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Test Bank
CHAPTER 7: INTEGRATING SUPPORT
Multiple Choice
1. The primary use of ______ is to support specific points, to engage the

audience.
a. examples
b. definitions
c. analogies
d. statistics
Ans: A
Learning Objective: 7.1: Use and assess the effectiveness of examples.
Cognitive Domain: Comprehension
Answer Location: Chapter Introduction
Difficulty Level: Medium
2. The primary use of ______ is to explain words or concepts.

a. examples
b. definitions
c. analogies
d. statistics
Ans: B
Learning Objective: 7.3: Use and assess the effectiveness of facts and
definitions.
3. The primary use of ______ is to promote understanding via comparisons and

contrasts.
a. examples
b. definitions
c. analogies
d. statistics
Ans: C
Learning Objective: 7.4: Use and assess the effectiveness of analogies.
Answer Location: 7.4. Use Analogies
4. The primary use of ______ is to strengthen claims and reinforce facts.

a. examples
b. definitions
c. analogies
d. statistics
Ans: D
Learning Objective: 7.5: Use and assess the effectiveness of statistics.
5. The primary use of ______ is to clarify, to evoke a sensory response.

a. examples
b. explanations and descriptions
c. analogies
d. testimony
Ans: B
Learning Objective: 7.2: Use and assess the effectiveness of explanations and
descriptions.
6. The primary use of ______ is to increase believability and credibility.

a. examples
b. explanations and descriptions
c. analogies
d. testimony
Ans: D
Learning Objective: 7.6: Use and assess the effectiveness of testimony.
7. Which of the following are true for short examples?

a. They support a general argument.
b. They are typically a paragraph or more in length.
c. When used in a series, they gain power.
d. Short examples are equivalent to thesis statements.
Ans: C
Answer Location: 7.1a. Short Examples
8. Extended examples are also sometimes known as ______.

a. illustrations
b. episodes
c. stories
d. metaphors
Ans: A
Answer Location: 7.1b. Narrative Examples
9. When you use examples that have not actually occurred into your speeches,
you are using ______ examples.
a. hypothetical
b. false
c. theoretical
d. fictional
Ans: A
Cognitive Domain: Knowledge
Answer Location: 7.1c. Hypothetical Examples
Difficulty Level: Easy
10. In order for ______ to fulfill their purpose, audiences must accept that the
fictional scenarios you create could really happen.
a. analogies
b. hypothetical examples
c. definitions
d. descriptions
Ans: B
11. Which of the following is not a question you should ask yourself when
assessing your examples?
a. Is the example universal?
b. Is the example vivid?
c. Does the example clarify your message?
d. Will your listeners be bored by the example?
Ans: D
Answer Location: 7.1d. Assess the Power of Your Examples
12. ______ examples are very much like stories.

a. Extended
b. Short
c. Hyperbolic
d. Metaphoric
Ans: A
13. In her speech, Jean provides an overview of the symptoms of a disease, and
this facilitates the audience’s understanding of the respective disease. Jean uses
______.
a. an explanation
b. a definition
c. a citation
d. a script
Ans: A
descriptions.
Cognitive Domain: Application
Answer Location: 7.2a. Explanations
14. Speakers use descriptions for which of the following?

a. to produce fresh and striking word pictures
b. to provoke sensory reactions
c. to create greater message vividness
d. all of these
Ans: D
descriptions.
Answer Location: 7.2b. Descriptions
15. Why are definitions useful to your audience?

a. They provide easier content for audience members to follow.
b. They can trick your audience into believing your message.
c. They can facilitate audience acceptance of a speaker’s ideas.
d. They help your audience follow the outline of your speech.
Ans: C
definitions.
Cognitive Domain: Analysis
Answer Location: 7.3. Use Definitions
16. A definition does which of the following?

a. They provide easier content for audience members to follow.
b. They can trick your audience into believing your message.
c. They help your audience follow the outline of your speech.
d. They help bridge cultural divides.
Ans: D
definitions.
Answer Location: 7.3b. How Do You Define a Word?
17. ______ are designed to clarify intended meanings of concepts.

a. Descriptions
b. Definitions
c. Explanations
d. Analogies
Ans: B
definitions.
Answer Location: 7.3c. Assess the Power of Your Definitions
18. Which of the following is a question that you can ask yourself in order to
assess your definition?
a. Does my definition contribute to the overall goal and purpose of my speech?
b. Is my definition easily understood?
c. Am I consistent in the way I define or explain a term or problem?
d. All of these are questions you can ask yourself.
Ans: D
definitions.
Answer Location: 7.3c. Assess the Power of Your Definitions
19. A/an ______ functions to increase understanding through comparison and

contrast.
a. definition
b. explanation
c. analogy
d. hypothetical example
Ans: C
20. A ______ compares two things from similar classes, for example, two
viruses, two novels, or two crises.
a. literal analogy
b. metaphorical analogy
c. figurative analogy
d. hypothetical analogy
Ans: A
Answer Location: 7.4a. Literal Analogies
21. A ______ compares two things that are distinctively dissimilar and that at first
appear to have little in common with each other.
a. literal analogy
b. metaphorical analogy
c. figurative analogy
d. hypothetical analogy
Ans: C
Answer Location: 7.4b. Figurative Analogies
22. The ______ is the difference between the highest and the lowest numbers in
a series.
a. mean
b. median
c. mode
d. range
Ans: D
Answer Location: 7.5a. Understand What Statistics Mean
23. The ______ is the middle number in a group of numbers arranged in order
from highest to lowest.
a. mean
b. median
c. mode
d. range
Ans: B
24. The ______ is the number that occurs most commonly in a group of
numbers.
a. mean
b. median
c. mode
d. range
Ans: C
25. Which of the following is a question you should ask yourself when assessing
your use of statistics?
a. Is it all right if I don’t cite my source?
b. Am I being totally honest in my use of these statistics?
c. Have I backed up every claim with statistics?
d. Are the statistics I used convincing?
Ans: D
Answer Location: 7.5e. Assess Your Use of Statistics
26. Factual information offered by biased sources may contain ______.

