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 Contents vii

Reasoning in Public Speaking 182 THE IMPORTANCE OF YOUR TOPIC • CITING STATISTICS,
MAKING CLAIMS • TELLING A STORY • USING AN
What Have You Learned? • Discussion Questions
ANALOGY • ASKING A RHETORICAL QUESTION • QUOTING
• Activities • Key Terms
SOMEONE • USING HUMOR

Strategies for Preparing an Introduction 218

PART III Arrangement and Style PREPARE THE BODY OF THE SPEECH FIRST • RELATE THE
in the Speech 187 INTRODUCTION TO THE BODY • KEEP THE INTRODUCTION
BRIEF • MAKE THE INTRODUCTION COMPLETE • KEEP A FILE OF
9 Organizing the Speech: The Body 187 POTENTIAL INTRODUCTIONS • BE GUIDED BY THE EXAMPLES IN
THIS BOOK • PLAN THE INTRODUCTION WORD FOR WORD
Why Is Organization Important? 188
Conclusions: Ending the Speech 219
Selecting the Main Ideas 189 The Purposes of a Conclusion 219
Identifying Your Main Ideas 190 SIGNALING THAT THE END IS COMING • SUMMARIZING THE
FROM YOUR THESIS OR SPECIFIC PURPOSE • FROM PATTERNS MAIN IDEAS • MAKING A FINAL APPEAL TO THE AUDIENCE
IN YOUR RESEARCH
An Example of a Conclusion 221
Choosing Among Main Ideas 191 Types of Conclusions 222
Criteria for Selecting the Main Ideas 191 SUMMARIZING • QUOTING SOMEONE • MAKING A PERSONAL
IS THIS IDEA ESSENTIAL? • CAN SEVERAL IDEAS BE REFERENCE • CHALLENGING THE AUDIENCE • OFFERING A
COMBINED? UTOPIAN VISION
Characteristics of the Main Ideas 193 Strategies for Preparing a Conclusion 224
SIMPLICITY • DISCRETENESS • PARALLEL STRUCTURE BE SURE THAT IT TRULY IS THE CONCLUSION
• BALANCE • COHERENCE • COMPLETENESS • RETURN TO YOUR INTRODUCTORY DEVICE
Arranging the Main Ideas 194 WHEN POSSIBLE • PRACTICE THE CONCLUSION

Factors Affecting Arrangement 194 Transitions: Connecting the Elements of a Speech 225
ARE THE MAIN IDEAS DEPENDENT? • ARE SOME MAIN The Purposes of Transitions 225
IDEAS RELATIVELY UNFAMILIAR? • SHOULD THE STRONGEST
Elements of Effective Transition 226
IDEA COME FIRST OR LAST?
INTERNAL SUMMARIES • LINKS • INTERNAL PREVIEWS
Patterns for Arranging Main Ideas 196 • COMPLETE TRANSITIONS
CHRONOLOGICAL • SPATIAL • CATEGORICAL (TOPICAL)
Strategies for Preparing Transitions 228
• CAUSE–EFFECT • PROBLEM–SOLUTION • COMPARISON
AND CONTRAST • RESIDUES IDENTIFY MAIN IDEAS SUCCINCTLY • USE PARALLEL
STRUCTURE IF POSSIBLE • USE SIGNPOSTING
Choosing the Organizational Pattern 199
What Have You Learned? • Discussion Questions • Activities
BASED ON YOUR SUBJECT • BASED ON YOUR
• Key Terms
PURPOSE • BASED ON YOUR AUDIENCE
• BASED ON THE CULTURE

Selecting and Arranging Supporting Materials 202 11 Outlining the Speech 232
Selection of Supporting Materials 202
From Ideas to Outline 233
HOW MUCH? • WHAT KIND? • WHAT CRITERIA?
The Preparation Outline 235
Arrangement of Supporting Materials 203
What Does a Good Outline Look Like? 235
What Have You Learned? • Discussion Questions
• Activities • Key Terms Outlining the Body of the Speech 236
STATEMENT OF TOPIC, GENERAL PURPOSE,
10 Organizing the Speech: Introductions, SPECIFIC PURPOSE, AND THESIS • COMPLETE
SENTENCES • SUBORDINATION • COORDINATION
Conclusions, and Transitions 208 • DISCRETENESS

Introductions: Beginning the Speech 209 Outlining Introductions and Conclusions 238
The Purposes of an Introduction 209 Outlining Transitions 239
GAINING THE ATTENTION AND INTEREST OF YOUR Citing Supporting Materials in the Outline 239
AUDIENCE • INFLUENCING THE AUDIENCE TO VIEW YOU Sample Preparation Outline 240
AND YOUR TOPIC FAVORABLY • CLARIFYING THE PURPOSE
OR THESIS OF YOUR SPEECH • PREVIEWING THE The Presentation Outline 243
DEVELOPMENT OF YOUR TOPIC Guidelines for the Presentation Outline 243
An Example of an Introduction 211 MATCH STRUCTURE OF PREPARATION OUTLINE • USE
Types of Introductions 211 KEYWORDS • INCLUDE INTRODUCTION, CONCLUSION, AND
IDENTIFYING WITH YOUR AUDIENCE • REFERRING TO THE TRANSITIONS
SPEECH SITUATION • STATING YOUR PURPOSE • STATING Use of Note Cards 244
viii Contents

Reference to Supporting Materials and Oral PART IV Uses of Public Speaking 277
Citations 244
Use of Stage Directions 246 13 Informing 277
Using an Outline in Rehearsal 247
Planning Your Strategy 278
Sample Presentation Outline 247
Defining Your Specific Purpose 278
What Have You Learned? • Discussion Questions
Informing Your Audience 279
• Activities • Key Terms
Clarifying Your Informative Goal 280
12 Achieving Style Through Language 251 PROVIDING NEW INFORMATION OR PERSPECTIVE
• AGENDA SETTING • CREATING POSITIVE OR
What Is Style? 252 NEGATIVE FEELING

Style in a Speech 252 Informative Strategies 282

Style and Language 253 Defining 283
PERCEPTION OF THE SPEECH • PERCEPTION OF Reporting 284
THE SPEAKER
Describing 285
Oral Style Versus Written Style 254 Explaining 286
SIMPLICITY • REPETITION • INFORMALITY
Demonstrating 286
• REFLEXIVITY • POTENTIAL FOR CLUTTER
Storytelling 288
Performative Versus Conversational Style 257
Comparing 289
Basic Requirements for Effective Style 257
ACCURACY • APPROPRIATENESS TO THE AUDIENCE AND Encouraging Retention 291
SITUATION What Have You Learned? • Discussion Questions
Defining Terms Appropriately 259 • Activities • Key Terms
Neutral Definitions 259
REPLACING A COMMON MEANING WITH A MORE TECHNICAL 14 Persuading 295
MEANING • DEFINING BY SIMILARITIES AND DIFFERENCES
• OPERATIONAL DEFINITIONS Purposes for Persuasive Strategies 296
Denotation and Connotation in Definitions 260 Strengthening Commitment 297
Persuasive Definitions 261 Weakening Commitment 298
Achieving Clarity, Rhythm, and Vividness 262 Conversion 299
Clarity 263 Inducing a Specific Action 299
CONCRETE WORDS • MAXIMS • LIMITING JARGON, DEFINING Plan Your Strategy 300
TECHNICAL TERMS • WORD ECONOMY • ACTIVE VOICE
Determine Your Target Audience 300
How Clear Should You Be? 264
CAREFUL USE OF IRONY • PURPOSEFUL AMBIGUITY
Assess Your Audience’s Motivation 300
Rhythm 266 Determine Your Purpose 302
REPETITION • PARALLEL WORDING • ANTITHESIS The Elaboration Likelihood Model 302
• INVERSIONS OF WORD ORDER
Components of the Model 302
Vividness 267
Implications of the Model 303
DESCRIPTION • STORIES • COMPARISONS: SIMILE
AND METAPHOR • VIVID SOUNDS: ALLITERATION AND Constraints on Effective Persuasive Speaking 303
ONOMATOPOEIA • PERSONIFICATION • REFERENCE TO Selective Listening 304
HYPOTHETICAL PEOPLE
Selective Perception 304
Stylistic Choices in Combination 270
DENIAL • DISMISSAL • BELITTLING THE
Style and the Entire Speech 270 SOURCE • COMPARTMENTALIZATION
Choosing the Right Level of Style 270 Selective Influence 306
Finding the Right Pace and Proportion 271 MULTIPLE MEANINGS: POLYSEMY • THE BOOMERANG
VARIETY • BALANCE • CONCISENESS EFFECT
Memorable Phrases 271 Strategic Resources for Specific and General Purposes 307
Congruence of Language and Delivery 271 Strengthening Commitment 307
Achieving Good Style 272 CONSCIOUSNESS RAISING • MOVING FROM EDUCATION
Erroneous Assumptions About Speeches 272 TO COMMITMENT • INCREASING THE SENSE OF URGENCY
Suggestions for Developing and Improving Style 273 Weakening Commitment 309
What Have You Learned? • Discussion Questions FINDING A CRITICAL DISTINCTION • REFUTATION
• Activities • Key Terms • REBUILDING ARGUMENTS
 Contents ix

Conversion 311 Using Visual Aids in the Speech 344

CHIP AWAY AT THE EDGES OF BELIEFS • IDENTIFY A Avoid Distraction 344
PATTERN OF ANOMALIES • EMPLOY CONSCIOUSNESS
Do Not Obstruct the Audience’s View 344
RAISING • SEEK INCREMENTAL CHANGES • USE
RELUCTANT TESTIMONY Speak to the Audience, Not to the Visual Aid 345
Inducing a Specific Action 314 What Have You Learned? • Discussion Questions
IDENTIFY THE DESIRED ACTION PRECISELY • Activities • Key Terms

