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Business
Communication for
Success
Canadian Edition
Scott McLean and Murray Moman
Version 1.0
Additional Resources 164
Endnotes 165
Chapter 9 Business Writing in Action 167

Getting Started 167
Text, E-mail, and Netiquette 167
Memorandums and Letters 171
Business Proposal 179
Report 182
Sales Message 185
Endnotes 189
Chapter 10 Developing Business Presentations 191

Getting Started 191
Before You Choose a Topic 193
Choosing a Topic 195
Finding Resources 199
Myths and Realities of Public Speaking 205
Overcoming Obstacles in Your Presentation 207
Endnotes 211
Chapter 11 Nonverbal Delivery 213

Getting Started 213
Principles of Nonverbal Communication 214
Types of Nonverbal Communication 219
Movement in Your Speech 223
Visual Aids 225
Nonverbal Strategies for Success with Your Audience 231
Endnotes 234
Chapter 12 Organization and Outlines 235

Getting Started 235
Rhetorical Situation 236
Strategies for Success 238
Building a Sample Speech 242
Sample Speech Outlines 244
Organizing Principles for Your Speech 246
Transitions 249
Endnotes 252
Chapter 13 Presentations to Inform 253
Getting Started 253
Functions of the Presentation to Inform 254
Types of Presentations to Inform 257
Adapting Your Presentation to Teach 259
Diverse Types of Intelligence and Learning Styles 264
Preparing Your Speech to Inform 266
Creating an Informative Presentation 270
Endnotes 273
Chapter 14 Presentations to Persuade 275

Getting Started 275
What Is Persuasion? 276
Principles of Persuasion 277
Functions of the Presentation to Persuade 279
Meeting the Listener’s Basic Needs 282
Making an Argument 286
Speaking Ethically and Avoiding Fallacies 290
Sample Persuasive Speech 293
Elevator Speech 295
Endnotes 297
Chapter 15 Business Presentations in Action 299

Getting Started 299
Sound Bites and Quotables 300
Telephone/VoIP Communication 301
Meetings 303
Celebrations: Toasts and Roasts 305
Media Interviews 307
Introducing a Speaker 309
Presenting or Accepting an Award 310
Serving as Master of Ceremonies 312
Viral Messages 313
Endnotes 316
Chapter 16 Intrapersonal and Interpersonal Business Communication 317

Getting Started 317
Intrapersonal Communication 318
Self-Concept and Dimensions of Self 319
Interpersonal Needs 321
Social Penetration Theory 324
Rituals of Conversation 328
Conflict in the Work Environment 329
Endnotes 334
Chapter 17 Negative News and Crisis Communication 335

Getting Started 335
Delivering a Negative News Message 336
Eliciting Negative News 342
Crisis Communication Plan 346
Press Conferences 347
Endnotes 352
Chapter 18 Intercultural and International Business Communication 353

Getting Started 353
Intercultural Communication 354
How to Understand Intercultural Communication 356
Common Cultural Characteristics 358
Divergent Cultural Characteristics 361
International Communication and the Global Marketplace 365
Styles of Management 368
The International Assignment 369
Endnotes 373
Chapter 19 Group Communication, Teamwork, and Leadership 375

Getting Started 375
What Is a Group? 376
Group Life Cycles and Member Roles 379
Group Problem Solving 383
Business and Professional Meetings 387
Teamwork and Leadership 392
Endnotes 397
Chapter 20 Communicating for Employment 399

Getting Started 399
Developing Your Skills and Experience 400
The Power of Networking 404
Résumés and Cover Letters 406
Interviewing for Success 416
Endnotes 422
Index 423
About the Authors
SCOTT MCLEAN
Scott McLean is the Shadle-Edgecombe Endowed Faculty Chair at Arizona Western College. He serves as the professor of speech
communication with an emphasis in business communication for a combined campus partnership with the University of Arizona
and Northern Arizona University–Yuma.
Scott is the author of The Basics of Speech Communication and The Basics of Interpersonal Communication, both currently pub-
lished by Allyn & Bacon.
Beyond his classroom experience, Scott regularly serves as a communications advisor to the industry. He has extensive experi-
ence and publications in the areas of health communication, safe and healthy work environments, and organizational and crisis
communication. He has served as an evaluator for the United States National Institutes of Health’s Small Business and Innovative
Research (SBIR) program since 1995. He served as an evaluator of educational programs for the Ministerio de Hacienda de Chile.
His development of the Tenio Natural Reserve in Southern Chile has brought together people from around the world to preserve
and restore indigenous flora and fauna. Their collective effort will serve for generations to come.
Scott studied at Pontificia Universidad Católica de Chile and at Washington State University’s Edward R. Murrow School of
Communication. He and his family divide their time between the United States and Puerto Montt, Chile.
MURRAY MOMAN
Murray Moman is an instructor in the Applied Commerce and Management Education department at Red River College in Win-
nipeg, Manitoba. He teaches business communication, sales communication, professional development, management and organiza-
tional behaviour, and office administration to students in a variety of college programs including: business administration, com-
merce/industry sales and marketing, international business, applied accounting, aviation management, and computer programming.
Prior to embarking on a teaching career, Murray worked as a corporate trainer with Agricore United, and spent 16 years in vari-
ous sales, marketing and editorial roles in the publishing industry. He has a Bachelor of Arts degree from The University of Man-
itoba (Psychology/English) and is currently completing his Certificate in Adult Education.
Murray is passionate about teaching, hockey, and good food and drink with good friends. He and his family currently live in
Winnipeg but dream of living in Hogwarts.
Acknowledgements
FROM SCOTT:
I would like to say thank you to Jeff Shelstad for answering my e-mail after I heard about Flat World Knowledge on National Public
Radio. To say Flat World Knowledge’s model just makes sense is an understatement. I am honored to be a part of it all.
Jenn Yee has been an excellent project manager. When I needed feedback she made sure it was available, and when I needed
space to create, she helped facilitate it. Writing can be a solitary activity but she made the journey positive and productive.
Elsa Peterson, you are wonderful. Your sharp eye for detail, consistent dedication to the text, and quick turnarounds on requests
were invaluable to this project. I have never worked with a better developmental editor. Dan Obuchowski also offered valuable in-
sight into the construction industry and practices that lends real-world credibility to this text.
To my reviewers in the field, I appreciate all the specific feedback that contributed to clear improvements in the text.
< Brenda Jolivette Jones, San Jacinto College - Central Campus (brenda.jolivette@sjcd.edu)
< Christina McCale, Regis University (cmccale@regis.edu)
< Billie Miller, Ph.D., Cosumnes River College (millerb@crc.losrios.edu)
< Joyce Ezrow, Anne Arundel Community College (jezrow@aacc.edu)
< Sally Lederer, U of M Carlson School of Management (sally@melsa.org)
< Greg Larson, Salt Lake Community College (Greg.Larson@slcc.edu)
< Gayla Jurevich, Fresno City College (gayla.jurevich@fresnocitycollege.edu)
< Laura Newton, Florida State University (lpnewton@fsu.edu)
< Judy Grace, Arizona State University (judy.grace@asu.edu)
< Rita Rud, Purdue University (ritarud@purdue.edu)
< Edna Boroski, Trident Technical College (edna.boroski@tridenttech.edu)
Your words of encouragement and constructive criticism have made this effort worthwhile.
Finally, to Lisa, my life partner, you are amazing. You were a draft recruit on this project and quickly learned the formatting re-
quirements in short order. You are a valuable part of this team. Your relentless editing serves as a clear example of Strunk’s axiom:
“Omit needless words.” This text is the better for it. Writing with you, like life, gets better with each year.
FROM MURRAY:
A very special thank you to Jim Rozsa at Northrose Publishing for introducing me to Flat World Knowledge. I was hooked within
five minutes of exploring the Web site. He knew it was a perfect fit for my teaching style, and I was honoured when he first suggested
that I take those baby steps towards producing a Canadian version of Scott's book.
Scott McLean, of course, has been an excellent support. He was always ready to help and give advice, and never once did he
complain about all the email questions I sent his way. One day I hope to meet him in person...
There are a number of people on the Flat World team who helped me along with the Canadian edition: Michael Boezi, Brad
Felix, Pam Hersperger, Jess Carey (wherever you are), and Sarah Rosenblum at Scribe. I greatly appreciate all your support and as-
sistance. Thank you.
Finally, there is the moral support provided by Andrea, the life partner who will always have my hand to hold. Thank you for
being there, for allowing me the time on the weekends to work on this project, and for still letting me play hockey.
Dedications
For Lisa and our children, Mackenzie, John, and Katherine. —Scott
For Andrea and our children, Zoe and Maya. —Murray

