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 Contents
Preface xix

CHAPTER 1 Communication Competence

and Public Speaking 1
DEFINING COMMUNICATION 4
Communication as a Transactional Process: Working with
an Audience 4
Communication as Sharing Meaning: Making Sense 5
DEFINING COMMUNICATION COMPETENCE IN PUBLIC SPEAKING 7
Effectiveness: Achieving Goals 8
Degrees of Effectiveness: From Deficiency to Proficiency 8
Audience Orientation: You Are Not Talking to Yourself 8
Appropriateness: Speaking by the Rules 9
ACHIEVING COMPETENT PUBLIC SPEAKING 10
Knowledge: Learning the Rules 10
Skills: Showing Not Just Knowing 11
Sensitivity: Developing Receptive Accuracy 11
Commitment: Acquiring a Passion for Excellence 12
Ethics: Determining the Right and Wrong of Speaking 12
Ethical Standards: Judging Moral Correctness of Speech 12
Plagiarism: Never Inconsequential 15

SUMMARY 16
TED TALKS AND YOUTUBE VIDEOS 16
CHECKLIST 17

CHAPTER 2 Speech Anxiety 18

SPEECH ANXIETY AS A CHALLENGE 18

Pervasiveness of Speech Anxiety: A Common Experience 19
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Intensity of Speech Anxiety: Fate Worse Than Death? 21

[Box Feature] First Speech: Sample Narrative Speech
of Introduction on Speech Anxiety 21
SYMPTOMS: FIGHT-OR-FLIGHT RESPONSE 24
Basic Symptoms: Your Body’s Response to Threat 24
Appropriateness of Symptoms: Relevance to Public Speaking 24
CAUSES OF DYSFUNCTIONAL ANXIETY AND BASIC STRATEGIES 25
Self-Defeating Thoughts: Sabotaging Your Speech 26
Catastrophic Thinking: Fear of Failure 26
Perfectionist Thinking: No Mistakes Permitted 27
Desire for Complete Approval: Trying Not to Offend 27
The Illusion of Transparency: Being Nervous about Looking Nervous 28
Anxiety-Provoking Situations: Considering Context 28
Novelty of the Speaking Situation: Uncertainty 28
Conspicuousness: In the Spotlight 29
Types of Speeches: Varying Responses 29

SUBSTANTIAL STRATEGIES FOR MANAGING SPEECH ANXIETY 29

Prepare and Practice: Transforming Novelty into Familiarity 30
Gain Realistic Perspective: Rational Not Irrational Thinking 31
Adopt a Noncompetitive Communication Orientation: Reframing 33
Use Coping Statements: Rational Reappraisal 35
Use Positive Imaging: Visualizing Success 35
Use Relaxation Techniques: Reducing Fight-or-Flight Response 35
Try Systematic Desensitization: Incremental Relaxation 36
SUMMARY 37
TED TALKS AND YOUTUBE VIDEOS 37
CHECKLIST 38

CHAPTER 3 Audience Analysis and Topic Selection 39

TYPES OF AUDIENCES 39
Captive Audience: Disengaged Listeners 40
Committed Audience: Agreeable Listeners 40
Contrary Audience: Hostile Listeners 40
Concerned Audience: Eager Listeners 41
Casual Audience: Unexpected Listeners 41
AUDIENCE COMPOSITION 42
Age: Possible Generation Gaps 42
Gender: Go Beyond Simplistic Stereotypes 44

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 CONTENTS ix

Ethnicity and Culture: Sensitivity to Diversity 46

Group Affiliations: A Window into Listeners’ Views 46
ADAPTING TO DIVERSE AUDIENCES AND SITUATIONS 47
Establish Identification: Connecting with Your Audience 47
Likeability: I Can Relate to You 47
Stylistic Similarity: Looking and Acting the Part 48
Substantive Similarity: Establishing Common Ground 49
Build Credibility: Establishing Believability 51
Adapt to the Situation: Influence of Circumstances 53
Adapt While Speaking: Exhibit Sensitivity 54
TOPIC CHOICE AND AUDIENCE ADAPTATION 54
Exploring Potential Topics: Important Choice 54
Do a Personal Inventory: You as Topic Source 55
Brainstorm: New Possibilities 55
Crowdsourcing for Topics: Group Wisdom 55
Scanning for Topics: Quick Ideas 55
Appropriateness of Topic: Blending Topic and Audience 56
Speaker Appropriateness: Suitability for You 56
Audience Appropriateness: Suitability for Your Listeners 57
Occasion Appropriateness: Suitability for the Event 58
Narrowing the Topic: Making Subjects Manageable 58
SUMMARY 59
TED TALKS AND YOUTUBE VIDEOS 59
CHECKLIST 60