16
• MAKE THE ACTION AS EASY TO PERFORM
AS POSSIBLE Occasions for Public Speaking 348
General Strategic Resources 314 Fitting Your Speech to the Occasion 349
SELECT APPROPRIATE SUPPORTING MATERIALS • USE
Influence of the Occasion 349
SOUND REASONING • FOLLOW APPROPRIATE
SPEECHES ARE PRESENTED FOR SPECIFIC OCCASIONS
ORGANIZATIONAL PATTERNS • ESTABLISH POSITIVE
• OCCASIONS CREATE CONSTRAINTS • CONSTRAINTS ARE
ETHOS • ENCOURAGE RETENTION THROUGH
NOT ABSOLUTE
REINFORCEMENT • ACHIEVE IDENTIFICATION
• APPEAL TO APPROPRIATE EMOTION The Concept of Decorum 351
FORMALITY • LENGTH • EMOTION • INTENSITY
Organizing Persuasive Speeches 318
• SUPPORTING MATERIAL • IDENTIFICATION
The Problem–Solution Speech 318
Identifying Your Purpose 352
DESCRIBE THE SITUATION • EVALUATE THE SITUATION AS
A PROBLEM • PROPOSE A SOLUTION • ARGUE FOR THE
Deliberative Speaking 352
SOLUTION The Nature of Deliberative Speaking 353
The Motivated Sequence 321 Community Service and Involvement 353
ATTENTION STEP • NEED STEP • SATISFACTION Oral Reports and Presentations 354
STEP • VISUALIZATION STEP • ACTION STEP Group Presentations 355
What Have You Learned? • Discussion Questions GROUP REPORTS • SPEAKING IN SMALL GROUPS
• Activities • Key Terms • CHAIRING A MEETING
Public Hearings and Debates 357
15 Speaking with Visual Aids 326 PROVIDING TESTIMONY • DEBATES
Responding to Questions 358
Benefits of Using Visual Aids 327
Ceremonial Speaking 360
Interest 328
The Nature of Ceremonial Speaking 360
Credibility 328
Speeches of Greeting 360
Comprehension and Retention 328 INTRODUCTIONS • SPEECHES OF WELCOME
Argument 329 Speeches of Tribute 361
Types of Visual Aids 330 TESTIMONIALS • EULOGIES • TOASTS • ROASTS
Charts 330 Commemorative Celebrations 363
STATISTICAL CHARTS • SEQUENCE OF STEPS Speeches Marking Awards 364
• FLOWCHARTS • VISUAL LISTS PRESENTATION SPEECHES • ACCEPTANCE SPEECHES
Graphs 332 Speeches Combining Deliberative and Ceremonial Goals 366
LINE GRAPHS • BAR GRAPHS • PIE GRAPHS Keynote Speeches 366
Representations 334 Pep Talks 367
TEXTUAL GRAPHICS • DIAGRAMS • MAPS After-Dinner Speeches 367
• PHOTOGRAPHS • MEMES • FILM AND VIDEO
Commencement Speeches 367
Objects and Models 336 Speeches Marking Candidacy and Election 368
People 337 NOMINATING SPEECHES • ACCEPTANCE OF
CANDIDACY • INAUGURAL ADDRESSES
Preparing Visual Aids 338
What Have You Learned? • Discussion Questions
Choosing Ideas for Visual Aids 338
• Activities • Key Terms
Designing Visual Aids 338
VISIBILITY AND CLARITY • PORTABILITY • APPEAL Appendix: Speeches for Analysis and Discussion 374
Creating Computer-Generated Slides 340 Glossary 395
Special Considerations for Multimedia Visual Aids 341
Endnotes 401
Using Handouts 342
Planning for Technical Difficulties 343 Text Credits 412
Index 413
 7 Special Features

Choose a Strategy Exercise Your Voice 47

Rate Your Listening Skills 63
Understanding the Rhetorical Situation 13
Learn About Your Listeners 102
Introducing Yourself to Others 30
Estimate Audience Interest in Your Topic 109
Presenting Your Speech 57
Assess Types of Supporting Information 137
Listening Critically 79
Reason Through Cause 174
Adapting to Your Audience 97
Shape and Organize Main Ideas 200
Identifying Constraints and Opportunities 122
Introduce Your Speech 217
Using Research to Support Your Speech 148
Critically Analyzing an Outline 243
Using Testimony Strategically 177 Write for the Ear 256
Organizing Your Speech 205 Keep Your Informative Goal in Mind 282
Concluding Your Speech 223 Audience and Persuasion 313
Creating a Presentation Outline 245 Choose Images for Visual Aids 339
Using Appropriate Language 259 Give a Toast 363
Using Informative Strategies 288
Persuading 322 Strategies for Speaking to Diverse Audiences
Using Visual Aids 343 Recognizing Diversity 8
Preparing an Oral Presentation 355 Respecting Diversity Through the Preparation
of Your Speech 31
A Question of Ethics Respecting Diversity Through the Presentation
Ethics and Quality 21 of Your Speech 53
Ethics in Preparation 55 Respecting Diversity through Critical Listening 71
Expectations and Critical Listening 75 Respecting Diversity Through Analyzing Your Audience 93
Information Privacy and Audience Analysis 100 Respecting Diversity Through Your Topic Selection
and Strategy Development 124
Appropriate Topics 108
Respecting Diversity Through Research 141
Ethics and Research 150
Respecting Diversity Through Reasoning 183
Ethical Issues in Reasoning 168
Respecting Diversity Through the Organization
Ethical Introductions and Conclusions 225
of the Body of Your Speech 201
Ethics and Style 262
Respecting Diversity Through Introductions
The Ethics of Informing 280 and Conclusions 219
The Ethics of Persuading 300 Respecting Diversity Through Outlining the Speech 235
Ethical Issues in Designing Visual Aids 337 Respecting Diversity Through Style and Language 272
Ethics in the Public Forum? 359 Respecting Diversity Through Informing 290
Respecting Diversity Through Persuading 320
Rhetorical Workout
Respecting Diversity Through Visual Aids 345
Find the Public Forum in Your Neighborhood 17 Respecting Diversity Through Occasions for
Focus on Making Messages 35 Public Speaking 370

x
 To the Student 7

W
e were both fortunate to have an excellent education in both high school
and college. We had many stimulating and useful courses, interesting and
challenging teachers, and rewarding and enjoyable experiences. But if
we had to single out the most important course either of us had, without a doubt it
would be public speaking. Our experiences were not unique and we hope yours will
be similar.
You may be taking this course because you want to improve your voice or physi-
cal delivery, or to overcome speech anxiety, or to organize your thoughts better, or to
learn how to research effectively. You may have picked this class because a friend is in
it, or because it meets at a convenient time, or even because it is required. We’re will-
ing to predict that if you take the course seriously and work at it, you not only will
achieve your goals but will go far beyond them. We both did.
We wanted to become more comfortable in speaking before a group and to learn
how to use our voices effectively and how to control distracting mannerisms. We ac-
complished those goals but also learned how to think analytically, how to organize
ideas, how to do research, how to assess an audience, how to inform and persuade. It
was not long before we realized that these skills and habits were valuable not just in
public speaking, but in every other course and, indeed, in almost every aspect of life.
Since then, we’ve taught many public speaking courses and have observed our stu-
dents experiencing very similar results.
For more than 2,500 years, men and women have studied the art of public speaking,
both because it is valuable in its own right and because, in the best sense of the term, it is a
liberal art—one that frees and empowers people to reach their potential. It does so by pro-
viding the knowledge, cultivating the skills, and modeling the habits of effective thought
and expression that can be applied to any area of life. You are the latest link in this chain of
public speaking students that extends from the ancients to the present day. We hope this
book, and the course of which it is a part, will help you to have a similar experience.
The title of this book is Public Speaking: Strategies for Success. That title has a double
meaning. First, this book is about strategies for success in public speaking. Second,
the premise of the book is that public speaking will provide you with strategies for
success in life. It does not promise fame or fortune, of course, but it does offer a blend
of reflective judgment and carefully chosen action that should enable you, whatever
your experience, to enjoy a life well lived.
We have used the term strategy to emphasize that public speaking is about choices.
It is an art and not a science. When you speak, you will be faced with situations that
offer both opportunities and constraints. You will need to decide how to work within
this situation to achieve your goals, and your plan for doing so is a strategy. And even
as you make choices in response to a situation, the pattern of your choices actually
helps to define what the situation is. It affects you, but you also affect it.
Thinking strategically about public speaking means avoiding the belief that there
is an all-purpose magic formula that will always produce a good speech. You will have
to make judgments each time you speak about what your goals should be and the best
way to achieve them. With experience and practice, you should find choices easier to
make. Although, as you will see, there are some general norms and expectations, a

xi
xii To the Student

speech is good not because it follows some formula, but because it deals effectively
with a specific situation. A speech that is good in one context may be weak in another.
It is always necessary to get down to cases.
For that reason, you will find many examples and case studies in this book. Some
come from student speakers and some from speakers in the “real world.” Some are
actual situations and some are hypothetical ones we have designed to illustrate im-
portant principles. Some describe what speakers actually did, and some ask you what
you might do. Just as lawyers learn the law, in part, through the case method, so you
will cultivate and sharpen the skills of public speaking by trying them out on specific
cases.
Case material will be provided not only by this book, but also by your class. You
will have the opportunity not only to present speeches, but also to listen to many. Lis-
tening to speeches is important, not just a necessary evil to be endured while you wait
your turn to speak. You develop habits of analysis and memory, you see a large array
of choices other students make in specific situations, and you gain skill in assessing
whether strategies succeed or fail and in deciding if they are strategies you might wish
to use. Your role as listener is just as important as your role as speaker. Good public
speakers are, generally, the best listeners.
At the same time, Public Speaking does not study cases in a vacuum. It draws on
underlying theory to explain these situations. Theory does not refer to that which is
impractical, nor does it refer to a lot of fancy terms or ideas that seem isolated from
reality. Rather, it helps to explain what happens when speakers and audiences engage
one another. Although sometimes the theory and practice of public speaking are stud-
ied in isolation, the premise of Public Speaking is that they need to be integrated at
every step. Theory informs our understanding of practice by enabling us to explain
what is happening in particular situations. And practice applies and modifies our un-
derstanding of theory. What you learn about theories of arrangement, for instance,
will help you to organize a speech, but your experience in organizing speeches will
also contribute to your thinking about theories of arrangement.
Between us, we have almost 80 years of experience studying and teaching public
speaking. Now you are starting the same journey. This book, your own experience,
and the interaction with other students and your instructor are all vital parts of the
course. Participate fully and try to get as much from the course as you can. We hope
that, like us, you not only achieve your original goals but actually transcend them,
and we hope that a course in public speaking contributes as much to your life as it has
to ours.
David Zarefsky
Jeremy David Engels
 To the Instructor 7

I
f you are using this textbook for the first time, welcome. If you are a previous user,
we are grateful for your support and enthusiasm, and we hope you will like the
approach of this ninth edition.
Public Speaking: Strategies for Success is based on the premise that successful public
speaking is strategic. It involves understanding the circumstances in which one speaks,
making deliberate choices about how to deal with these circumstances, and planning in
order to achieve one’s speaking goals. The key elements in a strategic approach to pub-
lic speaking are critical thinking and strategic planning, skills emphasized throughout this
book. Equipped with the necessary knowledge and skills, students can learn to make
skillful and intelligent choices in public speaking situations throughout their lives.
A consequence of a strategic perspective is the recognition that public speaking is
not a science with universally applicable principles, nor a set of formulas that can be
applied mechanically or by rote. It is more complicated than that, involving subjective
judgment and human choice. We do our students a disservice if we pretend otherwise.
Instead, by equipping them with necessary knowledge and skills, we should help to
prepare them to make these choices skillfully and intelligently. Our experience is that
students respond well to this approach.
To say that the subject matter is complex, though, is certainly not to say that the
textbook must be dull, tedious, or unreadable. We have tried to make the text readily
accessible to students without compromising the integrity of the subject matter.
The title of the book, Public Speaking: Strategies for Success, has a double meaning.
The book offers a strategic perspective that should lead students to become more suc-
cessful public speakers. And the art of public speaking provides many of the strategies
for students to succeed in many different walks of life. We hope this book will help
you to empower your students to achieve those goals.

