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 SIXTH EDITION

Communication

Judy C. Pearson Jeff Butler

PaulE. Nelson ‘Stephen Ihde
Scott Titsworth Jim Katt
Lynn Harter Burt Pryor

SS
Graw
Hill
etree
From the Authors

Your life is punctuated with critical moments in which communication

plays an important role, Whether you are talking to a potential employer
during a job interview, a loved one about an important Issue facing
yourfamily, or an instructor about an assignment, what you say and
how you say it can dramatically shape the outcome ofan interac-
tion, Our goal in writing Human Communication is to help you feel
confident in any situation. We want you to have the knowledge,
skills, and attitudes necessary to be a successful communicator.
Wewant youto be ready to
+ Communicate effectively in novel and uncertain situations
+ Assess who you are talking to andestablish common ground
+ Listen effectively and respond appropriately
+ Practice the skills appropriate to a variety of relationships and
cultures,
+ Adapt your communication using technologies that enhance,
express, and transmit your messages
Speak with confidence andclarity on important topics
Human Communication draws on the best available research to
help you develop the knowledge you need to communicate effec-
tively in a variety of situations. The research-based theories we
presentin this text, coupled with the street savy you have devel-
‘oped over the course of your life, will equip you with a strong
foundation for reading situations, acting appropriately, and adapting
your communication behaviors.
As instructors in the field of communication, we believe that
personal improvement in communication begins with a clear under-
standing of your own attitudes and of therelationships you build
with others. Human Communication will help you developtheskills
you need to tell the story of yourlife and serve as a foundation
forlifelong success.
— Judy C. Pearson
— Paul E. Nelson
— Scott Titsworth
— Angela M. Hosek
brief contents
Parti Fundamentals of Communication Studies
Chapter 1 An Introduction to the Study of Communication 2
Chapter 2 Perception, Self, and Communication 20
Chapter 3 Language and Meaning 46
Chapter 4 Nonverbal Communication 64
Chapter 5 Listening 88

Part 2 Communication Contexts

Chapter 6 Interpersonal Communication 106
Chapter 7 Intercultural Communication 136
Chapter 8 Small-Group Communication 154
Chapter 9 Workplace Communication 184

Part 3 Fundamentals of Public Speaking

Chapter 10 Understanding Communication Apprehension 214
Chapter 11 Being Credible and Using Evidence 230
Chapter 12 Organizing Your Presentation 260
Chapter 13 Effective Delivery and Use of Visual Aids 290
Chapter 14 Persuasive Presentations 318

Appendix A: Communicating In Our Technological World 342

Glossary 346
Index 353
From the Authors iv
Preface xvii
Acknowledgments xxvii
Part 1 Fundamentals of Communication Studies
Chapter 1 AnIntroduction to the Study of Communication 2
What Is Communication? 3
Communication is Pervasive 3
Communication is Amoral 3
Communication Allows Us to Advance OurLifeAgenda 4
What Can We Learn from Aristotle? 5
Logos—"Listen to My Message BecauseIt Makes Sense" 5
Pathos—‘Listen to My Message Because ofthe Feelings It Evokes” 5
Ethos—“Listen to My Message Because | Am a Competent, Trustworthy,
and Wellintentioned Person” 5
The SMCREFactors 7
Source Variables 8 i “With Dre.
8 rememi
Message Variables
Channel Variables 8
= whatI read.”
ReceiverVariables 9
EnvironmentVariables 9
Which Variables Can YouControl? 9
The Elaboration Likelihood Model (ELM) 10
Central Routeor Peripheral Cues? 10
Motivation and Ability 11
Communication Contexts 12
Interpersonal Communication 12
Small Group Communication 13
Organizational Communication 13
Public Speaking 14
Mass-Media Communication 14
Health Communication 14
Family Communication 15
The Ethics of Communicating 15
What Have We Learned? 16
Chapter Review & Study Guide 16
Summary 16
Key Terms 17
Study Questions 17
Critical Thinking 18
Sizing Things Up Scoring andInterpretation 18
References 19
vi Contents
Chapter 2 Perception, Self, and Communication 20
Defining Perception 21
Differences in Perception 22
Identity Factors 22
Temporal Conditions 23
Past Experiences and Roles 23
Present Feelings and Circumstances 23
‘The Perceptual Process 24
Selection 24
Organization 25
Interpretation 28
Errors in Our Perceptions 29
Stereotyping 30
First impressions 31
Who Are You? 33
How You Became Who You Are 33
Needs 35
Learning More About Yourself 36
HowYou Present Yourself 38
Chapter Review & Study Guide 41
Summary 41
Key Terms 42
‘Study Questions 42
Critical Thinking 43
Sizing Things Up Scoring and Interpretation 43
References 43