a. omissions
b. facts
c. the truth
d. definitions
Ans: A
Answer Location: 7.5c. Use Statistics Ethically
27. When speakers use the opinions of others either to support positions they are
taking or to reinforce claims they are making, they are using ______.
a. credibility
b. sources
c. testimony
d. statistics
Ans: C
Answer Location: 7.6. Use Testimony
28. ______ testimony is provided by sources recognized as authorities on your

topic.
a. Professional
b. Expert
c. Specialty
d. Official
Ans: B
Answer Location: 7.6a. Expert Testimony
29. A set of statistics cited in a speech can help to establish the problem’s
magnitude by adding ______.
a. context
b. organization
c. interpretation
d. definitions
Ans: A
Answer Location: 7.5. Use Statistics
30. When you present the opinions of people who are not necessarily recognized
authorities, but “ordinary people” who have firsthand experience with the subject,
you are presenting peer or ______ testimony.
a. expert
b. lay
c. normal
d. stranger
Ans: B
Answer Location: 7.6b. Peer or Lay Testimony
31. When watching a speech, the speaker should keep in mind that the audience
members will have access only to the sources they identify ______.
a. through visuals
b. through reference pages
c. orally
d. on their own
Ans: C
Learning Objective: 7.7: Properly cite support in a speech.
Answer Location: 7.7. Citing Sources in Your Speech
32. In order for hypothetical examples to fulfill their purpose, audiences must
accept that the ______ you create could really happen.
a. fictional scenarios
b. truths
c. narrative images
d. real scenarios
Ans: A
Answer Location: 7.1. Use Examples
33. Expert testimony is provided by those cognized as ______ on your topic.

a. contributors
b. authorities
c. speakers
d. writers
Ans: B
Fill-in-the-Blank
1. The primary use of ______ is to support specific points, to engage the

audience.
Ans: examples
Answer Location: Table 7.1. Support
2. The primary use of ______ is to explain words and concepts.

Ans: definitions
definitions.
Answer Location: Table 7.1. Support
3. You can use ______ examples to support a specific point.

Ans: short
Answer Location: 7.1a. Short Examples
Difficulty Level: Hard
4. Rather than being totally contrived, the hypothetical situations you cite will be a
______ of actual situations, people, or events.
Ans: synthesis
5. ______ examples are very much like stories.

Ans: Extended
6. The use of ______ is to promote understanding via comparisons and

contrasts.
Ans: analogies
7. While speakers use ______ to clarify the unfamiliar for their receivers, they
use ______ to produce fresh and striking word pictures designed to provoke
sensory reaction.
Ans: explanations; descriptions
descriptions.
Answer Location: 7.2b. Descriptions
1. A good ______ should not under-or-over explain, but facilitate audience

understanding.
Ans: explanation
descriptions.
Answer Location: 7.2a. Explanations
2. Definitions help bridge ______, enhance audience understanding, and

facilitate audience acceptance of a speaker’s ideas.
Ans: cultural divides
definitions.
3. The two types of analogies are ______ and figurative.

Ans: literal
4. A ______ analogy compares two things that at first appear to have little in
common with each other.
Ans: figurative
5. The ______ is the number obtained from adding all the numbers in the series
and dividing that by the number of items.
Ans: mean
6. A set of statistics cited in a speech can help to establish the problem’s

magnitude by adding ______.
Ans: context
7. ______ testimony is provided by sources recognized as authorities on your

topic.
Ans: Expert
8. When speakers use the opinions of others either to support positions they are
taking or to reinforce claims they are making, they are using ______.
Ans: testimony
9. ______ or lay testimony comes from people who are not recognized as
authorities, but who have firsthand experience with the subject.
Ans: Peer
10. Expert testimony occurs when you cite an authority and establish his or her
______.
Ans: reputation
11. For speeches, testimony often works well because it lets the speaker borrow
someone else’s ______.
Ans: credibility
12. Keep in mind that your audience members will have access only to the
sources you identify ______.
Ans: orally
True/False
1. By touching audience members in the way a generalization never could, an

illustration helps the speaker pull listeners into the speech.
Ans: T
2. You don’t need to tell your audience when an example you are using is
hypothetical.
Ans: F
3. Hypothetical examples are intended to trick your listeners into believing

something that is not true.
Ans: F
4. Extended examples are very much like stories.

Ans: T
5. The primary use of explanations and descriptions is to clarify and/or to evoke a

sensory response.
Ans: T
descriptions.
Answer Location: 7.2. Use Explanations and Descriptions
6. The primary use of analogies is to explain words and concepts.

Ans: F
definitions.
7. Definitions help bridge cultural divides and enhance audience understanding.

Ans: T
definitions.
8. The primary use of analogies is to explain what words mean.

Ans: F
definitions.
9. The two types of analogies are literal and figurative.

Ans: T
10. Literal analogies are those that compare two things that first appear to have
little in common with each other.
Ans: F
11. “A horror movie is like a fairy tale on steroids” is an example of a figurative

analogy.
Ans: T
12. Testimony is like borrowing someone else’s credibility.

Ans: T
Answer Location: 7.6c. Assess the Power of Your Testimony
13. The statistics you choose to use can increase the impact of your points.
Ans: T
Answer Location: 7.5b. Put Statistics to Use
14. The mean is the number obtained from adding all the numbers in the series
and dividing that by the number of items.
Ans: T
15. The number obtained from adding all the numbers in the series and dividing
that by the number of items is called the median.
Ans: F
16. Presenting your statistics visually can make it easier for your audience to
understand.
Ans: T
Answer Location: 7.5d. Present Statistics Visually
17. Expert testimony comes from “ordinary people” and provides the audience
with the insight from those who have “been there.”
Ans: F
18. Testimony does not work because you are taking someone else’s credibility.
Ans: F
19. Peer or lay testimony comes from people who are not recognized as
authorities, but who have firsthand experience with the subject.
Ans: T
20. Supporting materials are evaluated twice: initially by the speaker, and
subsequently by receivers.
Ans: T
21. Quoting an archeologist while giving a speech on the new discovery of fossil
remains in New Zealand is an example of expert testimony.
Ans: T
Answer Location: 7.6a Expert Testimony
22. The audience members will have access only to the sources the speaker
identifies through visuals.
Ans: F
23. The range measures the dispersion of values.