CHAPTER 4 Gathering Material 61

THE INTERNET: ONLINE RESEARCH 61

Search Engines 62
Directories 63
Metasearch Engines 63
Virtual Libraries 63
Government Sites 64
Survey Sites 64
Internet Search Tips 64
Wikipedia: Credible Scholarship or Mob Rule? 65
Blogging Sites: Be Very Choosy 66
Famous Quotation Sites: The Wisdom of Others 66
Evaluating Internet Information: Basic Steps 66

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LIBRARIES: BRICKS-AND-MORTAR RESEARCH FACILITIES 69

Librarian: Expert Navigator 70
Library Catalogues: Computer Versions 70
Periodicals: Popular Information Sources 71
Newspapers: An Old Standby 71
Reference Works: Beyond Wikipedia 71
Databases: Computerized Collections of Credible
Information 72
INTERVIEWING: QUESTIONING EXPERTS 72
Interview Plan: Be Prepared 72
Interview Conduct: Act Appropriately 73
Interviewing by Email: Surprise Yourself 73
SUMMARY 74
TED TALKS AND YOUTUBE VIDEOS 74
CHECKLIST 74

CHAPTER 5 Using Supporting Materials Effectively 75

USING EXAMPLES COMPETENTLY 76

Types of Examples: Specific Illustrations 76
Hypothetical Examples: It Could Happen 76
Real Examples: It Did Happen 77
Brief Examples: Short and to the Point 78
Extended Examples: Telling a Story 78
Using Examples Effectively: Choose Carefully 79
Use Relevant Examples: Stay on Point 79
Choose Vivid Examples: Create Images 79
Use Representative Examples: Reflect What Is Accurate 79
Stack Examples: When One Is Not Enough 80

USING STATISTICS COMPETENTLY 80

Measures of Central Tendency: Determining What Is Typical 82
Mean: Your Average Statistic 82
Median: An in-the-Center Statistic 82
Mode: Most Frequent Statistic 83
How to Use Statistics Effectively: Beyond Numbing Numbers 83
Use Accurate Statistics Accurately: No Distorting 83
Make Statistics Concrete: Meaningful Numbers 83
Make Statistical Comparisons: Gaining Perspective 84
Stack Statistics: Creating Impact 85
Use Credible Sources: Build Believability 85

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 CONTENTS xi

USING TESTIMONY COMPETENTLY 85

Types of Testimony: Relying on Others 85
Testimony of Experts: Relying on Those in the Know 86
Eyewitness Testimony: You Had to Be There 86
Testimony of Non-Experts: Ordinary Folks Adding Color to Events 87
How to Use Testimony Effectively 87
Quote or Paraphrase Accurately: Consider Context 87
Use Qualified Sources: Credibility Matters 88

GENERAL CONSIDERATIONS ACROSS TYPES 88

Choose Interesting Supporting Materials: Counteracting Boredom 88
Cite Sources Completely: No Vague References 89
Abbreviate Repetitive Source Citations: Reference Reminders 89
Combine Examples, Stats, and Quotes: The Power of Three 91
SUMMARY 92
TED TALKS AND YOUTUBE VIDEOS 92
CHECKLIST 93