Revel TM
Revel is an interactive learning environment that deeply engages students and pre-
pares them for class. Media and assessment integrated directly within the authors’
narrative lets students read, explore interactive content, and practice in one continu-
ous learning path. Thanks to the dynamic reading experience in Revel, students come
to class prepared to discuss, apply, and learn from instructors and from each other.

Learn more about Revel

http://www.pearson.com/revel

Special Features for Public Speaking Students

Revel is a dynamic learning experience that offers students a way to study the content
and topics relevant to public speaking in a whole new way. Rather than simply of-
fering opportunities to read about and study public speaking, Revel facilitates deep,
engaging interactions with the concepts that matter most. For example, when learning
about public speaking anxiety in Chapter 2, students are prompted to complete the
Personal Report of Public Speaking Anxiety self-assessment to gauge their own levels
xiii
xiv To the Instructor

of apprehension and explore ways to improve their skills. By providing opportuni-

ties to read about and practice public speaking in tandem, Revel engages students
directly and immediately, which leads to a better understanding of course material.
A wealth of student and instructor resources and interactive materials can be found
within Revel. Some favorites include:
• Audio Speech Excerpts
Highlighting both effective and ineffective speaking examples, more than one
hundred in-text speech excerpts are included throughout. Students can listen to
audio clips while they read, bringing the examples to life and reinforcing learning
in a way that a printed text cannot.
• Videos and Video Self-Checks
More than ninety videos and video clips appear in this edition, provid-
ing examples of speeches, expert advice, and additional information
to boost competence and confidence. Approximately half of the videos
are bundled with correlating self-checks (in the form of multiple-choice
questions), enabling students to test their knowledge.
• Interactive Features and Figures
Rhetorical Workout exercises are fully interactive, allowing students to
respond and complete the activity immediately within the Revel pro-
gram. Checklists and Choose a Strategy items also include interactive
opportunities for students to assess their own work and write about a
variety of public speaking scenarios. A Question of Ethics and Strategies
for Speaking to Diverse Audiences features pair with writing prompts for
application or reflection.
In addition, approximately twenty-five interactive figures provide
hands-on visualizations to engage students and help them understand
complex concepts such as public speaking as a communication pro-
cess, types of inference, mapping main ideas, Maslow’s hierarchy of
needs, the forgetting curve, and more.
• Instant Assessment
Students receive instant feedback by taking built-in end-of-module
(the end of a major heading section) and end-of-chapter quizzes. These
assessments are tied directly to the learning objectives, and grades are
reported to the professor. Additional, nongraded assessment activities
such as video self-check quizzes and drag-and-drop matching exercis-
es appear throughout.
• Integrated Writing Opportunities
To help students connect chapter content with personal experience, each
chapter offers two varieties of writing prompts, which have been fully
revised in this edition: Journal prompts elicit free-form topic-specific re-
sponses (one per module), and an end-of-chapter Shared Writing prompt
encourages students to share and respond to each other’s brief responses
to high-interest topics. Instructors have access to students’ responses to
these writing activities and can also assign them as homework.
For more information about all the tools and resources in Revel and access to your
own Revel account for Public Speaking: Strategies for Success, Ninth Edition, go to www.
pearson.com/revel.

New to the Ninth Edition

In its ninth edition, Public Speaking: Strategies for Success maintains its solid foundations of
strategy, practical skills, rhetorical theory, diversity, ethics, and civic participation, while
enhancing the immersive learning experience offered by Revel and refining and updating
 To the Instructor xv

key content. In Revel, approximately eighty of the videos are new to this edition, and each
chapter opens with a new video self-check activity to get students thinking about concepts.
The recurring features A Question of Ethics and Strategies for Speaking to Diverse Audiences
now pair with Journal prompts, and all Journal and Shared Writing prompts have been
revised to encourage more reflection and application. Checklists, Choose a Strategy features,
and multiple other revamped activities throughout Revel offer greater interactivity and
more self-assessable opportunities for students to review content. All end-of-chapter mod-
ules include writing activities, many paired with speech videos, for students to complete
immediately within Revel. Abundant new and updated examples appear in every chapter,
many with audio or video in Revel. And key areas revised to reflect the needs of today’s be-
ginning speakers include evidence and supporting materials, ethics, diversity, social media
and mediated communication, and visual aids.
Chapter updates include the following:
• Chapter 1, Welcome to Public Speaking, features new research and discussion
on social media and the public forum, expanded discussion of ethics and evaluat-
ing evidence (including “fake news”), and new videos in Revel, such as Michelle
Obama speaking about “Let’s Move!,” a TED Talk by a young inventor, and an
explanatory video about the communication process, with an accompanying self-
check. Updated figures on the public speaking process and the rhetorical situation
feature new interactivity in Revel to provide further explanation and review of
concepts.
• Chapter 2, Your First Speech, includes a new strategy on using a growth versus
fixed mindset and new research on student attitudes about public speaking and
on overcoming speech anxiety. Three new student speech videos appear in Revel,
two with accompanying self-check or writing activities, and the Personal Report of
Public Speaking Anxiety has a new and improved interactive format for students
to assess their own anxiety levels.
• Chapter 3, Presenting the Speech, incorporates new research on inflection
and accents in the multilingual public speaking classroom and expands on
diversity-related considerations of filler use and speaking volume. An inter-
active table in Revel introduces students to the modes of presentation, and
new videos with self-checks include a clip from a student motivational speech
and explanatory videos on using effective eye contact and giving mediated
presentations.
• Chapter 4, Listening Critically, revises the concept of “careful listening” to “mind-
ful listening” and includes new note-taking tips based on current research. Updated
tables and figures on obstacles to listening and mapping claims feature smoother
interactivity in Revel, and students can use a new activity to review general speech
purposes. New videos include Hillary Clinton speaking about the pay gap; ex-
planatory videos on listening, traits of good listening, and evaluating a speech; and
a student speech about mental illness. Most videos are accompanied by self-checks
or writing activities. Also in Revel, the assessment Rhetorical Workout: Rate Your
Listening Skills has a new and improved interactive format for students to explore
how effectively they listen.
• Chapter 5, Analyzing Your Audience, updates discussion of the mediated audi-
ence and YouTube. Figure 5.1, Levels of Audience Analysis, is now interactive in
Revel to walk students through the levels, and a new activity introduces students to
the factors of audience culture. New videos with self-checks include Marco Rubio
speaking about immigration reform and explanatory videos on understanding di-
versity and culture.
• Chapter 6, Choosing a Topic and Developing a Strategy, expands the discussion
of topoi based on new research and also compares how portions of the inaugural
addresses of Barack Obama and Donald Trump are used for strengthening
xvi To the Instructor

commitment. Two new student speech videos appear in Revel, one with a self-check,
and video clips from the Obama and Trump addresses are included.
• Chapter 7, Researching the Speech, streamlines the guidelines for interviewing,
further emphasizes the ethics component of avoiding plagiarism, and features all
new bibliographic citation examples, with MLA style updated to its 8th edition
specifications. New Revel writing activities allow students to practice citing, quot-
ing, and paraphrasing sources. New videos, some with self-checks, include a stu-
dent speech about depression and explanatory videos on supporting materials and
evaluating sources.
• Chapter 8, Reasoning, includes updated material on the alternate cause fallacy
and new discussion on the informational cascade effect in social media, in which
a rapidly amplified and repeated claim is thus accepted as true, even if the proof
is not sound. New self-assessable activities in Revel help students review types of
examples, types of analogies, types of inference from signs, types of inference from
cause, and types of inference from testimony. New videos with self-check or writing
activities include Nikki Haley speaking about sanctions against North Korea and a
student speech about alcoholism.
• Chapter 9, Organizing the Speech: The Body, incorporates new research about
primacy versus recency. New videos, most paired with self-checks, include a stu-
dent speech about tagging calves, a clip from a student speech on the STRIVE
program, a TED Talk explaining the Chinese zodiac, and a conceptual video on
speech organization.
• Chapter 10, Organizing the Speech: Introductions, Conclusions, and Transitions,
features many new videos, most with self-check or writing activities, including
Tammy Duckworth speaking at the 2008 Democratic National Convention, a
student speech on water scarcity, and explanatory videos on introductions, con-
clusions, and transitions.
• Chapter 11, Outlining the Speech, includes new sample oral citations and two new
Revel videos with self-checks: a student speech about obesity and an explanatory
video on outlining speeches.
• Chapter 12, Achieving Style Through Language, incorporates new research on
conversational style and contemporary politicians, and it updates discussion
of social media, public speaking, and public discourse. New writing activities
in Revel offer students immediate opportunities to practice recognizing and
adapting different language styles. Numerous videos include a student speech
about cyberbullying, a TED Talk on how fake news does real harm, celebrity Derek
Hough speaking about being bullied, and clips from speeches by Cory Booker,
John F. Kennedy, Richard Nixon, Harry Truman, Ronald Reagan, and Martin
Luther King, Jr.
• Chapter 13, Informing, incorporates new research on using information retrieval
strategies and, in Revel, adds interactivity to Figure 13.1, The Forgetting Curve, to
highlight its components. New videos include four student speeches, most with self-
check or writing activities, and a clip of Elaine Chao speaking about driverless cars.
• Chapter 14, Persuading, features numerous new videos in Revel, most with self-
checks, including three student speeches, clips from Parkland (Florida) students
speaking about gun control, and an explanatory video on persuasive appeals. Revel
also includes a self-assessable review of the forms of resistance to persuasion and
an interactive figure to help students visualize how the Elaboration Likelihood
Model works.
• Chapter 15, Speaking with Visual Aids, is updated and reorganized to offer
streamlined coverage that incorporates technology information within the
discussion for preparing visual aids. New material includes guidance on using
 To the Instructor xvii