Chapter 3 Language and Meaning 46

Defining Language 47
Language Has Rules 47
Language and Culture Are intertwined 48
Language Organizes and Classifies Reality 49
Language Is Arbitrary 50
Language is Abstract 51
Languageto Avoid When Speaking 51
Grammatical Errors 51
Slang 52
Clichés 52
Euphemisms 53
Profanity 53
 Jargon 54
Regionalisms 54
Gender-Biased, Racist, Heterosexist, and Ageist Language 55
Improving Language Skills 56
Use Descriptiveness 56
Use Concrete Language 58
Differentiate Between Observations and Inferences 59
Chapter Review & Study Guide 61 “SmartBook helps
Summary 61 me identify what we are
KeyTerms 61 going to be coveringin
Study Questions 61 class.”
| Critical Thinking 62
| Sizing Things Up Scoring and interpretation 62
References 63
| Chapter 4 Nonverbal Communication 64
Defining NonverbalCommunication 65
How Verbal and Nonverbal Communication Are Related?
The Ambiguity of Nonverbal Codes 67 66
One Code Communicates a Variety of Meanings 67
A Variety of Codes Communicate the Same Meaning
Nonverbal Codes 68 67
| Bodily Movement and Facial Expression 68
Physical Attraction 70
| Space 71
Time 73
| Touching 74
Vocal Cues 76
Clothing and Artifacts 78
Ways to Improve Nonverbal Communicatio
n 79
Chapter Review & Study Guide 82
Summary 82
KeyTerms 83
Study Questions 83
Critical Thinking 84
Sizing Things Up Scoring and int
References 84 erpretation 84
Chapter 5 Listening 88
WhatIs Listening? 90
A Systems ModelofListening 94
Five Ways of Listening 92
Discriminative Listening 92
Comprehensive Listening 92
Therapeutic Listening 92
eS
Critical Listening
¥
92
“SmartBook lets me
Appreciative Listening 93 nat aera oe
WhatKindofListener Are You? 94 i
Listening Styles and Personality 96
Listening Styles and Empathy 97
Listening and Gender 98
How Can You Improve Your Own Listening Skills? (Receiver) 98
Ask Pre-Questions 99
Consider Yourinterest Level 99
Use Elaboration Strategies 99
As a Listener, Take 51% of the Responsibility for the Communication Transaction 99
Choose to Focus 100
BeAware of Logical Fallacies, Source Credibility, and Appeals 100
Keepa Listening Journal 100
Be Willing to Listen 100
How CanYou Facilitate Increased Listening in the Audience? (Sender) 100
Have a Strong Messagethatis Relevant to Your Audience 100
Use Confident Language 101
Define any Unfamiliar Terms and use Standard English 101
Offer Opportunities for Clarification 101
Assume that Your Audience May Not Have the SameListening Style as You 101
Chapter Review & Study Guide 102
Summary 102
KeyTerms 102
Check Your Understanding: Exercises and Activities 102
References 103

Part 2 Communication Contexts

Chapter 6 Interpersonal Communication 106
TheNature of Communicationin interpersonalRelationships 108
Defining Interpersonal Communication 108
Defining interpersonal Relationships 109
The Importanceof Interpersonal Relationships 110
 The Dark Side ofInterpersonal Relationships 112
SelfDisclosure in the Developmentof interpersonal Relationships 112
Friendship 115
TheValue of Friendships 115
Friendships and New Technology 116
Cross-Cultural Relationships 117
TheStages in Interpersonal Relationships 118
Developing Relationships 118
Maintaining Relationships 118
When Relationships Deteriorate 120
Motivations for Initiating, Maintaining, and Terminating Relationships
‘Motivations for initiating Relationships 121 121
Motivations for Maintaining Relationships 122
Motivations for Terminating Relationships 123
Essential Interpersonal Communication Behaviors 125
Usin
g Affectionate and Supportive Communication 125
Influencing Others 126
“SmartBook helps me
Developing a Unique Relationship 126 feel more ‘Prepared for
class.”
The Possibilities for Improvement
127
Bargaining 127
Maintaining Behavioral Flexibility 128
Chapter Review & Study Guide 130
Summary 130
Key Terms 130
‘Study Questions 130
Critical Thinking 131
Sizing Things Up Scoring and
interpretation
References 132 131

Chapter7 intercut
tural Communication
The Import 136
ance ofStud) Ying
Defining Cultures 139 Intercultural Communication 138
The Goals of Non-Dominant Cul
Intercultural Communicatio tural Comm, uunication 140
Ethnocentrism 142 n Pr ob le ms 14 4
Stereotyping 142
Prejudice 143
Characteristics ofDifferent Cu
individualistic Versus Collecttures 144
tivist Cultures 144
 Uncertainty-Accepting Versus Uncertainty-Rejecting Cultures 146
On-TimeVersus Sometime Cultures 146
Strategies for Improving Intercultural Communication 147
Chapter Review & Study Guide 150
‘Summary 150
Key Terms 150
‘Study Questions 150
Critical Thinking 151
Sizing Things Up Scoring and Interpretation 154
References 152
“Tam @ big big fan Of of
emphasizes the topics |
howSmartBook
7 with.”
Chapter 8 Small-Group Communication 154
The Importanceof Learning About Small Groups 156
Defining Small-Group Communication 158
The Types and Functions of Small Groups 159
Establishing Culture in Small Groups 160
The Development of Group Norms 160
The Development of Roles for Group Members 162
Group Cohesiveness 164
The Effect of Diversity on Group Culture 166
The Roleof Leadership in Small Groups 168
Defining Leadership 168
Ways of Enacting Leadership 169
Problem Solving and Decision Making 171.
Effective Group Problem Solving 172
Other Work to Accomplish in Groups 174
Technology and Group Communication Processes 175
How to Communicate in Small Groups 177
Being an Ethical Group Member 178
Chapter Review & Study Guide 180
Summary 180
Key Terms 180
Study Questions 181
Critical Thinking 181
‘Sizing Things Up Scoringand Interpretation 182
References 182
Contents
Chapter 9 Workplace Communication 184
Defining Workplace Communication 185
Types ofOrganizations 186
Communication Networks 187
Preparingfor the Job Market
Conducting a Self-inventory 188
Creating a Personal Network 189
Searching for a Job 190
Preparing Cover Letters 191
Preparing Résumés and Other Credentials 191
Preparing forthe Interview 195
Gather Information “Reviewing with
GeneralInterviewing Strategies 196 SmartBookabout once
Answering QuestionsEffectively and Ethically 198 a weekis a good way to
Asking QuestionsEffectively and Ethically 199 refresh my memory.”
Preparingforillegal Questions 199
The Postinterview Stage 200
Communication Skills Needed on the Job 201
Workplace Communication Competence 201
Specific Workplace Communication Skills 202
Ethical Dimensions in the Workplace 207
Aggressive Communication 207
Honesty 207
Sexual Harassment 208
Chapter Review & Study Guide 209
Summary 209
Key Terms 210
Study Questions 210
Critical Thinking 211
Sizing Things Up Scoring and Interpretation 211
References 211