Ans: T
24. A percentage is a part of the whole expressed in thousands.

Ans: F
25. Speakers use figurative analogies to awaken the collective imagination of the
audience—to prod them into accepting that two things that appear to have little, if
anything, in common, actually share one or more vital similarities.
Ans: T
26. In statistics, the mean is the number that occurs most frequently in a list of
values.
Ans: F
Short Answer/Essay
1. What are the different types of examples? Define each.

Ans: Answer will typically include: Short, Narrative, Hypothetical—Short
examples are used to support a specific point; extended examples are also
called illustrations, narratives, or anecdotes. More detailed and vivid than brief
examples, extended examples are built very much like a story. They open, reveal
a complication, contain a climax, and describe a resolution; when you integrate
brief or extended examples that have not actually occurred but could happen into
your speeches, you are using hypothetical examples.
2. What are narrative examples?

Ans: Answer will typically include: Extended examples are also called
illustrations, narratives, or anecdotes. More detailed and vivid than brief
examples, extended examples are built very much like a story: They open, reveal
a complication, contain a climax, and describe a resolution. Though narrative
examples are longer, and thus take up more time, when well-planned and placed
they are also more emotionally compelling and add a real sense of drama to the
speech.
3. How can hypothetical examples be used efficiently?

Ans: Answer will typically include: When you integrate brief or extended
examples that have not actually occurred but could happen into your speeches,
you are using hypothetical examples. Speakers are ethically bound to let
audiences know whenever they use one. In order for hypothetical examples to
fulfill their purpose, audiences must accept that the fictional scenarios you create
could really happen. The function of hypothetical examples is not to trick your
listeners into believing something that is not true. Rather, you use hypothetical
examples when you are unable to find a factual example that suits your purpose,
you want to exaggerate your point, or you want to encourage your audience
members to imagine facing a particular scenario. Sometimes, rather than being
totally contrived, the hypothetical situations you cite will be a synthesis of actual
situations, people, or events. But be careful. If you use a hypothetical example
that is too far-fetched, audience members won’t judge it credible.
4. How can a speaker assess the power of their examples?

Ans: Answer will typically include: Whether you use real or hypothetical, brief or
extended examples, what matters most is that they reinforce, clarify, and
personalize your ideas, as well as relate directly to your listeners. If you think of
yourself as a storyteller, and each example as a key part of your story, then you’ll
be better able to use your words, your voice, and your body to paint mental
pictures that engage, touch, and bring your listeners into the center of your
story’s plot. To do this successfully, you need to search for and/or create
examples that your listeners can get excited about and identify with. Use the
following checklist to gauge the power of each example. Is the example
universal? Does the example involve people? Does the example make an
abstract idea more concrete? Does the example clarify your message? Is the
example directly relevant to your message? Is the example vivid—that is, is it
filled with detail? Can you relate the example to your audience without relying
excessively on your notes? Can you use speaking rate and volume to increase
the impact of the example? Will your listeners readily identify with the example?
Will your listeners accept the example as credible?
5. Define analogies and offer two examples.

Ans: Answer will typically include: An analogy aims to explain one thing by
comparing it to another. Like the definition, the analogy functions to increase
understanding, but unlike the definition, it does so through comparison and
contrast. There are two main types of analogies: literal and figurative; literal
example, if you liked the TV show Family Guy, you’ll also love Big Mouth;
figurative example, a student giving a speech on horror movies made use of a
figurative analogy in his speech, noting “A horror movie is like a fairy tale on
steroids.”
6. Describe literal analogies and give an example.

Ans: Answer will typically include: A literal analogy compares two things from
similar classes, for example, two viruses, two novels, or two crises. When
delivering a speech on why we love horror movies, a student used a literal
analogy, noting “If you loved the film Saw, you’ll also love The Grudge. Both films
are cut from the same cloth.” Another student used a literal analogy to compare
the Dodge Intrepid to a NASCAR vehicle, noting that when accelerating in her
Intrepid, she felt like she was beginning a NASCAR race. She then went on to
describe the engine characteristics of NASCAR race cars that share much in
common with the engine in the Intrepid. As long as the things being compared
are close enough to one another, the speaker will benefit from using a literal
analogy. Because literal analogies tend to come off as more logical than
emotional, the audience is likely to accept them as true.
7. How can speakers use definitions? What is the purpose of using definitions in
your speech?
Ans: Answer will typically include: Definitions help bridge cultural divides,
enhance audience understanding, and facilitate audience acceptance of a
speaker’s ideas. Definitions are especially useful when your audience members
are unfamiliar with the way you are using key terms, or when they might have
associations for words or concepts that differ from your own; when you take your
definition from a dictionary, you invest the meaning you cite with a degree of
authority and credibility; definitions are intended to increase listener
understanding or acceptance of your ideas. By helping you explain the nature of
a term or situation to your audience members, a definition may help you inform
and persuade them.
definitions.
8. Discuss and exemplify why we use explanations in our speeches.

Ans: Answer will typically include: We use explanations to clarify what we have
said. This type of support helps engage our listeners in our topic.
descriptions.
9. Discuss and exemplify why we use descriptions in our speeches.

Ans: Answer will typically include: We use descriptions to help our audience
imagine they can see, hear, smell, touch, taste, or feel what we do. This type of
support helps engage our listeners in our topic.
descriptions.
10. Discuss and exemplify the benefits of each way you could define a word.
Ans: Answer will typically include: A dictionary definition lends a degree of
authority and credibility. An original definition could help audience members
share your personal meaning for a word and could help make the speaker–
audience connection more intense. Definitions supplied by experts also could
help precipitate audience understanding and acceptance.
definitions.
11. How can a speaker gauge the power of the definitions they use in their
speech?
Ans: Answer will typically include: Does my definition contribute to the overall
goal and purpose of my speech? Is my definition easily understood? Am I
consistent in the way I define or explain a term or problem? Will audience
members readily accept my definition?
definitions.
12. How can a speaker access the power of their analogies? Give a checklist.
Ans: Answer will typically include: Analogies enhance audience understanding
and acceptance of a message by making the unfamiliar familiar or prompting
audience members to use their imagination to consider the point being made—
Does the analogy have a clear purpose within the context of the speech? Is the
analogy easily understood? Is the analogy easily visualized? Is the analogy
original? Is the analogy apt and descriptive?
Answer Location: 7.4c. Assess the Power of Your Analogies
13. Why do we use statistics in speeches?