CHAPTER 6 Attention: Getting People to Listen 94

NATURE OF ATTENTION 96
Selective Attention of Listeners: Filtering Stimuli 96
Mindful Listening: Focused Attention 98
[Box Feature] How to Be a Mindful Listener 98
SPEAKER’S ATTENTION STRATEGIES: TRIGGERING LISTENING 99
Novelty: The Allure of the New 100
Unusual Topics: Choosing Outside the Box 100
Unusual Examples: The Anti-Sedative 100
Unusual Stories: Nothing Like a Good Tale 100
Unusual Phrasing: It Is in the Wording 101
Startling Appeal: Shake Up Your Listeners 101
Startling Statements, Facts, or Statistics: The “Oh WOW” Effect 102
Inappropriate Use: Beware Bizarre Behavior 103
The Vital Appeal: Meaningfulness 104
Humorous Appeal: Keep Listeners Laughing 104
Do Not Force Humor: Not Everyone Is Funny 105
Use Only Relevant Humor: Stay Focused 106
Be Sensitive to Audience and Occasion: Humor Can Backfire 106
Consider Using Self-Deprecating Humor: “I’m Not Worthy” 107
Movement and Change: Our Evolutionary Protection 108
Intensity: Extreme Degree of a Stimulus 109

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SUMMARY 110
TED TALKS AND YOUTUBE VIDEOS 110
CHECKLIST 111

CHAPTER 7 Introductions and Conclusions 112

OBJECTIVES FOR COMPETENT INTRODUCTIONS 113

Gain Attention: Focusing Your Listeners 113
Begin with a Clever Quotation: Let Others Grab Attention 114
Use Questions: Engage Your Listeners 114
Tell a Relevant Story: Use Narrative Power 116
Begin with a Simple Visual Aid: Show and Tell 117
Refer to Remarks of Introduction: Acknowledging Praise 117
Make a Clear Purpose Statement: Providing Intent 118
Establish Topic Significance: Making Your Listeners Care 120
Establish Your Credibility: Why Listeners Should Believe You 121
Preview the Main Points: The Coming Attractions 122
OBJECTIVES FOR COMPETENT CONCLUSIONS 124
Summarize the Main Points: Connecting the Dots 124
Refer to the Introduction: Bookending Your Speech 124
Make a Memorable Finish: Sizzle Do Not Fizzle 124
SUMMARY 126
TED TALKS AND YOUTUBE VIDEOS 127
CHECKLIST 127

CHAPTER 8 Outlining and Organizing Speeches 129

EFFECTIVE OUTLINING 130

Standard Formatting: Using Correct Symbols 131
Division: Dividing the Pie 131
Coherence: Logical Consistency and Clarity 132
Completeness: Using Full Sentences 134
Balance: No Lopsided Time Allotment 135
[Box Feature] A Student Outline: Rough Draft and Revision 136
EFFECTIVE ORGANIZATION: CREATING PATTERNS 139
Topical Pattern: By the Subjects 139
Chronological Pattern: According to Time 140
Spatial Pattern: Visualization 140
Causal Pattern: Who or What Is Responsible 141

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 CONTENTS  xiii

Problem–Solution Pattern: Meeting Needs 141

Problem–Cause–Solution Pattern: Knowing Why and How 142
Comparative Advantages Pattern: Who or What Is Better 143
Monroe’s Motivated Sequence: Five-Step Pattern 143
Narrative Pattern: Telling a Story 144
CONNECTING THE DOTS: ADDITIONAL TIPS 144
Provide Definitions 145
Use Signposts 145
Make Transitions 145
Use Internal Previews 146
Give Internal Summaries 147
PREPARATION VERSUS PRESENTATION OUTLINES 147
SUMMARY 148
TED TALKS AND YOUTUBE VIDEOS 149
CHECKLIST 149

CHAPTER 9 Speaking Style: Using Language 150

ORAL VERSUS WRITTEN STYLE 151

STYLE IN THE ELECTRONIC AGE 152
STANDARDS OF COMPETENT ORAL STYLE 153
Clarity: Saying What You Mean 153
Precision: Picking the Apt Words 156
Vividness: Painting a Picture 157
Metaphor and Simile: Figures of Speech 158
Alliteration: Several of the Same Sounds 160
Repetition: Rhythmic Cadence 160
Antithesis: Using Opposites 161

SUMMARY 161
TED TALKS AND YOUTUBE VIDEOS 162
CHECKLIST 162

CHAPTER 10 Delivering Your Speech 163

METHODS OF COMPETENT DELIVERY 164

Manuscript Speaking: Looking for Precision 165
Memorized Speaking: Memory Do Not Fail Me Now 166

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Impromptu Speaking: Off-the-Cuff Presentations 168