Part 3 Fundamentals of Public Speaking

Chapter 10 Understanding Communication
Apprehension 214
Normal Speaker Anxiety 215.
What Is Communication Apprehension? 215

xi Contents
What Are the Causes of Communication Apprehension? 216
Genetic Contributors 216
Environmental Reinforcers 216
Personality Traits. 217
Cultural Factors 217
‘Summary: Causes of Communication Apprehension 218 |
What Are the Effects of Communication Apprehension? 218
CA and Standardized Test Scores 218
CA and Grades 218
CA and Class Selection 218 |
CA and College Graduation 219
‘Summary: Effects of Communication Apprehension 219
How Do We Reduce the Effects of Communication Apprehension? 220
Use Positive Self‘Talk 220 ——_________,
Use Positive Visualization 221 £ nelaeiwerte
Utilize Kinesic inputs 221 activities in SmartBook are
‘most helpful because | need |
Change Your Perspective 222
Be Prepared 223 | thatextra push when learning.”
Chapter Review & Study Guide 227 |
Summary 227
Key Terms 228
‘Study Questions 228 |
Critical Thinking 229 |
References 229 |
Chapter 11 Being Credible and Using Evidence 230 |
Source Credibility and Its Importance 234 |
Dimensionsof Credibility 233
Competence 233
Trustworthiness 233
Dynamism 234
Common Ground 234
Strategies for Improving Credibility 235
How to Be Strategic in Finding Information 238
Principles for Effective Research 238
Locating Information for Your Presentation 240 |
‘TypesofSupporting Material 247
Examples 247
Narratives 248
Surveys 248
Testimony 249 }
 Numbersand Statistics 249
Analogies 250
Explanations 250
Definitions 254
Think Aboutthe Mix 251
How to Cite Sources of Information 252
Ethical Principles to Follow for Credibility and Research 253
Ethics and Source Credibility 253
Ethics and Supporting Material 254
Chapter Review & Study Guide 256
Summary 256
Key Terms 256
Study Questions 257
Critical Thinking 258
‘Sizing Things Up Scoring and Interpretation 258,
References 258
Chapter 12 Organizing Your Presentation 260
The Introduction 264
Gaining and Maintaining Audience Attention 261
Arousing Audience Interest 263
Stating the Purpose of Thesis 264
Establishing Your Credibility 265
Forecasting Development and Organization 266
The Body 266
ThePrinciples of Outlining 267
“| like the SmartBook The Rough Draft 269
helsananes besauas TheSentence Outline 271
they keep me on track.” The Key-Word Outline 272
Organizational Patterns 274
Transitions and Signposts 281
The Conclusion 282
The References 284
Chapter Review & Study Guide 287
Summary 287
Key Terms 287
Study Questions 288
Critical Thinking 288
Sizing Things Up Scoring and interpretation 289
References 289

xiv Contents
 Chapter 13 Effective Delivery and Use of Visual Aids 290
Delivery 291
Communication vs. PerformanceOrientation 291
Delivery Style 293
What's Wrong with Using a Manuscript? 294
Delivery and Message Processing 295
Eye Contact 296
Delivery and Credibility 296
Using Visual AidsEffectively 297
Defining Visual Aids 297
WaysVisual Aids Help Us Communicate More Effectively 297
Attract Audience Attention 297
Emphasize Key Points 297
‘Show TheRelationship between Points 298
Simplify Numeric Information 298
Make Examples More Specific 299
Ilustrate Difficult-To-Describe Objects or Scenes 299
Ilustrate Symbolic Relationships 300
Characteristics of Effective Visual Aids 301
Effective Visual Aids Are Visible 301
Effective Visual Aids Are Non-Distracting 302
Effective Visual Aids Are Simple and Clear 302
Effective Visual Aids Are Functional 303
‘Typesof Visual Aids 304
Objects or Models 304
Posters or Flip Charts 304
Overhead Transparencies 305
PowerPoint 305
Using PowerPoint Effectively 306
Who's the Presenter and Who's the Helper? 306
Maintain Eye Contact with Your Audience 306
‘Show Visuals Only When TheyAdd Something to Your Speech 306
DrawAttention to the Content, Not The Package 307
MakeYourVisuals Easy for Your Audience to Receive 308
Underused PowerPoint Techniques 309
Making PowerPoint“Fade to Black” During A Presentation 309
Using CustomAnimation for Your BulletLists 310
Highlighting Portions of a Slide 310
PowerPoint Recap 341
Final Thoughts on the Effective Useof Visual Aids 311
 Chapter Addendum 314
Creating a Black Slide in PowerPoint 311
Adjusting the Animation of Bullet Lists in PowerPoint 312
Highlighting Portions of a PowerPoint Slide 312
Tips for Projecting OverheadTransparencies 314
Chapter Review & Study Guide 315
Summary 315
Key Terms 315
Study Questions 316
Critical Thinking 316
References 317
Chapter 14 Persuasive Presentations 318
WhyIs the Study of Persuasion Important? 319
Defining the Conceptof Persuasion 319
The Elaboration Likelihood Model 320
Two Routes to Persuasion: Central and Peripheral 320
What ELM Research Offers Persuaders 321
Central Route Factors: Things That Make Elaboration More Likely
321
Source Characteristics 321
Message Characteristics 322
Channel Options 324
Receiver Characteristics and information Processing 324
Argument Quality: How to Plan a Strong Message 327
One-sided versus Two-sided Messages 328
Inoculation Theory: Resistance to Persuasion
328
Evidence: Statistics versus Stories
329
Fear Apeals 329
Peripheral Route Persuasion Cues 330
Source Characteristics 331
Message-Related Factors as Peripheral Persuasio
n Cues 334
Chapter Review & Study Guide 337
‘Summary 337
Key Terms 338
Study Questions 338
Critical Thinking 339
References 339
Appendix A: Communicating In Our Technolo
gical World 342
Glossary 346
Index 353

xvi Contents
preface
McGraw-Hill Connect: An Overview
McGraw-Hill Connect offers fullsemester access to comprehensive,reliable content
and leaming resourcesfor the communication course. Connect's deep integration with
mostlearning management systems (LMSs), including Blackboard and Desire2Learn
(021), offers single sign-on and deep gradebooksynchronization. Data from
Assignment Results reports synchronize directly with many LMSs, allowing scores to
flow automatically from Connect into schoolspecific grade books,if required.
The following tools and services are available as part of Connect for the
communication course.