Ans: Answer will typically include: We use statistics to clarify and strengthen our
ideas and claims, to express the seriousness of a situation, and/or the magnitude
of a problem.
14. What do statistics mean for a speech?

Ans: Answer will typically include: You need to be able to distinguish among
common statistical measures such as range, mean, median, mode, and
percentage. The range measures the dispersion of values; it is computed by
determining the difference between the highest and lowest number in a list of
numbers. The mean is the arithmetic average; it is computed by adding together
all the data points in a population and dividing by the total number of data points.
The median is the center point or middle number in a sequence of numbers. The
mode is the number that occurs most frequently in a list of values. Though all
three may be referred to by the term “average,” the mean, median, and mode are
different measures and potentially could be used to mislead those who fail to
understand the difference between each measure. A percentage is a part of the
whole expressed in hundredth.
15. How should a speaker present statistics in their speech? Give an example.
Ans: Answer will typically include: A visual aid can save time and make it easier
for the audience to understand the significance of the statistical evidence you
cite. Suppose, for example, you chose to speak on the prevalence of certain
kinds of cancer in women and men. In the course of your presentation, you might
well include a number of these findings: in women, breast, lung, and colorectal
are the three types of cancer most expected to be diagnosed, while in men it’s
prostrate, lung, and colorectal cancer. These are interesting findings, but they
probably would be even more effective if displayed on a simple graphic.
16. What are common statistical measures? Define each.

Ans: Answer will typically include: You need to be able to distinguish among
common statistical measures such as range, mean, median, mode, and
percentage. The range measures the dispersion of values; it is computed by
determining the difference between the highest and lowest number in a list of
numbers. The mean is the arithmetic average; it is computed by adding together
all the data points in a population and dividing by the total number of data points.
The median is the center point or middle number in a sequence of numbers. The
mode is the number that occurs most frequently in a list of values. Though all
three may be referred to by the term “average,” the mean, median, and mode are
different measures and potentially could be used to mislead those who fail to
understand the difference between each measure. A percentage is a part of the
whole expressed in hundredths.
17. How can a speaker gauge how useful and effective statistics would be in their
speech?
Ans: Answer will typically include: The speaker should ask themselves the
following questions—Are the statistics representative of what I claim they
measure? Am I being totally honest in my use of these statistics? Have I
obtained my statistics from a reliable source that has no vested interest in the
figures? Have I interpreted the statistics correctly? Have I used statistics
sparingly? Have I explained my statistics creatively? Have I rounded off my
statistics to facilitate understanding? Have I used a visual aid to increase the
memorability of my statistics? Have I provided context for the statistics? Have I
used statistics to clarify and enlighten rather than confound and confuse? Are the
statistics I used complete and current?
18. What is peer or lay testimony?

Ans: Answer will typically include: In contrast to expert testimony, peer or lay
testimony comes from people who are not necessarily recognized authorities, but
“ordinary people” who have firsthand experience with the subject. Peer or lay
testimony provides audience members with greater personal insight; such a
speaker shares the feelings, the reactions, and the knowledge of individuals who
have “been there.”
19. How can the speaker assess the power of the testimonies used in their
speech?
Ans: Answer will typically include: They should consider—Have I clearly identified
the source of the testimony? Is the source I cite recognizable, objective, and
credible? Is the testimony I am using absolutely relevant to my presentation?
Have I quoted or paraphrased the source accurately and used his or her words in
proper context? Have I used verbatim quotations whenever possible? Have I
used lay or peer testimony to enhance the audience’s ability to identify with my
topic? Did I use the most up-to-date testimony available? Have I stressed the
source’s qualifications so audience members will not have to strain to find his or
her statement credible?
20. Why is it important to orally cite your sources?

Ans: Answer will typically include: To enhance your credibility, you need to tell
audience members where you got your information, and what makes its credible.
You can do this by giving proper credit in your speech. Thus, also avoids
plagiarism or making your audience believe another’s words or research is your
own.
21. What is the benefit of using literal analogies in your speech?

Ans: Answer will typically include: A literal analogy compares two things from
similar classes, for example, two viruses, two novels, or two crises. As long as
the things being compared are close enough to one another, the speaker will
Test Bank for The Public Speaking Playbook, 3rd Edition, Teri Kwal Gamble, Michael W. Gamble

benefit from using a literal analogy. Because literal analogies tend to come off as
more logical than emotional, the audience is likely to accept them as true.
Answer Location: 7.4a. Literal Analogies
22. What is the primary purpose of using analogies in speeches?

Ans: Answer will typically include: Your primary purpose in using an analogy is to
explain the unfamiliar by relating it to something the audience is more familiar
with. The essential similarities inherent in your analogies should be readily
apparent. If you strain to create them, audience members may conclude that
your analogies are far-fetched, inappropriate, unbelievable, or unpersuasive.
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Conclusion; Bibliography (seven pages).
Reviewed by F. A. Christie
+ − Am Hist R 26:105 O ’20 730w
“This little book is a worthy treatment of a most interesting and

important movement.”
+ Mississippi Valley Hist R 7:160 S ’20

250w
[2]
MAXWELL, DONALD. Last crusade. il *$7.50
Lane 940.356
20–20028
“With 100 sketches in colour, monochrome and line made by the