memes and running presentation aids via smartphones. In Revel, all-new video
selections include four student speeches using different types of visual aids and
an explanatory video on presentation aids, most with self-checks or writing
exercises.
• Chapter 16, Occasions for Public Speaking, adds a self-assessable activity in Revel
for students to review speech purposes. Videos and clips include commencement
addresses by famous speakers in 2017, Bill Clinton speaking at the Oklahoma City
bombing memorial service, Barack Obama’s Charleston eulogy, Malala Yousafzai’s
Nobel acceptance speech, Ann Richards conceding the Texas governor’s race to
George W. Bush, and three student speeches illustrating speaking on the job, pre-
senting an award, and giving an after-dinner speech.
• Appendix, Speeches for Analysis and Discussion, replaces its previous stu-
dent speeches with two new ones: “Meeting the Needs of International Stu-
dents” and “Saving Our National Parks.” Barack Obama’s 2008 speech “A More
Perfect Union” is restored in this edition, with notes on his 2015 Selma speech
moving to the section For Further Study. Revel videos include the complete
speeches “Eulogy for the Challenger Astronauts” by Ronald Reagan and “I Have
a Dream” by Martin Luther King, Jr.
• Revel Appendix, Mediated Public Speaking, is a new, Revel-only Appendix with
additional in-depth information and activities related to giving mediated presenta-
tions. Students can also complete multiple writing and review activities immediately
within Revel, on topics such as disadvantages of online presentations, practicing a
mediated presentation, do’s and don’ts of online presentations, digital citizenship,
and more.

Features
Public Speaking Teaches Strategic Planning
Far too often, students leave a public speaking class with nothing more than a recipe
for how to prepare and deliver a seven-minute speech in class. Certainly, being able
to prepare and deliver that classroom speech well is a start. The goal of this book,
however, is to help students also learn how to apply the skills required for that seven-
minute classroom speech to the range of public speaking situations they will encoun-
ter beyond the classroom throughout their lives. Students should recognize how often
they will find themselves participating in speaking situations, whether as a public
speaker or as an audience member. They need to think through and about the public
speaking process and develop strategies to achieve their goals.

Choose a Strategy The Choose a Strategy boxes in each chapter present stu-
dents with a case study allowing them to decide how the skills and concepts
discussed can be adapted to a concrete rhetorical CHOOSE A STRATEGY: Organizing Your Speech

situation. Although these open-ended situations

The Situation
usually have no “correct” solutions, they train stu- You have been asked to speak about your town to a group of
foreign exchange students, to help them navigate your city. You
dents to size up a situation, understand its oppor- decide that you want to tell them about some local landmarks,
describe the city’s layout, and give them some advice about
tunities and constraints, assess ideas, and reason safety.
2. Even though you have three different main ideas, you might
think one of them is the most important. How does that
choice affect your organization?
3. What kind of supporting material would be important to
include—and where in the speech should you include it?
What If . . .

with an audience in mind. In Revel, students can
complete the “What If” sections in an online writ-
ing activity.
Making Choices How would your organizational decisions change if the following
were true?
1. What different organizational patterns might you use for the 1. Most of the students are from rural areas and might be un-
speech? Which one seems best at first glance? familiar with city life.
2. Crime that targets foreigners is a major problem in your city.
xviii To the Instructor

Public Speaking Teaches Rhetorical Theory

and Critical Thinking Skills
Grounded in the tradition of the art of rhetoric, this text provides students with a be-
ginning knowledge of rhetorical theory as they learn to speak in public. Theory and
practice are integrated as a seamless fabric, explaining clearly what students should
do and why. A full chapter, Chapter 8, focuses on reasoning in the context of the entire
speaking situation (not limited to persuasive speeches).

RHETORICAL WORKOUT

Learn About Your Listeners 4. What are the goals of your toast? How might audience
Your friend Zizhou has just won a major award from your uni-
versity. You have been asked to give a toast at a dinner celebra-
composition affect how you approach these goals?
5. Toasts can range from formal to informal, personal to
Rhetorical Workout The Rhetorical Workout feature
tion in his honor. Many members of Zizhou’s family, whom you
have not met before, are traveling to the event from Hong Kong,
impersonal, and funny to serious. How does the composition
of your audience affect where your toast will fit on these in each chapter offers students a focused, step-by-step
ranges? How would your toast differ if the audience were
their hometown. The dean of students, several professors, and
some of your friends will also be attending. As you prepare your composed solely of professors, or solely of your peers? application of public speaking concepts. Each workout
6. Assume your audience is heterogeneous by age, national
speech, you want to understand more about your audience.
1. Based on the description alone, what assumptions can you
origin, gender, socioeconomic status, and levels of strengthens the student’s public speaking skills just as a
education. How will you figure out common beliefs or
make about your audience? Are they likely to be culturally
heterogeneous or homogeneous? How do you know?
values held by such a diverse audience? physical workout strengthens the muscles. Revel allows
7. A local television station would like to run a story about
2. How can you learn more about your audience? Would a
formal survey be helpful in this situation? What might you
Zizhou’s accomplishments, and they have asked to
include audio and video of your toast in their broadcast.
students to complete the activity immediately within
like to know?
3. Your older sister recently gave a toast at her friend’s
Should you consider the television viewers as part of
your audience? How will this affect your preparation?
each chapter.
wedding. What advice would you ask of her? How is your
situation different from hers?

CHECKLIST 4.2 Critical Thinking Skills Practical applications of

Critical Thinking about a Speech critical thinking skills are emphasized throughout, such
as active listening skills, topic analysis, and reasoning.
1. Are the main ideas identifiable? These and many other applied concepts are recapped
2. Are the links among the ideas reasonable? through the Checklists. In Revel, all Checklists are in-
3. Are the ideas supported where necessary? teractive, ranging from review activities to writing ex-
ercises to applications for students to assess their own
4. How does accepting or rejecting the thesis affect my
other beliefs?
speeches and assignments.

Public Speaking Stresses Analysis, Research,

and Evaluating Sources
The investigation and research process is covered in detail, with specific advice and
guidance for analyzing a thesis to discover new subtopics and approaches. Empha-
sizing critical evaluation of sources, the research chapter helps students learn how to
choose effective supporting material, how to judge if a source is credible, and how to
cite sources. Evaluation of Internet sources receives special attention.
In addition, Chapters 7 and 15 incorporate the information technology that stu-
dents know and use today, both for research and for presentation aids. With the
distinction between electronic and printed materials becoming more blurred, each
chapter offers a unified perspective, treating research sources and visual aids without
regard to their medium.
Revel features multiple activities to emphasize these topics. For example, writing
exercises give students the opportunity to practice citing, paraphrasing, and quoting,
and new videos—with accompanying self-checks—cover evaluating sources and us-
ing presentation aids.
 To the Instructor xix

Public Speaking Integrates Theory and Practice

An approach that views public speaking as a set of formulas or rules to be followed
is of limited value. Few actual speaking situations will match exactly those for which
the “rules” were written; students need instead to be able to adapt to the particular
situations in which they find themselves. To do that, they must understand the theory
behind the rules. Recognizing this fact, some books try to “import” theory, including
all the latest specialized terms and jargon. This book instead integrates theory into the
underlying discussions of practice, not by highlighting obscure writers or technical
terms, but by explaining clearly what students should do and why. The book is solidly
grounded in rhetorical theory, but no prior knowledge of that field is either required
or assumed. Theory and practice are treated as a seamless fabric. Revel exercises pro-
vide additional opportunities for students to make hands-on connections between
theory and practice.

Public Speaking Features a Variety of Challenging

Examples and Applications
Because public speaking is situation-specific, this book includes a large number of
cases and examples encompassing a wide range of topics and issues. Some exam-
ples come from actual speaking situations, and others are hypothetical examples
to illustrate points in the text. Also, some examples compare speeches in the class-
room with speeches in the field, and brief examples and some extended examples
can be followed throughout an entire chapter. The examples emphasize a need to
analyze and respond to audiences as an integral part of the strategic thinking pro-
cess. Both historical and contemporary examples are featured. In keeping with the
book’s emphasis on civic engagement, many of the examples come from the realm
of public affairs. Videos and audio excerpts in Revel allow students to see and hear
examples in action.

Public Speaking Emphasizes Ethics and Respect

for Diverse Audiences
Every aspect of public speaking is affected by the need to be ethical and to understand
and respect diversity in audiences.
Some textbooks have a single chapter on ethics, as if it could be studied in isola-
tion. In contrast, this book reflects the view that ethical issues are involved in virtually
every aspect of public speaking.

A Question of Ethics Most chapters include

the feature A Question of Ethics to highlight ethical A Question of Ethics

issues students should consider as they prepare

Ethics and Quality affect the speaker’s interaction with the audience? Did it make

their own speeches or listen to the speeches of
others. Although some ethical standards—such as
Maintaining a high standard of ethics and responsibility also af- the speech more or less effective? Were there any conse-
quences beyond the immediate rhetorical situation? How would
fects the quality and effectiveness of your speech. Identify what
you think is an example of unethical speaking, whether from
politics, media, or popular culture. How did the ethical breach
a more ethical approach have helped the speaker achieve his
or her goals?

avoidance of plagiarism or racial stereotyping—are

clear-cut, many involve subjective and case-specific
judgments. For this reason, many of the ethical issues are presented as problems
about which students should think and deliberate. The book avoids overly sim-
plistic answers so that students will think carefully about the complexities of
the situation. In Revel, each appearance of this feature is paired with a Journal
writing prompt.
xx To the Instructor

STRATEGIES FOR SPEAKING TO DIVERSE AUDIENCES Strategies for Speaking to Diverse

Respecting Diversity Through Persuading
S uccessful persuasion meets listeners where they are and adapts to the opportunities and constraints of a situation. These
factors are all more complex when an audience is diverse. Here are strategies for success in persuading diverse audiences:
1. With diverse audiences, identification is both more
important (since it cannot be taken for granted) and
more difficult (since you must acknowledge the variety
of your audience members’ beliefs and commitments).
Identify with your listeners before moving them to a new
commitment.
2. Consider the diversity of values and commitments. For
instance, “family values” in Mexico include the expecta-
tion that children live with their parents until they are mar-
ried, whereas this is much less common in the United
States.
3. Consider how different cultures may present you with different
constraints or opportunities. If your emotional appeal relies on
a culturally specific value, then you may need to plan ahead
and think about other possible strategies you might use.
4. Suggest actions that are appropriate and doable for your
specific audience. Calling on an audience to solve the
Israel–Palestine conflict not only is asking for too much but
may alienate certain audience members who think you are
trivializing the issue.
5. Establish a positive ethos that invites trust from members of
a diverse audience.
Audiences Far from being a “buzzword” or an
emblem of “political correctness,” diversity of au-
diences on virtually every dimension is a fact with
which today’s speakers must be prepared to deal.
It is a condition that affects every aspect of public
speaking. Accordingly, throughout the book, diversity
is reflected in precepts and examples, and every chap-
ter includes a feature entitled Strategies for Speaking
to Diverse Audiences that includes tips on how that
chapter can be applied in an increasingly diverse en-
vironment. In Revel, each appearance of this feature is
paired with a Journal writing prompt.