Preface
Business Communication for Success (BCS) provides a comprehensive, integrated approach to the study and application of written
and oral business communication to serve both student and professor.
This series features chapters with the following elements:
< Learning Objectives
< Introductory Exercises
< Clear expectations, relevant background, and important theories
< Practical, real-world examples
< Key Takeaways or quick internal summaries
< Key terms that are easily identified
< In-chapter assignments
< Postchapter assessments linked to objectives and skills acquisition
Each chapter is self-contained, allowing for mix-and-match flexibility and custom or course-specific design. Each chapter focuses on
clear objectives and skill demonstrations that can be easily linked to your syllabus and provincial or federal requirements. Supported
by internal and external assessments, each chapter features time-saving and learning-enhancement support for instructors and
students.
BCS is designed to help students identify important information, reinforce for retention, and demonstrate mastery with a clear
outcome product.
The text has three content categories:
1. Foundations
2. Process and products
3. Contexts
The first three chapters form the core foundation for the study of oral and written business communication. The next sequence of
chapters focus on the process of writing, then oral performance with an emphasis on results. The final sequence focuses on contexts
where business communication occurs, from interpersonal to intercultural, from groups to leadership, and through the job search
process.
In each of the process and product chapter sequences, the chapters follow a natural flow, from prewriting to revision, from pre-
paration for a presentation to performance. Each sequence comes together in a concluding chapter that focuses on action—where
we apply the skills and techniques of written or oral communication in business, from writing a letter to presenting a sales speech.
These performances not only serve to reinforce real-world applications but also may serve as course assessments. All chapters are
compartmentalized into sections so you can choose what you want to use and eliminate the rest, and here the beauty of Flat World
Knowledge rings true—you can adapt and integrate content from other texts or your own work to truly make it fit your course and
student needs.
CHAP TER 1
Effective Business
Communication
Communication leads to community, that is, to understanding, intimacy and mutual valuing.
- Rollo May
The single biggest problem in communication is the illusion that it has taken place.
- George Bernard Shaw
1. GETTING STARTED
I N T R O D U C T O R Y E X E R C I S E S
1. Write five words that express what you want to do and where you want to be a year from now. Take those
five words and write a paragraph that clearly articulates your responses to both “what” and “where.”
2. Think of five words that express what you want to do and where you want to be five years from now.
Share your five words with your classmates and listen to their responses. What patterns do you observe in
the responses? Write a paragraph that addresses at least one observation.
Communication is an activity, skill, and art that incorporates lessons learned across a wide spectrum of
human knowledge. Perhaps the most time-honoured form of communication is storytelling. We’ve
told each other stories for ages to help make sense of our world, anticipate the future, and certainly to
entertain ourselves. The art of storytelling draws on your understanding of yourself, your message, and
how you communicate it to an audience that is simultaneously communicating back to you. Your anti-
cipation, reaction, and adaptation to the process will determine how successfully you are able to com-
municate. You were not born knowing how to write or even how to talk—but in the process of growing
up, you have undoubtedly learned how to tell, and how not to tell, a story out loud and in writing.
You didn’t learn to text in a day and didn’t learn all the codes—from LOL (laugh out loud) to BRB
(be right back)—right away. In the same way, learning to communicate well requires you to read and
study how others have expressed themselves, then adapt what you have learned to your present
task—whether it is texting a brief message to a friend, presenting your qualifications in a job interview,
or writing a business report. You come to this text with skills and an understanding that will provide a
valuable foundation as we explore the communication process.
Effective communication takes preparation, practice, and persistence. There are many ways to
learn communication skills; the school of experience, or “hard knocks,” is one of them. But in the busi-
ness environment, a “knock” (or lesson learned) may come at the expense of your credibility through a
blown presentation to a client. The classroom environment, with a compilation of information and re-
sources such as a text, can offer you a trial run where you get to try out new ideas and skills before you
have to use them to communicate effectively to make a sale or form a new partnership. Listening to
yourself, or perhaps the comments of others, may help you reflect on new ways to present, or perceive,
thoughts, ideas and concepts. The net result is your growth; ultimately your ability to communicate in
business will improve, opening more doors than you might anticipate.
As you learn the material in this text, each part will contribute to the whole. The degree to which
you attend to each part will ultimately help give you the skills, confidence, and preparation to use com-
munication in furthering your career.
6 BUSINESS COMMUNICATION FOR SUCCESS (CANADIAN EDITION) VERSION 1.0
2. WHY IS IT IMPORTANT TO COMMUNICATE WELL?
L E A R N I N G O B J E C T I V E S
1. Recognize the importance of communication in gaining a better understanding of yourself and

others.
2. Explain how communication skills help you solve problems, learn new things, and build your
career.
Communication is key to your success—in relationships, in the workplace, as a citizen of your country,
and across your lifetime. Your ability to communicate comes from experience, and experience can be
an effective teacher, but this text and the related business communication course will offer you a wealth
of experiences gathered from professional speakers across their lifetimes. You can learn from the les-
sons they’ve learned and be a more effective communicator right out of the gate.
Business communication can be thought of as a problem solving activity in which individuals may
address the following questions:
< What is the situation?
< What are some possible communication strategies?
< What is the best course of action?
< What is the best way to design the chosen message?
< What is the best way to deliver the message?
In this book, we will examine this problem solving process and help you learn to apply it in the kinds of
situations you are likely to encounter over the course of your career.
2.1 Communication Influences Your Thinking about Yourself and

Others
We all share a fundamental drive to communicate. Communication can be defined as the process of
understanding and sharing meaning.[1] You share meaning in what you say and how you say it, both in
oral and written forms. If you could not communicate, what would life be like? A series of never-end-
ing frustrations? Not being able to ask for what you need or even to understand the needs of others?
self-concept
Being unable to communicate might even mean losing a part of yourself, for you communicate
your self-concept—your sense of self and awareness of who you are—in many ways. Do you like to
What we perceive ourselves
to be.
write? Do you find it easy to make a phone call to a stranger or to speak to a room full of people? Per-
haps someone told you that you don’t speak clearly or your grammar needs improvement. Does that
make you more or less likely to want to communicate? For some, it may be a positive challenge, while
for others it may be discouraging. But in all cases, your ability to communicate is central to your self-
concept.
Take a look at your clothes. What are the brands you are wearing? What do you think they say
about you? Do you feel that certain styles of shoes, jewellry, tattoos, music, or even automobiles express
who you are? Part of your self-concept may be that you express yourself through texting, or through
writing longer documents like essays and research papers, or through the way you speak.
On the other side of the coin, your communications skills help you to understand others—not just
their words, but also their tone of voice, their nonverbal gestures, or the format of their written docu-
ments provide you with clues about who they are and what their values and priorities may be. Active
listening and reading are also part of being a successful communicator.
2.2 Communication Influences How You Learn

When you were an infant, you learned to talk over a period of many months. When you got older, you
didn’t learn to ride a bike, drive a car, or even text a message on your cell phone in one brief moment.
You need to begin the process of improving your speaking and writing with the frame of mind that it
will require effort, persistence, and self-correction.
You learn to speak in public by first having conversations, then by answering questions and ex-
pressing your opinions in class, and finally by preparing and delivering a “stand-up” speech. Similarly,
you learn to write by first learning to read, then by writing and learning to think critically. Your
CHAPTER 1 EFFECTIVE BUSINESS COMMUNICATION 7
speaking and writing are reflections of your thoughts, experience, and education. Part of that combina-
tion is your level of experience listening to other speakers, reading documents and styles of writing, and
studying formats similar to what you aim to produce.
As you study business communication, you may receive suggestions for improvement and clarific-
ation from speakers and writers more experienced than yourself. Take their suggestions as challenges
to improve; don’t give up when your first speech or first draft does not communicate the message you
intend. Stick with it until you get it right. Your success in communicating is a skill that applies to al-
most every field of work, and it makes a difference in your relationships with others.
Remember, luck is simply a combination of preparation and timing. You want to be prepared to
communicate well when given the opportunity. Each time you do a good job, your success will bring
more success.
2.3 Communication Represents You and Your Employer

You want to make a good first impression on your friends and family, instructors, and employer. They
all want you to convey a positive image, as it reflects on them. In your career, you will represent your
business or company in spoken and written form. Your professionalism and attention to detail will
reflect positively on you and set you up for success.
In both oral and written situations, you will benefit from having the ability to communicate
clearly. These are skills you will use for the rest of your life. Positive improvements in these skills will
have a positive impact on your relationships, your prospects for employment, and your ability to make
a difference in the world.
2.4 Communication Skills Are Desired by Business and Industry