author in the autumn and winter of 1918, when sent on duty to
Palestine by the admiralty for the Imperial war museum” reads the
informing sub-title of this book. The author further informs us that
hostilities were over when he reached his destination and he had to
hurry up with his pictures and get over the ground as quickly as
possible. He thus obtained glimpses of things and places from every
point of view without rhyme or reason and found, in sorting out his
drawings, that he was much better off than he would have been with
more leisure. The pictures with his diary and explanatory notes make
the story of the “Last crusade.” The contents are: Over old roads;
Pisgah Heights; The streets of Askelon; Chariots of iron; Abana and
Pharpar; The glory of Lebanon; The coasts of Tyre and Sidon; Sea-
plane ships; The gates of Gaza; Armageddon; The valley of death; In
terra pax.
MAXWELL, WILLIAM BABINGTON. For

better, for worse (Eng title, Remedy against sin). *$2
(1c) Dodd
20–8240
A story based on the injustice of the English divorce law. Feeling

herself unloved and unwanted in her own home, Claire Gilmour
marries Roderick Vaughan. She knows nothing of marriage and the
feeling of admiration and affection which she had confused with love
quickly dies. Roddy is a spendthrift and a brute. He squanders all of
Claire’s fortune he can lay his hands on and bullies her into giving
him more by threatening to take her child from her. She endures
every indignity, but the members of her family, who had disapproved
of the marriage, are set absolutely against divorce. Roddy goes to
America and Claire learns the meaning of peace. He returns and
consents to a divorce, but withdraws his consent when Claire inherits
money and brings a counter charge of infidelity against her, quite
false but easily proved true in court. Roddy and Claire are both
declared unfaithful and hence forced to live in wedlock. Claire takes
the one way open and goes away with the man who loves her and
whose career has been ruined by the divorce scandal.
“The author who sets out deliberately to write a novel with a

purpose must content himself with being a little less than an artist, a
little more than a preacher. In ‘A remedy against sin’ Mr W. B.
Maxwell has chosen to obscure his talents under a wig and gown that
he may deliver a tremendous attack against the monstrous injustice
of our present divorce laws. Up to a certain point we must admit that
‘A remedy against sin’ is a great deal better than the majority of
novels.” K. M.
+ − Ath p543 Ap 23 ’20 780w
“The end is one that few novelists would have the courage to
record, but it is a logical end, although it is not one that readers who
seek for a novel with a ‘high moral purpose’ will approve. But since
Mr Maxwell is writing the truth about life, he has made convincing
the culmination of the tragic tale of the marriage of Roderick
Vaughan and Claire Gilmour.” E. F. E.
+ Boston Transcript p4 O 6 ’20 1300w
“One of the strongest pleas ever made against the existing law in
England. As a work of art the novel suffers little from the evident
propaganda, because of the clearness of characterization, and the
gradual working out of an inevitable crisis in an intolerable
situation.”
+ Ind 104:384 D 11 ’20 130w
“One thing about this new novel cannot, in view of its subject, be
too strongly emphasized, and that one thing is this: it is absolutely
clean. Admirable in its construction, sane and realistic in its
development, intensely interesting from beginning to end, this new
novel by W. B. Maxwell is a thoughtful, conscientious and notable
book, a book worthy of the man who wrote ‘In cotton wool’ and ‘Mrs
Thompson.’”
+ N Y Times p22 S 26 ’20 1100w
“A more moving fiction character than Claire is not often drawn—

and all the more so that the author refrains from forcing the note of
pathos. There are a few passages in the book that may offend taste by
their baldness of statement, but the impact and purport of the novel
are the reverse of immoral.”
+ Outlook 126:333 O 20 ’20 150w
“The character drawing is vivid and satiric. As in other books of Mr

Maxwell, the tale unfolds with flawless logic—it has the inevitability
of a Greek tragedy.”
+ Pub W 98:1193 O 16 ’20 300w
“Mr Maxwell’s novel with a purpose is entirely free from that

suspicion of dullness which, not always with justice, attaches to this
type of fiction.”
+ − Sat R 129:393 Ap 24 ’20 540w
“The story is told at great length and with considerable attention to

detail, but it is difficult to feel great interest in the heroine, whose
anæmic personality pervades the whole atmosphere of the book and
increases its dreariness.”
− + Spec 124:798 Je 12 ’20 120w

“The narrative is well handled—related with force and yet with
restraint. The book will, perhaps, excite more curiosity than
corrective resolution. But it is at least reasonably lifelike and
convincing.”
+ Springf’d Republican p9a O 31 ’20 300w
MAXWELL, WILLIAM BABINGTON.

Glamour (Eng title, Man and his lesson). *$1.75
Bobbs
20–3060
“The hero of this story is a writer of popular plays who, after being
jilted by a very prominent beauty in favour of a duke, marries a more
common-place young woman, with whom he is exceedingly content.
Unfortunately his old love whistles him back, and his fall so preys on
his mind that he is about to commit suicide, when the war breaks
out, and he reflects that the enemy can probably ‘do the business’ as
expeditiously as he himself. His final redemption of character and his
wife’s forgiveness are effectively described.”—Spec
Ath p948 S 26 ’19 900w

Booklist 16:282 My ’20
Boston Transcript p8 Mr 10 ’20 1450w
Lit D p120 Ap 17 ’20 2050w
“It is a good and satisfying book, full of the stuff of life, beautifully
told.” Hildegarde Hawthorne
+ N Y Times 25:1 F 29 ’20 1100w
“Not a new story, you surmise, only the eternal triangle. But
Maxwell has seen it from a new angle.” Katharine Oliver
+ Pub W 97:601 F 21 ’20 360w

Spec 123:478 O 11 ’19 90w
“Mr Maxwell presents his characters with an imaginative intensity

and emotional fidelity that win the reader’s sympathy with them in
their dilemmas.”
+ − Springf’d Republican p11a Mr 21 ’20

320w
“In this latter part of the story there are some fine descriptions of
phases of the Somme battles; moreover, the change in Bryan from
selfishness to altruism and nobility of outlook merging into war-
weariness and a more wholesome selfishness, is excellently given.”
+ The Times [London] Lit Sup p484 S 11