Extemporaneous Speaking: The Virtues of an Outline 168
DEVELOPING COMPETENT DELIVERY 170
Eye Contact: Connecting with Your Audience 170
Voice: Developing Vocal Variety 171
Fluency: Avoiding Excessive Vocal Fillers 172
Speaking Rate: Finding the Right Pace 174
Articulation and Pronunciation: Striving for Clarity of Speech 174
Body Movements: Finding the Right Balance Nonverbally 175
Podium Usage: Avoiding the Lectern Lean 177
Microphone Usage: Amplifying Your Delivery 177
Distracting Behaviors: Avoiding Interference 178
Audience-Centered Delivery: Matching the Context 178
SUMMARY 179
TED TALKS AND YOUTUBE VIDEOS 179
CHECKLIST 180

CHAPTER 11 Visual Aids 181

BENEFITS OF VISUAL AIDS: REASONS TO USE THEM 181

TYPES OF VISUAL AIDS: MAKING APPROPRIATE CHOICES 182
Objects: Show and Tell 182
Models: Practical Representations 184
Graphs: Making Statistics Clear and Interesting 184
Maps: Making a Point Geographically 186
Tables: Factual and Statistical Comparisons 186
Photographs: Very Visual Aids 187
Drawings: Photo Substitutes 188
VISUAL AIDS MEDIA: SIMPLE TO TECHNOLOGICALLY
ADVANCED 188
Chalkboard and Whiteboard: All Dinosaurs Are Not Extinct 189
Poster Board: Simplicity Itself 189
Handouts: An Old Standby 190
Video Excerpts: DVDs, YouTube, and Visual Power 190
Projection Equipment: Blowing It Up 191
Computer-Assisted Presentations: PowerPoint 192
[Box Feature] PowerPoint: Lots of Power, Little Point? 195

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 CONTENTS xv

GUIDELINES FOR COMPETENT USE: AIDS NOT DISTRACTIONS 196

Keep Aids Simple 196
Make Aids Visible 196
Make Aids Neat, Attractive, and Accurate 197
Do Not Block the Audience’s View 197
Keep Aids Close to You 198
Put the Aid Out of Sight When Not in Use 198
Practice with Aids 198
Do Not Circulate Your Aids 198
Do Not Talk in the Dark 198
Anticipate Problems 200
SUMMARY 200
TED TALKS AND YOUTUBE VIDEOS 200
CHECKLIST 201

CHAPTER 12 SSpeakers
kepticism: Becoming Critical Thinking
and Listeners 202

SKEPTICISM, TRUE BELIEF, AND CYNICISM 203

DANGERS OF TRUE BELIEF 204
THE PROCESS OF TRUE BELIEVING 206
Confirmation Bias: Searching for Support 206
Rationalization of Disconfirmation: Clinging to Falsehoods 206
Shifting the Burden of Proof: Whose Obligation Is It? 208
THE PROCESS OF SKEPTICISM: INQUIRING MINDS
WANT TO KNOW 210
Probability Model: Likely But Not Certain 210
Possibility: Could Happen, But Do Not Bet on It 210
Plausibility: Making a Logical Case 211
Probability: What Are the Odds? 212
Certainty: Without Exception 213
Skepticism and Open-Mindedness: Inquiring Minds,
Not Empty Minds 214
SUMMARY 216
TED TALKS AND YOUTUBE VIDEOS 216
CHECKLIST 217

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 xvi CONTENTS

CHAPTER 13 Argument, Reasoning, and Evidence 219

AN ARGUMENT: STAKING YOUR CLAIM 220

Syllogism: Formal Logic 220
Toulmin Structure of Argument: Informal Logic 221
CRITERIA FOR REASONING AND EVIDENCE: IS IT FACT
OR FALLACY? 223
Credibility: Should We Believe You? 223
Manufactured or Questionable Statistics: Does It Make Sense? 223
Biased Source: Grinding an Ax 225
Expert Quoted Out of Field: No Generic Experts Allowed 225
Relevance: Does It Follow? 226
Ad Hominem Fallacy: Diversionary Tactic 226
Ad Populum Fallacy: Arguing from Public Opinion 227
Sufficiency: Got Enough? 228
Self-Selected Sample: Partisan Power 228
Inadequate Sample: Large Margin of Error 229
Hasty Generalization: Arguing from Example 229
Correlation Mistaken for Causation: X Does Not Necessarily
Cause Y 231
False Analogy: Mixing Apples and Oranges 232