Oral and written communication proficiencies are consistently ranked in the top ten desirable skills by
employer surveys year after year. In fact, high-powered business executives sometimes hire consultants
to coach them in sharpening their communication skills. According to Human Resources and Skills
Development Canada, people need the following nine essential skills for work, learning and life.[2] They
are used in different forms and at different levels of complexity:
1. Oral communication
2. Writing
3. Reading
4. Document use
5. Numeracy
6. Working with others
7. Thinking
8. Computer use
9. Continuous learning
Communication is also a fundamental skill listed in The Conference Board of Canada's Employability
Skills 2000+, a listing of critical skills that you need in the workplace.
So knowing this, you can see that one way for you to be successful and increase your promotion
potential is to increase your abilities to speak and write effectively.
In September 2004, the National Commission on Writing for America’s Families, Schools, and
FIGURE 1.1 Colleges published a study on 120 human resource directors titled Writing: A Ticket to Work…Or a
Ticket Out, A Survey of Business Leaders.[3] The study found that “writing is both a ‘marker’ of high-
Effective communication
skill, high-wage, professional work and a ‘gatekeeper’ with clear equity implications,” said Bob Kerrey,
skills are assets that will get president of New School University in New York and chair of the commission. “People unable to ex-
you there. press themselves clearly in writing limit their opportunities for professional, salaried employment.”[4]
On the other end of the spectrum, a 2003 International Adult Literacy and Life Skills Survey con-
ducted by Statistics Canada and the Organization for Economic Co-operation and Development
showed that there are "approximately four out of ten adults in Canada, or 9 million people, who are
considered to have low literacy and this group is twice as likely as other Canadians to be unemployed."
[5]
If you are reading this book, you may not be part of an at-risk group in need of basic skill develop-
ment, but you still may need additional training and practice as you raise your skill level.
An individual with excellent communication skills is an asset to every organization. No matter
what career you plan to pursue, learning to express yourself professionally in speech and in writing will
help you get there.
© 2010 Jupiterimages Corporation
K E Y T A K E A W A Y
Communication forms a part of your self-concept, and it helps you understand yourself and others, solve
problems and learn new things, and build your career.
E X E R C I S E S
1. Imagine that you have been hired to make “cold calls” to ask people whether they are familiar with a new
restaurant that has just opened in your neighbourhood. Write a script for the phone call. Ask a classmate
to copresent as you deliver the script orally in class, as if you were making a phone call to the classmate.
Discuss your experience with the rest of the class.
2. Imagine you have been assigned the task of creating a job description. Identify a job, locate at least two
sample job descriptions, and create one. Please present the job description to the class and note to what
degree communication skills play a role in the tasks or duties you have included.
3. WHAT IS COMMUNICATION?
L E A R N I N G O B J E C T I V E S
1. Define communication and describe communication as a process.

2. Identify and describe the eight essential components of communication.
3. Identify and describe two models of communication.
Many theories have been proposed to describe, predict, and understand the behaviours and phenom-
ena of which communication consists. When it comes to communicating in business, we are often less
interested in theory than in making sure our communications generate the desired results. But in order
to achieve results, it can be valuable to understand what communication is and how it works.
3.1 Defining Communication

The root of the word “communication” in Latin is communicare, which means to share, or to make
communication
common.[6] Communication is defined as the process of understanding and sharing meaning.[7]
The process of understanding At the centre of our study of communication is the relationship that involves interaction between
and sharing meaning.
participants. This definition serves us well with its emphasis on the process, which we’ll examine in
depth across this text, of coming to understand and share another’s point of view effectively.
The first key word in this definition is process. A process is a dynamic activity that is hard to de-
process
scribe because it changes.[8] Imagine you are alone in your kitchen thinking. Someone you know (say,
A dynamic activity that is
your mother) enters the kitchen and you talk briefly. What has changed? Now, imagine that your
hard to describe because it
mother is joined by someone else, someone you haven’t met before—and this stranger listens intently changes.
as you speak, almost as if you were giving a speech. What has changed? Your perspective might change,
and you might watch your words more closely. The feedback or response from your mother and the
stranger (who are, in essence, your audience) may cause you to reevaluate what you are saying. When
we interact, all these factors—and many more—influence the process of communication.
The second key word is understanding: “To understand is to perceive, to interpret, and to relate understanding
our perception and interpretation to what we already know.”[9] If a friend tells you a story about falling To perceive, to interpret, and
off a bike, what image comes to mind? Now your friend points out the window and you see a motor- to relate our perception and
cycle lying on the ground. Understanding the words and the concepts or objects they refer to is an im- interpretation to what we
portant part of the communication process. already know.
Next comes the word sharing. Sharing means doing something together with one or more people.
You may share a joint activity, as when you share in compiling a report; or you may benefit jointly sharing
from a resource, as when you and several coworkers share a pizza. In communication, sharing occurs Doing something together
when you convey thoughts, feelings, ideas, or insights to others. You can also share with yourself (a with one or more other
process called intrapersonal communication) when you bring ideas to consciousness, ponder how you people.
feel about something, or figure out the solution to a problem and have a classic “Aha!” moment when
something becomes clear.
Finally, meaning is what we share through communication. The word “bike” represents both a bi- meaning
cycle and a short name for a motorcycle. By looking at the context the word is used in and by asking
What we share through
questions, we can discover the shared meaning of the word and understand the message. communication.
3.2 Eight Essential Components of Communication

In order to better understand the communication process, we can break it down into a series of eight
essential components:
1. Source
2. Message
3. Channel
4. Receiver
5. Feedback
6. Environment
7. Context
8. Interference
Each of these eight components serves an integral function in the overall process. Let’s explore them
one by one.
Source
The source imagines, creates, and sends the message. In a public speaking situation, the source is the
source
person giving the speech. He or she conveys the message by sharing new information with the audi-
ence. The speaker also conveys a message through his or her tone of voice, body language, and choice Person who imagines,
creates, and sends the
of clothing. The speaker begins by first determining the message—what to say and how to say it. The message.
second step involves encoding the message by choosing just the right order or the perfect words to con-
vey the intended meaning. The third step is to present or send the information to the receiver or audi-
ence. Finally, by watching for the audience’s reaction, the source perceives how well they received the
message and responds with clarification or supporting information.
Message
“The message is the stimulus or meaning produced by the source for the receiver or audience.”[10]
message
When you plan to give a speech or write a report, your message may seem to be only the words you
choose that will convey your meaning. But that is just the beginning. The words are brought together The stimulus or meaning
produced by the source for
with grammar and organization. You may choose to save your most important point for last. The mes- the receiver or audience.
sage also consists of the way you say it—in a speech, with your tone of voice, your body language, and
your appearance—and in a report, with your writing style, punctuation, and the headings and format-
ting you choose. In addition, part of the message may be the environment or context you present it in
and the noise that might make your message hard to hear or see.
Imagine, for example, that you are addressing a large audience of sales reps and are aware there is a
Stanley Cup playoff game tonight. Your audience might have a hard time settling down, but you may
choose to open with, “I understand there is an important game tonight.” In this way, by expressing
verbally something that most people in your audience are aware of and interested in, you might grasp
and focus their attention.
Channel
“The channel is the way in which a message or messages travel between source and receiver.”[11] For
channel
example, think of your television. How many channels do you have on your television? Each channel
The way in which a message takes up some space, even in a digital world, in the cable or in the signal that brings the message of each
or messages travel between
source and receiver.
channel to your home. Television combines an audio signal you hear with a visual signal you see. To-
gether they convey the message to the receiver or audience. Turn off the volume on your television.
Can you still understand what is happening? Many times you can, because the body language conveys
part of the message of the show. Now turn up the volume but turn around so that you cannot see the
television. You can still hear the dialogue and follow the story line.
Similarly, when you speak or write, you are using a channel to convey your message. Spoken chan-
nels include face-to-face conversations, speeches, telephone conversations and voice mail messages, ra-
dio, public address systems, and voice over Internet protocol (VoIP). Written channels include letters,
memorandums, purchase orders, invoices, newspaper and magazine articles, blogs, e-mail, text mes-
sages, tweets, and so forth.
Receiver
“The receiver receives the message from the source, analyzing and interpreting the message in ways
receiver
both intended and unintended by the source.”[12] To better understand this component, think of a re-
Receives the message from
ceiver on a football team. The quarterback throws the football (message) to a receiver, who must see
the source, analyzing and
interpreting the message in and interpret where to catch the ball. The quarterback may intend for the receiver to “catch” his mes-
ways both intended and sage in one way, but the receiver may see things differently and miss the football (the intended mean-
unintended by the source. ing) altogether.
As a receiver you listen, see, touch, smell, and/or taste to receive a message. Your audience “sizes
you up,” much as you might check them out long before you take the stage or open your mouth. The
nonverbal responses of your listeners can serve as clues on how to adjust your opening. By imagining
yourself in their place, you anticipate what you would look for if you were them. Just as a quarterback
plans where the receiver will be in order to place the ball correctly, you too can recognize the interac-
tion between source and receiver in a business communication context. All of this happens at the same
time, illustrating why and how communication is always changing.
Feedback
When you respond to the source, intentionally or unintentionally, you are giving feedback. Feedback
feedback
is composed of messages the receiver sends back to the source. Verbal or nonverbal, all these feedback
The verbal and/or nonverbal signals allow the source to see how well, how accurately (or how poorly and inaccurately) the message
response to a message.
was received. Feedback also provides an opportunity for the receiver or audience to ask for clarifica-
tion, to agree or disagree, or to indicate that the source could make the message more interesting. As
the amount of feedback increases, the accuracy of communication also increases.[13]
For example, suppose you are a sales manager participating in a conference call with four sales
reps. As the source, you want to tell the reps to take advantage of the fact that it is World Series season
to close sales on baseball-related sports gear. You state your message, but you hear no replies from your
listeners. You might assume that this means they understood and agreed with you, but later in the
month you might be disappointed to find that very few sales were made. If you followed up your mes-
sage with a request for feedback (“Does this make sense? Do any of you have any questions?”) you
might have an opportunity to clarify your message, and to find out whether any of the sales reps be-
lieved your suggestion would not work with their customers.
Environment
“The environment is the atmosphere, physical and psychological, where you send and receive mes-
environment
sages.”[14] The environment can include the tables, chairs, lighting, and sound equipment that are in
Involves the physical and
the room. The room itself is an example of the environment. The environment can also include factors
psychological aspects of the
communication context. like formal dress, that may indicate whether a discussion is open and caring or more professional and
formal. People may be more likely to have an intimate conversation when they are physically close to
each other, and less likely when they can only see each other from across the room. In that case, they
may text each other, itself an intimate form of communication. The choice to text is influenced by the
environment. As a speaker, your environment will impact and play a role in your speech. It’s always a
good idea to go check out where you’ll be speaking before the day of the actual presentation.
Context
“The context of the communication interaction involves the setting, scene, and expectations of the in-
context
dividuals involved.”[15] A professional communication context may involve business suits
Involves the setting, scene,
(environmental cues) that directly or indirectly influence expectations of language and behaviour
and expectations of the
among the participants. individuals involved.
A presentation or discussion does not take place as an isolated event. When you came to class, you
came from somewhere. So did the person seated next to you, as did the instructor. The degree to which
the environment is formal or informal depends on the contextual expectations for communication held
by the participants. The person sitting next to you may be used to informal communication with in-
structors, but this particular instructor may be used to verbal and nonverbal displays of respect in the
academic environment. You may be used to formal interactions with instructors as well, and find your
classmate’s question of “Hey Teacher, do we have homework today?” as rude and inconsiderate when
they see it as normal. The nonverbal response from the instructor will certainly give you a clue about
how they perceive the interaction, both the word choices and how they were said.
Context is all about what people expect from each other, and we often create those expectations
out of environmental cues. Traditional gatherings like weddings are often formal events. There is a
time for quiet social greetings, a time for silence as the bride walks down the aisle, or the father may
have the first dance with his daughter as she is transformed from a girl to womanhood in the eyes of
her community. There may come a time for rambunctious celebration and dancing. You may be called
upon to give a toast, and the wedding context will influence your presentation, timing, and
effectiveness.
In a business meeting, who speaks first? That probably has some relation to the po-
sition and role each person has outside the meeting. Context plays a very important FIGURE 1.2
role in communication, particularly across cultures. Context is all about what people expect from
each other.
Interference
Interference, also called noise, can come from any source. “Interference is anything
that blocks or changes the source’s intended meaning of the message.”[16] For example,
if you drove a car to work or school, chances are you were surrounded by noise. Car
horns, billboards, or perhaps the radio in your car interrupted your thoughts, or your
conversation with a passenger.
Psychological noise is what happens when your thoughts occupy your attention
while you are hearing, or reading, a message. Imagine that it is 4:45 p.m. and your boss,
who is at a meeting in another city, e-mails you asking for last month’s sales figures, an
analysis of current sales projections, and the sales figures from the same month for the
past five years. You may open the e-mail, start to read, and think, “Great—no prob-
lem—I have those figures and that analysis right here in my computer.” You fire off a
reply with last month’s sales figures and the current projections attached. Then, at five
o’clock, you turn off your computer and go home. The next morning, your boss calls on © 2010 Jupiterimages Corporation
the phone to tell you he was inconvenienced because you neglected to include the sales
figures from the previous years. What was the problem? Interference: by thinking about
how you wanted to respond to your boss’s message, you prevented yourself from reading attentively Interference
enough to understand the whole message. Anything that blocks or
Interference can come from other sources, too. Perhaps you are hungry, and your attention to changes the source’s
your current situation interferes with your ability to listen. Maybe the office is hot and stuffy. If you intended meaning of the
were a member of an audience listening to an executive speech, how could this impact your ability to message.
listen and participate?
Noise interferes with normal encoding and decoding of the message carried by the channel
between source and receiver. Not all noise is bad, but noise interferes with the communication process.
For example, your cell phone ringtone may be a welcome noise to you, but it may interrupt the com-
munication process in class and bother your classmates.
3.3 Two Models of Communication