fl era mics Prat

‘SmartBook + ‘SmartBook is an engaging and
imeractve reaing experience for
‘mastering fundamental communication
coment.
‘+The metacognitve component confims
leamers' understanding ofthe mateal.
+ Instrctors can actively connect
‘SmanBook assignments and resus to
higher-orderclassroom work and one-on-
‘one student conferences,
+ Learners can track their own
understanding and mastery of course
‘concepts and identi gaps in their
tnowiedee.
Connect Insight for ‘© Connect Insight for Instructors is an
Instructors ‘analytics resource that produces quick
feedback related to leamer performance
‘and leamer engagement.
‘© Its designed as a dashboard for both
{quick check-ins and detailed
performance and engagement views.
‘© SmartBook is an adaptive reading experience
‘Gesigned to change the way learners read and leam.
I orates 2 personalized reading experience by
‘ighieing the most impact concepts @ student
‘needs to lear at that moment in time.
‘+ SmanBook creates pesonaled learning plans based
‘on student responses to content question probes and
confidence scales, identifying the topics learners are
‘struggling with and providing learning resources to
create personalized leaning moments.
© SmartBook includes a variety of learning resources
‘ed directly to key content areas to provide students
‘with additional instruction and context This includes:
video and meciacips, interac side content, mii-
lectures, and image anaises.
© SmartBook Reports provide instructors with data to
quantity success and identity problem areas that
requle adéressng in and out of the classroom.
+ Leamers can access their own progess and concept
mastery repons.
Connect Insight for instructors offers a series of visual
‘ata displays that provide analysis on five key insights:
© How are my students doing?
‘+ How is this one student doing?
© How is my section doing?
‘+ How is this assignment doing?
‘© How are my assignments doing?

Connect insight for * Connect insight for Students is a
‘Students ‘powerful deta analytics tool that provides
_av-alance visualizations to help
earners understand their performance
‘on Connect assignments.
* Connect Insight for Student offers detals on each
‘Connect assignment to leamers. When possibleit
‘offers suggestions forthe leamers on how they can
improve scores.These data can help guide leames to
‘behaviors that wil lead to better scores in the future.
 erus
Speech Capture ‘© Speech Copture provides instructors with
‘8 comprehensive and efficient way of
managing in-class and online speech
assignments, Inuding student set
reviews, peer reviews, and instructor
godin.
‘Speech Preparation Tools ‘© SpeechPreparation Tools provide
learers with addtional support and
include Topic Helper, Outline ool, and
‘access to third-party Intemet sites the
EasyBilb (for formattingcations) and
‘Survey Monkey (to create auclence-
‘analysis questionnales and surveys).
Instructor Reports ‘© Instructor Reports provide data thet may
be useful for assessing programs or
‘courses as part of the acrectation
process
Student Reports ‘+ Student Reports allow leaner to review
their performance for specific
assignments ofr the course,
Pre- and PostTests ‘© Instructors can generate thelr own pre-
and posts-tests from the Test Bank
‘+ Pre- and posttests demonstrate what
learmers already know before ciass
begins and what they have eared by
the end
oa)
‘© Tegity allows instructors to capture
course material or lectures on video.
‘© Students can watchvideos recorded by
‘ther instructor and lean course material
at their own pace.
‘Simple LMS Integration "© Connect seamlessly integrates with every
learning management system
xviii Preface
Pua)
The Speech Capture too allow s instructors to easly
‘and efficientlyset up speech assignments forposedthelr
‘coursethat can easly be shared and ct.repur , 25
‘needed,throughout their use of Conne
Customizable rues and settings ngcanthebe spee saved and
share d, savin g time and svea miii ch
‘assignment process ftom creation to assessment.
‘© Speech Capture allows users, bath studentsssmeandnt
Instructs, to view videos during the asse
process. Feedback can be lft within a customized
ruboras time-stamped comments within the video-
playback itset
‘© Speech PreparationTools provide learners with
‘ditional resources to help with the preparation and
‘utining of speectes, 2s well aswith audience
analysis surveys.
© Instructors have the ality to make tools ether
‘avalzle or unavaibleto learners.
© Connect generates 2 numberof powerful reports and
chars that allow instructors to quicky review the
performance ofa gen learner oran entire section,
* lnstuctors can run reports that span multiple sections
and instructors, makingit anidealsolutionfor
Individual professors, course coordinators, and
epartment chal,
* Leamers can keep tack oftheir performance and
Idemy areas with which they struggle.
Instructors have accesto two sets of pre- and post
tests (at two levels). nstructors can use these tests to
ate a diagnostic and post-dagnostc exam vie
Connect,
Instructors can keep track of which
watched the videos they post. teams have |
Learners can watch and review lectures by their
instructor
Learners
a a can search each lectus re for specific bites of |
Leamers have automatic singe sign-on,
Connect assignment resus syncne to the the MS'sLMS
ne
Instructor's Guide to Connect
for Human Communication
When you assign Connectyou can be confident—and have data to
demonstrate—that the learners in your course, however diverse, are
acquiring the skills, principles, and critical processes that constitute
effective communication. This leaves you to focus on your highest
course expectations.