SUMMARY 233
TED TALKS AND YOUTUBE VIDEOS 234
CHECKLIST 234

CHAPTER 14 Informative Speaking 236

DISTINGUISHING INFORMATIVE FROM PERSUASIVE SPEAKING 237

Noncontroversial Information: Staying Neutral 237
Precursor to Persuasion: No Call to Action 238
TYPES OF INFORMATIVE SPEECHES 240
Reports: Facts in Brief 240
Explanations: Deeper Understanding 240
Demonstrations: Acting Out 241
Narratives: Storytelling 241
Speeches That Compare: Balancing the Pros and Cons 243
GUIDELINES FOR COMPETENT INFORMATIVE SPEAKING 243
Be Informative: Tell Us What We Do Not Know 244

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 CONTENTS xvii

Adapt to Your Audience: Topic Choice and Knowledge Base 245

Avoid Information Overload: Beware the Data Dump 245
Tell Your Story Well: Narrative Tips 246
SUMMARY 248
TED TALKS AND YOUTUBE VIDEOS 248
CHECKLIST 249

CHAPTER 15 Foundations of Persuasive Speaking 250

DEFINING PERSUASION 251

GOALS OF PERSUASION 252
Conversion: Radical Persuasion 252
Modification: Do Not Ask for the Moon 254
Maintenance: Keep ’Em Coming Back 254
ATTITUDE–BEHAVIOR CONSISTENCY 255
Direct Experience: No Secondhand Attitudes 256
Social Pressure: Getting Heat from Others 257
Effort Required: Degree of Difficulty 258
ELABORATION LIKELIHOOD MODEL 259
PROPOSITIONS: FACT, VALUE, AND POLICY CLAIMS 262
CULTURE AND PERSUASION 264
SUMMARY 265
TED TALKS AND YOUTUBE VIDEOS 265
CHECKLIST 266

CHAPTER 16 Persuasive Speaking Strategies 267

ENHANCE THE SPEAKER: IDENTIFICATION AND CREDIBILITY 268

USE LOGIC AND EVIDENCE: A PERSUASIVE FOCUS 269
Persuasive Arguments: Quality and Quantity 269
Persuasive Evidence: Statistics Versus Narratives 269
TRY EMOTIONAL APPEALS: BEYOND LOGIC 270
General Emotional Appeals: Motivating Change 270
Fear Appeals: Are You Scared Yet? 271
Anger Appeals: Moderately Upset 273
Ethics and Emotional Appeals: Is It Unethical To Be Peripheral? 275

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 xviii CONTENTS

FRAMING: USING LANGUAGE TO SHAPE

ATTITUDES AND BEHAVIOR 277
INDUCE COGNITIVE DISSONANCE: CREATING TENSION 278
USE THE CONTRAST EFFECT: MINIMIZE THE MAGNITUDE 280
USE A TWO-SIDED ORGANIZATIONAL PATTERN: REFUTATION 282
SUMMARY 283
TED TALKS AND YOUTUBE VIDEOS 284
CHECKLIST 285

CHAPTER 17 Speeches for Special Occasions 286

TRIBUTE ADDRESSES 286

Toasts: Raising a Glass in Tribute 287
Roasts: Poking Fun with Admiration 287
Tribute to Colleagues: Honoring the Departing 288
Eulogies: Praising the Departed 289
INTRODUCTIONS OF FEATURED SPEAKERS 292
SPEECHES OF PRESENTATION 293
SPEECHES OF ACCEPTANCE 294
COMMENCEMENT ADDRESSES 295
AFTER-DINNER SPEECHES 297
SUMMARY 298
TED TALKS AND YOUTUBE VIDEOS 298

