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 Brief Contents

1 Speaking with Confidence 1

2 Presenting Your First Speech 19

3 Speaking Freely and Ethically 35

4 Listening to Speeches 47

5 Analyzing Your Audience 67

6 Developing Your Speech 95

7 Gathering and Using Supporting Material 113

8 Organizing and Outlining Your Speech 129

9 Introducing and Concluding Your Speech 154

10 Using Words Well: Speaker Language and Style 167

11 Delivering Your Speech 179

12 Using Presentation Aids 204

13 Speaking to Inform 223

14 Understanding Principles of Persuasive Speaking 240

15 Using Persuasive Strategies 259

16 Speaking for Special Occasions and Purposes 290

Appendix A Speaking in Small Groups 305

Appendix B Mediated Public Speaking 311

Appendix C Speeches for Analysis and Discussion 318

vii
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 Contents

Preface xv
Acknowledgments xxv
3 Speaking Freely and Ethically 35
3.1 Speaking Freely 37
1 Speaking with Confidence 1 Free Speech and the Law 38
1.1 What Is Public Speaking? 2 Free Speech and the Courts 38
Public Speaking Today: Is Mediated Communication Free Speech and Popular Movements 38
Public Speaking? 3 Free Speech and the Internet
1.2 Why Study Public Speaking? 4 and Social Media 39
Empowerment 4 3.2 Speaking Ethically 40
Employment 4 Have a Clear, Responsible Goal 40
1.3 The Rich Heritage of Public Speaking 5 Use Sound Evidence and Reasoning 40
The Golden Age of Public Speaking 5 Be Sensitive to and Tolerant
of Differences 41
Nineteenth- and Twentieth-Century Age of Political
Oratory 6 Be Honest 42
The Technological Age of Public Speaking 6 Do Not Plagiarize 42
Public Speaking Today: Ethical Responsibilities When
1.4 The Communication Process 7
Using Social Media 43
Communication as Action 7
Sample Oral Citation 45
Communication as Interaction 8
3.3 Speaking Credibly 45
Communication as Transaction 9
Study Guide: Review, Apply, and Assess 46
1.5 Improving Your Confidence as a Speaker 10
Understand Your Nervousness 10
How to Build Your Confidence 13 4 Listening to Speeches 47
Study Guide: Review, Apply, and Assess 17 4.1 Overcoming Barriers to Effective Listening 49
Listener Fatigue 49
2 Presenting Your First Speech 19 Personal Concerns 50
2.1 Consider Your Audience 20 Public Speaking Today: Listening to Mediated
Messages 50
Gather and Analyze Information about Your
Audience 21 Outside Distractions 51
Consider the Culturally Diverse Backgrounds of Prejudice 51
Your Audience 22 Differences between Speech Rate
2.2 The Audience-Centered Speechmaking Process 22 and Thought Rate 52
Select and Narrow Your Topic 23 4.2 How to Become a Better Listener 53
Determine Your Purpose 24 Listen with Your Eyes as Well as
Develop Your Central Idea 25 Your Ears 53
Generate the Main Ideas 26 Listen Mindfully 54
Gather Supporting Material 26 Listen Skillfully 56
Public Speaking Today: Get Technical Support Before
Listen Ethically 58
You Need It 28 4.3 Improving Critical Listening and Thinking Skills 59
Organize Your Speech 28 Separate Facts from Inferences 60
Rehearse Your Speech 29 Evaluate the Quality of Evidence 60
Sample Outline 30 4.4 Analyzing and Evaluating Speeches 61
Deliver Your Speech 31 Giving Feedback to Others 61
Sample Speech: Conquering Your Fear of Public Speaking 33 Giving Feedback to Yourself 64
Study Guide: Review, Apply, and Assess 34 Study Guide: Review, Apply, and Assess 65

ix
x Contents

Developing Your Speech Step by Step: Generate

5 Analyzing Your Audience 67 Your Main Ideas 110
5.1 Gathering Information about Your Audience 69 Meanwhile, Back at the Computer . . . 111
Gathering Information Informally 69 Study Guide: Review, Apply, and Assess 111
Gathering Information Formally 69
5.2 Analyzing Information about Your Audience 71 7 Gathering and Using Supporting
Identify Similarities 72 Material 113
Identify Differences 72
Identify What You Have in Common with Your 7.1 Sources of Supporting Material 114
Listeners 72 Personal Knowledge and Experience 114
5.3 Adapting to Your Audience 73 The Internet 114
5.4 Analyzing Your Audience before You Speak 74 Public Speaking Today: Criteria for Evaluating
Internet Resources 116
Demographic Audience Analysis 74
Online Databases 116
Public Speaking Today: Communicating with an
Audience You Can’t See or Hear 75 Traditional Library Holdings 117
Psychological Audience Analysis 84 Interviews 118
Developing Your Speech Step by Step: Consider Your 7.2 Research Strategies 119
Audience 85 Develop a Preliminary Bibliography 119
Situational Audience Analysis 86 Locate Resources 119
5.5 Adapting to Your Audience as You Speak 87 Assess the Usefulness of Resources 119
Identifying Nonverbal Audience Cues 88 Read and Record 119
Responding to Nonverbal Cues 90 Developing Your Speech Step by Step: Gather
Strategies for Customizing Your Message to Your Supporting Material 120
Audience 90 Identify Possible Presentation Aids 120
5.6 Analyzing Your Audience after You Speak 91 7.3 Types of Supporting Material 120
Nonverbal Responses 92 Illustrations 120
Verbal Responses 92 Descriptions and Explanations 122
Survey Responses 92 Definitions 123
Behavioral Responses 92 Analogies 123
Study Guide: Review, Apply, and Assess 93 Statistics 124
Opinions 126
6 Developing Your Speech 95 7.4 The Best Supporting Material 127
6.1 Select and Narrow Your Topic 96 Study Guide: Review, Apply, and Assess 128
Guidelines for Selecting a Topic 96
Strategies for Selecting a Topic 99 8 Organizing and Outlining Your
Public Speaking Today: How to Generate Speech Speech 129
Topics and Ideas Using Web Resources 100
Narrowing the Topic 101 8.1 Organizing Your Main Ideas 131
6.2 Determine Your Purpose 101 Organizing Ideas Topically 131
General Purpose 101 Ordering Ideas Chronologically 133
Developing Your Speech Step by Step: Select and Arranging Ideas Spatially 134
Narrow Your Topic 102 Organizing Ideas to Show Cause and Effect 134
Specific Purpose 103 Organizing Ideas by Problem-Solution 135
Developing Your Speech Step by Step: Determine Acknowledging Cultural Differences in
Your Purpose 103 Organization 136
6.3 Develop Your Central Idea 104 Developing Your Speech Step by Step: Organize
A Complete Declarative Sentence 105 Your Speech 136
Direct, Specific Language 106 8.2 Organizing Your Supporting Material 137
A Single Idea 107 Primacy or Recency 137
An Audience-Centered Idea 107 Specificity 138
6.4 Generate and Preview Your Main Ideas 107 Complexity 138
Developing Your Speech Step by Step: Develop From Soft to Hard Evidence 139
Your Central Idea 108 8.3 Organizing Your Presentation for the Ears of
Generating Your Main Ideas 108 Others: Signposting 140
Previewing Your Main Ideas 110 Previews 140
 Contents xi

Transitions 140 Creating Figurative Images 174

Summaries 142 Creating Drama 174
8.4 Outlining Your Speech 143 Public Speaking Today: Speaking Well
Developing Your Preparation Outline 143 Asynchronously 175
Public Speaking Today: Using the Outlining Feature Creating Cadence 175
in Word Processing Programs 146 Analyzing an Example of Memorable Word
Sample Preparation Outline 147 Structure 175
Developing Your Speaking Notes 150 Using Memorable Word Structures Effectively 176
Study Guide: Review, Apply, and Assess 152 Study Guide: Review, Apply, and Assess 177