Public Speaking Emphasizes the Public Forum

This book grounds public speaking in the concept of the public forum and illustrates
these speaking situations with both historical and contemporary examples. Beginning
speakers will learn what makes a healthy public forum and how to apply strategies
to situations outside of the classroom—on campuses, in communities, and in other
realms of public affairs.
These features have distinguished this book from the very first edition. They are
retained and improved in this new edition.

Instructor and Student Resources

Revel Combo Card
The Revel Combo Card provides an all-in-one access code and loose-leaf print refer-
ence (delivered by mail).

Supplements
Key instructor resources include an Instructor’s
Manual (ISBN 978-0-13-485368-0), Test Bank
(ISBN 978-0-13-485370-3), and PowerPoint
Presentation Package (ISBN 978-0-13-485369-7).
These supplements are available on the catalog
page for this text on Pearson.com/us (instructor
login required). MyTest online test generating
software (ISBN 978-0-13-485372-7) is available
at www.pearsonmytest.com (instructor login
required). For a complete list of the instructor and
student resources available with the text, please
visit the Pearson Communication catalog, at
www.pearson.com/communication.

Pearson MediaShare
Share, assign, and assess a variety of media eas-
ily and meaningfully in Revel using Shared Media
and VideoQuiz assignments.
 To the Instructor xxi

Using the best of MediaShare functionality and designed with learners and learning in
mind, Shared Media assignments allow instructors and students to share and engage
with videos and other media, including recorded performances in Public Speaking.
And VideoQuiz assignments transform a typically passive activity into an active learn-
ing experience. Rather than watching a video and then answering questions, students
engage with instructional content while it’s being delivered.

• Use Shared Media to assign or view speeches, video-based assignments, role plays,
and more in a variety of formats, including video, Word, PowerPoint, and Excel.
• Assess students using customizable, Pearson-provided rubrics, or create your own
around classroom goals, learning outcomes, or department initiatives.

• Create assignments for students with options for full-class viewing and comment-
ing or private comments between you and the student.
• Record video directly from a tablet, phone, or other webcam.
• Embed video from YouTube or Pearson Clips via assignments to incorporate cur-
rent events into the classroom experience.
xxii To the Instructor

• Set up time-stamped quiz questions on video assignments to ensure students mas-

ter concepts and interact and engage with the media.
• Import grades into most learning management systems.
• Ensure a secure learning environment for instructors and students through robust
privacy settings.

Conclusion
With nearly 80 years of experience between us, we believe public speaking is the
most important course in the curriculum because of the immense contribution it can
make to students’ lives. Good luck as you work to make that happen. We hope Public
Speaking: Strategies for Success will help you.
David Zarefsky
Jeremy David Engels
 Acknowledgments 7

Reviewers for the Ninth Edition

Articulating this perspective on public speaking in a textbook that is accessible to stu-
dents has been a stimulating challenge. All or part of the manuscript was read by Ba-
kari Akil, Florida State College at Jacksonville; John Bloodworth, University of West
Florida; Aaron Burtch, Lipscomb University; Kevin Coe, University of Utah; Janice
Kelly, Molloy College; Kim Perigo, San Diego Mesa College; Rachel Reznik, Elmhurst
College; Andrea Terry, Cal Poly.

Reviewers of Previous Editions

Elizabeth R. Alcock, Bristol Community College; Ellen Arden-Ogle, Consumnes River
College; Susan Baack, Montana State University; Ernest Bartow, Bucks County Com-
munity College; Doug Battema, Western New England University; John Bee, Ohio State
University; Sandra Berkowitz, Wayne State University; Marty Birkholt, Creighton Uni-
versity; Vincent Bloom, California State University–Fresno; Barbara Blackstone, Slippery
Rock University; Robert Bookwalter, Marshall University; Kristine S. Bruss, Univer-
sity of Kansas; Ferald J. Bryan, Northern Illinois University; C. Leilani Carver, University
of Kansas; Leah Ceccarelli, University of Washington; Faye Clark, DeKalb College; Lisa
Inzer Coleman, Southwest Tennessee Community College; Melanie Conrad, Berry Col-
lege; Marion Couvillon, Mississippi State University; Marilyn Cristiano, Paradise Val-
ley Community College; Jim Dittus, Highland Community College; Michael Howard
Eaves, Valdosta State University; Susan Redding Emel, Baker University; Patricia Faverty,
Thomas More College; Mindy Fenske, University of South Carolina; Linda Freeman, Uni-
versity of Minnesota; William Fusfeld, University of Pittsburgh; Jodi Gaete, SUNY Suffolk
County Community College; Kathleen Galvin, Northwestern University; John Giertz, Ba-
kersfield State University; Joseph Giordana, University of Wisconsin–Eau Claire; William
Goodbar, Old Dominion University; Andrea Gregg, Penn State University; Mark A. Gring,
Texas Tech University; Rose Gruber, Gloucester County College; Richard Halley, Weber
State University; Kelby K. Halone, Clemson University; Katherine L. Hatfield, Creighton
University; Diane Hill, Providence College; Heather Hundley, California State University–
San Bernardino; Stephen K. Hunt, Illinois State University; Carol Jablonski, University
of South Florida; Karla Kay Jensen, Texas Tech University; Richard Jensen, University of
Nevada–Las Vegas; Jack Johnson, University of Wisconsin–Milwaukee; Nicole Johnson,
Berry College; William Jordan, North Carolina State University; Laura Keimig, Creighton
University; Tressa Kelly, University of West Florida; Douglas Kresse, Fullerton College;
Elizabeth Lamoureux, Buena Vista University; James L. Leighter, Creighton Univer-
sity; Amy London, Oxnard College; Thomas A. Marshall II, Robert Morris College; Lisa
Menegatos, University of Nevada, Las Vegas; Al Montanaro, SUNY Plattsburgh; Craig
Monroe, California State University–San Bernardino; John M. Murphy, University of
Georgia; Daryle Nagano, El Camino College; Stephen Neilson, University of Nevada–
Las Vegas; Elizabeth Nelson, North Carolina State University; Patrick O’Sullivan, Illinois
State University; Cate Palczewski, University of Northern Iowa; Jay Pence, University of
North Carolina–Chapel Hill; Lynette Sharp Penya, Abilene Christian University; Bon-
nie Peterson, University of Wisconsin-Parkside; Lee Polk, Baylor University; Benjamin

xxiii
xxiv Acknowledgments

Ponder, Ponder Media; Kenna J. Reeves, Emporia State University; Samuel Rindell, Three
Rivers Community College; Kurt Ritter, Texas A&M University; Kellie Roberts, Univer-
sity of Florida; Rebecca L. Roberts, University of Wyoming; Paul Sabelka, Iowa Wesleyan
College; Jane Pierce Saulnier, Emerson College; Noreen Schaefer-Faix, Kutztown Univer-
sity; David Schneider, Saginaw Valley State University; Deanna Sellnow, North Dakota
State University; Ryan Shepard, University of Kansas; Kenneth G. Sherwood, Los Ange-
les City College; Brent Sleasman, Gannon University; Calvin Smith, Eastern Illinois Uni-
versity; Cynthia Duquette Smith, Indiana University, Bloomington; Jessica Stowell, Tulsa
Junior College; Mary Switzer, Cal Poly Pomona State University; Robert Terrill, Indiana
University; Naomi Johnson Tsigaridas, Longwood University; Denise Vrchota, Iowa State
University; Beth Waggenspack, Virginia Polytechnic Institute and State University; Rita
Kirk Whillock, Southern Methodist University; Roy Wood, University of Denver; Quentin
Wright, Mountain View College.
The comments and suggestions of the reviewers listed above were quite helpful
and often pointed the way for substantial improvement in the manuscript. The re-
sponsibility for what we have written, of course, remains with us.