APPENDIX A Text of an Informative Speech: “The Annual Plague” 300

APPENDIX B Text of a Persuasive Speech: “Get Big Money

Out of College Sports” 305

Glossary 313
References 318
Credits 339
Index 340

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 Preface
Lately, public speaking texts have taken two main approaches. One could be
called the all-you-can-eat buffet approach. These works are resplendent with
almost every conceivable tasty feature that only the most dedicated and moti-
vated students will ever sample. They can be wonderful books as a kind of “every-
thing you ever wanted to know about public speaking, and then some” reference
work, but public speaking novices may see them as excessive. A second is the
cookbook approach. These works offer little beyond a list of recipe steps for con-
structing and presenting a speech. Striving to cover “only the basics,” they achieve
this purpose, but few are likely to find the recipe approach interesting reading.
Each approach has its merits and supporters. The significant success of the
first edition of Practically Speaking suggests a clear desire by many to go in a dif-
ferent direction. Practically Speaking offers that different direction. It is a rela-
tively short text that is loaded with practical advice. It covers the essentials,
however, without sacrificing reader interest or scholarship. Understanding this
third approach can be ascertained by addressing key objectives for both students
and teachers.

OBJECTIVES FOR STUDENTS

Practically Speaking aims to address four key objectives for students: (1) readability,
(2) clarity, (3) applicability, and (4) affordability. Regarding the first objective—
readability—the wisdom of Samuel Johnson seems apt: “What is written without
effort is in general read without pleasure.” Maximum effort has been devoted to
writing a textbook that might ignite the interest of student readers, not induce a
coma. Textbooks are not meant to read like spy or mystery novels, but they need
not read like an instruction manual for setting up your new flat-screen TV.
Therefore, I attempted to practice what I teach about gaining and maintaining
attention by using the attention-getting strategies discussed in Chapter 6. The text
includes novel and humorous examples, stories, quotations, photos, and cartoons;
intense, dramatic, and poignant illustrations; colorful and vivid language and
metaphors; and startling statistics and historical facts sprinkled throughout every
chapter. The writing style is conversational, and the perpendicular pronoun “I” is
used when relating personal narratives. First-person singular is more engaging
than impersonal references such as “this author experienced” or “a student in

xix

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 xx PREFACE

the author’s class.” In addition, second-person pronoun references to “you” are

employed frequently to address readers directly.
A second objective—clarity—is addressed in a variety of ways. The organiza-
tion of each chapter follows the rules of good organizational logic presented in
Chapter 8. Such logic can be examined by perusing the Table of Contents. In addi-
tion, headings and subheadings were carefully chosen and worded to produce max-
imum clarity as well as originality. Finally, copious illustrations and explanations
are provided to clarify all important public speaking concepts and processes.
A third objective—applicability—requires concerted effort to demonstrate
the practical utility for students of becoming competent public speakers. The first
chapter addresses in detail such applicability. The remaining chapters elaborate
on this important objective. Numerous pop-culture references and newsworthy
events are used as illustrations, further revealing the applicability of competent
public speaking for students.
A fourth objective—affordability—has become a national issue shared by
students and faculty alike. A 2012 Oxford University Press national survey of
327 professors who teach public speaking at U.S. universities and community
colleges revealed that almost 75% of respondents viewed price as an “extremely or
very important” feature of a public speaking text. All reviewers of this second
edition agreed with this view about price. Every effort has been exerted to make
Practically Speaking an attractive but affordable alternative to other much more
expensive choices. Oxford University Press is a nonprofit publishing company, so
this alone provides considerable price advantage for students surviving on tight
budgets. The lean size of Practically Speaking also helps reduce the price.

OBJECTIVES FOR TEACHERS

Practically Speaking aims to address six different objectives for teachers of public
speaking: (1) sound scholarship, (2) standard yet innovative coverage, (3) brevity,
(4) recency, (5) logical organization, and (6) useful ancillaries. The first objective—
sound scholarship—is critically important. Providing substantial theory and
research to bolster the advice offered to novice student speakers counters the oft-
heard, naive claim that public speaking is just “common sense.” Without such
theory and research, advice provided will appear as little more than the personal
opinion of the author, easily trivialized or ignored, and often at odds with the
opinions of others. It is bound to strike the more alert student readers that au-
thors who insist on inclusion of research and evidence for student speeches, but
include little research and evidence to support their advice offered in a textbook,
seem contradictory. We never want students to equate relatively short texts
such as Practically Speaking with being “lightweight” or insubstantial. The careful