9 Introducing and Concluding 11 Delivering Your Speech 179

Your Speech 154 11.1 The Power of Speech Delivery 180
Listeners Expect Effective Delivery 180
9.1 Purposes of Introductions 155
Listeners Make Emotional Connections with You
Public Speaking Today: Catching Attention
through Delivery 181
Online 155
Listeners Believe What They See 181
Get the Audience’s Attention 156
Give the Audience a Reason to Listen 156 11.2 Methods of Delivery 182
Introduce the Topic 157 Manuscript Speaking 182
Establish Your Credibility 157 Memorized Speaking 182
Preview Your Main Ideas 157 Impromptu Speaking 183
Extemporaneous Speaking 184
9.2 Effective Introductions 158
Illustrations or Anecdotes 158 11.3 Characteristics of Effective Delivery 185
Startling Facts or Statistics 159 Eye Contact 185
Quotations 159 Gestures 186
Humor 160 Movement 187
Questions 161 Posture 188
References to Historic Events 161 Facial Expression 189
References to Recent Events 162 Vocal Delivery 190
Personal References 162 Personal Appearance 194
References to the Occasion 162 11.4 Rehearsing Your Speech: Some Final Tips 195
References to Preceding Speeches 162 Developing Your Speech Step by Step: Rehearse
Your Speech 196
9.3 Purposes of Conclusions 163
11.5 Delivering Your Speech 197
Summarize the Speech 163
Developing Your Speech Step by Step: Deliver Your
Provide Closure 164
Speech 198
9.4 Effective Conclusions 164
Public Speaking Today: Video Delivery Tips 198
Methods Also Used for Introductions 165
11.6 Responding to Questions 199
References to the Introduction 165
Study Guide: Review, Apply, and Assess 202
Inspirational Appeals or Challenges 165
Study Guide: Review, Apply, and Assess 166 12 Using Presentation Aids 204
10 Using Words Well: Speaker 12.1 Types of Presentation Aids 205
Language and Style 167 Images 205
Text 209
10.1 Differentiating Oral and Written Language Styles 168 Video 211
10.2 Using Words Effectively 169 Audio 212
Use Specific, Concrete Words 169 Objects and Models 212
Use Simple Words 169 People 213
Use Words Correctly 170 12.2 Using Computer-Generated Presentation
Use Words Concisely 171 Aids 213
10.3 Adapting Your Language Style to Diverse Listeners 171 Basic Principles of Using Computer-Generated
Use Language That Your Audience Can Presentation Aids 214
Understand 172 Tips for Using Computer-Generated Presentation
Use Respectful Language 172 Aids 214
Use Unbiased Language 172 Public Speaking Today: Participating in a Webinar 214
10.4 Crafting Memorable Word Structures 173 Plan Your Visual Message 215
xii Contents

12.3 Guidelines for Developing Presentation Aids 217 14 Understanding Principles of

Make Them Easy to See 217 Persuasive Speaking 240
Keep Them Simple 218
Select the Right Presentation Aid 218 14.1 The Goals of Persuasion 241
Do Not Use Dangerous or Illegal Presentation Changing or Reinforcing Audience Attitudes 241
Aids 218 Changing or Reinforcing Audience Beliefs 242
Allow Plenty of Time to Prepare Your Presentation Changing or Reinforcing Audience Values 242
Aids 218 Changing or Reinforcing Audience Behaviors 242
12.4 Guidelines for Using Presentation Aids 218 14.2 How Persuasion Works 243
Rehearse with Your Presentation Aids 219 Aristotle’s Traditional Approach: Using Ethos,
Make Eye Contact with Your Audience, Not with Logos, and Pathos to Persuade 243
Your Presentation Aids 219 Elaboration Likelihood Model: Using a Direct or
Explain Your Presentation Aids 219 Indirect Path to Persuade 244
Do Not Pass Objects among Members of Your 14.3 How to Motivate Listeners 246
Audience 219 Use Cognitive Dissonance 246
Use Animals with Caution 219 Use Listeners’ Needs 248
Use Handouts Effectively 220 Use Positive Motivation 250
Time the Use of Visuals to Control Your Public Speaking Today: Identifying Fake News 250
Audience’s Attention 220 Use Negative Motivation 251
Study Guide: Review, Apply, and Assess 221 14.4 How to Develop Your Audience-Centered
Persuasive Speech 252
13 Speaking to Inform 223 Consider the Audience 252
Select and Narrow Your Persuasive Topic 253
13.1 Informative Speech Topics 224
Determine Your Persuasive Purpose 253
Speeches about Objects 225
Develop Your Central Idea and Main Ideas 254
Speeches about Procedures 226
Gather Supporting Material 256
Speeches about People 226
Organize Your Persuasive Speech 257
Speeches about Events 227
Rehearse and Deliver Your Speech 257
Speeches about Ideas 227
Study Guide: Review, Apply, and Assess 257
13.2 Strategies to Enhance Audience Understanding 228
Speak with Clarity 228
Public Speaking Today: Tips for Preparing a
15 Using Persuasive Strategies 259
Podcast 229 15.1 Enhancing Your Credibility 260
Use Principles and Techniques of Adult Learning 229 Understanding Credibility 260
Clarify Unfamiliar Ideas or Complex Processes 230 Improving Your Credibility 261
13.3 Strategies to Maintain Audience Interest 232 15.2 Using Reasoning and Evidence 262
Motivate Your Audience to Listen to You 232 Understanding Types of Reasoning 263
Tell a Story 232 Using Types of Evidence 268
Present Information That Relates to Your Listeners 233 Using Evidence Effectively 269
Use the Unexpected 234 Avoiding Faulty Reasoning 270
Sample Informative Speech: Choosing a Speech 15.3 Using Emotional Appeals 272
Topic 234
Tips for Using Emotion to Persuade 273
13.4 Strategies to Enhance Audience Recall 235
Using Emotional Appeals Ethically 275
Build in Redundancy 236
Public Speaking Today: How a Web Site Persuades
Make Your Key Ideas Short and Simple 236 You 276
Pace Your Information Flow 236 15.4 Strategies for Adapting Ideas to People and
Reinforce Key Ideas 237 People to Ideas 276
13.5 Developing an Audience-Centered Informative Persuading the Receptive Audience 276
Speech 237 Persuading the Neutral Audience 277
Study Guide: Review, Apply, and Assess 238 Persuading the Unreceptive Audience 278
 Contents xiii

15.5 Strategies for Organizing Persuasive B Appendix: Mediated Public

Messages 279
Speaking 311
Problem-Solution 280
Sample Persuasive Speech: You Are What You B.1 Mediated Communication: An Introduction 311
Eat: Why You Should Eat Grass-Fed Organic Beef 281 B.2 Types of Online Presentations 312
Refutation 283 B.3 Audience 312
Cause and Effect 284 Target Audience 313
The Motivated Sequence 285 Amorphous Audience 313
Study Guide: Review, Apply, and Assess 288 Public versus Private Audience 313
Capturing the Audience’s Attention 313
16 Speaking for Special Occasions B.4 Preparing for Your Online Presentation 314
and Purposes 290 Selecting the Type of Presentation 314
16.1 Public Speaking in the Workplace 291 Selecting Technology 314
Group Presentations 291 Setting the Stage 314
Public-Relations Speeches 293 B.5 Rehearsing Your Online Presentation 315
Mediated Workplace Presentations 294 Rehearsing the Presentation 315
16.2 Ceremonial Speaking 294 Rehearsing a Q&A Session 316
Introductions 295 B.6 Delivering or Recording Your Online
Public Speaking Today: When Technology Fails 295 Presentation 316
Toasts 296 B.7 Online Etiquette: Digital Citizenship 317
Award Presentations 296 Speaker 317
Nominations 297 Audience 317
Acceptances 297 Appendix Review 317
Keynote Addresses 298
Commencement Addresses 298 C Appendix: Speeches for Analysis and
Commemorative Addresses 299 Discussion 318
Eulogies 300 C.1 I Have a Dream: Martin Luther King Jr. 318
16.3 After-Dinner Speaking: Using Humor C.2 Inaugural Address: John F. Kennedy 318
Effectively 300
C.3 Address to the Nation: George W. Bush 320
Humorous Topics 301
C.4 Audio and Video Manipulation: Suchinder Kalyan 321
Humorous Stories 302
Humorous Verbal Strategies 302
Endnotes 324
Humorous Nonverbal Strategies 303
Glossary 342
Study Guide: Review, Apply, and Assess 304
Credits 348
A Appendix: Speaking in Small Index 349
Groups 305
A.1 Solving Problems in Groups and Teams 306
A.2 Leading Small Groups 308
Leadership Responsibilities 308
Leadership Styles 309
This page is intentionally left blank
 Preface

T he eleventh edition of Public Speaking: An Audience-Centered Approach is writ-

ten to be the primary text in a course intended to help students become bet-
ter public speakers. We are delighted that since the first edition of this book
was published three decades ago, educators and students of public speaking have
found our text a distinctively useful resource to enhance public speaking skills. We’ve
worked to make our latest edition a preeminent resource for helping students enhance
their speaking skills by adding new features and retaining the most successful ele-
ments of previous editions.