Additional Thanks
Our debt to Leah Ceccarelli, on the faculty at the University of Washington, continues
from the first edition. She helped in the development and selection of examples and
end-of-chapter features and helped significantly to shape the tone of the book. We
also appreciate the work of those who prepared supplementary materials for previous
editions: Victoria Gallagher, North Carolina State University; Glen Williams, Univer-
sity of Akron; Melissa Beall, University of Northern Iowa; Robert Brookey, Northern
Illinois University; Robert Bookwalter, Marshall University; Calvin Troup, Duquesne
University; Terry Doyle, Northern Virginia Community College; Sherilyn Marrow,
University of Northern Colorado; Renee Brokaw, The University of North Carolina,
Charlotte; Kristine Greenwood, Marshall University; Thomas Lessl, University of
Georgia; and Bjorn Stillion Southard, University of Georgia.
We are grateful to those who assisted in the preparation of this ninth edition. Em-
ily Hobbs, who earned her MA degree in Communication Arts & Sciences at Penn
State University, helped us with the revision and updating of examples, the reorgani-
zation of key chapters, the enhanced coverage of technology, and additions to the end-
of-chapter discussion questions and activities. Her assistance in all these respects was
invaluable. Rob Mills, a recent Ph.D. graduate from Northwestern University, sup-
plied two of the student speech texts and outlines.
At Pearson, Steve Hull and Joe Opiela first persuaded David to undertake this
project, and Bill Barke placed his faith in David’s ability to complete the book in a
reasonable period of time. We have again benefited from the developmental editing
of Brenda Hadenfeldt, who also worked on two previous editions. We also appreci-
ate the editorial work on previous editions from Karon Bowers, Carol Alper, Shannon
Morrow, Brian Wheel, Cate Dodson, and Dan Vest. We are grateful for the diligent ef-
forts of all the production staff at Pearson, often working against short deadlines.
Another random document with
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Virtue, I thought thee a substance, Oh, vi. 176.
Virtue is not their habit, etc., iii. 21.
Virtue may chuse the high or low degree, etc., v. 76; vi. 440.
visions, as poetic eyes avow, And, etc., i. 112; v. 9; vi. 82; vii. 121.
vision splendid, And by the, etc., iv. 345; xii. 236, 242.
visions, swift, sweet, and quaint, And there lay, x. 266.
vital signs that it will live, iv. 364; vi. 421.
Vive la Charte! xii. 456.
Vix ea nostra voco, xii. 73.
Voice-music, v. 323.
voice of nature cries, Still from the tomb the, etc., vi. 327.
void made in the Drama, to see a, viii. 476.
volcano burnt out, a, ix. 60.
volumes that enrich the shops, the, etc., xii. 177.
volume paramount, No single, ix. 152 n.
Vous aimez la botanique, vi. 319.
vows made in haste, etc., xii. 201.
vows made in pain, etc., xii. 126.
vox et præterea nihil, xii. 313.
vox faucibus hæsit, vii. 202; ix. 375.

W.
waft a thought from Indus to the Pole, That, iv. 189.
walked gowned, v. 335; vii. 42.
walking under, And still, etc., ix. 10, 63.
wandering mazes I found no end, in their, etc., vii. 223.
wandering through dry places, etc., xi. 213.
wandering voice, v. 103.
want of decency is want of sense, viii. 242.
want of store and store of want, v. 323.
wanton poets, v. 250.
War is a game which were their subjects wise, etc., xi. 249.
war was a thing that was quite going out of fashion, i. 50.
Wars he well remembered of King Nine, v. 38; vi. 323.
wars he well remembers, The, iii. 116.
wars of old Assaracus, the, etc., vii. 254.
warbled his love-lorn ditties all night long, viii. 240.
warm hearts of flesh, etc., i. 13, 135.
See real.
warn and scare be wanting, to, etc., vi. 156.
Was this the face that launch’d a thousand ships, etc., v. 205.
wasteful and superfluous excess, xii. 60.
waste her sweetness on a blackguard air, xi. 374.
water blushed into wine, The, viii. 53.
water parted from the sea, viii. 321, 451.
watery Aquarius, of, iv. 305 n.
way lies right: hark, the clock strikes at Enfield, The, etc., v. 294.
we behold the fulness of the spirit of wit and humour bodily, i. 278.
we convent nought else but woes, v. 258.
We had good talk, sir, vii. 33.
We have been soldiers and we cannot weep, etc., v. 257.
We have offended, oh! my countrymen! etc., iii. 242.
We’ll tak a cup of kindness yet, etc., v. 131.
We may kill those of whom we are jealous, etc., ii. 391.
we might spill our blood, that, etc., iii. 62.
We miss our servants, Ithocles and Orgilus, etc., v. 270.
We perceive a continual succession of ideas, etc., xi. 109.
We poets in our youth begin in gladness, etc., v. 116.
We will dance: music; we will dance, etc., v. 272.
We would be private, only Faunus stay, etc., v. 226.
weary, stale and unprofitable, vi. 52.
web of our lives, The, etc., xii. 229.
weeds and worn-out faces, the list of, etc., viii. 393.
Weep’st thou already? List awhile to me, v. 211.
well assured, I am, etc., v. 328.
Well done, thou good and faithful servant, etc., xi. 321.
Well done, water, ix. 25.
Well, enjoy one another; I give her thee frankly, Apelles, etc., v.
202.
Well, let us to Endymion, etc., v. 199.
well of native English undefiled, vi. 245.
welling out of the heart, v. 28.
went up into the mountain to pray, And, etc., xii. 261.
Whan that Arcite to Thebes comen was, etc., v. 29.
What a thing! Bless the king, viii. 469.
What are thy arts (good patriot, teach them me), etc., v. 264.
What avails from iron chains, etc., xii. 124.
What can be more extraordinary, than that a person of mean birth,
etc., vi. 110; viii. 61.
What can ennoble sots, or knaves, or cowards, etc., vii. 363; xi.
436.
What can we reason, but from what we know? iv. 113; vii. 51, 249.
What death is’t you desire for Almachildes? etc., v. 220.
what delicate wooden spoons shall I carve? etc., viii. 109; x. 29.
What do I see? Blush, grey-eyed morn and spread Thy purple
shroud upon the mountain tops, etc., v. 291.
What, do none rise? No, no, for kings indeed are Deities, etc., v.
208.
What found most employment, etc., i. 157 n.
What from this barren being do we reap, xi. 425.
What I have written, I have written, iv. 340; vi. 57.
What idle progeny succeed, etc., vii. 74.
What is great Mephostophilis, so passionate, etc., v. 205.
What is the human understanding? etc., xi. 133.
What is this world? etc., ii. 300.
What lacks it then, ix. 25.
What! man, ne’er pull your hat upon your brows, vi. 39.
What, Monsieur D’Olive, the only admirer, etc., v. 231.
What more felicity can fall to creature, vii. 181; xii. 2, 200.
What Muse for Granville will refuse to sing, vi. 367.
What said my man, when my betossed soul, viii. 210.
What’s serious he turns to farce, xi. 479.
What shall it profit a man, etc., xii. 300.
What song the Syrens sang, etc., v. 335.
What speed could be the herald of this news, etc., xi. 284.
What, then, went ye forth for to see, iv. 202; ix. 556.
What things have we not seen done at the Mermaid, vi. 192.
What though the radiance, which was once so bright, i. 119; vi. 23;
ix. 195; xii. 236.
What trash are their works, taken altogether, viii. 416.
What was my pride is now my shame, etc., viii. 192, 320.
what was new and what was true, it contained a great deal both of,
vi. 146.
Whate’er Lorraine light touch’d with soft’ning hue, etc., vi. 13; ix.
425.
Whatever attracts public attention to the Arts, etc., i. 148.
whatever is, is right, vi. 314.
wheels, put a spoke in the, xii. 291.
When a Tartarean darkness overspreads, etc., iii. 281.
When Adam delved and Eve span, etc., v. 164.
When chapman billies leave the street, etc., v. 132.
When Greek meets Greek, etc., vii. 34.
when he next does ride abroad, And, etc., xi. 305.
when he was young, studying his art, etc., vi. 130 n.
When I read the researches of those learned antiquaries, etc., v.
124.
When I was in my father’s house, etc., vii. 222.
When one is considering a picture or a drawing, etc., vi. 19.
When sharp is the frost, etc., ii. 195.
when she spake, Sweet words like dropping honey, And, etc., viii.
364; ix. 207.
When the date of Nock was out, etc., xi. 374.
When the sky falls, iii. 297.
When we become men, we put away, etc., vii. 256.
When wind and rain beat dark November down, viii. 471.
Whence alone my hope cometh, ii. 326.
Where did you rest last night, viii. 263, 310.
Where is the madman, etc., iii. 240, 285.
Where Murray, long enough his country’s pride, etc., v. 77.
Where one for sense and one for rhyme, iv. 278.
Where pure Niemi’s fairy banks arise, etc., v. 342.
Where pure Niemi’s fairy mountains rise, etc., v. 89.
Where slaves no more their native land behold, iii. 20.
Where the treasure is, etc., viii. 132; xi. 509.
Whereas, in the succession of thoughts, etc., xi. 287.
Whether it is the human figure, etc., vi. 136.
Which after in enjoyment quenching, iv. 145.
Which as me thought was right a pleasing sight, etc., v. 27.
Which Copland scarce had spoke, but quickly every hill, etc., xi.
284.
Which I was born to introduce, Refined it first, and shew’d its use,
v. 279.
Which when Honoria view’d, etc., xii. 323.
While by the power Of harmony, etc., vii. 290.
While groves of Eden vanish’d now so long, etc., ix. 349.
While I beheld things with astonishment, etc., i. 54.
While with an eye made quiet, xii. 238.
while yet the year is unconfirmed, v. 96; xii. 270.
whiles some one did chaunt this lovely lay, the, etc., v. 36.
whist players, that set of, vii. 131.
whiteness of her hand, the, viii. 97.
Who did essay to laugh, etc., viii. 27.
Who enters here forgets himself, etc., vi. 89.
Who enters there must leave all hope behind, etc., vii. 194.
Who far from steeples and their sacred sound, iii. 276.
Who had been beguiled, etc., ii. 347.
who have eyes, but they see not, etc., v. 79.
who have none to help them, iv. 2.
who is our neighbour? iv. 204; v. 184.
Who prized black eyes, and a lucky hit At bowls, above all the
trophies of wit, v. 189; vii. 207 n.
who rode upon a rouncie, etc., v. 24.
who still slept while he baus’d leaves, etc., v. 225.
who were by nature slaves, xi. 302.
who would not grieve if such a man there be, iv. 252.
whoever comes to shroud me, do not harm, etc., viii. 52.
whole history exactly followed, and many of the principal speeches,
etc., i. 218.
whole loosened soul, ix. 151.
whole need not a physician, The, i. 58; xii. 174.
wholly in his subject, v. 340 n.
whom the king had deigned to salute, viii. 443.
whom the world was not worthy, of, vii. 136.
whose boast it was to give out reformation to the world, ix. 246.
whose coming seems a light, etc., iv. 358.
whose genius had angelic wings, and fed on manna, xi. 514.
Whose is the superscription? vii. 29.
Whose jewels in his crisped hair, etc., viii. 71.
Whose noise whets valour sharp, like beer, etc., viii. 63.
whose parish was wide, etc., v. 24.
whose studie was but litel of the Bible, v. 24.
Whosoever shall stumble against this stone, etc., iii. 260.
Why, dance ye, mortals, etc., xii. 57.
Why did I write? What sin to me unknown, etc., v. 78.
Why dost thou shiver and shake? Gaffar Gray, etc., ii. 138.
Why do you let that fair girl? etc., x. 273.
Why, good father, why are you so late, etc., v. 292.
Why, Hodge, was there none at home thy dinner for to set? v. 287.
Why how now, saucy jade, viii. 255.
Why is’t not strange to see a rugged clerke, etc., v. 190.
Why make that little fellow a captain, i. 97.
Why proffer’st thou light me for to sell? etc., i. 227; vii. 255.
Why rack a grub—a butterfly upon a wheel? iv. 305 n.
Why rail they then if but one wreath of mine, etc., v. 77; xii. 31.
Why shulde I not as well eke tell you all the purtreiture, etc., v. 30.
Why troublest thou us before our time? x. 376.
wicked cease from troubling, In which the, iv. 104.
widow in his line of life, he has a, viii. 98.
widow’s curse that hangs upon it, Some, viii. 290.
wielded at will the fierce democracy, etc., vii. 264.
Wild strains, iv. 305.
wild wit, invention ever new, vi. 308; viii. 74.
wilderness, of one crying in the, etc., xii. 261.
wilful man must have his way, A, iv. 264.
will be of sure sale, etc., i. 142.
will, could not be disarmed, as if his, etc., vi. 40.
will never from my heart, ii. 297.
will of a virtuoso, The, etc., vi. 119 n.
wind and water, he hit the stage between, iv. 227; vii. 271; xi. 409.
wind into a subject like a serpent, as Burke does, Does he, vii. 275;
viii. 103.
windy fan of painted plumes, xi. 479.
wine of attic taste, with, xii. 146.
wine of life is drank up, xii. 152.
winged words, xii. 293.
winged wound, ii. 311.
winglet of the fairy humming-bird, Or, etc., iv. 353.
wink and shut their apprehensions up, iv. 251; vi. 76; xi. 480; xii.
315.
wisdom in a multitude of counsellors, iii. 2.
wisdom is justified of her children, vii. 163.
wisdom of parliament, the tried, iii. 164.
wise above what is written, x. 325; xii. 343.
wise passiveness, in a, i. 46 n.; xii. 47.
wiser in his generation, etc., iii. 42.
wisest amongst us is a fool in some things, the, etc., vii. 238 n.
wisest and most accomplished man is like the statues of the gods,
the, etc., ii. 408.
wisest, meanest of mankind, The, vii. 99; xi. 538.
wisest thing a man can do with an aching heart, the, viii. 82.
wish is father, The, etc., xii. 39.
Wishing to be like one more rich in hope, etc., xii. 199.
Wit at the helm, etc., xii. 178.
See Youth.
witch the world with noble horsemanship, x. 28.
witchery of the soft blue sky, the, vi. 92; vii. 373; viii. 411.
with all his heart, and soul, etc., vii. 305.
with cheerful and confident thought, iii. 126.
with conditions, x. 372, 373.
with him a wit is the first title to respect, viii. 77.
with limbs of giant mould, v. 8.
with silver streams, v. 323.
with what a waving air she goes along the corridor, etc., ii. 331; vi.
96.
With what measure they mete, it has been meted to them again, v.
53.
Within his bosom reigns another lord, etc., x. 396; xi. 327.
within these arms thou art safe, etc., viii. 265.
without benefit of clergy, viii. 53.
without form and void, i. 112; v. 341 n.; xi. 81, 128, 176.
without limitations or restrictions, x. 363.
without o’erflowing, full, i. 222; xi. 473.
without suffering loss and diminution, iv. 371.
wit’s a feather and a chief’s a rod, A, etc., xi. 342 n.
Wittenberg, Would I had never seen, etc., vii. 224.
Woe unto you when all men shall speak well of you, iv. 331.
wolds and sholds, xi. 375.
Woman, behold thy son, v. 184.
Woman is like the fair flower in its lustre, i. 65; v. 107; viii. 194.
woman that deliberates is lost, the, iii. 193.
woman who follows her husband to a prison, The, etc., viii. 280.
Women and wine are the sustainers, etc., iii. 226.
Wonder, And near him sat ecstatic, etc., xi. 409.
wonderful works of nature, Oh the, xi. 556.
wondering senates, Though, etc., vii. 168; xii. 388.
Wooden spoons shall I carve, Oh, what delicate, etc., viii. 109; x.
29.
wooden walls of old England, xii. 404.
woods as green, Here be, etc., v. 254; vi. 183.
woods, to the waves, to the winds, To the, etc., xi. 358.
word is a good word, being whereby a man, the, etc., i. 391.
word which the slave utters, It is the, etc., viii. 309.
words of Mercury are harsh, The, etc., vii. 16.
words of truth and soberness, the, etc., iv. 264.
Wordsworth! That dunce, vii. 104.
work, he challenged essoin, From every, etc., vi. 111.
works, ye shall know them, By their, etc., ix. 207.
workers in brass or in stone, etc., x. 124.
world and its dread laugh, the, xii. 304.
world, both pure and good, a, xii. 129.
world enough, Had we but, etc., xii. 48.
world forgetting, by the world forgot, The, vii. 114.
world is too much with us, early and late, The, i. 6.
world rings with the vain stir, the, xii. 312.
world’s encumbrance they did themselves assoil, From all this, i.
82.
world’s volume, i’ the, Our Britain seems as of it, ix. 84.
worldly goods them endow, with its, etc., viii. 393.
worn them as a rich jewel, etc., ix. 106.
worshipped a statue, hunted the wind, etc., vi. 97, 236; xii. 435.
worshippers of cats and onions, xi. 197.
worst inn’s worst room, In the, etc., iv. 350.
worst of every evil is the fear, The, xii. 128.
worst, the second fall of man, the, vi. 152 n.; xi. 382.
Worth makes the man, etc., xii. 251.
worthless as in shew, vi. 248.
worthless importunity in rags, iv. 8.
worthy of all acceptation, vii. 229; viii. 107.
Would he had blotted a thousand, v. 85.
Would to God that I had remained, etc., vi. 93.
wound up for the day, vii. 210.
wounded snake dragged their slow length, like a, etc., x. 298.
wretches hang that Ministers may dine, If, iv. 326.
wretched have no country, The, viii. 307.
wreck of matter and the crush of worlds, The, xi. 512.
write a fable of little fishes, If he were to, etc., viii. 102.
write by stealth, Or, etc., xii. 44.
writes himself armigero, xii. 221.
writer of third-rate books, a, i. 403.
wrought himself to stone, vii. 89.