’19 650w
MAYNARD, THEODORE, comp. Tankard of

ale; an anthology of drinking songs. *$1.75 McBride
821.08
20–18409
In his introduction the author bewails the triumph of the

teetotaller and the fact that “perfect social reform casteth out
conviviality.” “In this book,” he says, “I have tried to offer to my
readers practically the whole cream of our convivial songs. But ... I
tried to omit everything that was not English in its spirit and in its
authorship.... I have compromised to the extent of admitting poems
by Scotsmen and Irishmen, while excluding their work when in
dialect.... There are some good American drinking songs, but a
prohibitionist nation does not deserve to be represented in the
jolliest book in the world.” Only a few modern songs have been
included, for the author holds that they lack spontaneity and appear
to have been written out of pleasant affectation or in order to point a
moral. There is an index of first lines.
Ath p1385 D 19 ’19 180w

Booklist 17:62 N ’20
Cath World 112:406 D ’20 120w
“The collection is sufficiently comprehensive and sufficiently gay

for all practical and abstemious purposes.” L. B.
+ Freeman 2:21 S 15 ’20 260w

+ Nation 111:278 S 4 ’20 60w
Reviewed by B: de Casseres
+ N Y Times p7 S 19 ’20 800w
Reviewed by E. L. Pearson
Review 3:229 S 15 ’20 150w

+ Spec 122:116 Ja 24 ’20 200w
The Times [London] Lit Sup p699 N 27
’19 80w
MAYO, KATHERINE. “That damn Y”: a record

of overseas service. il *$3.50 (2½c) Houghton
940.47
20–9934
Katherine Mayo, originally prejudiced against the Y. M. C. A., went

to France, so she says, on these terms: as a free agent, paying her
own expenses, and only receiving from the Y. M. C. A. the right to
wear its uniform and to examine its records. Her manuscript was not
submitted to any member of the Y. M. C. A. for criticism or approval.
The title she has given it she considers a disguised tribute: “They
both wanted and expected to find the Y everywhere.... So, as
naturally as breathing, always and all the time: ‘Where’s that damn
Y?’” She renders a high tribute to Edward Clark Carter, “the head and
shaper of the whole Y effort overseas.” The chapters giving her
impressions include: The point of view; The key man; Christmas with
the A. E. F.; The post exchange; Hot water, by gosh! Never dare
judge; The way the people’s money goes; How can we thank them?
Contributing facts. There are an index and two appendices: A. Partial
lists of overseas Y secretaries killed and disabled in service and
decorations and citations; B. Financial statement.
“A very timely and readable book.”
+ Booklist 16:340 Jl ’20
“The fullest, completest and most interesting account of Y. M. C. A.

activities which has yet appeared.”
+ Ind 104:69 O 9 ’20 320w
“She tells her stories remarkably, with a crisp, dramatic style and
with vivid, forceful words. The judicial quality is not often found
mated in books with fire and force and vividness, but Miss Mayo has
achieved their commingling, in most of her work, with very great
success.”
+ − N Y Times 25:9 Je 27 ’20 2600w
“Miss Mayo’s narrative is of many-sided interest; in style it is both

sprightly and intense; it expresses deep feeling and at the same time
shows an extraordinary grasp of facts, figures, situations. Every
sentence, stinging, appealing or probative, makes its impression.”
+ No Am 212:283 Ag ’20 1100w
“It would be difficult to imagine a more complete vindication of

the work as a whole than it affords. As to the book itself, it is
brilliantly written, with a vivid style, and it is full of humor and
pathos. Taken altogether, it is one of the very best war books that has
appeared.” F. H. Potter
+ Outlook 126:66 S 8 ’20 2450w
“We hope that no one who contributed to the Y. M. C. A. war fund

will be deterred by the title from reading this book; for in it will be
found the most complete account of the ‘Y’ work in France that has
yet been published as well as the ablest defense of its management. It
is truly an inspiring story.”
+ R of Rs 62:223 Ag ’20 180w
“The book is frankly personal, emphasizes personalities, and in its

generous hero- and heroine-worship sometimes fails to do justice to
the less spectacular phases of the collective effort that made possible
the achievements recorded.” J. D. Spaeth
+ − Survey 45:72 O 9 ’20 1000w

+ The Times [London] Lit Sup p792 D 2
’20 950w
MAYRAN, CAMILLE. Story of Gotton

Connixloo, followed by Forgotten; tr. by Van Wyck
Brooks. (Library of French fiction) *$2 Dutton
20–11072
“Although this series of translations from the French is described
by the publishers as ‘illustrating the life and manners of modern
France,’ the first of the two exquisite tales which make up the present
volume has to do, not with France, but with Flanders. It relates the
history of the bellringer’s motherless daughter, christened
Marguerite, but always called Gotton Connixloo, telling of her
pathetic childhood, into which there entered few caresses and little
play, and of her love for the lame, red-haired smith, Luke
Heemskerck, who for her sake deserted his shrewish wife and five
little children. Very delicately, very surely, does the author trace the
slow development of remorse and of that consciousness of sin which
at last, when the German inundation swept over the countryside,
caused Gotton to become a martyr, ransoming by her sacrifice the
lives of all those in the village. ‘Forgotten,’ the second of the two
tales, is also a story of the German invasion, but a story of a very
different kind, and of a very different class of people.”—N Y Times
“The first story is told with a penetrating appreciation of lowly life.