Revel™
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 let students read, explore interactive content, and practice in one continuous
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
www.pearson.com/revel

Special Features in Revel for Public Speaking Students Revel offers students
a whole new way to study the content and topics relevant to public speaking. Rather
than simply offering opportunities to read about and study public speaking, Revel fa-
cilitates deep, engaging interactions with the concepts that matter most. For example,
in Chapter 2, students are presented with the authors’ hallmark audience-centered
model as an interactive figure diagramming the various tasks involved in the speech-
making process. Students can interact with this figure to learn more about each task
involved in designing and presenting a speech. And in Chapter 13, students can test
their knowledge using a drag-and-drop assessment to put the stages of the model in
order. In addition, students are presented with video examples throughout the course.
For the eleventh edition, new videos have been added on topics such as virtual pre-
sentations, plagiarism, the fear of public speaking, listening, outlining, giving con-
structive feedback, capturing an online audience, writing a perfect 60-second hook,
Q&A sessions, podcasting, spotting faulty arguments, and presenting a great toast,
among other topics. There are also three new TED Talk videos that have been added
to the course. As part of our commitment to boosting students’ communication con-
fidence, Chapter 1 features the Personal Report of Public Speaking Anxiety (PRPSA).
This interactive survey automatically calculates students’ scores, helping them easily
assess their level of public speaking anxiety. Students can take this assessment in the
context of our chapter, get their score, and continue reading about how to improve
their own level of confidence. By providing opportunities 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

xv
xvi Preface

resources and interactive materials can be found within Revel. Some of our favorites
include the following:
• Module Audio and Audio Excerpts Students can listen to audio of the entire
book while on the go. Throughout the text, audio excerpts highlight effective
speech examples. Students can listen to audio clips while they read, bringing
examples to life in a way that a printed text cannot. These audio examples rein-
force learning and add dimension to the printed text.
• Videos and Video Self-Checks Videos on topics such as persuading an audi-
ence, ethics, audience analysis, structuring speeches, and signposting appear
throughout the course to boost mastery of these essential concepts. These en-
gaging videos enhance existing content and most are bundled with correlating
self-checks (in the form of multiple-choice questions), enabling students to test
their knowledge. For example, the following video self-check, “Why Are Ethics
Important When Giving a Speech?,” which appears in Chapter 3, discusses the
importance of being truthful and thoughtful when presenting a speech.

• Interactive Figures Interactive figures are designed to engage and help students
understand hard-to-grasp concepts, such as such as the transactive model of com-
munication, through interactive visualizations. For example, students can interact
with Figure 1.3 (A Transactive Model of Communication) by clicking the “Next”
and “Previous” buttons to reveal each element of the model one step at a time.
• Integrated Writing Opportunities To help students connect chapter content
with personal meaning, each chapter offers two types of writing prompts: (1) the
Journal prompt, which elicits free-form, topic-specific responses addressing con-
tent at the module level, and (2) the Shared Writing prompt, which encourages
students to share and respond to one another’s brief responses to high-interest
topics in the chapter. Most of the Journal prompts, which appear in every mod-
ule, help students make connections between public speaking topics and their
own experiences. At the end of each chapter, a Shared Writing prompt allows
students to see and respond to their classmates’ comments, thereby facilitating
discussion online as well as in the classroom. 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: An Audience-Centered Approach, Eleventh
Edition, go to www.pearsonhighered.com/revel.
 Preface xvii

New and Updated Features

With this edition, we’ve refined and updated the text to create a powerful and con-
temporary resource for helping speakers connect to their audience. We’ve added sev-
eral new features and revised features that both instructors and students have praised.
Here are some more reasons to give this new edition a close look.

New Speeches We’ve added new speech examples throughout the text. For ex-
ample, in Chapter 2, there is a new sample speech on conquering the fear of public
speaking, and the Developing Your Speech Step by Step boxes feature a new speech on the
concept of Afro-pessimism. In addition, two speeches in our revised Appendix C are
new and were selected to provide readers with a variety of positive models of effective
speeches. Not only can students read these new speeches, but they can also watch and
listen to them in Revel. In addition, many of these new speeches have accompanying
self-check questions so students can test their knowledge of the speech content.

New Examples and Illustrations New examples and illustrations provide both
classic and contemporary models to help students master the art of public speaking.
As in previous editions, we draw on both student speeches and speeches delivered by
well-known people.

New Material in Every Chapter In addition to these new and expanded features, each
chapter has been revised with new examples, illustrations, and references to the latest re-
search conclusions. In addition, in Revel we’ve added dozens of new videos, many with
accompanying self-check quizzes. We’ve also added new writing prompts, as well as new
interactive figures and self-assessments. Because the rapid growth of communication tech-
nology has changed the way we live and our interactions with people, we’ve added a new
appendix on mediated public speaking. We have also incorporated other mediated public
speaking topics into the text and in the new Public Speaking Today feature boxes, which ap-
pear in every chapter. Here’s a summary of the changes and revisions we’ve made:

Chapter 1: Speaking with Confidence

In Revel, author Chimamanda Ngozi Adichie’s TED Talk video about the concept of a
“single story” introduces the chapter. The introduction to the communication process
has been revised for greater clarity. A new Public Speaking Today box discusses mediated
public speaking and the importance of analyzing and adapting to an audience you can-
not see. Figures 1.1 (A Linear Model of Communication), 1.2 (An Interactive Model of
Communication), and 1.3 (A Transactive Model of Communication) have been revised
to show how noise influences the transfer of meaning from source to receiver. Additional
research on public speaking anxiety has also been added to the chapter. There are also
new Journal prompts in Revel on public speaking anxiety, as well as on external and
internal noise. A new Shared Writing prompt on the fear of public speaking provides an
opportunity for students to have a “threaded” discussion among class members.

Chapter 2: Presenting Your First Speech

Figures 2.1 and 2.3 have been redesigned to more clearly indicate how considering
the audience is at the center of the model of the speechmaking process. A new Public
Speaking Today box discusses the importance of seeking technical support before you
need it. At the end of the chapter, there is a new sample speech on conquering your
fear of public speaking. In Revel, a video and self-check multiple-choice questions
accompany this speech. Additional discussion of mediated public speaking has also
been incorporated into this chapter.

Chapter 3: Speaking Freely and Ethically

To capture students’ interest, Chapter 3 opens with a new example about San Francisco
49ers quarterback Colin Kaepernick. The discussion of how free speech has historically
been challenged and defended by law, in the courts, in popular movements, and on the
xviii Preface

Internet and social media has been significantly revised and reorganized for greater clar-
ity. In Revel, students can test their knowledge of the First Amendment by taking an on-
line quiz. The chapter also includes new content on the importance of honesty in ethnical
speechmaking. There is a new video in Revel on the importance of ethics in free speech.
The discussion of plagiarism includes a new example and video about Melania Trump’s
address to the Republican National Convention in 2016. A new Public Speaking Today box
discusses ethical responsibilities when using social media. In addition, the sample oral
citation box has also been updated with a new example on fatal opioid overdoses.

Chapter 4: Listening to Speeches

This chapter includes a new Public Speaking Today box on how to enhance your un-
derstanding of mediated messages. The discussion about what to do as a listener and
as a speaker to overcome various barriers to effective listening has been revised and
streamlined. In addition, material on how to evaluate the quality of evidence has been
updated and revised. Research has also been added on mindful listening. There is
a new discussion on how the study of communication can reinforce students’ criti-
cal listening and thinking skills. The chapter features new videos and accompanying
self-checks in Revel on obstacles to effective listening and how to give constructive
feedback on someone’s speech. There is also a new TED Talk video on the concept of
unconscious bias titled, “What Does My Headscarf Mean to You?” In addition, there is
a new Journal prompt on evaluating the quality of evidence.