TAILORED TO YOU. Connect offers on-demand, single sign-on access to

learners—wherever they are and whenever they have time. With a
single, onetime registration, learners receive access to McGraw-Hill’s
trusted content. Learners also have a courtesy trial period during
registration.
EASY TO USE. Connect seamlessly supportsall major learning
management systemswith content, assignments, performance data, and
LearnSmart, the leading adaptive learning system. With these tools you
can quickly make assignments, producereports,focus discussions,
intervene on problem topics, and help atrisk learners—as you need to
and when you need to.
Human Communication SmartBook
A Personalized and Adaptive Learning Experience with Smartbook. Boost learner suc
cess with McGraw-Hill’s adaptive reading and study experience. The Human Communication
‘SmartBookhighlights the most impactful communication concepts the student needs to
teamat that moment in time, The learning path continuously adapts and, based on what
theindividuallearner knows and doesnot know, provides focused help throughtargeted
question probes and leaming resources.
Enhanced for the New Edition! With a suite of new learning resources and question
probes, as well as highlights of key chapter concepts, SmartBook’s intuitive technology
optimizes learnerstudy timeby creating a personalized learning path for improved course
performance andoverall learner success.
 ona

oe

eettses
‘SmartBook highlights the keyconcepts of every chapter, offering the learner a high-impa
(left). Here, highlighted text andanillustration together explain thelistening process. Highligh
when a student has demonstrated his or her understanding of the concept

Hundreds of Interactive Learning Resources. Presented in a range intera

Human Communicati on Learning Resources support learners who De struggli
master, or simply wish to review, the most important communicatic
to reinforce the m 'st important chapter concepts—from nonverbal
andcritical thinking skills fo workplace interviewing techni
tions—every Learning Resource is presented at the precisequesmonand org;
video, audio clip, or inter ctive minilesson, each of the 200-plus Lea
new to the new edition and was designed to give learners a lifelong
communication skills,

ttc he om
ie: Wet a Specht Gan Passe Agreement

xx Preface
More than 1,000 Targeted Question Probes. Classtested at colleges and universities
nationwide, a treasury of engaging question probes—new andrevised, more than 1,000
in all—giveslearners the information on communication they need to know, at every stage
of the learning process, in orderto thrive in the course. Designed to gauge learners’
comprehensionof the most important Human Communication chapter concepts, and pre-
sentedin a variety of interactive styles to facilitate student engagement,targeted question
probesgive learners immediate feedback on their understanding of the material. Each
question probeidentifies @ learner's familiarity with the instruction and points to areas
where additional remediation is needed.

‘The process of using messages togenerate meaning _Inastuation that allows mutual
‘epportunies for both speaking andIsteing ls defined es communication.
(lek the anawer you thinks ght
between at est to people; nrapereon
‘thin the st interpersonal
within te sett mass
‘beowen teas tno people arpersonal
‘De you know the ae? cae

Informed by the Latest Research. Thebest insights from today’s leading communications
scholarsinfuse every lesson and are integrated throughout Human Communication.
Fresh Examples Anchored in the Real World. Every chapter of Human Communication
opens with a vignette exploring communication challenges in our everydaylives. Dozens
Ofadditional examples appear throughout the new edition, each demonstrating an essen-
tial element of the communication process. Whether learners are reading a chapter,
responding to a question probe, or reviewing key concepts in a learning resource, their
every instructional moment is rooted in the real world. McGraw-Hill research shows that
high-quality examples reinforce academic theory throughoutthe course. Relevant examples
andpractical scenarios—reflecting interactions in school, the workplace, and beyond—
demonstrate how effective communication informs and enhances students’ lives and
careers,
‘A Greater Emphasis on Creativity. A newfeature, Communicating Creatively, illustrates
ways in which originality—from effective collaboration strategies, to emphasizing one's
personality, to using music to boost a message—canbe used to augment the communi-
cation skills addressed in the chapters.
 New Annotated Student Speech.thre The Informative
communicating Presentations chapter incl udes e compelling
creatively student speeches on cont tion new to s,theinclunew
empo rary topic c:
ing an informativ e pres enta
‘Memorable Message About College edition. Each speech models how @ speaker can
‘As @ way to celebrate Intemational Women’s Day, YouTube increase audience members’ awareness orti of an
encouraged people to empower young women with the #DearMe
campaign. The #DearMe campaign asks digtal creatorsaround issue, integ rate sour ces and othe r supp ng
the worl to upload “videoltrs” to thelr younger selvesthat material, and organ ize the mess age to help liste n
Provide the advice and encouragement thatthey wish they had
heard when they were younger. The campaign encouraged people
ers better understand a topic.
to use the hashtag #Dearkleon socal media to sharetheir mes- Tips for Embracing Diverse Cultures. Tohelp stu
‘sages. although the intial focus was on young gis,these video
letters applyto anyone wishing to tel thelr younger sehes or oth dents navigate the communication challenges of a
‘rs a supportive, clarving,and/or realistic message. A quick multicultural society, Engaging Diversity boxes offer
search ofthe videos yields an aay of messages, perspectives, guidance on topics such as nonverbal cues,
{nd identities. In this section,you have been leaning about how
Your selfpercentions and others’ perceptions of you haven pat, disabilities, bilingualism, new technologies, and pro-
formed who you are. Perhaps you can take the time to create @ vocative speech.
video orwite 3 handuritenletter to youryounger set, What.
‘would your letter say? What part does perceptionplayin your Guidance fora Lifetime. The enc-ofchapter fea
‘message to your younger sel"? ture, Be Ready for What's Next, stresses the
Souce: uve 8 (2025, Ma) Yue utes Pane cara ft lifelong application of communication skills and
‘aetna! Wor ay. at jw teen2035/6008)
‘outtedromecarbogrMteraters:worredy how mastery of these skills can help learners in
otherclasses, the workplace, andlife.