Y.
Yarrow unvisited, v. 146; vi. 256.
Yea in this now, while malice frets her hour, etc., iii. 113.
yellow tufted banks and gliding sail, With, ix. 36.
yellow forest-leaves, When on the, etc., xii. 436.
Yes—’twas a cause as noble and as great, etc., iii. 318.
Yes, yes; but they got a supersedeas, etc., v. 228.
Yestreen, when to the trembling string, etc., v. 140.
Yet, for he was a scholar once admired, etc., v. 206.
Yet not more sweet, etc., i. 110; v. 40.
Yet on that wall hangs he too, etc., viii. 54.
Yet should the Graces all thy figures place, etc., vii. 93.
Yon cottager, who weaves at her own door, etc., v. 94.
You are an honest man, v. 279.
You left us no choice between the highest point of glory, etc., iii. 11.
You sing your song with so much art, vii. 64.
You will find nothing in the world so amiable as Nature and me, v.
119.
you would make them talk like great whales, i. 421.
You’ll forgive me, etc., v. 237.
young Nobleman with a glove, A, etc., vi. 15.
Your hand I’ll kiss, etc., v. 243.
Your name, Sir? Politick. My name is Politick, viii. 43.
your very nice people, iv. 44 n.
Youth at its prow, etc., iv. 221.
youth has some parts, some ideas, the, ii. 131.
Youth that opens like perpetual spring, v. 253.
youthful poets dream of when they love, ix. 237.

Z.
Zanetto, lascia le donne, et studia la matematica, vi. 326.
 R.

R—— (Lord), vi. 374.