Chapter 5: Analyzing Your Audience

A new Public Speaking Today box discusses how to adapt to an amorphous audience of
undetermined size, such as one encountered online. In Revel, the chapter includes new
videos on getting to know your audience and how to give virtual presentations. The
definitions of culture, ethnicity, and race have been updated and revised. This chapter
also introduces the first of the updated Developing Your Speech Step by Step boxes, which
provide students with an extended example of how to implement audience-centered
speechmaking concepts.

Chapter 6: Developing Your Speech

The Developing Your Speech Step by Step boxes in this chapter have been updated with
a new speech on the concept of Afro-pessimism. New speech examples on topics such
as food deserts, the gender gap in healthcare treatment, the global penicillin shortage,
and sexual abuse have been added to the chapter. A new Public Speaking Today box
provides strategies for generating speech topics using online resources. In Revel, there
is a new video and accompanying self-check on how to select the right speech topic.
The chapter also features a new video of a TED Talk by comedian Jill Shargaa titled,
“Please, Please, People. Let’s Put the ‘Awe’ Back in ‘Awesome.’” The Meanwhile, Back
at the Computer . . . box at the end of the chapter has also been updated with a new ex-
ample about the Associated Press (AP) top 25 poll.

Chapter 7: Gathering and Using Supporting Material

New speech examples, selected to spark students’ interest, have been added through-
out the chapter on topics such as Yellowstone National Park, the Parkland shooting,
medical waste, and foster care. The discussion of literal and figurative analogies has
been revised and updated. A new Public Speaking Today box provides criteria for evalu-
ating information found on the Internet. In Revel, there is a new video and accompany-
ing self-check about identifying, navigating, and evaluating supporting materials for
a speech. There is also a new Journal prompt on building a preliminary bibliography.

Chapter 8: Organizing and Outlining Your Speech

A new Sample Preparation Outline gives students a complete model of the best practices
in organization and outlining. In addition, a new figure illustrates how the repetition
of key words or ideas, transitional words or phrases, and enumeration can provide
 Preface xix

verbal transitions from one idea to the next. Using the outlining feature in word pro-
cessing programs can be challenging, so we’ve added a new feature box offering some
useful tips for creating a correctly formatted and logically organized outline. In Revel,
new videos explain how to select the right structure for your speech and how to use
signposts to keep your audience on track. To illustrate chapter concepts, new speech
examples have been added throughout the chapter. There is also a new Journal prompt
in Revel on verbal and nonverbal transitions.

Chapter 9: Introducing and Concluding Your Speech

New speech examples illustrating how to effectively use humor, questions, illustrations
and anecdotes, and startling facts and statistics in the introduction of a speech have been
added to the chapter. In addition, a new Public Speaking Today box explains how to capture
and sustain your audience’s attention online. In Revel, a new video explains why referring
to your introduction in your speech conclusion is an excellent way to provide closure.

Chapter 10: Using Words Well: Speaker Language and Style

A new Public Speaking Today box explains why it is especially important to make sure
your message is easy to understand when delivering an asynchronous, prerecorded
message on video or audio. A new video in Revel discusses how Abraham Lincoln,
John F. Kennedy, and Barbara Jordan used language in their most famous speeches.
The discussion about the importance of using specific, concrete words has been re-
vised and streamlined for greater clarity. In addition, material on using respectful and
unbiased language has been revised. In Revel, there are new Journal prompts on disre-
spectful and biased language, and on how to use words more effectively.

Chapter 11: Delivering Your Speech

The chapter features new material on how silence can be an effective tool in empha-
sizing a particular word or sentence in a speech. The discussion on how to make the
most of your rehearsal time has been updated with new suggestions for preparing
speaking notes and mentally rehearsing your speech. The Developing Your Speech Step
by Step boxes in this chapter have been updated with a new speech on the concept of
Afro-pessimism. The new Public Speaking Today box in this chapter provides tips for
presenting a speech via video, either recorded or in real time.

Chapter 12: Using Presentation Aids

The chapter features a new discussion of storyboards and how they can help students plan
where to use visual images in their speeches. A new figure (12.8) provides an illustrated
example of a storyboard for a speech on “Conquering Your Fear of Public Speaking.” The
chapter also includes updated tips and guidelines for using images, text, and videos in
presentation aids. In Revel, a new video discusses how the typefaces used in your presen-
tation aids can influence your audience’s impression of your presentation. A new Public
Speaking Today box provides tips on how to effectively present a webinar. The examples of
bar, pie, and line graphs in the chapter have been updated with new data.

Chapter 13: Speaking to Inform

A new Public Speaking Today box provides tips for producing your own podcast. In
Revel, an accompanying video discusses the growing popularity of podcasts and how
they can help you become a better public speaker. New research on how stories help
listeners remember messages and maintain attention has been added to the chapter.
A new video in Revel explains how storytelling can make your speech more engaging
and powerful. Material on clarifying unfamiliar ideas and complex processes has been
reorganized and revised for greater clarity.

Chapter 14: Understanding Principles of Persuasive Speaking

A new Public Speaking Today box discusses “fake news” and how to identify online
content that is false, deliberately misleading, or based on fabricated stories or images
xx Preface

designed to evoke strong emotional reactions. The discussion on how to organize your
persuasive speech has been revised and updated. In Revel, the chapter opens with a new
video on the differences between informative and persuasive speeches, while another
video reviews Aristotle’s three general methods of persuasion: ethos, logos, and pathos.
A new Shared Writing prompt asks students to consider the ethics of persuasion.

Chapter 15: Using Persuasive Strategies

This chapter now includes material on the Toulmin Model of Argument, including
a new figure to help students visualize the relationship between the three essen-
tial elements of the model. We’ve also added new speech examples throughout the
chapter on topics such as overmedicating the elderly, climate change, and child-
hood immunizations. A new Public Speaking Today box explains the strategies web-
site developers use to persuade. Material on the motivated sequence has also been
revised and updated with a new speech example. In Revel, a new video explains
how to spot faulty arguments online. There is also a new Journal prompt about
faulty reasoning.

Chapter 16: Speaking for Special Occasions and Purposes

A new Public Speaking Today box explains what steps to take when technology fails
when giving a speech. The discussion of keynote and commencement addresses has
been updated and revised with new speech examples. There are also new examples
in the discussion of humorous topics. In Revel, students can watch new videos about
how to give a great toast and how to incorporate humor into an upcoming speech.
There is also a new Journal prompt about group presentations.

Appendix A: Speaking in Small Groups

This appendix has been streamlined for clarity and to eliminate repetitive topics. New
research has been added about how the way group members contribute can determine
the success of the deliberations. There is a new Shared Writing prompt on leadership
responsibilities in small groups.

Appendix B: Mediated Public Speaking

Our new appendix on mediated communication was created in conjunction with
Pearson and Ohlinger Studios; it is based on cutting-edge research and includes the
latest innovations and information about communicating in a mediated setting. The
appendix clarifies the differences among synchronous, asynchronous, and hybrid
presentations. It also offers strategies on how to engage an audience in a mediated
setting. In addition, it covers how to prepare, rehearse, and deliver an online presen-
tation. There is also a discussion on how to be a good digital citizen.

Appendix C: Speeches for Analysis and Discussion

George W. Bush’s address to the nation on September 11, 2001, has been added to this
appendix. In addition, a new student speech on audio and video manipulation has
been included.

Successful Features Retained in This Edition

The goal of the eleventh edition of Public Speaking: An Audience-Centered Approach
remains the same as that of the previous ten editions: to be a practical and user-
friendly guide to help speakers connect their hearts and minds with those of their
listeners. While adding powerful new features and content to help students become
skilled public speakers, we have also endeavored to keep what students and instruc-
tors liked best. Specifically, we retained five areas of focus that have proven success-
ful in previous editions: our audience-centered approach, our focus on overcoming
communication apprehension, our focus on ethics, our focus on diversity, and our
focus on skill development. We also continue our partnership with instructors and
 Preface xxi

students by offering a wide array of print and electronic supplements to support

teaching and learning.