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 PREFACE xxi

scholarship in Practically Speaking is evident in every chapter. More than 500

references are cited, and the communication competence model, carefully devel-
oped in Chapter 1, serves as the theoretical basis for all advice offered. In addition,
Chapter 12 on skepticism is the only chapter of its kind in public speaking texts that
so thoroughly explains the theoretical underpinnings of the process of critical think-
ing for public speakers.
A second objective for public speaking teachers—standard yet innovative
coverage—is addressed in several ways. All standard topics found in any reputa-
ble public speaking text and identified in the Oxford survey previously refer-
enced are thoroughly developed in Practically Speaking. Innovative coverage
includes the opening chapter on communication competence. There is a separate
chapter on speech anxiety, offered in only a few public speaking texts. A full
­chapter on gaining and maintaining attention, not typically found in other public
speaking texts, emphasizes that speakers must do far more than merely gain the
immediate attention of their audiences. The much greater challenge is to keep
that attention throughout a lengthy speech. A full chapter on skepticism (process
of critical thinking), already mentioned, is yet another innovation of Practically
Speaking. Finally, two full chapters on persuasive speaking provide both a theo-
retical explanation for how persuasion works generally and specific strategies for
persuading public speaking audiences. Results from the Oxford survey showed
that three-quarters of respondents believed that a chapter on foundations of per-
suasion is “extremely or very important.” A chapter on persuasive speaking strat-
egies was similarly embraced by 85% of respondents.
A third objective—brevity—was identified by 72% of respondents to the
Oxford survey as variously “important” to “extremely important.” A significant
85% of respondents in the same survey also noted that “preparing students to start
speaking right away” is important. In standard, lengthy texts, students have to read
hundreds of pages before they learn the basics for a simple first or second speech.
Standard texts typically do not cover introductions and conclusions, for example,
until almost 200 pages of text have been read. Students will reach the chapter in
Practically Speaking on introductions and conclusions in half the time. Practically
Speaking gets students “up and running” quickly. Another related concern in the
Oxford survey identified by almost half the respondents was that students do not
read the text. Reading a textbook of 500 pages or more can be daunting. Practically
Speaking is about half the size of most standard-sized public speaking texts. Its
brevity is far less intimidating, and thus it is more likely to be read.
A fourth objective—recency—is always a challenge because of the lag period
between finishing a manuscript and completing the textbook production process
that typically takes months. As someone with a bachelor’s degree in American
history, I value the use of historical examples for illustrations. I also see the ap-
plicability of recent events to clarify concepts and processes in public speaking.

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 xxii PREFACE

I have included both, some examples as recent as 2016, the year this edition went
into publication, and others centuries old. Great speakers and powerfully illus-
trative events do not appear in only one brief time period. We can learn from
both the old and the new. This is true for references as well. About a third are
between 2012 and 2016, while many of the rest are more “classic” citations.
A fifth objective—logical organization—produced some juggling of chap-
ters. There is no perfect organization for any public speaking text. Practically
Speaking is organized similar to most such texts. With the exception of Chapter 1
on communication competence, all chapters can be moved to a different order if
so desired.
A final objective—useful ancillaries—is addressed in several ways:
• An Instructor’s Manual and Test Bank, which I have carefully revised
myself, contains dozens of unique activities and exercises, as well as almost
150 website links to a wide variety of speeches and video resources.
• PowerPoint lecture slides have been updated.
• A Companion Website provides students with chapter summaries, prac-
tice exams, self-grading quizzes, and speech topic ideas.
• Dashboard, Oxford University Press’s learning management system, in-
cludes self-assessments, key term flashcards, learning objectives, and
speech video exercises.
• Course cartridges for a variety of Learning Management Systems, includ-
ing Blackboard Learn, Canvas, Moodle, D2L, and Angel, allow instructors
to create their own course websites integrating student and instructor
­resources available on the Ancillary Resource Center and Companion
Website. Contact your Oxford University Press representative for access or
for more information about these supplements or customized options.

NEW TO THIS EDITION

Several important changes have been made for this second edition based on very
useful reviews.
1. More than 150 new references have been added. Dozens of new studies,
surveys, and statistics on a wide variety of topics have been included
throughout the text. The scholarship has also been thoroughly updated.
2. Many new photos, cartoons, and graphics have been added. Photos espe-
cially have been carefully chosen to show more than a commonplace vari-
ety of individuals merely speaking at a podium.
3. Dozens of new examples, stories, humorous anecdotes, and pop culture ref-
erences also appear throughout the text.