Researchers have observed that when communication takes place, the source and the receiver may send
messages at the same time, often overlapping. You, as the speaker, will often play both roles, as source
and receiver. You’ll focus on the communication and the reception of your messages to the audience.
The audience will respond in the form of feedback that will give you important clues. While there are
many models of communication, here we will focus on two that offer perspectives and lessons for busi-
ness communicators.
transactional
Rather than looking at the source sending a message and someone receiving it as two distinct acts,
researchers often view communication as a transactional process (Figure 1.3), with actions often hap-
Model of communication in
which actions happen at the
pening at the same time. The distinction between source and receiver is blurred in conversational turn-
same time. taking, for example, where both participants play both roles simultaneously.
FIGURE 1.3 Transactional Model of Communication
Researchers have also examined the idea that we all construct our own interpretations of the message.
constructivist
What the sender said and what the reciever heard may be different. In the constructivist model
Model of communication (Figure 1.4), we focus on the negotiated meaning, or common ground, when trying to describe com-
focusing on the negotiated
meaning, or common munication.[17] ,[18]
ground, when trying to Imagine that you are visiting Atlanta, Georgia, and go to a restaurant for dinner. When asked if
describe communication. you want a “Coke,” you may reply, “Sure.” The waiter may then ask you again, “What kind?” and you
may reply, “Coke is fine.” The waiter then may ask a third time, “What kind of soft drink would you
like?” The misunderstanding in this example is that in Atlanta, the home of the Coca-Cola Company,
most soft drinks are generically referred to as “Coke.” When you order a soft drink, you need to specify
what type, even if you wish to order a beverage that is not a cola or not even made by the Coca-Cola
Company. The words “pop,” “soda pop,” or “soda” may also be used to refer to a soft drink; not neces-
sarily the brand “Coke.” In this example, both you and the waiter understand the word “Coke,” but you
each understand it to mean something different. In order to communicate, you must each realize what
the term means to the other person, and establish common ground, in order to fully understand the re-
quest and provide an answer.
FIGURE 1.4 Constructivist Model of Communication
Because we carry the multiple meanings of words, gestures, and ideas within us, we can use a diction-
ary to guide us, but we will still need to negotiate meaning.
K E Y T A K E A W A Y
The communication process involves understanding, sharing, and meaning, and it consists of eight essential
elements: source, message, channel, receiver, feedback, environment, context, and interference. Among the
models of communication are the transactional process, in which actions happen simultaneously, and the
constructivist model, which focuses on shared meaning.
E X E R C I S E S
1. Draw what you think communication looks like. Share your drawing with your classmates.
2. List three environmental cues and indicate how they influence your expectations for communication.
Please share your results with your classmates.
3. How does context influence your communication? Consider the language and culture people grew up
with, and the role these play in communication styles.
4. If you could design the perfect date, what activities, places, and/or environmental cues would you include
to set the mood? Please share your results with your classmates.
5. Observe two people talking. Describe their communication. See if you can find all eight components and
provide an example for each one.
6. What assumptions are present in transactional model of communication? Find an example of a model of
communication in your workplace or classroom, and provide an example for all eight components.
4. COMMUNICATION IN CONTEXT
L E A R N I N G O B J E C T I V E
1. Identify and describe five types of communication contexts.
Now that we have examined the eight components of communication, let’s examine this in context. Is a
quiet dinner conversation with someone you care about the same experience as a discussion in class or
giving a speech? Is sending a text message to a friend the same experience as writing a professional pro-
ject proposal or a purchase order? Each context has an influence on the communication process. Con-
texts can overlap, creating an even more dynamic process. You have been communicating in many of
these contexts across your lifetime, and you’ll be able to apply what you’ve learned through experience
in each context to business communication.
4.1 Intrapersonal Communication

Have you ever listened to a speech or lecture and gotten caught up in your thoughts so that, while the
speaker continued, you were no longer listening? During a phone conversation, have you ever been
thinking about what you are going to say, or what question you might ask, instead of listening to the
other person? Finally, have you ever told yourself how you did after you wrote a document or gave a
presentation? As you “talk with yourself” you are engaged in intrapersonal communication.
Intrapersonal communication involves one person; it is often called “self-talk.”[19] Donna intrapersonal
Vocate’s[20] book on intrapersonal communication explains how, as we use language to reflect on our communication
own experiences, we talk ourselves through situations. For example, the voice within you that tells you, Communication with
“Keep on Going! I can DO IT!” when you are putting your all into completing a ten-kilometre race; or yourself.
that says, “This report I’ve written is pretty good.” Your intrapersonal communication can be positive
or negative, and directly influences how you perceive and react to situations and communication with
others.
What you perceive in communication with others is also influenced by your culture, native lan-
guage, and your world view. As the German philosopher Jürgen Habermas said, “Every process of
reaching understanding takes place against the background of a culturally ingrained preunderstand-
ing.”[21]
For example, you may have certain expectations of time and punctuality. You weren’t born with
them, so where did you learn them? From those around you as you grew up. What was normal for
them became normal for you, but not everyone’s idea of normal is the same.
When your supervisor invites you to a meeting and says it will start at 7 p.m., does that mean 7:00
sharp, 7-ish, or even 7:30? In the business context, when a meeting is supposed to start at 9 a.m., is it
promptly a 9 a.m.? Variations in time expectations depend on regional and national culture as well as
individual corporate cultures. In some companies, everyone may be expected to arrive ten to fifteen
minutes before the announced start time to take their seats and be ready to commence business at 9:00
sharp. In other companies, “meeting and greeting” from about 9 to 9:05 or even 9:10 is the norm.
When you are unfamiliar with the expectations for a business event, it is always wise to err on the side
of being punctual, regardless of what your internal assumptions about time and punctuality may be.
4.2 Interpersonal Communication