Our Audience-Centered Approach

The distinguishing focus of the book is our audience-centered approach. More than
2,300 years ago, Aristotle said, “For of the three elements in speechmaking—speaker,
subject, and person addressed—it is the last one, the hearer, that determines the speak-
er’s end and object.” We think Aristotle was right. A good speech centers on the needs,
values, and hopes of the audience, who should be foremost in the speaker’s mind
during every step of the speech development and delivery process. Thus, in a very
real sense, the audience writes the speech. Effective and ethical public speaking does
not simply tell listeners only what they want to hear—that would be a manipulative,
speaker-centered approach. Rather, the audience-centered speaker is ethically respon-
sive to audience interests without abandoning the speaker’s end and object.
It is not unusual or distinctive for a public speaking book to discuss audience
analysis. What is unique about our audience-centered approach is that our discussion
of audience analysis and adaptation is not confined to a single chapter; rather, we em-
phasize the importance of considering the audience throughout our entire discussion
of the speech preparation and delivery process. From the overview early in the text of
the public speaking process until the final chapter, we illuminate the positive power of
helping students relate to their audience by keeping their listeners foremost in mind.
Preparing and delivering a speech also involve a sequence of steps. Our audience-
centered model integrates the step-by-step process of speech preparation and delivery
with the ongoing process of considering the audience. Our audience-centered model of
public speaking, shown here and introduced in Chapter 2, reappears throughout the text
to remind students of the steps involved in speech preparation and delivery, while simul-
taneously emphasizing the importance of considering the audience. Viewing the model
as a clock, the speaker begins the process at the 12 o’clock position with “Select and Nar-
row Topic” and moves around the model clockwise to “Deliver Speech.” Each step of the
speech preparation and delivery process touches the center portion of the model, labeled
“Consider the Audience.” Arrows connecting the center with each step of
the process illustrate how the audience influences each of the steps in-
volved in designing and presenting a speech. Arrows pointing
in both directions around the central process of “Consider
the Audience” represent how a speaker may sometimes Select
revise a previous step because of further information and Narrow
or thought about the audience. A speaker may, for Topic
Deliver
example, decide after having gathered support- Speech Determine
ing material for a speech that he or she needs to Purpose
go back and revise the speech purpose. Visual
SOURCE: Copyrighted by Pearson Education, Hoboken, NJ.
learners will especially appreciate the illus-
tration of the entire public speaking process CONSIDER
Rehearse Develop
provided by the model. The colorful, easy- THE
Speech Central
to-understand synopsis will also be appreci- AUDIENCE Idea
ated by people who learn best by having an
overview of the entire process before beginning
the first step of speech preparation. For the elev-
enth edition, we’ve revised this figure to more Organize Generate
clearly indicate how considering the audience is at Speech Main
the center of the speechmaking process. Gather Ideas
After introducing the model early in the book, we Supporting
continue to emphasize the centrality of considering the Material
audience by revisiting it at appropriate points throughout the
book. A highlighted version of the model appears in several chapters as
xxii Preface

as a visual reminder of the place the chapter’s topic occupies in the audience-centered
speechmaking process. Similarly, highlighted versions appear in the Developing Your
Speech Step by Step boxes. Another visual reminder comes in the form of a miniature ver-
sion of the model, the icon shown here in the margin. When you see this icon, it will remind
you that the material presented has special significance for considering your audience. In Revel,
CONSIDER
THE
AUDIENCE
students can interact with this audience-centered model to learn more about each stage
of the speechmaking process. At the end of Chapter 13, they can also test their knowl-
edge using a drag-and-drop assessment to put the stages of the model in order.

Our Focus on Communication Apprehension

One of the biggest barriers that keeps a speaker, especially a novice public speaker, from
connecting to his or her audience is apprehension. Fear of failure, forgetting, or fum-
bling words is a major distraction. In our text, we help students to overcome their appre-
hension of speaking to others by focusing on their listeners rather than on their fear. Our
discussion of communication apprehension is covered in Chapter 1. We have continued
to add the most contemporary research conclusions we can find to help students over-
come the anxiety that many people experience when speaking publicly. For example,
in Chapter 1 of the Revel course, students can complete the Personal Report of Public
Speaking Anxiety and immediately get their score. In addition, as students read through
the narrative in Revel, they will find videos, interactive activities, and assessment ques-
tions to engage their interest, enliven the content, and increase their confidence. Finally,
a new sample speech in Chapter 2 focuses on conquering the fear of public speaking.

Our Focus on Ethics

Being audience-centered does not mean that a speaker tells an audience only what
they want to hear; if you are not true to your own values, you will have become a ma-
nipulative, unethical communicator rather than an audience-centered one. Audience-
centered speakers articulate truthful messages that give audience members free choice
in responding to a message, while they also use effective means of ensuring message
clarity and credibility.
From the first chapter onward, we link being an audience-centered speaker with
being an ethical speaker. Our principles and strategies for being rhetorically skilled are
anchored in ethical principles that assist speakers in articulating a message that con-
nects with their audience. We not only devote an entire chapter (Chapter 3) to being
an ethical speaker, but we also offer reminders, tips, and strategies for making ethical
speaking and listening an integral part of human communication. As part of the Study
Guide at the end of each chapter, students and instructors will find questions to spark
discussion about and raise awareness of ethical issues in effective speechmaking. In
Revel, students can watch a short video about why ethics are important when giving a
speech and complete a video self-check to evaluate their knowledge on the topic.

Our Focus on Diversity

Just as the topic of audience analysis is covered in most public speaking textbooks,
so is diversity. Sometimes diversity is discussed in a separate section; sometimes it is
presented in “diversity boxes” sprinkled throughout a book. We choose to address di-
versity not as an add-on to the main discussion but rather as an integral part of being
an audience-centered speaker. To be audience-centered is to acknowledge the various
ethnic and cultural backgrounds, attitudes, beliefs, values, and other differences pres-
ent when people assemble to hear a speech. We suggest that inherent in the process of
being audience-centered is a focus on the diverse nature of listeners in contemporary
audiences. The topic of adapting to diverse audiences is therefore not a boxed after-
thought but is integrated into every step of our audience-centered approach.
 Preface xxiii

Our Focus on Skill Development

We are grateful for our ongoing collaboration with public speaking teachers, many
of whom have used our audience-centered approach for more than two decades. We
have retained those skill development features of previous editions that both teachers
and students have applauded. What instructors tell us most often is, “You write like I
teach” or “Your book echoes the same kind of advice and skill development sugges-
tions that I give my students.” We are gratified by the continued popularity of Public
Speaking: An Audience-Centered Approach.

Clear and Interesting Writing Style Readers have especially valued our polished
prose, concise style, and engaging, lively voice. Students tell us that reading our book
is like having a conversation with their instructor.

Outstanding Examples Students need to be not only told how to speak effectively,
but also shown how to speak well. Our powerful and interesting examples, both classic
and contemporary and drawn from both student speakers and famous orators, con-
tinue to resonate with student speakers.

Built-in Learning Resources We’ve retained the following built-in pedagogical

features of previous editions:
• Learning Objectives appear at the start of each chapter to provide students with
strategies and key points for approaching the chapter. Objectives reappear at
the beginning of each section and in the end-of-chapter Study Guide to help
students gauge their progress and monitor their learning.

LEARNING OBJECTIVES
11.1 Identify three reasons why delivery is important to
a public speaker.
11.2 Identify and describe four methods of delivery.
11.3 Identify and illustrate the characteristics of
effective delivery.
11.4 Describe the steps to follow when rehearsing your
speech.

• An updated Study Guide at the end of each chapter reviews the learning objec-
tives and key terms, and guides students to think critically about chapter con-
cepts and related ethical issues.

11 CHAPTER

STUDY GUIDE: REVIEW, APPLY, AND ASSESS

11.1 The Power of Speech Delivery Assess: How can you determine when you have re-
hearsed long enough so that you can extemporaneously
Identify three reasons why delivery is important to a public
deliver your key ideas to your listeners, but not so long
speaker.
that you are giving a memorized presentation?
Review: Nonverbal communication conveys the major-
ity of the meaning of your speech and nearly all of your
emotions to an audience. Nonverbal expectancy theory 11.3 Characteristics of Effective Delivery
suggests that your credibility as a speaker depends on Identify and illustrate the characteristics of effective
meeting your audience’s expectations about nonverbal delivery.
communication. Audiences will believe what they see in
xxiv Preface

• Recap boxes and tables help students check their understanding and review for
exams.