The appeal of both stories is to those who appreciate artistic
workmanship.”
+ Booklist 17:72 N ’20
“As delicate as two brooches, they are as appealing to the heart as

they are fragile to the eye. Set in English by Van Wyck Brooks they
constitute an unusual ornament to the library of Franco-American
literature.”
+ Dial 70:230 F ’21 60w
“The sympathetic quality, the deep, strong feeling, the lovely style
and fine artistry shown by these two simple tales make the volume a
welcome and a notable one.”
+ N Y Times p26 Ag 22 ’20 640w
MAZZINI, GIUSEPPE. Mazzini’s letters to an

English family, 1844–1854. il *$5 Lane
21–207
In the introduction E. F. Richards, the editor of these letters, gives

a short sketch of the career and character of Mazzini with their
historical background and describes the various members of the
English family, the Ashursts, to whom the letters were written. The
value of the letters themselves, she says, lies in their exhibition of
Mazzini’s character, his great and tender heart, never yet adequately
shown. Explanatory paragraphs by the editor, throughout the book,
help to unify the contents. The book contains several portraits of
Mazzini and of the Ashurst family, and an index.
“The book has not much fresh information to offer; but it revives
the Mazzini legend in all its magic.” D. L. M.
+ Ath p433 O 1 ’20 1750w

+ − Booklist 17:153 Ja ’21
+ Boston Transcript p4 Ja 5 ’21 700w
“A notable addition to the Mazzini literature.”
+ Review 3:652 D 29 ’20 700w

“Mrs E. F. Richards, as editor of the ‘Letters,’ has done her work
with a refreshing enthusiasm tempered with a rare conscientiousness
and a notable grasp of the events as well as the personnel of her
period.”
+ Sat R 130:240 S 18 ’20 760w
“The letters do not add much of importance to Mazzini’s

biography, but they help to show why he was beloved by his friends.
The editor has taken great pains with the introduction and the
commentary to these interesting letters.”
+ Spec 125:446 O 2 ’20 180w
“The world can never know too much of a man so noble as

Mazzini. His life is at once an inspiration and a warning to the world
in its present condition. Almost every page is a warning to those
idealists who have not learnt that the very alphabet of the art of
politics is to act gradually, step by step.”
+ The Times [London] Lit Sup p511 Ag 12

’20 1900w
MEAD, ELWOOD. Helping men own farms. il

*$2.25 Macmillan 334
20–10715
“A practical discussion of government aid in land settlement.”

(Sub-title) The author is professor of rural institutions in the
University of California, and he devotes himself chiefly to the
methods and results of land settlement in California, that state
having taken the lead in this form of agricultural development. He
also draws extensively on Australian experience. The chapters are:
State aid in California due to economic and social needs; National
carelessness in the disposal of public lands; Australia’s influence on
the land policy of California; State aid in Italy, Denmark, Holland,
and the British Isles; Methods and results of state aided settlement
in Victoria; The practical teachings of Australian state aided
settlement; The defects of private colonization schemes as shown by
practical results in California; California’s first state settlement; Aid
to farm laborers in the Durham settlement; Social progress through
coöperation at Durham; The capital required by settlers; The lessons
of the Durham settlement; Homes for soldiers; The function of
government in social and industrial development. The California
land settlement act is given in an appendix. There is no index.
Booklist 17:14 O ’20

+ New Repub 23:180 Jl 7 ’20 840w
+ N Y Times p13 O 10 ’20 1050w
R of Rs 62:333 S ’20 60w
MEAD, GEORGE WHITEFIELD. Great

menace: Americanism or bolshevism? *$1.25 (4c)
Dodd 335
20–6569
A sensational appeal to the people of the United States to arise and
combat the great menace of “ultra-radicalism.” Contents: The great
menace; The relation of the people, labor, and capital in the
impending revolution; Conditions favoring bolshevism that do not
right themselves; and reasons for faith in the people; The new
patriotism; Vital messages of religion for today; Appendix: a citizen’s
working creed.
− Nation 111:109 Jl 24 ’20 240w

R of Rs 61:671 Je ’20 50w
MEADER, STEPHEN WARREN. Black

buccaneer. il *$1.75 Harcourt
20–16856
The story of a New England boy of colonial days who is kidnapped

from an island off the Maine coast by pirates. Among the cruel and
bloodthirsty crew he finds one friend, Job Howland, a New
Englander who is ready to abandon his reckless career. After a
terrible sea fight the two make their escape but Jeremy is recaptured
and there is every reason to believe Job dead. His life is now more
filled with danger than before but a companion is brought to join
him, young Bob Curtis of Delaware, who is held for ransom. In the
meantime Job, who has escaped, joins Bob’s father in his search for
his son and the two boys are rescued. The pirates are captured,
Jeremy returns to his home and the buried treasure for which the
pirates had sought is found on the very island from which Jeremy
had been taken.
MEARS, DAVID OTIS. David Otis Mears, D. D.,
an autobiography, 1842–1893. il *$1.50 (2½c)
Pilgrim press
20–9024
The autobiography is an incomplete record of Dr Mears’ life,

written for his children. It is edited and supplemented with a memoir
and notes by H. A. Davidson. The whole commemorates the career of
a successful minister who was “preeminently a man of vision, of
decision, of action.” (Editor’s note) The book falls into two parts: The
autobiography, 1842–1893; and the Chapters by the editor. The
appendix contains appreciations and resolutions and a list of
publications written or edited by Dr Mears. There are five
illustrations.
“As a piece of agreeable autobiography the pages by Dr Mears are

unusually interesting.”
+ Bib World 54:651 N ’20 100w
“The biography has many interesting features.”
+ Boston Transcript p8 S 15 ’20 320w
MECKLIN, JOHN MOFFATT. Introduction to

social ethics. *$3 (1½c) Harcourt
20–8267
In defining democracy the author holds that equity is more
fundamental to it than popular sovereignty and that the insistence of
equality must be limited to equality of opportunities. “Deeper than
the notion of popular rule or of equality is that of fraternity, of
spiritual and moral like-mindedness.” On this basis he looks upon
the development of a social conscience as the task of democracy. Part
1 of the book which is Historical and introductory contains: The
problem of democracy; The religious background; Calvinism; The
triumph of individualism; The great society; Our uncertain morality.
Part 2. Psychological, contains: The organization of the moral
sentiments; The social conscience; Public opinion and the social
conscience; Limitations of the social conscience; The problem of
moral progress. Part 3, The social order, contains: The rôle of the
institution in the moral economy; The individual, and the institution;
The home; The ecclesiastical ethic; The school and the social
conscience; The ethics of private property; Mechanism and morals;
The worker and the machine process; The ethics of business
enterprise; The problem of the city; Political obligation in American
democracy. There is a bibliography at the end of each chapter, with a
list of magazine articles and there is an index.
“Professor Mecklin’s book, like every other that is vital, contains

many provocations to controversy, but from beginning to end it
moves in a healthy atmosphere. It is an educative book, not a
package of predigested dogmas.” A. W. Small
+ Am J Soc 26:245 S ’20 550w
“Largely theoretical; will appeal to the reflective reader.”
+ Booklist 17:49 N ’20

