabrieken als anderzins, de gelegenheid des Lands wel
rasch onderzocht, en bevonden zullen hebben, dat zij op deeze plaats
met de visscherij, op geene met de melkerij, op eene andere met den
landbouw, op weêr eene andere met het baggeren, aan een eerlijk
bestaan konden komen, alwaarom ieder zijn keuze uit die eigenschappen
gedaan kan hebben, en zig ter uitoefeninge van die keuze op de
geschiktste plaats nedergezet zal hebben, mogelijk met meer dan één
huishouden te gelijk; de gezegde eigenschappen des Lands hebben de
onderneemeren zekerlijk wèl doen slaagen, en zulks kan hun weldra
medestanders hebben toegebragt; op die wijze kunnen zeer rasch
gehuchten ontstaan zijn; de welvaart zal hun eenige aanmerking hebben
doen verdienen; de beheerschers des Lands zullen hun als een eigendom
benaderd, eene regeeringsform gegeven hebben, en op die wijze kunnen
veele dorpen ontstaan weezen, zonder dat men bepaaldlijk kan zeggen,
deezen of die zijn de aanleggers derzelven geweest: men voege hierbij,
dat de Godsdienst, in ons Land, ook altijd zijne standvastige, ijverige, en
des loflijke aanhangers gehad heeft, en men daarom al rasch bedacht
geweest zal zijn, om in de genoemde bijeenschoolinge van landgenooten,
eene kerk van deeze of geene gezinte aanteleggen, waardoor derhalven
de buurt tot een dorp zal verheven weezen.

De

GROOTTE

Van Laaren, vinden wij aangetekend op, (wat de schotbaare landen

betreft,) 107 zwad, 7½ voet weiland, 126 morgen, 37 akkers, 12½ dam
weiland, 126 morgen, 656 roeden best geestland, 129 morgen, 622
roeden slecht geestland, en 15 vullingen: in 1732 stonden er volgends de