RECAP
The Power of Speech
Delivery
Nonverbal communication:
• creates a major portion of the meaning of a
speech;
• disappoints audiences when it violates their
expectations;
• expresses almost all the emotion in a speech;
• can help listeners “catch” the speaker’s
feelings; and
• is usually more believable than words.

• An extended speech example appears in the Developing Your Speech Step by Step
boxes, which appear throughout the book.

DEVELOPING YOUR SPEECH STEP BY STEP

REHEARSE YOUR SPEECH
Abigail begins to rehearse her speech. From the beginning, she stands and speaks
aloud, practicing gestures and movement that seem appropriate to her message. At
first, Abigail uses her preparation outline as speaking notes. These early rehearsals CONSIDER
THE
go pretty well, but the speech is running a little short. Abigail knows that she tends to AUDIENCE
speak fairly rapidly, so she decides to plan more pauses throughout the speech, at
points strategically chosen to allow her listeners to absorb an important idea. When she
prepares her speaking notes, Abigail writes the delivery cue “Pause” at these points on
her note cards.

For the eleventh edition, we have added a brand new box called Public Speak-
ing Today, which explores contemporary digital trends and potential technology road-
blocks in public speaking. These new feature boxes, which appear in every chapter,
cover topics such as identifying fake news, preparing a podcast, participating in a we-
binar, speaking well asynchronously, listening to mediated messages, getting techni-
cal support before you need it, catching attention online, recognizing how a website
persuades you, and communicating with an audience you can’t see or hear, among
other topics.

PUBLIC SPEAKING TODAY

VIDEO DELIVERY TIPS
When your speech is presented via video, either recorded or in real time, here are several tips to keep in mind:
• When you rehearse, imagine you are speaking to a live audience so that you maintain a lively and immediate delivery
style using your natural, conversational voice.
• Consider toning down your gestures and facial expressions since the camera lens is generally only a few feet away
from you. TV, phone, or computer screens tend to amplify the intensity of your gestures and movements.
Another random document with
no related content on Scribd:
 © Wide World Photos

PARIS, FRANCE—A SALUTATION FROM M. BLERIOT

One of the first lessons was the “three sixty”—so named because its
completion required a total change in direction of three hundred and
sixty degrees. The cadet would take-off and climb to eight hundred
or a thousand feet. The higher he went the less difficulty he had in
properly completing the maneuver. Then he would fly into the wind
directly over a landing “T” in the center of the field. As the plane
passed over the “T” he throttled his motor and made a quick bank
either to the right or left depending upon his preliminary instructions.
The object was to make a complete circle and land without using the
motor, bringing the plane to a stop beside the “T.”
“One eightys” were the next requirement and they were probably the
cause of more crashes than any other maneuver. They were started
in the same manner as the “three sixty,” but with the plane heading
down wind and at only five hundred feet altitude. They required quick
manipulation of controls and a steep bank into the field just before
landing.
Next came acrobatics. Loops, spins, barrel rolls, Jenny Immelmans,
figure-eights, wing-overs, and reversements, every one of which
each cadet had to master thoroughly during his course at Brooks.
After the first few weeks had passed we became more or less
accustomed to life in the cadet detachment, and found a little time
now and then to look around the country and even spend a night in
San Antonio. Our examinations were purposely given on Saturday
morning so that we would not spend the week-end studying. It was
well known that too much studying affected a cadet’s flying and the
school schedule was arranged with that in mind.
Our day began with first call at five forty-five and flying started about
seven. At eleven we returned to the barracks and from one to five
o’clock was devoted to ground school. After supper we could study
until bed check at ten o’clock. Plenty of sleep is a necessity for the
student pilot, and that fact is recognized nowhere more than in the
army schools. Every week night at ten p.m. the cadet officer of the
day checks each bunk and turns in the names of any vacant ones.
Some of our academic subjects, such as aerodynamics and machine
guns required nearly all of our time after school because of
approaching examinations, whereas others were comparatively easy
and the classroom instruction was sufficient in itself. When we were
not studying there were always plenty of other things to attract our
attention. If one of the boys left the post, as sometimes happened,
he often returned to find his belongings heaped together in the
middle of the floor with the army cots piled on top. Several times
some cadet returned at midnight to find his equipment carefully
transferred and set up on the roof or in the mess-hall. Another one of
the favorite sports was to put a hose in the bed of a sound sleeper at
two a.m. or, if he slept with his mouth open, to fill it from a tube of
shaving cream or hair grease.
One of the fellows found a scorpion in his bed and each night for a
week thereafter looked through the bedding for another, but finally
became careless and forgot to look. His nearest neighbor promptly
placed a number of grasshoppers between the sheets near the foot
of the bed.
Another evening it was reported that three pole-cats had crawled into
a culvert in front of the barracks. For an hour we attempted to smoke
them out. When that failed the fire department was called and we
washed them out. The smoke had evidently taken effect, however,
and soon three dead pole-cats came floating out from the culvert.
The next problem was how to make use of such possibilities. That
question was worthy of a most careful consideration. After a survey
of the barracks we found that our cadet first sergeant was in San
Antonio. There was scarcely one of us who did not have some small
score to settle with him so we took one of the pillows from his bed
and after removing the pillow case, placed it behind one of the pole-
cats. The desired results were then obtained by stepping on the back
end of the cat, and after cautiously inserting the pillow back in its
case, we replaced it on the first sergeant’s bunk. The results were far
above expectation. One by one the occupants of that bay arose and
carried their cots outside, until by midnight, when our sergeant
returned, there were only a half dozen bunks left including his own.
By that time the odor had permeated through the other bedding and
he was unable to locate the pillow as being the primary cause of
offense. Any night for nearly two weeks thereafter our first sergeant
and his cot might be located out behind the barracks, and the
inspection of quarters, which was to have been held the following
morning, was postponed indefinitely.
During our last six weeks at Brooks, life became much less difficult.
Most of us who had survived the check pilots and “Benzine Board”
were reasonably sure of graduating and although our studies were
just as exacting as ever, we were able to absorb them much more
easily. Also we had passed our primary flying tests and were making
cross country flights in T.W.3’s; and learning formation flying in
Voughts. And finally we were given a few hours in De Havilands in
preparation for the advanced training at Kelly.
We were paired up for the cross country flights. One of us flew on
the way out, while the second acted as observer. On the return flight
we traded about, so that each achieved an equal amount of
experience, both as an observer and as a pilot. These trips were
usually laid out in a triangular course, and included landing at each
corner of the triangle.
While on one of our first trips from the home airdrome, we landed in
the designated field alongside of a road just as a load of
watermelons was passing by, so we carried several of them back to
the Detachment in our plane.
Always there was some new experience, always something
interesting going on to make the time spent in Brooks and Kelly one
of the banner years in a pilot’s life. The training is rigid and difficult
but there is none better. A cadet must be willing to forget all other
interest in life when he enters the Texas flying schools and he must
enter with the intention of devoting every effort and all of the energy
during the next twelve months towards a single goal. But when he
receives the wings at Kelly a year later he has the satisfaction of
knowing that he has graduated from one of the world’s finest flying
schools.
 VI
RECEIVING A PILOT’S WINGS

IN September, 1924, we were transferred to Kelly. The time we had

looked forward to for half a year had arrived. We were through the
period of just learning how to fly and were entering a new
experience; that of learning how to make use of our flying ability in
actual service. We would no longer be floating around the airdrome
in machines whose only purpose was to stand up under the hard
knocks of inexperienced pilots; but we were going to fly planes which
had an actual military value in warfare.
 © Wide World Photos