“For a treatise on ethics, it is exceptionally interesting; it is
unusually well written; it is peculiarly free from the conventional
jargon of the schools; in short, it is a very readable book. The main
criticism to which he exposes himself is that he does not go far
enough, and that he stops short of the natural conclusion of his own
logic.” R: Roberts
+ Freeman 1:596 S 1 ’20 1450w
“The book offers much good material for college classes and the
references at the end of each chapter make it still more useful in this
respect. It is a welcome sign of broader ethical interest by the teacher
and a contribution to further development of the field.” J. H. Tufts
+ Int J Ethics 31:111 O ’20 750w
“The book is excellently written and will be enjoyed by moderate

liberals, who will find in it abundant matter with which to buttress
their liberalism. To the more radical-minded the book will make little
appeal.”
+ − Nation 111:381 O 6 ’20 610w
“‘An introduction to social ethics’ is one of the most interesting

and valuable [volumes dealing with the subject] that have appeared
recently.”
+ Springf’d Republican p10 Jl 9 ’20 220w
“The chapters entitled Mechanism and morals and The workers

and the machine process are particularly good. The chapter on Public
opinion sounds somewhat less in touch than the other chapters with
the realities of today through its omission of the hurtful effects of the
various kinds of war propaganda and wartime coercion. The best
thing about the book is its repeated insistence upon a positive and
creative conception of democracy.” H: Neumann
+ − Survey 44:501 Jl 3 ’20 350w
“A comprehensive and useful survey of its subject.”
+ The Times [London] Lit Sup p879 D 23

’20 160w
MEES, CHARLES EDWARD KENNETH.

Organization of industrial scientific research. *$2
McGraw 601
20–5221
“‘Conceding the value of a research laboratory, the head of a large

manufacturing firm will ask: “What will it cost?... Where shall I get
the men?... What should it do? What may I expect to get from it, and
when?... What should be its organization?” It is to answer these
questions that this book has been written.’ The discussion is based
on an extensive study of laboratories both in this country and
abroad.”—Booklist
+ Booklist 16:303 Je ’20

“The scope of the book and the method of presentment employed
in its preparation are excellent, and both industrialists and scientific
workers will find it interesting and informative. It is thought,
however, that most of its readers will regret that the author has given
such brief treatment to certain of the aspects of the subject, that no
attention is accorded to the co-ordination of research, and that more
space is not devoted to the systematic collection and distribution of
scientific information.” W. A. Hamor
+ − Chemical & Metallurgical

Engineering 23:641 S 29 ’20 270w
“The scope of the book and the sequence of chapters are

admirable. Many readers will doubtless wish that the author had
gone further into detail than is the case in many chapters. In general,
however, the book bears the marks of experience throughout, and
will well repay perusal.” A. P. M. Fleming
+ Nature 105:771 Ag 19 ’20 650w
“Clearly, forcefully, tersely written, this book merits a wide reading

in professional and business circles.” O. T.
+ New Repub 23:260 Jl 28 ’20 650w

+ N Y P L New Tech Bks p37 Ap ’20 150w
MEIGS, CORNELIA. Pool of stars. il *$1.60

Macmillan
19–18455

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1. The primary use of ______ is to support specific points, to engage the

2. The primary use of ______ is to explain words or concepts.

3. The primary use of ______ is to promote understanding via comparisons and

4. The primary use of ______ is to strengthen claims and reinforce facts.

5. The primary use of ______ is to clarify, to evoke a sensory response.

6. The primary use of ______ is to increase believability and credibility.

7. Which of the following are true for short examples?

8. Extended examples are also sometimes known as ______.

12. ______ examples are very much like stories.

14. Speakers use descriptions for which of the following?

15. Why are definitions useful to your audience?

16. A definition does which of the following?

17. ______ are designed to clarify intended meanings of concepts.

19. A/an ______ functions to increase understanding through comparison and

26. Factual information offered by biased sources may contain ______.

28. ______ testimony is provided by sources recognized as authorities on your

33. Expert testimony is provided by those cognized as ______ on your topic.

1. The primary use of ______ is to support specific points, to engage the

2. The primary use of ______ is to explain words and concepts.

3. You can use ______ examples to support a specific point.

5. ______ examples are very much like stories.

6. The use of ______ is to promote understanding via comparisons and

1. A good ______ should not under-or-over explain, but facilitate audience

2. Definitions help bridge ______, enhance audience understanding, and

3. The two types of analogies are ______ and figurative.

6. A set of statistics cited in a speech can help to establish the problem’s

7. ______ testimony is provided by sources recognized as authorities on your

1. By touching audience members in the way a generalization never could, an

3. Hypothetical examples are intended to trick your listeners into believing

4. Extended examples are very much like stories.

5. The primary use of explanations and descriptions is to clarify and/or to evoke a

6. The primary use of analogies is to explain words and concepts.

7. Definitions help bridge cultural divides and enhance audience understanding.

8. The primary use of analogies is to explain what words mean.

9. The two types of analogies are literal and figurative.

11. “A horror movie is like a fairy tale on steroids” is an example of a figurative

12. Testimony is like borrowing someone else’s credibility.

23. The range measures the dispersion of values.

24. A percentage is a part of the whole expressed in thousands.

1. What are the different types of examples? Define each.

2. What are narrative examples?

3. How can hypothetical examples be used efficiently?

4. How can a speaker assess the power of their examples?

5. Define analogies and offer two examples.

6. Describe literal analogies and give an example.

8. Discuss and exemplify why we use explanations in our speeches.

9. Discuss and exemplify why we use descriptions in our speeches.

13. Why do we use statistics in speeches?

14. What do statistics mean for a speech?

16. What are common statistical measures? Define each.