00-Rothwell-FM.indd 22 9/30/16 4:03 PM

 PREFACE xxiii

4. Based on extensive reviewers’ suggestions, some chapters have been moved,

and others have been slightly reorganized. This repositioning of chapters
more closely parallels several other popular public speaking texts, for ease
of transitioning to Practically Speaking. Audience analysis and topic selec-
tion have been addressed earlier as Chapter 3. Gathering material for
speeches has been moved from Chapter 8 to Chapter 4. This seemed to be
an appropriate repositioning once a topic has been selected for a speech.
Using supporting materials also has been repositioned from Chapter 11 to
Chapter 5. Reviewers encouraged the change, and I agree that addressing
supporting materials following the chapter on gathering materials pro-
vides a logical progression. Chapters 6 (attention), 7 (introductions and
conclusions), and 8 (outlining and organizing) have been moved forward
one chapter to make room for these changes. Chapters 12 (skepticism) and
13 (argument, reasoning, and evidence) also have been moved adjacent to
chapters on informative and persuasive speaking to tie them more closely
to these two types of speeches.
There is no consensus regarding the perfect chapter order. For example,
a couple of reviewers liked the delivery chapter placed early in the text, but
many others really did not, and they stated their objections bluntly. The
organization of the first edition of Practically Speaking had an internal
logic, but there are several ways to organize a public speaking text, each
with its own internal logic. For those who are disappointed with the new
organization of chapters, I again want to underline that all chapters, except
the first one, can be assigned to readers in whatever order works best for
your teaching needs.
5. A three-minute model narrative introductory speech appears in Chapter 2
to help students prepare a brief, standard first classroom presentation.
Commentary about this speech is provided so students can understand
some basic aspects of competent public speaking without having to read a
hundred pages or more before giving that first presentation.
6. Model informative and persuasive speeches (see Appendices A and B) have
been completely updated and slightly condensed.
7. In aggregate, more than 100 TED Talks and YouTube speech links have
been included at the end of chapters to provide valuable resources for stu-
dents to see high-quality, and sometimes less than commendable, speeches
for illustration and analysis.
8. On the advice of several reviewers, checklists have been included at the end
of chapters.
9. New chapter openings have been provided for Chapters 1, 6, 9, and 10. Each
opening provides a more engaging start to these chapters.

00-Rothwell-FM.indd 23 9/30/16 4:03 PM

 xxiv PREFACE

ACKNOWLEDGMENTS
My sincere thanks are extended to reviewers of this text. They include:
Brent E. Adrian, Central Community College–Grand Island
Kenneth R. Albone, Rowan University
Shirley Brownfox, Laney College
Amy Bryant, Nashville State Community College
Diana M. Cooley, Lone Star College–North Harris
Laura Crosswell, Arizona State University
Adrienne Hacker Daniels, Illinois College
Keith Forrest, Atlantic Cape Community College
Tonya Forsythe, Ohio State University
Patrick Gagliano, Newberry College
Gina Giotta, California State University–Northridge
Gai Grannon, Montclair State University
Paul T.M. Hemenway, Lamar University
Lawrence A. Hosman, University of Southern Mississippi
Cynthia Irizarry, Suffolk University
Laveda I. Joseph, Columbus State University
E. Grace Lager, Eckerd College
Jessica N. Lawson, Wright State University
Leola McClure, MiraCosta College
Mumba Mumba, Illinois College
Kekeli Nuviadenu, Bethune-Cookman University
David C. Oh, Ramapo College of New Jersey
Karen Otto, Florida State College at Jacksonville
Elaine Pascale, Suffolk University
Evelyn Jean Pine, Berkeley City College
Patricia D. Richardson, Cecil College
Caryn D. Riswold, Illinois College
Betsy Rosenblum, Quinnipiac University
Kimberly Rosenfeld, Cerritos College
Theresa C. Shaton, Kutztown University of Pennsylvania
Joanna Showell, Bethune–Cookman University
Jo-Ann Sickles, Everett Community College
Cheryl Skiba-Jones, Trine University
Myron Skulas, Cincinnati State Technical and Community College
Sonja Stetzler, Queens University of Charlotte
Sharon Taxin, St. John’s University

00-Rothwell-FM.indd 24 9/30/16 4:03 PM

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