Speech Capture
Designed for usein face-to-face, realtime classrooms, as well as online courses, Speech
Capture allowsyou to evaluate your learners’ speeches using fully customizable rubrics.
You can also create and manage peer review assignments and upload videos on behalf
oflearners for optimal flexibility
Learners can access rubrics and leave com-
ments when preparing self-reviews and peer
eviews. They can easily upload a videoof their
speech from their hard drive or use Connect's built
in video recorder. Learners can even
rk instru upload additional files or documents, attach and
such as a
works cited page or a PowerPoint presentation
PeerReview. Peer review assignments are easier
than ever. Create and manage peer review assign
‘ments and customize privacy settings.
Speech Assessment. Connect Speech Capture
lets you customize the assignments, includin
reviews and peer reviews. it also save g sett.
Auenty used comments, -simsipivnmp s your fre
g your
provide feedback. es ra gerts
SelfReflection. The seifreview featur
leamers to revisit their own sentations e allows
are their progress over timepre
.
and com

Preface
Data Analytics
‘onnect Insight provides at-a-glance analysis on five keyinsights, available at a moment's
notice from your tablet device. The first and only analytics toolofits kind, Insight will tell
ou, in real time, howindividual students or sections are doing (or how well your assign-
ments have been received) so you can take action early and keep struggling students
rom falling behind

Instructors can see how manylearners

have completed an assignment, how
long they spent on the task, and how
they scored

Preface xxiii
 Instructors can see, at @ glance, individual learner
performance: analytics showing learnerinvestmentin
assignments, and success at completing them, hel
Instructors identify, and aid, those who are at risk

Connect Reports
Instructor Reports allow instructors to quickly monitor learner activity, makingit easy to
identify which learners are struggling and to provide immediatehelp to ensure thoselearn
ers stay enrolled in the course and improve their performance. The Instructor Reports also
highlightthe concepts and leaming objectivesthat the class as a whole is having difficulty
grasping. This essentialinformation lets you know exactly which areas to target for review
during your limited class time.
Somekey reports include:
Progress Overview report—Viewlearner progress for all modules, including how long
leamers have spent working in the module, which modules they have used outside any
that were assigned, and individual learner progress.
Missed Questions report—identify specific proves
Caen orsni zed bychapterthat ace problematic for learners.
Sample report. Reports Most Challenging Learning Objectives report—icer
tify the specific topic areas that are chall
your learners; these reports are organized byengin g for
chapt
and include specific page references. Use this inforer
‘mation to tallor your lecture time and assignments to
Cover areas that require additional reme diation and
practice,
Metacognitive Skills report—View statistics sho
how knowledgeable your lear wing
ners are about their own
‘comprehension and learning,

Classroom Preparation Tools

Whether before, during, orafter class, there is a si uit
help instructors plan their lessons and to keep lear ‘nerse OfbuiPea
ldi
rson products designed to
the course. ng upon the foundations of
Annotated Instructor's Edition. The
teaching aidsfor each chapter in HumaAnnot ated instructor's Edition provides a
n Communication. it is alse wealth of
ere

xxiv Preface
Powerpoint Slides. The PowerPoint presentations for Human Communication provide chap-
ter highlights that help instructors create focused yetindividualized lessonplans.
‘Test Bank. The Test Bank is a treasury of more than 1,000 examination questions based
on the most important communication concepts explored in Human Communication; more
than 100 ofthe questions are newor revisedfor this edition.
Support to Ensure Success
* Digital Success Academy—The Digital Success

and
RORY courseSOcreation
Seer,guidance
Cree 8 forinstructors
MOARN OF an and
learners alike. Instructor support is presented in Connect Success Academy
easytonavigate, easy-tocomplete sections. It o
includes the popular Connect how-to videos,step-
bystep Click through Guides, and First Day of a
Class materials that explain how to use both the SE PE
Connect platform and its coursespecific tools and
features. http://createwp.customer.mheducation TRS Manes
‘com/wordpress-mu/success-academy/
© Uraconnect» savers =
+ Digital Success Team—The Digital Success
Teamis a groupof specialists dedicated to work- counee& Sctons » i Grasing k Renee»
ing online with instructors—one-on-one—to
demonstrate how the Connect platform works Disupine Soeute Sananeaaite
and to help incorporate Connect into a custom: wer
er's specific course design andsyllabus. Contact
your digital learning consultant to learn more.
+ Digital Learning Consultants—Digital Learning wae» (Trang Quaen=
Consultants are local resources who work closely
with your McGraw-Hill learning technology consul
tants. They can provide face-to-face faculty sup-
port and training. http://shop.mheducation
com/store/paris/user/finditr.htm|
+ Digital Faculty Consultants—Digital Faculty Con-
sultants are experiencedinstructors whouse Connectin their classroom. These instructors
are available to offer suggestions, advice, andtraining about how best to use Connect in
your class. To request a Digital Faculty Consultant to speak with, please email your McGraw
Hill learning technology consultant. http://connect.customer.mheducation.com/dfc/
+ National Training Webinars—McGraw-Hill offers an ongoing series of webinars for
instructors to lear and master the Connectplatform as well as its course-specific
tools andfeatures. We hope you will refer to our online schedule of national training
webinars andsignup to learn more about Connect! http://webinars.mhhe.com/

CONTACT OUR CUSTOMER SUPPORT TEAM

McGrawHill is dedicatedto supportinginstructors andlearners. To contact our
customer support team, please call us at 800-331-5094or visit usonline at
http://mpss.mhhe.com/contact.php.