The second major context within the field of communication is interpersonal communication. Inter-
interpersonal
communication personal communication normally involves two people, and can range from intimate and very per-
sonal to formal and impersonal. You may carry on a conversation with a loved one, sharing a serious
Communication between
two people. concern. Later, at work, you may have a brief conversation about plans for the weekend with the secur-
ity guard on your way home. What’s the difference? Both scenarios involve interpersonal communica-
tion, but are different in levels of intimacy. The first example implies a trusting relationship established
over time between two caring individuals. The second example level implies some previous familiarity,
and is really more about acknowledging each other than any actual exchange of information, much like
saying hello or goodbye.
4.3 Group Communication

Have you ever noticed how a small group of people in class sit near each other? Perhaps they are mem-
bers of the same sports program, or just friends, but no doubt they often engage in group
communication.
Group communication “Group communication is a dynamic process where a small number of people engage in a con-
The exchange of information
versation.”[22] Group communication is generally defined as involving three to eight people. The larger
with those who are culturally, the group, the more likely it is to break down into smaller groups.
linguistically, and/or To take a page from marketing, does your audience have segments or any points of convergence/
geographically alike. divergence? We could consider factors like age, education, sex, and location to learn more about
groups and their general preferences as well as dislikes. You may find several groups within the larger
audience, such as specific areas of education, and use this knowledge to increase your effectiveness as a
business communicator.
4.4 Public Communication

In public communication, one person speaks to a group of people; the same is true of public written
public communication
communication, where one person writes a message to be read by a small or large group. The speaker
Communication in which one or writer may ask questions, and engage the audience in a discussion (in writing, examples are an e-
person speaks or writes a
message to a group of
mail discussion or a point-counter-point series of letters to the editor), but the dynamics of the conver-
people. sation are distinct from group communication, where different rules apply. In a public speaking situ-
ation, the group normally defers to the speaker. For example, the boss speaks to everyone, and the sales
team quietly listens without interruption.
This generalization is changing as norms and expectations change, and many cultures have a tradi-
tion of “call outs” or interjections that are not to be interpreted as interruptions or competition for the
floor, but instead as affirmations. The boss may say, as part of a charged-up motivational speech, “Do
you hear me?” and the sales team is expected to call back “Yes Sir!” The boss, as a public speaker, re-
cognizes that intrapersonal communication (thoughts of the individual members) or interpersonal
communication (communication between team members) may interfere with this classic public speak-
ing dynamic of all to one, or the audience devoting all its attention to the speaker, and incorporate at-
tention getting and engagement strategies to keep the sales team focused on the message.
4.5 Mass Communication

How do you tell everyone on campus where and when all the classes are held? Would a speech from the
front steps work? Perhaps it might meet the need if your school is a very small one. A written schedule
that lists all classes would be a better alternative. How do you let everyone know there is a sale on in
your store, or that your new product will meet their needs, or that your position on a political issue is
the same as your constituents? You send a message to as many people as you can through mass
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CHAPTER VI.
CARRYING THE NEWS.
“I can do it, and I will!”