R—— (Mr) (? Roscoe or Railton), vi. 387.
R—— (Major), ii. 200.
Rabelais, François, i. 43, 51, 52, 80, 138; iii. 128, 287 n.; iv. 217, 328;
v. 56, 111, 113; vi. 86, 109; vii. 311, 323; viii. 10, 28, 29, 30, 31; ix.
155, 166; x. 99, 112 n.; xi. 383, 519; xii. 22, 37.
Race for Dinner, A (Rodwell’s), xi. 375.
Rachael and Laban (in Genesis), v. 183.
Rachel weeping for her Children (Raphael’s), ix. 71.
Racine, Jean, vii. 336;
also referred to in ii. 179, 401; iii. 119, 258; vi. 49, 223; vii. 83, 185,
311, 323, 410; viii. 29, 31, 122, 287, 334; ix. 27, 29, 106, 115–8,
129, 152, 154, 242; x. 40, 97, 98, 105–7; xi. 371, 443, 452, 454 n.,
460–1; xii. 37, 340.
Radcliffe, William, x. 212 n.
Radcliffe, Mrs, v. 102, 146; viii. 123, 125–7; x. 24, 41, 212 n., 296; xi.
422; xii. 64.
—— Library, The, ix. 46, 70.
Radicofani, Fort, ix. 227, 229.
Radnor, Lord, vi. 13; ix. 54, 57, 422; xi. 203.
Rae, Alexander, viii. 180, 183, 228, 264, 278, 280, 286, 292, 300,
316, 355, 404, 413, 449, 450, 465; xi. 302, 393, 398, 403.
Railton, Mr (of Liverpool), vi. 514.
Rainbow, A (Rubens’s), vii. 291.
—— Tavern, vi. 193.
Raising of Lazarus (Haydon’s), xi. 485.
Rake’s Progress (Hogarth’s), i. 31; vi. 454; viii. 138, 143, 144, 147; ix.
81, 391; xii. 145, 366.
Raleigh, Sir Walter, i. 56; v. 175, 211, 298; vi. 367.
Ralph (Bickerstaffe’s Maid of The Mill), ii. 83.
—— (Reynolds’ Servant), vi. 443.
—— Mr (a doctor), ii. 232.
Ralpho (in Butler’s Hudibras), viii. 65.
Ramadan, The Feast of, xii. 334.
Rambaud de Vaquieras, x. 55.
Rambler (Dr Johnson’s), i. 96; vi. 225; vii. 6, 36, 226; viii. 100, 104.
Ramsay, Allan (poet), ii. 78.
—— Allan (portrait painter), vi. 420, 432; ix. 39.
Ramsey, Rev. James, ii. 194.
Randall, Jack (pugilist), vi. 202; vii. 72; xii. 1, 14.
Ranelagh, Lady, portrait (Kneller’s), xii. 364.
Ranger (in Hoadly’s The Suspicious Husband), vi. 275; viii. 163; xii.
24.
Rans, Mr, of Moorhall, ii. 221, 225.
Ranz des Vaches, vi. 35 n.
Rape of the Lock (Pope’s), i. 26; ii. 397; v. 72, 73, 373; viii. 134; ix. 76,
354; xi. 495, 497, 505, 506; xii. 154 n.
—— of Proserpine (Mola’s), ix. 25.
Rape (Rubens’s), ix. 72.
—— of the Sabines (Rubens’s), ix. 14; (John of Bologna’s), ix. 219.
Raphael, i. 9, 70, 76, 78–9, 86, 92, 131, 139, 142, 145, 148–9, 151, 156,
161, 163, 333, 442; ii. 276, 288, 361, 365, 376, 386, 387, 390, 406;
iii. 169; iv. 217, 244, 334; v. 11, 45, 144, 164, 178, 297; vi. 12, 14, 41,
45, 74, 132, 138–9, 158, 163, 171, 173, 212, 220, 259, 295, 297, 321,
339, 340, 346–8, 353, 392, 399, 400, 413, 414, 430, 433, 441, 449,
453, 459; vii. 57, 59, 61, 63, 94, 98, 100, 101, 107, 120, 124, 126,
148, 157, 158, 164, 167, 178, 199, 203, 216, 245, 284, 285–7, 291,
293 n., 329, 360; viii. 99, 147, 148–9, 273; ix. 7, 10–12, 18, 21, 25,
29, 30–1, 41, 43–8, 52, 59, 67–8, 71, 73–4, 107, 110 n., 112–3, 130,
163–4, 193, 205–6, 223–4, 226, 232, 237–40, 261, 272–3, 311,
313, 317, 338, 343, 349, 359–64, 367, 369, 379, 380–5, 394, 403–
5, 408–10, 412, 417, 427, 429, 433, 473–5, 480, 482, 489, 491; x.
17, 77, 179, 181, 190, 192, 197, 201, 204, 206, 278, 281, 300; xi. 190,
197, 210–2, 214–5, 217, 226–8, 232, 234 n.; 240 n., 242, 255, 258,
373, 456, 461, 464, 482, 519, 548 n., 590; xii. 36, 155 n., 168, 189,
190, 197, 208, 209, 223, 274 n., 277, 330, 337, 389, 426, 433.
Rapid, Young (in Morton’s A Cure for the Heart-Ache), vi. 275.
Rashleigh, Osbaldistone (Scott’s Rob Roy), iv. 248.
Rasselas (Johnson’s), v. 110, 114; viii. 102; xi. 573.
Rastadt (a town), ix. 298.
Ratcliffe Highway, vii. 69; ix. 480.
Rationalist and a Sentimentalist, A Dialogue between a, vii. 179.
Ravenna, ix. 207; x. 63, 409, 411; xi. 486.
Ravens, or the Force of Conscience (? Pocock’s), viii. 537.
Ravens, or the Pangs of Conscience, The (from the French), xi. 304.
Ray, Miss Martha, ii. 391.
Raymond, Monsieur, ii. 46.
—— Mr (actor), viii. 189, 264.
—— Mounchersey (in Merry Devil of Edmonton), v. 293.
Razor (in Vanbrugh’s Provoked Wife), viii. 79.
Razzi, Giovanni Antonio dei, ix. 167.
Read, Isaac, ii. 184.
Reading (town), xii. 4, 13, 14.
—— New Books, On, xii. 161.
—— Old Books, On, vii. 220.
Reapers (W. Collins’s), xi. 246.
Reason and Imagination, On, vii. 44.
Rebecca (in Scott’s Ivanhoe), iv. 243, 250; vi. 399; viii. 424, 426; xi.
381.
Rebellion, History of the (Clarendon’s), iv. 212; vii. 229.
—— of 1715, The, iii. 171.
—— of 1745, The, iii. 171.
Recess, The (Mrs Radcliffe’s), viii. 127.
Recherche de la Vérité (Malebranche’s), xi. 287.
Recluse (Wordsworth’s), x. 162; xi. 512.
Reconciliation, The (in Liber Amoris), ii. 297.
Recorder, The (in Return from Parnassus), v. 284.
Recruit, The (Farquhar’s Recruiting Officer), xi. 556.
Recruiting Officer, The (Farquhar’s) viii. 285; also referred to in iii.
156; vi. 434; vii. 227; viii. 89; xi. 556.
Red Cross Knight, The (Spenser), xi. 503.
Red Reever of Westburn Flat (Scott’s Black Dwarf), viii. 129.
Redgauntlet (Scott’s), vii. 314 n., 319.
Redi, Francesco, ix. 218; x. 303.
Reeve, John, ii. 142; viii. 412; xi. 366, 368, 369.
Reflections (Burke’s). See French Revolution, Reflections on.
—— on Exile (Bolingbroke’s), vi. 100.
Reflector, The (a paper), i. 31 n., 271 n.; ix. 391 n.
Reform, The New School of, Essay XVII., vii. 179.
Reformation, The, i. 88, 430; iii. 293; iv. 83 n.; v. 173, 181, 185, 192;
vi. 155; vii. 314; viii. 54; ix. 420; x. 125, 126, 334.
Reformation in England (Milton’s), iii. 283 n.
Refusal, or, The Ladies’ Philosophy (Cibber’s), viii. 513.
Regal Character, on the, iii. 305; vi. 284.
Regalia in the Tower, vi. 16.
Regan (Shakespeare’s King Lear), i. 188, 392; viii. 447.
Regent, Prince, i. 141; iii. 48, 107, 112, 121, 123, 124–5, 190 n., 228,
229, 298, 305, 314; iv. 358 n.; vi. 388; viii. 301; ix. 233, 312, 321,
464; xi. 423.
Regent Street, xii. 120.
Regent’s Canal, i. 141.
—— Park, xi. 386, 572.
Reggio (a town), x. 69.
Regicide Peace (Burke’s), iii. 13 n., 61, 94, 335; iv. 284.
Regnault de St Jean Angely, xi. 333.
Regulus, iv. 205; xi. 319; xii. 99, 103.
—— (Salvator’s), x. 297.
Rehearsal, The (Villiers), iii. 399; viii. 69; ix. 319.
Rehoboam, iii. 146.
Reid, Thomas, vi. 64.
Reigate, ix. 90.
Reis, Ada, xii. 329 n.
Rejected Addresses (Horace and James Smith), v. 164; vi. 400; viii.
24; xi. 341.
Relapse, The (Vanbrugh’s), viii. 79, 82, 83.
Religio Medici, The (Browne’s), v. 334.
Religion in the Desert (Sir F. Bourgeois), ix. 20.
Religious Communion (Champagne’s), ix. 110.
—— Hypocrisy, On, i. 128.
—— Musings (Coleridge’s), iv. 202, 217; v. 164.
Reliques (Percy’s), vii. 252.
Remains (Chatterton), v. 376.
—— (Erasmus), xii. 214.
Rembrandt (Hermanszoon van Rhyn), i. 76, 78, 85, 121, 141–3, 146,
147, 149, 151; ii. 180, 406; iii. 169; iv. 277; v. 9, 164; vi. 7, 9, 12, 21,
43, 45, 123, 134, 173, 317–8, 321, 339, 344; vii. 57, 107–8, 118–20,
291, 360; viii. 149, 474; ix. 13–14, 20–22, 36, 38, 49, 50, 51, 59, 62,
64, 66, 67, 73, 107, 110, 164, 197, 226, 300–1, 311, 314, 316–7, 338,
344, 347, 365, 372, 387, 388–9, 409, 427, 435, 472, 474–5; x. 179,
181, 192, 197, 204, 207; xi. 212–3, 219, 244, 256, 455, 458, 464; xii.
36, 157, 208, 209, 238, 439.
Reminiscences (Kelly’s), vi. 352.
Remorande, Mrs, ii. 215.
Remorse (Coleridge’s), iii. 450; iv. 219; v. 147; vi. 314; viii. 247, 336,
368, 416, 421; xii. 275.
Renaldo (Ariosto’s), v. 224.
Reni, Guido. See Guido.
Rennell, Miss, viii. 248, 451.
Rent Day (Wilkie’s), viii. 140; xi. 251 n., 252.
Renton Inn, Berwickshire, ii. 436–7.
Reply to the Essay on Population, by the Rev. T. R. Malthus, iv. 1.
Repose (Titian’s), ix. 239.
—— in Egypt (Raphael’s), ix. 52.
“Republic” (Plato’s), iii. 122.
Respectable People, On, vii. 360; xi. 433.
Restoration, The, v. 354; xii. 456.
Retaliation (Goldsmith’s), iii. 421; v. 120, 376; vi. 401; vii. 197; xii.
207.
Retirement, On (Cowley’s), viii. 58.
Retreat of the Ten Thousand under Xenophon, vi. 107; xii. 431.
Retrospect, The (Dermody’s), ii. 280.
Retrospective Review, The (periodical), xii. 320.
Returne from Parnassus, The (old Cambridge Comedy), v. 274;
also referred to in v. 190, 224, 280, 283.
Return from the Promised Land (Poussin’s), ix. 109.
Retz (Cardinal), vi. 238, 349.
Reve, The (Chaucer’s), v. 24.
Revelation, The Book of, v. 183; vii. 96; ix. 320, 355; xi. 313.
Revely, Mrs Maria, ii. 174.
Revenge, The (Edward Young’s), v. 115; viii. 227; xi. 398.
Revenger’s Tragedy, The (Tourneur’s), v. 246.
Reveries of a Solitary Walker (Rousseau’s), vii. 372 n.; ix. 297.
Review (Defoe’s), x. 359, 361.
Revolution of 1688, iii. 33, 99, 109, 171, 263, 279, 284, 302, 314; iv.
83 n.; v. 106; vi. 154, 181; vii. 322, 373; viii. 155, 160; ix. 170; x.
249, 356, 358, 374.
—— of the Low Countries, The, iii. 302.
—— of Switzerland, The, iii. 302.
—— of the Three Days, xii. 461 n.
—— of the United States, The, vi. 155.
Revolutionist’s Jolly Boat (Gilray’s), vi. 455.
Reynolds, Frederick, ii. 201, 207; vi. 350.
—— (John Hamilton), viii. 480, 548.