Preface xxv
 Chapter-by-Chapter Changesto the
New Edition: Highlights
New and updated material in this edition of Human Communication
reflects the latest researchin the field, as well as McGraw-Hill Education's
research identifying the skills and topics students find mostchallenging.
Chapter 2: New opening vignette on how language shapes
perceptions and expectations; reframedfocus onidentity as,
factorinfluencing perception; intergroup perspective added
to theoretical framing of chapter; updated research on stereo-
typing: new coverage oftechnology's impact on perception,
first impressions,online identity, and personalbranding
Chapter 3: New opening vignette on how words become
real"; new examples ofslang and clichéd language;
reframed focus on gender-biasedlanguage and new discus:
sion oftrans* language; new coverage of vanishing lan-
guages, communicating personality, and using we-and
statements during job interviews
Chapter 4: New coverage of communicating emotions,
using adaptors, adapting nonverbal behaviors to digitally
mediated communication, diversity, and nonverbal cues:
updated research on the dangers of overemphasizing phys-
ical attractiveness
Chapter6: New discussion ofself-disclosure, communica:
tion privacy management, social media, and visible and
Nonvisible disabilities; updated research on grieving and
social media
Chapter 7: New opening vignette on culture-based group
conflict; updated statistics on diversity in the United
States; new research on the importance of exposing
college students to diversity; new coverageof the role of
music in building cultural awareness
Chapter 8: New opening vignette on group work during
‘community crises; updated research on group work, group
think, and related tech apps; new Emerging Technology and
Group Roles section; new coverage of collaborative
working, the impact ofphysical structures on human inter
action, managing privacy, and conflict in work groups; n
‘Adapted Competent Group CommunicationEvaluation Fo
Chapter 9: Updated statistics on U.S. workforce trends; new
Coverage of organizational communication, personal brand
Ing, and bilingual communication in the workplace; ne
table outlining workplace communication competence skills
Chapter 14: Chapter reorganized to emphasize strategies
for locatinginformation for presentations; new coverage of
commonground, expertise, andcredibility
Chapter 12: Enhanced coverage of audience feedback
when creating the body of a speech
Prereatyee
‘The authors wishto extend a verysincere thank youto the many colleagueswhoassisted in the revision ofthis edition
‘of Human Communication. Many of our communication faculty colleagues andstudents have provided feedback, both
formal andinformal, about how to improve both the substance andfeel of this book. Such insightis critical, and
we are very appreciative of yourtime and expertise. We are forevergrateful to Judy Pearson, Paul Nelson, and Lynn
Harter, who were co-authorson previouseditions of this book. Your voices, spirit, and commitmentto students are,
and will foreverbe, integral parts of this project.
Reviewer Names Survey Participants
Gwen Dooley, Jackson State University Rebekah Pointer Adderley, Tarrant County College
AmberFinn, Texas Christian University Dr. Amy M. Atchley, Baton Rouge Community College
Chris Goble, Monmouth College ManuelG. Avilés-Santiago,Arizona State University
‘Angela Johansson, Kishwaukee College Joseph Bailey, Hardin-Simmons University
Katherine Lehman-Meyer, St. Mary's University Erin Begnaud, South Louisiana Community College—
‘Amy Lenoce, NaugatuckValley Community College Lafayette
‘Yvette Lujan, Miami Dade College, interAmerican Campus Tonya D.Bell, Labette Community College
Danie! McRoberts, NorthcentralTechnical College BryanBrown, Northern Virginia Community College—
Greg Ormson,Northcentral Technical College Woodbridge
Thomas Ruddick, Edison Community College Christy Burns, Jacksonville State University
Shari Santoriello, Suffolk County Community College, Brady Carey, Mt. Hood Community College
Eastern Tim Chandler, Hardin-Simmons University
Patricia Smith, Northcentral Technical College GenaChristopher, Jacksonville State University
Susan Smith, Broward College, South Campus Ingrid C Davis, Central Piedmont Community College
‘Adam Vellone, MiamiDade College, Homestead Campus Kevin Ells, Louisiana State University, Alexandria
Diana Elrod-Sarnecki, Des Moines Area Community
Connect and LearnSmart Contributors College
Jocelyn DeGroot Brown, Southern Illinois University, Jill Evans, Kettering College
Edwardsville John B. French, Cape Cod Community College
Leah Bryant, DePaul University Chris Goble, Monmouth College
Brady Carey, Mt. Hood Community College Mike Harsh, Hagerstown Community College
Tim Chandler, Hardin-Simmons University Daniel Hildenbrandt, Owensboro Community and
Denise Sperruzza, St. Louis Community College Technical College
Charlene Widener, Hutchinson Community College ‘Sandy Humphries, South Louisiana Community College
Nancy A. Hutchinson, Lipscomb University
Feature and Connect Plan Reviewers Kalil Isiam-Zwart, Eastern Washington University
Lawrence Albert, Morehead State University Tonya Blivens Kariuki, Tarrant County College
Theresa Albury, Miami Dade College, Wolfson Campus Carolyn Kershaw, Charter Oak State College
Brady Carey, Mt. Hood Community College ‘Amanda A. Knight, Andrew College
Nader Chaaban, Montgomery College, Rockville Erica Lamm, Northern Virginia Community College
Diane Egdorf, Des Moines Area Community College Philip Lane, Miami Dade College, Wolfson Campus
Philip Lane, Miami Dade College, Wolfson Campus Amy K. Lenoce, Naugatuck Valley Community College
Kara Laskowski, Shippensburg University of Pennsylvania Darren L. Linvill, Clemson University
Linda Long, North Lake College Matthew Malloy, Caldwell Community College and
Xin-An Lu, Shippensburg University of Pennsylvania Technical Institute
Kay Mueller, Des Moines Area Community College Anne Meintosh, Central Pledmont Community College
ReneeStrom, St. Cloud State University Jennifer Millspaugh, Richland College
Anestine Theophile-LaFond, Montgomery College, Rockville Denny Morell, Mass Bay Community College