The mixed train from the south was drawing slowly out of Wenham
Junction, as Phil Hardy simultaneously uttered this speech and threw
himself upon the back of old Jim, his father’s farm horse. It was in
the early part of April, and the mud along the country roads was
deep and soft, which fact was shown by the appearance of the horse
and its boyish rider.
Phil was the eldest son of ’Squire Hardy, one of the leading citizens
of Basinburg. He was a harum-scarum youth of eighteen, who
always seemed to be mixed up in every affair of a shady character
taking place within a radius of twenty miles. Like boys of his ilk, he
ever seemed to be present whenever anything of an unusual nature
was taking place, and “to get his fingers into the pie,” using a
common expression current at the time in the quiet, out-of-the-way
hamlet of Basinburg. Not another boy in town would have ridden five
miles through the mud that day to have been in Wenham at this time.
But Phil had not missed it, and as he picked up Jim’s reins, heading
the horse homeward, he added to what he had already said:
“They oughter know it just as quick as they can, and they shall!
Won’t they stick out their eyes, though? Let me see. This train goes
by the Bradford loop, makes four stops, and it will use up forty
minutes in getting to Basinburg. Old Jim ought to take me there in
half an hour. He can, and he shall! Go, you old veteran of the plow!
we’re the bearer of the news to Ghent.”
Laughing, as he gave expression to this whimsical speech, Phil
urged Jim ahead at the top of his speed, while the good people of
Wenham had further occasion to comment upon the wild ways of
’Squire Hardy’s scapegrace son.
The road to Basinburg was sparsely settled, so Phil saw few people
until he entered the quiet hamlet, which, as its name indicates, was
shaped very much like a huge basin, with roads around the rim. Most
of the population of the town lived on these circular roads, that met
at the lower end, where was located the post office, church and
store.
The sight of his mud-bespattered figure and the foaming condition of
his horse called the more easily excited of the inhabitants from their
houses, while he shouted at frequent intervals:
“Come and see the elephant! Nothing like it ever came to town!”
Utterly regardless of his grammar, or the comments he was calling
upon himself, Phil repeated his rather incoherent speech, and by the
time he had uttered it a dozen times, the boys began to follow him,
wondering what new scheme their leader was carrying out. This
aroused Phil to more earnest cries, while he prodded poor old Jim
harder than before.
Small wonder if the older people began to rush after the crazy rider,
until a mob of excited men and women, as well as boys, was at his
heels.
“What is it, Philip?” asked the gray-headed parson, running out in his
slippers, hatless and coatless.
“Deacon Cornhill—hoodlums of New York—a mob!” was all that the
anxious crowd could distinguish in the medley of cries.
Still Phil showed no signs of stopping or checking his wild ride, his
course now being toward the little way station about half a mile
below the post office village. On account of the high grade this had
been as near as the cars could come into the town.
At every house the trail of followers was increased by one or more
members, every one believing that something terrible had happened
or was about to take place.
Hardly looking back, Phil rode straight on toward the depot, old Jim
covered with mud and panting for breath. As he came in sight of the
low, wooden building the whistle of the approaching train was heard
a quarter of a mile away.
“I’m in season!” exclaimed Phil, triumphantly. “Come on, you folks, if
you want to see the sight of your life!”
The oncoming spectators needed no urging to do this, and scarcely
had the boyish rider reined up his spent horse by the narrow platform
before the foremost of his pursuers, regardless of the slush, ankle
deep about the station, rushed upon the scene. Others rapidly added
to their numbers.
“What is it, Phil?” asked Lon Wiggles, who had outrun all others in
reaching the place. Phil and he were close friends. “What has
brought you home from Wenham like this?”
“I know!” replied Phil, with a knowing toss of his head, as he sprang
from old Jim’s back.
“I s’posed you did, but that needn’t make a crab of you.”
“Excuse me, Lon. I see Deacon Cornhill on the train down at
Wenham.”
“Is that all?” and looks of disgust and disappointment settled on the
features of those near enough to overhear this dialogue. It is
needless to say that Phil was maintaining this air of mystery more for
their sakes than Lon’s.
“Can’t you wait till a feller has time to think? No, it is not all. The
deacon is coming home with a carload of New York cattle! But here
comes the train; look for yourself. Ladies and gentlemen, Deacon
Cornhill is coming home with all of the poor of New York at his heels.
See for yourselves,” waving his hand in a tragical manner, as the
long train came pounding along the iron rails.
With puffs and snorts, as of rage at being stopped in its wild career,
the engine came to a standstill just beyond the upper end of the
station, so as to bring the two passenger cars nearly opposite the
building.
With a faint inkling of what they were to expect, the spectators stood
looking on with gaping mouths and staring eyes, while the tall, stoop-
shouldered figure of Deacon Cornhill appeared on the rear platform.
His benevolent features were lighted with an uncommon glow, as he
gazed upon the crowd gathered thus unexpectedly about the station.
Hesitating but a moment, he stepped down the steps, and then
turned to look back.
The object of his gaze was soon apparent, for at that moment other
passengers were following him from the car. In the lead of these
came a tall, rather good-looking, but plainly dressed, boy of
seventeen, with pinched features, but flashing eyes, none other than
Ragged Rob, ex-bootblack of New York. Leaning on his arm was a
middle-aged woman, beyond doubt in the minds of the onlookers his
mother. Her countenance was thin and careworn, while her brown
hair was thickly streaked with threads of silver.
No sooner had Rob assisted his mother down the steps than he
turned to help others in lifting a pallid-faced woman, who was an
invalid, from the car. Close behind her came a pale, frightened girl,
who shrank near to Rob at sight of the wondering spectators. They
were Mrs. Willet and Joey.
While the poor invalid was carried to a settee at one side of the
station, a woman, with cadaverous countenance and wild eyes, and
a man who had to be lifted down from the car, reached the platform,
the latter being borne to a second bench. Then an elderly woman,
with a strange-looking peaked cap and squat figure, followed, while
close behind her came a girl of fourteen and five boys, ranging in
ages from ten to fifteen years.
During this brief delay a small lot of baggage had been thrown upon
the station floor, and as the last of the ill-favored passengers
alighted, the conductor waved his hand, the bell rang, the engine
puffed anew, the wheels began to revolve, and the train rolled away,
leaving the little group of fifteen persons the center of observation for
many pairs of eyes.
“For gracious’ sake, what have you been doing, deacon?” asked
’Squire Hardy, a short, thickset individual, who had been among the
first to reach the place. He was troubled with asthma, and the
exertion in reaching the station had put him both out of breath and
good humor.
Though amazed at this most unexpected greeting, Deacon Cornhill
soon recovered his surprise enough to say:
“I have just brung home a leetle comp’ny, ’squire. I——”
“Huh!” was the rejoinder, “Comp’ny? I should say comp’ny! Where’d
you pick that ’sortment of folks?”
“In the streets of New York,” replied the deacon. “Never see sich
sights in my life, ’squire. Why, the ground is just running over with
folks, and sin and wickedness is thicker’n the folks! I swan! it’s too
bad; and so I persuaded these half-starved creeturs to come to
Basinburg with me. I know you’ll lend a helping hand for ’em to have
homes. Them empty houses’n deserted farms on the Hare road can
be as well filled as not.”
All the time he was speaking the crowd pressed nearer and nearer,
causing the newcomers to huddle close together, with half-frightened
looks on their faces. Though used to seeing mobs, and having lived
in crowded streets, there was something about these spectators
which sent a feeling of terror to their hearts. Rob was the only
exception, and as an over-anxious, burly individual pushed his way
close to the helpless man and woman, he stepped brusquely
forward, exclaiming:
“Stand back, sir! you’re crowding a sick man and woman. Seems to
me there oughter be room out here for ’em.”
The man retreated, muttering:
“Be keerful how ye sass yer betters, ye insolent critter.”
At this a murmur went over the crowd, which it was plain to see were
generally unfriendly to the new arrivals. They did form a motley-
looking party.
“They look like furrin truck!” declared some one, whereupon a
general nod of assent was given.
“Please stand back all!” implored Deacon Cornhill.
“Want us to stand here ankle deep in the mud, I s’pose!” exclaimed
one near the background.
“Yes; stand back, one and all!” ordered ’Squire Hardy, and at his
command there was a slight moving back. It was plain he was the
one to whom the majority looked for guidance. If he had said, “Be
friendly to these unprepossessing strangers,” Deacon Cornhill would
have had no cause for further worry over the matter. Unfortunately,
though there was no evidence of it in their outward appearance, this
couple entertained a bitter dislike for each other, owing to an old
trouble. Of course the deacon had his friends present, if no one had
spoken an encouraging word, but they were very much in the
minority. But, as Mr. Hardy appeared disposed to be fair, he gathered
new courage, saying:
“I will explain all as soon as I have made these poor sick ones more
comfortable.”
No one had suggested that they be taken into the station, so their
kindly protector did not offer to do it. But he removed his overcoat
and placed it over Mrs. Willet, so as to keep her warm, while he
arranged the man so that his position was more easy. Fortunately
the day was mild, and as Deacon Cornhill turned to face the half-
angry crowd, the setting sun threw a wide bar of golden splendor
over the western sky, which halo was reflected on the distant hills,
giving to the spring scene a hint of summer. A flaw of April wind
stirred the long, thin locks of the gray-haired philanthropist, as he
slowly raised his spare right hand to admonish silence.
If a calm had fallen on the scene it was the calm that usually
precedes the storm. Deacon Cornhill dreaded it; ’Squire Hardy
expected it; and the aroused spectators were anxious to show their
willingness in sending out of the town this unexpected addition to
their population.
CHAPTER VII.
THE DEACON’S STORY.
“Ahem!” began Deacon Cornhill, clearing his throat, and while he did
so looking anxiously over the crowd, wondering still how so many
came to be there. “Ahem! I—you see, fri’nds, this is sich a s’prise to
me that I hardly know how to begin. You see I got to New York, and I
never see sich sights, I swan, I never did! I hadn’t more’n got into
town afore a spruce chap stepped up and slapped me on the
shoulder, just same’s Sam Williams would, and you all know Sam’s
terrible common. Wa’al, he claimed he knowed me up here in
Basinburg—told a whopping story ’bout chasin’ a calf out of my
garden seven or eight years ago. But all the time he was arter the
church money, and ’tween him and ernother and a parcel of boys
they eenamost got it, and——”
“Not got the church money, Elihu!” cried a shrill voice from the rear of
the throng of spectators, and then Mrs. Cornhill, who had been
attracted to the scene the same as the others, pushed her way
frantically forward, until she stood on the station platform in front of
the abashed deacon. “You don’t say you hev lost the church money,
Elihu?”
Several among the spectators groaned.
“Don’t get ’scited, Mandy; don’t git ’scited. I didn’t lose the church
money, thanks to this boy here. But if them dog——”
“Hush, deacon! It’s you who is getting ’scited.”
“Wa’al, if you had been where I have, Mandy, and seen what I did
you’d get ’scited. But this boy here got my money all back, and then,
when he tuk me round and showed me how folks live in that big,
wicked city, I swan, I felt like giving ’em all homes right here in
Basinburg!”
“I should think you had brought back a good part of the city,” said
one of the bystanders.
“Pity the poorest if you call these good,” cried another.
“I tuk a fancy to Rob, here,” continued the deacon, unheeding the
interruption, ’arter the good turn he did me. But when I come to ax
him to go home with me, he said he couldn’t leave his mother. I told
him to take her right along, too. But he had fri’nds, and I told him to
take ’em along, though I didn’t s’pose there were more’n a house full.
Lordy me! when I come to see how they lived, I wouldn’t take no for
an answer, with all the land, and fresh air, and room we have out
here.
“Why, it nearly tuk away my breath to just look in their houses. If you
will b’lieve it, Mr. Little,” pointing to the invalid man, “lived in a den
right under the street, with teams driving overhead, and he a
suffocating in a leetle room nine feet under ground. It was only six
feet by eight, and he had no fire, only a part of an old bedstead to lie
on, an old tick half full of musty hay and a dirty pillow. Mrs. Willet and
her darter lived in a house only four feet wide, though the Lord only
knows how high it was. Just think of that, and then of the houses that
stand empty here the year round.
“These youngsters here were running round wild, like colts turned
out to parster, only there weren’t no fences to keep ’em within
bounds, and there was no halter on ’em to lead ’em to their stalls
when it come night. I tell you, it made my blood bile just to see sich
works right in this civilized land. I thought of ’em houses on Hare
road standing empty, and says I to myself, ‘there’s room for ’em, and
I know the good people of Basinburg will turn to and lend a helping
hand.’”
He was perspiring freely, while he showed great excitement, but his
animated speech was greeted with a profound silence. It is true
some one started to cheer him, but he did not have the courage to
give full expression to his feelings. The majority were waiting for
’Squire Hardy to speak, and the rest were too timid to venture an
opinion, until he had spoken. Clearing his throat, he finally said:
“It might have been well enough, deacon, if you hadn’t brought a
carload. It’s a mystery to me how they got money enough to pay
their fares.”
Deacon Cornhill was modest enough not to mention the fact that it
had cost him nearly fifteen dollars to make up for their deficit.
Withholding this fact, he demanded:
“Am I to understand that you are opposed to treating these poor
people like neighbors, ’squire?”
“I’m opposed to nothing that’s humane, but you know there is a limit
to what we can endure. I never was in favor of foreign immigration.
What do you say, good folks?” appealing to those around him. “No
doubt the good old deacon meant all right, but look at the crowd he
has brought among us, and say if you want them.”
“Paupers, every one of them!” cried a voice from the crowd.
“Perhaps worse’n that,” declared another. “They look to me like a
parcel of thieves!”
“Paupers and thieves!” exclaimed a dozen in the same breath, until
Deacon Cornhill turned pale, as he felt that ominous results were
likely to come from his well-meant intentions.
The little party of strangers huddled together in great trepidation,
excepting their leading spirit, Ragged Rob, who had so gladly
yielded to the counsel of their protector and lent his influence toward
getting them here. Something of the spirit of the stern man for whom
he had been nicknamed flashed in Little Hickory’s eyes, and drawing
his figure to its full height with a dignity felt all the more for the
ragged suit in which he was clothed, he exclaimed, in a tone heard
to the limit of the scene:
“Paupers and thieves, never! We are poor, but we are willing to earn
an honest living. Deacon Cornhill, if we are not wanted here——”
“Tut, tut, lad!” said the other, in an undertone, “this will soon blow
over,” though he had his misgivings.
“You see how it is, deacon, and how the people feel,” said the
’squire, with a ring of triumph in his voice. “This settling so many city
hoodlums in our midst is a risky experiment. For my part, I had rather
my house should burn down than to have such people in it.”
“It would be pretty sure to if they were in it,” cried a zealous friend.
“I do not believe there is a house on the Hare road they could get.”
“No, no, no!” came from every quarter.
’Squire Hardy looked exultant, while Deacon Cornhill was
dumfounded. No one had dared to speak a word in his behalf.
“What have you done, Elihu?” asked his wife, who had but a vague
understanding of the situation.
“Don’t get ’scited, Mandy; it’ll soon blow over. Fri’nds,” he continued;
addressing the crowd, “don’t misjudge your neighbors. These poor
folks are all honest, as I am willing to vouch. Why, if it hadn’t been for
this boy I shouldn’t have been living to come home. He not only
saved my money, but my life, and I’ll stand by him now!”
“Good for you, deacon!” some one was bold enough to cry out, when
a faint cheer followed. This encouraged him to resume:
“But if you don’t want these poor folks in your houses, I’ll look ’em up
some places. They can stop at my place to-night. But here we are,
keeping this sick man and woman here, to say nothing of the rest. I
wish I had my two-hoss jingle wagon here, I swan, I do!”
At first no reply was made to this, but finally a farmer from the upper
part of the town said:
“If you want to go arter your wagon, deacon, you may have my team
to go with, only if you’ll leave a barrel of flour that is in the wagon at
Widder Short’s.”
Deacon Cornhill gladly accepted this offer, and he lost no time in
starting, saying, as he clambered into the high-backed seat:
“You can go with me if you want to, Rob.”
“I thank you, sir, but I had rather remain with mother and the rest. I
think it will be best for me to do so.”
“If you please, mister, I would like to go,” said Chick.
“So you can, my boy; and you, too,” nodding to another, a year older
than Chick, and known as Ruddy.
The boys were happy, but Deacon Cornhill was too deeply
engrossed over the situation to pay much heed to his young
companions, as he gathered up the reins and drove away from the
station. This reception was very different from the triumphal entry
into town of which he had anticipated.
“The ’squire is still ag’in me, and he means to make trouble,” he said,
giving expression to his thoughts. “If he won’t let ’em go on the Hare
road, they shall go somewhere. I have it! I’ll put ’em up to Break o’
Day; that’s just what I’ll do. Git along, old Jim! that’s just what I’ll do.”
So absorbed was the good man in his plans that he did not notice he
had already got the raw-boned horse into a smart gait, so that the
old wagon was drawn through the mud and over the rocks at a
tremendous rate, giving the boys about all they could do to hold
upon the high-backed seat, while the barrel of flour rolled about at
the imminent risk of being sent from the vehicle altogether.
“The Break o’ Day is their only hope,” repeated the deacon, as he
rode on.
So absorbed was the good man in his plans and his anxiety to get
back to the station, that he failed to heed the tremendous speed he
had urged the horse to take until by the time they had reached the
outskirts of the village the spirited animal was flying along the
country road at the top of its speed. The way was rough, and the
wagon jolting over the stony places kept the barrel of flour in
constant motion. In fact, an uncommonly severe movement sent one
head flying out into the mud, and the white, fluffy mass within, caught
up by the wind, flew about like a perfect cloud over the occupants of
the vehicle.
“Ginger and snap!” cried Chick, who was enjoying the situation, “ain’t
we spinning, Ruddy?”
“You bet! this is better’n the circus. Get up, old nag! If this is country
life, it jess knocks the spots off’n New York at her best.”
The boys were enjoying the affair if the deacon was not. Then, in the
midst of this wild flight, when it seemed as if the sober member of
Basinburg church had really lost his head, those inhabitants of the
village who had not gone to the station rushed out of their houses to
see what was taking place.
Getting a vague outline of the deacon’s stalwart figure amid the
cloud of flour, they began to cry out in dismay. This only served to
arouse the deacon the more, and, swinging his long whip in the air,
he shouted, louder than ever:
“Get erlong there, Jim Crow. It’s Break o’ Day or nothing!”
The old wagon, making a noise and confusion heard to the farthest
section of the village, the half-crazed deacon and his young
companions, who were shouting with laughter, were borne on at a
wilder pace than ever. In the midst of this they passed the
parsonage, when the horrified minister rushed out of the house,
bareheaded and with outstretched arms, calling out to the horse to
stop. Then, recognizing the form of his respected parishioner
enveloped in the cloud of flour, he shouted, in amazement:
“Why, Deacon Cornhill! what has happened? Stop—stop—st——”
“It’s Break o’ Day or nothing, parson; snowstorm or no snowstorm!
Get erlong, Jim!”
The old man barely saved himself from being run over, as the
deacon and his companions were carried past, the latter crying out in
the ears of the bewildered preacher:
“Did you ever get left on the pavements?”
CHAPTER VIII.
A PRINCE IN RAGS.
Meanwhile the crowd about the station had watched the departure of
Deacon Cornhill in silence, but no sooner had he disappeared in the
distance than Squire Hardy held a consultation of a few words with
his nearest friends. Then he turned to address Rob, who, realizing
that a crisis of some kind was at hand, calmly waited for him to
speak.
“Youngster,” began the ’squire, “it must be plain to you by this time
that you and your followers made a mistake in coming here as you
have. In the first place, it can be of no advantage to you, and in the
second place, you are not wanted by us.”
“I am sorry, sir, that it has happened as it has, but it does not seem
to me that any one is to blame. We have come with honest intentions
——”
“It requires honest people to carry out honest intentions. It’s the
doing that counts. Come, it is nearly night, and you have barely time
in which to get out of town before dark. The walking is good on the
railroad track.”
The tone, more than the words, nettled Ragged Rob, and he
exclaimed:
“It will be better or worse before I or my friends go that way.”
“Don’t you throw any of your New York sass in my face, you ragged
dog. You’ll either get out of town pretty lively of your own account, or
we will get help for you in a way you may not like. I give you fair
warning, and five minutes of time to get started in.”
A groan came from the suffering man on the settee, while the others
of the forlorn little group turned pale with fright. But Little Hickory was
made of sterner stuff, and, drawing his slender figure to its full
height, making him like a fairy prince in a disguise of rags, he
replied, in a tone heard by the most distant of the spectators:
“Sir, you cannot drive us away without making trouble for yourself.
We have come here peacefully, and we demand fair treatment. This
poor man here”—pointing to the invalid Mr. Little—“cannot take a
step to save his life. And this sick woman”—now pointing to Mrs.
Willet—“deserves kind treatment at your hands.”
This fearless speech was received with varying effect by the
onlookers. It won the respect, if not the admiration of some, while still
others thought that perhaps the ’squire had been hasty in his
denouncement. Others again looked askance toward the justice,
while he, feeling that he had been openly and defiantly humiliated,
shook with anger, and he exclaimed, in a voice husky with passion:
“Fool! if you think this high-handed piece of impudence is going
through all right you’ll find yourself most —— mistaken.”
’Squire Hardy used a word where I have inserted the dash which I do
not care to quote, while he advanced toward Ragged Rob with a look
of intense hatred. He seemed about to seize the brave boy in his
grasp of iron, when the latter said:
“Lay a hand on me if you dare, Mr. Hardy!”
“Be careful how you make yourself liable for striking the boy,” spoke
up one of the spectators, who was standing at the corner of the
station.
“If it wasn’t for the law I’d throw the young rapscallion into ——”
using another word that may have fitted his feelings, but which
grated harshly even on that exciting scene. “As it is I will make out a
warrant for their arrest as quick as I can find pen and paper to do it,
Johnson.”
“If you do you will have to get Sheriff Stanyan to serve it, ’squire.”
“I suppose you think I ought to let these hoodlums go where they
wish, Johnson. I tell you the safety of the public demands that I stop
them where they are.”
“You mistake my meaning, ’squire. While I may be sorry that they
have come, I believe in fair treatment, and abiding by the law.”
“I should like to know who is breaking the law if it is not them,”
snapped the justice, who was already inquiring for pen, ink and
paper.
“I hardly know what charge you can bring against them, ’squire, but
you are doubtless better posted than I.”
“If I weren’t I’d hold my mouth,” muttered the other, though being
careful not to speak loud enough for Mr. Johnson to hear. In a louder
tone he cried:
“I can arrest the whole crowd for vagrancy, and bring them up as
suspicious characters. I calculate enough can be brought against
them to put them in the lockup to-night, and to send them adrift to-
morrow. At any rate, I propose to see what can be done. I want some
one to go for Sheriff Stanyan. As Mr. Jones, the station agent, may
wish to have his place cleared of such stock before night, I should
advise that the messenger go for the officer with all speed possible.”
At the conclusion of this speech the ’squire turned to see what effect
his words had upon the little group of homeless strangers. He was
disappointed to find that they had not brought any visible show of
trepidation to any of them.
“Look here, Trask,” addressing one of the spectators, continued the
justice, “you have got a good horse. Go to Bradford and find Sheriff
Stanyan. Tell him I will have the papers all made out by the time he
gets here.”
“It’s awful traveling, ’squire, and my horse——”
“Don’t stop to consider the traveling, Trask, at a time like this. The
safety of the public must be upheld. You shall lose nothing by the
trip.”
Without further opposition the man called Trask started for his team,
which was hitched nearby, and a minute later he rode away on his
errand, while ’Squire Hardy went into the station agent’s office to
make out the required paper.
Though there was little display of excitement on the surface, it was
really an exciting situation. The onlookers began to gather in little
knots to talk over the affair, a few blaming the ’squire, but the
majority upholding him in his decisive action. As is usual under such
conditions, the forlorn strangers, ragged and penniless, proved to be
equally friendless.
Ragged Rob improved the opportunity to speak a few words of
encouragement to his companions, trying to assure them that it
would be all right as soon as Deacon Cornhill should return. But
even he felt in his heart that the kindly deacon would be powerless to
meet and overcome the increasing enmity of his townspeople.
CHAPTER IX.
A STARTLING SURPRISE.
To add to the uncomfortableness of the situation, threatenings of rain