PARIS, FRANCE—PAUL PAINLEVÉ, FRENCH MINISTER OF

WAR, EXTENDS HIS WELCOME. ON THE RIGHT IS
AMBASSADOR MYRON T. HERRICK
 © Wide World Photos

PARIS, FRANCE—WITH M. DOUMERQUE AND AMBASSADOR

HERRICK

We were old cadets and felt the importance of our experience. We

were no longer treated as rookies but as potential officers. Before
leaving Brooks we had conformed with cadet traditions and allowed
groups of the new class to gather around us while we gravely spoke
of examinations, check pilots, “Benzine Boards,” and “washouts.” We
thoroughly enjoyed the awe inspired by our seventy-five hours of
flying experience.
At Kelly our difficulties set in with renewed vigor. The De Havilands
did not maneuver like the training Jennies, and we were required to
fly as we had never flown before. If a cadet was not able to handle
his ship in a maneuver which was at least equal to the standard, he
was usually heading towards home within a week.
We were allowed a few days to become accustomed to flying the
new type of plane, then an instructor would go up with us to see if
our progress had been satisfactory. If so we were sent to the next
stage; if not we went up with a check pilot.
From landings we went to the “eight” stage, where were assigned
two landmarks such as a tree and a haystack several hundred feet
apart, and required to do figure-eights around them. Then came the
spot landing stage, when we throttled our engine at about a
thousand feet and were required to land in a large white circle
without using our motor. On this stage we were graded on our take-
off, climb, approach, landing, roll, distance from mark, and method of
handling the ship. In fact at Kelly we were constantly under
observation and our only method of relaxation while flying was when
the sky was cloudy and we could get above the clouds.
On one occasion we were flying with a low ceiling and the visibility
was not very good. In fact it was an ideal day to do the things we
were not supposed to. I was hedgehopping along over the country
when I saw another D.H. playing around on my right. I flew over, and
after chasing each other around for a while we proceeded to do
chandelles, vertical banks, wing-overs, and everything else we could
think of; all within a few feet of the ground as the clouds themselves
were only about three hundred feet high. At last I decided to go up
close to the other plane for a little low formation flying, but as I
approached I saw that there were two men in the ship and that I had
been breaking every rule ever established about low flying with an
instructor watching me from another ship. I left that locality with wide
open motor and for several days expected to be called on the carpet
before the commanding officer on a washout offense. That instructor
must have been a good sport, however, because I never heard from
him and never was able to find out who he was.
On another occasion, near the end of my course, I came very near
being washed out for something I knew nothing about. I had been
practicing landings in an S.E.-5 on one corner of Kelly Field. When
my time had expired, I landed on the pursuit stage, taxied up to the
line, and turned the ship over to the mechanics. That afternoon I was
called from class and ordered to report to the operations officer;
whereupon he informed me that my flying days were over and that
as I knew why, there was no use in explaining further. I was then
ordered to report back to my studies.
It came out of a clear sky. I knew of a number of offenses I had
committed but none of them at that time. I had actually no idea of
what the operations officer was talking about.
When school was over I returned to the operations hut and
requested an account of the alleged offense. It appeared that the
propeller on my S.E.-5 was cracked, and the spreader board broken
on the landing gear. The crew chief had reported this together with a
statement that there were corn stalks hanging on the landing gear,
and as there was no corn growing on Kelly Field, that was a sure
sign that I had landed away from the airdrome without reporting the
fact. A washout offense. We drove to the pursuit stage and found
conditions exactly as stated, except that the corn stalks turned out to
be weeds, and it was decided that the damage had been caused by
a stake left standing in the corner of Kelly Field where I had been
landing, although I had not felt the ship strike anything. The cadet
who flew the plane earlier in the morning was using the same part of
the field and said that he felt it strike a bump on one of his take-offs
but did not believe any damage had been done. Who was flying the
ship made little difference, however, because as long as he had not
landed away from the airdrome without authority, the slight damage
was of no consequence. I had come very close to the “Benzine
Board” for an offense of which I knew nothing, but it was probably
only the open-mindedness and sense of fair play of the operations
officer that kept me from being washed out as a result.
 © Wide World Photos