Acknowledgments xxvii
 Robert Mott, York College of Pennsylvania ‘Shari Santoriello, Suffolk County Community College,
Terri Narrell, Snead State Community College Eastern
Lois B. Nemetz, Louisiana State University, Eunice Jesse Schroeder, Northwestern Oklahoma State
Steve “Butch” Owens, Navarro College University
Trudi Peterson, Monmouth College Don Simmons, Asbury University
Paul E. Potter, Hardin-Simmons University Patricia Spence, Richland College
DannaPrather, Suffolk County Community College Kari Stouffer, University of Texas, Dallas
Rebecca Putt, Charter Oak State College Charlene Strickland, Hardin-Simmons University
Gary D. Reeves, Baton Rouge Community College Karol L. Walchak, Alpena Community College
Maryanna Richardson,Forsyth Technical Community Diana M. Withers, Charter Oak State College
College
Rosemary Robertson-Smith, Louisiana State University,
Eunice
We are also indebted to the outstanding team of McGraw-Hill Education colleagues who contributed their time and talent
to this edition. Nancy Huebnerand Lisa Pinto provided critical guidance as we developed a vision for this edition. Your
wisdom and pragmatic approach provided us with confidence, while your enthusiasm and visioninstilled excitement!
There are many other individuals who worked on several essential aspects of this project, including Sally Constable,
‘Samantha DonisiHamm,Shella Frank, Laura Kennedy, Michael O'Loughlin, Jennifer Shekleton, Janet Smith, Linda Su, and
Kim Taylo. Thank youfor being partof the Human Communication team!
We were particularly blessed to work with a delightful editor, Victoria DeRosa.Victoria was a true collaborator on
this project. Her eyefor detail, insightful suggestions, understanding of ourvision, and commitmentto be inclusive to
students wasevident in the work shedid with us. We are so thankful to have had you with us on this journey!
Finally, we are reminded that book projectsare family endeavors. Scott wouldlike to thank Lynn Harterfor providing
a creative sounding board and unending support forthis project. Thanks also to Emma, Ned, and Cleo fortheir love and
fun diversions from the computer! Angela would like to thank Scott for the opportunity to collaborate on this project and
for his constantinterest in new and bold ideas. She is also gratefulfor the endless support and patience of her partner,
Timothy, andforthe little hands and laughterof herchildren,Lillie and Ayden,that remind herto bestill in the moment.

xxvill Acknowledgments
 © Comstock inages/Juperinag

an introduction to
the study of
communication
Jim Katt, University of Central Florida

When you haveread and thought about this chapter, you will be able to:
1. Explain how the process of communication is pervasive, amoral, and agenda-advancing.
2. Describe logos, pathos, and ethos, and understand what speakers can do to enhance each of
themin their presentations.
3. Explain the importance of the SMCRE variables.
4. Demonstrate ways to maximize the likelihood that your audience will be motivated and able to
processyour message.
5. Explain the various contexts in which communication takesplace.

This chapter will introduce you to the study of human commu

nication. First, we
will look at some ofthe attributes of the processof commu
nication. Next, we will
explore some of the theories of communication and demon
st trate how you can
apply those theories to become a better communicat
or. We wi ill preview the co
texts in which communication occurs and n-
discuss the oppor tunities and ch
lenges of each area ofstudy, and finally,
al-
wewill talk about an ethical framework
for communication.
 Ithough we have been communicating all of our lives, most of us
have not puta lot of thought into how the process of communica-
tion works. Before you begin your survey of various aspects of human
communication, it will be good to have an overview of how the process works.
Whether you are making a presentation for a college class or at work, or
simply interacting with co-workers, friends and family, knowing about the process of com-
munication can be helpful. Fortunately for you, there is a large body of knowledge just
waiting to be tapped.
The study of communication has a theoretical basis that draws from contemporary
empirical research as well as observations that date back centuries. This chapter makes
‘no attemptto cover the body of knowledge that makes up communication theory, but instead
looks at a few selected instances where some knowledge of communication theory can
help you be a more effective communicator in your everyday life.

What Is Communication?
Communication is a complex process that, many would argue,is extraordinarily difficult
to define. So, rather than attempting to define communication,let’s examine some of the
attributes of this process. Specifically, let’s look at how communication is pervasive, perasiveness
amoral, and necessary to advancing our life-agenda. Communication
er takes
ae together because
COMMUNICATION IS PERVASIVE people tend to look
Manyarguethat humansin the presence ofother humans cannot not communicate. Even Soman
when we try not to send any sort of message, it’s likely that others will infer meaning 37=\"26
from our lack of action. What do you think when someone doesn’t call you back, doesn’t
look at you when you're talking, or doesn’t answer your
email? If you're like most people, you start making inferences
about the other person’s motives for not responding—she’s
doesn't like me; he’s just a rude person; she’s afraid to talk
to me;he’s probably really busy; and so on. People tend to
look for meaning, even whenthere is no message. It’s human
nature, The problem is that, much of the time, the meaning
assigned to the lack of an overt message simply isn’t correct.
Your voicemail is full and all of a sudden people think you
don’t like them, or you're rude, or you're fearful, or too busy
to talk, But what does this inability to turn off the communi-
cation process mean for us as communicators? If we cannot
not communicate, if people are going to assign meaning to
our lack of sending messages, then maybe we would be better
off trying to send clear messages that have a better chance of being received accurately. What do you think
If the process of communication is going to continue whether we participate or not, it’s when someone does't
better that we becomeactive participants. retum your txt message?
COMMUNICATION IS AMORAL amoral
‘ 6 ‘ The process of
The word amoralis often misused, People use it when they really mean immoral. In corsmunicationis
the context of communication, amoral means ethically neutral—neither moral nor ethicaly neutral.
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