began to appear about this time, but the crowd of spectators showed
no signs of dispersing, one and all waiting with curious interest to
see what the end would be.
In the midst of the lull in the scene the ’squire reappeared, holding in
his hand now the warrant for the arrest of the newcomers under the
charge of Ragged Rob, who stood by the side of Joe and her mother
at this time.
“I reckon I have made it strong enough to hold ’em,” declared the
justice, referring to the paper in his hand. “I hope Stanyan will get
here before dark. Ah, it’s going to rain soon. I wish Stanyan were
here now.”
The same wish may have been in the minds of others, and ’Squire
Hardy was not the only one who consulted his watch and calculated
that it would be fully an hour later before the officer could be
expected.
At this juncture the sound of a wagon approaching was heard, and
all turned expectantly up the road, to discover a double team coming
toward the station at a smart rate of speed. The seat contained one
man and two boys. Covered from head to foot with the flour that had
blown over him, it was no wonder the driver was not recognized until
he was near at hand.
“It’s Deacon Cornhill!” cried one of the bystanders. “But what in the
world has he been doing with himself?”
The deacon did present a singular appearance, but he was
unmindful of this, as he drove his team alongside the station
platform, calling out, in his cheery voice:
“I hope you ain’t got tired o’ waiting, but I went as spry as I could.
Here, boys, help throw the things in, and then we’ll give the sick
ones a boost. Jim, jess hold my hosses.”
“Don’t know as I care about mixing up in sich an affair,” muttered the
man addressed, quickly retreating to the rear of the crowd to escape
a second invitation of the kind.
“I should like to know what you are up to?” demanded ’Squire Hardy,
advancing, while he flourished the document in his hand so the other
might see it. “I have sent for Mr. Stanyan to attend to these folks. I
reckon he’ll be in time to look after them,” pulling out his watch and
consulting it.
“We won’t bother Mr. Stanyan, and there was no need for you to
send for him, ’Squire Hardy.”
“I ain’t so sure about that, deacon. At any rate I have sent for him,
and before I shall let these critters go, I want to know what you are
going to do with them.”
“So long as they are peaceful you have no business to meddle.
Won’t some of you lend a hand here to get this poor cripple into the
wagon?” appealing to the bystanders.
“I asked you a civil question and you haven’t answered it, deacon,”
said ’Squire Hardy, stepping in front of the other.
No one had volunteered to lend their assistance in reply to his
request to help him and Rob lift Mr. Little into the wagon, while the
horses were becoming restive each moment, and there was no one
at the bit. The rain was beginning to fall in big drops, and altogether
it was no wonder Deacon Cornhill began to grow nervous and
discouraged.
“Why not let them go, ’squire?” asked Mr. Johnson, who seemed to
be an honest man. “It’s going to rain hard in a few minutes, and the
deacon needs every moment if he would get under cover before it
strikes.”
With these words the speaker took hold to help, and in a few minutes
the entire party were seated in the wagon, though by that time the
rain was falling fast.
Deacon Cornhill climbed up to the driver’s seat, taking the reins
stoutly in his hands. It needed no urging on his part to start the
animals, and with a series of yells and gibes ringing in his ears, the
good man drove smartly away, glad to escape so easily.
’Squire Hardy stood silent, but his face was livid with rage as he saw
the strange party leave the station. The crowd of spectators had now
sought the cover of the building, and were exchanging comments
with one another upon the singular conduct of the deacon.
“Let the old fool go in the rain,” declared the ’squire. “He ain’t heard
the last of this, not by a long shot. I’ll set Stanyan after ’em, and if he
can’t cook their goose I will, if it costs me all I’m worth. Deacon
Cornhill needn’t think he is going to jeopardize the safety of the
whole town by any such tomfoolery. I’ll give you a dollar, Joe Dollard,
if you’ll foller ’em so as to tell where they go. If the deacon takes ’em
home you will see lively times before morning.”
But Deacon Cornhill had no intention of taking his party home. He
feared too much the sharp tongue of Mrs. Cornhill, whom he had
already found was opposed to his scheme, to hazard such a venture.
So he followed a road which led out of the village on the east, and
drove ahead at a smart gallop through the rain, which was soon
falling in a torrent. As there was no covering to the wagon, the entire
party was exposed to the downpouring elements, though the two
invalids had been so covered with a large rubber blanket in the
wagon that they were partially sheltered from the rain.
The only ones who really enjoyed the ride were the three boys—
Chick, Ruddy and Tony—though two others, known as Tom and
Jerry, joined with them in the outbursts of merriment.
Rob, their leader, realized that the halo had fled from the picture, and
that only the dark background was now revealed. He saw a bitter
struggle ahead in order to meet the dangers likely to surround them
in this new life. In this unexpected crisis his companions were not
likely to prove of help, but he was the last boy to despair. His whole
life had been a battle against adverse circumstances, and he was
not going to falter now.
Thus he spoke encouragingly to his low-spirited companions, and
looked hopefully forward to their destination, trying to form an idea of
the looks of the place, little dreaming in his youthful enthusiasm of its
actual desolation.
The road to Break o’ Day, as the place to which they were going was
known, wound up through a deep wood for over four miles, and not a
dwelling was to be seen on the entire route. Though they were
somewhat protected from the rain under the overhanging forest, it
was a dismal ride, and every one hailed with joy the opening at the
summit of the hill or mountain.
The deacon spoke encouragingly to the weary horses, which started
into a smart trot now that the way was comparatively level.
The Break o’ Day tract of country really consisted of a thousand
acres of wild land, for the most, which had been largely cleared of its
first growth by charcoal burners a few years before, and had been
allowed to send up a second growth of saplings now in that age
termed “sprouts.”
Of course, the strangers to this isolated spot paid little heed to their
surroundings, as one and all tried to escape as much as possible the
drenching rain, which was falling faster than ever, if that were
possible. But Rob looked in vain for any sign of a house until they
had gone half a mile, when he discovered a solitary frame house of
two stories, and which had once been painted red on the outside.
This paint was now worn off so that the broad sides of the building
looked brown and dilapidated in the storm. There was not a whole
window in the house and the door at the front side hung from one
hinge.
But the gaze of the approaching observers was suddenly attracted
by the sight of a couple of horsemen riding up in front of the building
from the opposite direction.
Deacon Cornhill had seen the two men and, pulling up the horses he
was driving, he said, in a low but husky tone:

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Chapter 9 Business Writing in Action 167

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Chapter 11 Nonverbal Delivery 213

Chapter 12 Organization and Outlines 235

Chapter 14 Presentations to Persuade 275

Chapter 15 Business Presentations in Action 299

Chapter 16 Intrapersonal and Interpersonal Business Communication 317

Chapter 17 Negative News and Crisis Communication 335

Chapter 18 Intercultural and International Business Communication 353

Chapter 19 Group Communication, Teamwork, and Leadership 375

Chapter 20 Communicating for Employment 399

For Andrea and our children, Zoe and Maya. —Murray

- George Bernard Shaw

2. WHY IS IT IMPORTANT TO COMMUNICATE WELL?

1. Recognize the importance of communication in gaining a better understanding of yourself and

2.1 Communication Influences Your Thinking about Yourself and

2.2 Communication Influences How You Learn

2.3 Communication Represents You and Your Employer

2.4 Communication Skills Are Desired by Business and Industry

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1. Deﬁne communication and describe communication as a process.

3.1 Defining Communication

3.2 Eight Essential Components of Communication

3.3 Two Models of Communication

FIGURE 1.3 Transactional Model of Communication

FIGURE 1.4 Constructivist Model of Communication

1. Identify and describe ﬁve types of communication contexts.

4.1 Intrapersonal Communication

4.2 Interpersonal Communication

4.3 Group Communication

4.4 Public Communication

4.5 Mass Communication

“I can do it, and I will!”

To add to the uncomfortableness of the situation, threatenings of rain

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