PARIS, FRANCE—CROWDS AT THE CITY HALL AT THE

OFFICIAL RECEPTION
 © Wide World Photos

PARIS, FRANCE—GUESTS AT THE LUNCHEON OF M. BLERIOT

LEFT TO RIGHT: PAUL PAINLEVÉ, CHARLES LINDBERGH, M.
BLERIOT, AMBASSADOR HERRICK

One day during the beginning of our term at Kelly, someone decided
that the cadets should stand reveille. How it came about or who
caused the decision was never known by the detachment, but there
was a strong rumor circulated to the effect that our beloved Cadet
Sergeant had not forgotten the episode of the pole-cats. It was an
unheard of thing for the cadets of Kelly to stand formations. We had
graduated from that when we left Brooks, and the thought of
continuing it in our advanced status was, we concluded,
degenerating to the morale of the detachment.
Consequently, when our first sergeant himself delighted us with
verbal visions of being tumbled out of bed at first call if we were not
up at the blast of his whistle, we decided that if it were in the
combined power of the detachment, the first call should not sound
the next morning. We could not disobey an order; army training
banishes even the remotest thought of that; but we might prevent
that order from being given. The Cadet Captain and first sergeant
were assigned to a private room together. The rest of us were given
cots in the barracks. While supper was in progress that night the
hands on the sergeant’s alarm clock were so manipulated that the
alarm would sound exactly one hour after the time set. At two o’clock
the next morning a padlock was placed on the hasp outside of his
door, and when first call blew a few hours later the cadet detachment
slept soundly on.
From spot landings we passed to hurdles. Hurdles require the ship to
be brought down without assistance from the engine, and after just
passing over a line stretched about eight feet above the ground, to
be landed as close as possible to the hurdle. This gave us excellent
practice for landing over a fence in a small field.
One of the traditions at Kelly was that anyone knocking down the
hurdle must treat the rest to a case of refreshments. It often
happened that a pilot was so intent on getting over the hurdle string
that he did not notice that his plane was in a stall, and about the time
he was over the hurdle the bottom would fall out from under him and
his plane would pancake into the ground. Almost every class had
one or two minor crack-ups as a result of stalling over the hurdle
string.
The De Havilands were not considered safe for hard stunting and as
a result we were only allowed to do wing-overs and split air turns.
Diving in excess of one hundred and fifty miles per hour was also
forbidden. Consequently only air work allowing us to be thoroughly
accustomed to the plane was included in the flying schedule before
our formation training began.
The strange field landing training was one of the most interesting
parts of our schooling. An instructor would lead a number of planes
and land in some field we had never seen before. Then each cadet
was required to land and take-off after the instructor. Some of the
fields were small and full of obstructions. Yet we had comparatively
few even minor crack-ups. Later each cadet was given an
opportunity to lead the rest and pick out a field for them to land in
while the instructor trailed.
At Kelly we were given more and longer cross country trips than at
Brooks. One of the most important parts of flying training is cross
country experience. We made flights to Corpus Christi, Galveston,
Laredo and a number of other places.
Each class spent about two weeks on a gunnery expedition at
Ellington Field between Houston and Galveston. Ellington Field was
one of the few double fields built during the war, but was later
abandoned and, except for a National Guard squadron, was entirely
deserted.
We set up our mess in the clubhouse and made the old building
which had served as officers’ quarters as comfortable as possible.
This was in winter and the weather was cold, even in Texas, unusual
though it might have been. There were no stoves available so we
contrived all sorts of makeshifts to hold a little fire in. If nothing better
was obtainable, we shovelled several inches of earth on the floor
and devised a hood of some kind leading through a few lengths of tin
pipe to the chimney. Of course these fires could not be left
unguarded, so it was necessary to put them out in the morning to be
rekindled at the close of operations for the day.
Our gunnery work was divided into three parts: ground targets,
shadow targets and tow targets. The ground targets were large
sheets of paper similar to those used on a rifle range and were set
up at an angle on the ground. We shot at these with both the
Browning and Lewis machine guns.
The Browning guns on a De Haviland were mounted rigidly in front of
the pilot and were synchronized with the engine to shoot between
the blades of the propeller. They were capable of firing up to twelve
hundred rounds a minute, depending on the motor R.P.M. when they
were fired.
Several of us would form a large circle with our planes, and starting
our dive from about one thousand feet, would fire short bursts into
the target on the ground. After completing our bursts we would zoom
back up into the circle while the next ship started its dive. Each plane
had its individual target.
After emptying the Browning guns we gave our observers a chance
with their Lewises by circling low around the targets. On the next
flight the pilot and observer traded places.
The Lewis gun is mounted on a turret on the rear cockpit. Two guns
were usually used together and they could be pointed in any
direction.
After a few days on ground targets we were sent out over Trinity Bay
for shadow targets. One plane is flown fairly high over the water
while another fires at its shadow. The splashes from the bullets are
easily seen and the accuracy of marksmanship very apparent.
The tow targets are by far the most difficult of the three varieties, and
require skillful maneuvering and excellent marksmanship. They
consist of a cloth sleeve similar to a wind sock which is towed a few
hundred feet behind a De Haviland flying at sixty or sixty-five miles
an hour.
When the forward or Browning guns were used, the attacking ship
approached the tow target head on, firing one or two short bursts as
it passed. In this way there was no danger of the occupants of the
towing plane being struck by a wild shot. The De Havilands were
much too large to use the forward guns effectively on a tow target.
Any accurate shooting required the quick maneuverability of a
pursuit ship.
The Lewis guns were used while flying parallel with the target and
were very effective. When we were close enough we could often see
the tracers pass directly through the cloth sleeve.
After returning from Ellington Field we were given a few hours in
each of the various types of service airplanes. The M.B.-3 and the
S.E.-5 scouts; the Martin Bombers with their twin Liberty engines;
the T.W.-5 two-place transition planes; and the little Sperry
messengers. In this way we obtained experience in each branch:
pursuit, attack, observation and bombardment. Later we were given
our choice of which we desired to specialize in. If our wishes
corresponded with the judgment of the instructors we were assigned
to that branch.
Together with three other cadets and four student officers, I was sent
to the pursuit stage, where we spent the few remaining weeks of our
course, piloting the S.E.-5 and the M.B.-3 single seaters.
Pursuit combines a little of every branch of the air corps. In addition
to formation combat, dog fighting, and ground strafing, the pursuit
pilot is often called upon to make observations and do light bombing.
A great deal of our time was devoted to formation flying. Air combat
of the future will probably often be between large formations rather
than individual pilots, and it is accordingly of utmost importance for
the pursuit pilot to hold his place in formation instinctively, so that his
entire attention can be devoted to the enemy rather than to his own
formation.
We often maneuvered our flights while the individual planes were
less than ten feet apart and it was not unusual to dive vertically for
several thousand feet in a fairly close formation.
We learned the use of Lufberry circles, cross over turns, and other
formation tactics. Our formations were often tight, it is true, but
strange as it may seem, very few accidents occur from too close
flying. A pilot is constantly alert when his plane is only a short
distance from the one in front and nothing is allowed to distract his
attention. On the other hand, when there is quite some distance
separating them he is often more engrossed in lighting a cigarette or
watching some object on the ground than in his own formation.
In pursuit flying we came to have great confidence in our parachutes.
The planes we were flying were kept in excellent condition and none
ever failed, notwithstanding the fact that we placed them under every
conceivable strain imaginable. But the knowledge that we did not
have to concern ourselves about whether they did fall apart or not
was an invaluable factor in building up our morale. Our formations
were tighter, the combats faster, and our flying better as a result.
We had a number of close calls but considering the amount of flying
we had done, and that all of it was military flying, which cannot be
ever compared to commercial traffic as far as safety is concerned,
our accidents were remarkably few and none resulted seriously.
No one knows of the risk he takes better than the pursuit pilot and no
one is less concerned about it. Every move, although at lightning
speed, is made with a coolness born of experience and love of flying.
The army Air Corps is built up of men who fly for the love of flying.
Their only mission in life is to build up the finest air corps in the
world, and their greatest desire is to be given the opportunity to do
so without restriction. If an officer is lost in duty he would be the last
one to wish for resulting restrictions on his comrades.
A week of our pursuit training was spent on a gunnery expedition at
Galveston. We flew there from Kelly Field in M.B.3A. machines and
fired on tow targets exclusively. Our field was close to the Gulf, and
when the day’s operations had been completed we were free to go
about as we chose. Consequently a large part of the evening was
spent along the rocky beach.
On the night of our last day at Galveston several of us were holding
a contest to decide which could reach the most distant rock between
the breakers, before the next wave rolled in. One of the fellows was
outstanding in his accomplishments. In fact he was so dextrous that
none of us could compete, so we were all loud in our praises and
unanimously agreed that there was not a rock in the gulf too obscure
for him. There was, however, a rock a number of feet beyond the
most distant point any of us had attained, which was visible only for
an instant as the last breaker receded and before the next arrived.
Even this was possible, we confidently assured him.
He watched that rock intently for several minutes; then bolstered up
by our praise and his own confidence, he stood poised and ready. At
the proper moment he nimbly leaped from boulder to boulder after
the retreating surf but just before the final rock was touched a large
wave towered above it. Too late! The chance of retreat had never
been considered and its opportunity had passed. With do or die
determination he leaped onto the boulder and into the breaking
wave. This incident would not have been serious or its
consequences important had we been able to carry any extra
equipment in our pursuit planes, but as it was, extra clothing was a
scarce article, and when we took off for San Antonio and Kelly the
following morning, it was necessary for him to send his wet clothes
back in a De Haviland and make his flight in a bearskin flying suit
without insulation against the bearskin.
In warm weather these suits acquired an odor similar to that of a
goat which has been in the barn all winter and the fur itself was far
from comfortable. On the trip back a piston froze in the engine. For
two days the cadet was alternately roasting in the southern sun and
freezing in the Texas nights while he guarded his ship and waited for
a new engine.
After our return from Galveston while we were practicing formation
attack on two seaters, I experienced one of the incidents of the
military pilot’s life. I made my first emergency parachute jump. When
an Army plane crashes, the pilot is required to write a detailed report
of the crash. My account was as follows:
“A nine-ship SE-5 formation, commanded by Lieut. Blackburn, was
attacking a DH4B, flown by Lieut. Maughan at about a 5,000 foot
altitude and several hundred feet above the clouds. I was flying on
the left of the top unit, Lieut. McAllister on my right, and Cadet Love
leading. When we nosed down on the DH, I attacked from the left
and Lieut. McAllister from the right. After Cadet Love pulled up, I
continued to dive on the DH for a short time before pulling up to the
left. I saw no other ship nearby. I passed above the DH and a
moment later felt a slight jolt followed by a crash. My head was
thrown forward against the cowling and my plane seemed to turn
around and hang nearly motionless for an instant. I closed the
throttle and saw an SE-5 with Lieut. McAllister in the cockpit, a few
feet on my left. He was apparently unhurt and getting ready to jump.
“Our ships were locked together with the fuselages approximately
parallel. My right wing was damaged and had folded back slightly,
covering the forward right-hand corner of the cockpit. Then the ships
started to mill around and the wires began whistling. The right wing
commenced vibrating and striking my head at the bottom of each
oscillation. I removed the rubber band safetying the belt, unbuckled
it, climbed out past the trailing edge of the damaged wing, and with
my feet on the cowling on the right side of the cockpit, which was
then in a nearly vertical position, I jumped backwards as far from the
ship as possible. I had no difficulty in locating the pull-ring and
experienced no sensation of falling. The wreckage was falling nearly
straight down and for some time I fell in line with its path and only
slightly to one side. Fearing the wreckage might fall on me, I did not
pull the rip cord until I dropped several hundred feet and into the
clouds. During this time I had turned one-half revolution and was
falling flat and face downward. The parachute functioned perfectly;
almost as soon as I pulled the rip cord the riser jerked on my
shoulders, the leg straps tightened, my head went down, and the
chute fully opened.
“I saw Lieut. McAllister floating above me and the wrecked ships
pass about 100 yards to one side, continuing to spin to the right and
leaving a trail of lighter fragments along their path. I watched them
until, still locked together, they crashed in the mesquite about 2000
feet below and burst into flames several seconds after impact.
 © Wide World Photos

PARIS, FRANCE—WITH AMBASSADOR HERRICK ON THE

STEPS OF THE EMBASSY, JUST AFTER ARRIVAL IN PARIS
 © Wide World Photos

LONDON, ENGLAND—THE WELCOME AT CROYDEN FIELD

WHERE A MILLING MOB OF NEARLY HALF A MILLION HAD
GATHERED

“Next I turned my attention to locating a landing place. I was over

mesquite and drifting in the general direction of a plowed field which
I reached by slipping the chute. Shortly before striking the ground, I
was drifting backwards, but was able to swing around in the harness
just as I landed on the side of a ditch less than 100 feet from the
edge of the mesquite. Although the impact of landing was too great
for me to remain standing, I was not injured in any way. The
parachute was still held open by the wind and did not collapse until I
pulled in one group of shroud fines.