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Chapter 07 - Mediated Communication and Social Media
Chapter 07
Mediated Communication and Social Media
True / False Questions
1. When a person transmits a message through a communication tool, including an electronic

or digital one, it is most accurately described as interpersonal communication.
FALSE
Blooms: Remembering
Topic: Mediated communication
2. If you learn more about mediated communication, you can improve your mediated
interactions.
TRUE
Blooms: Understanding
3. The text explains that intrapersonal communication is a key element in computer-mediated

communication.
FALSE
Topic: Computer-mediated communication
4. Social science research has demonstrated that people who are exposed to a great deal of
media violence frequently demonstrate aggressive or violent behavior.
TRUE
Topic: Mass media
7-1
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
5. Your friend Inga reads a number of beauty magazines. The women pictured in them tend to
be very slender, and they wear the latest fashions. Inga routinely complains about her weight,
and she sometimes diets and exercises to excess. This is an example of the way media
consumption can affect body image.
TRUE
Blooms: Applying
Topic: Mass media
6. Philip and Che watch the evening news together every night, and they routinely view
television programs that deal with events all over the world. It is likely that they will be more
sensitive to other cultures.
TRUE
Blooms: Applying
Topic: Mass media
7. Early television programs that included African Americans cast them in secondary roles,
with white middle-class men and women in the primary roles. These depictions tended to
perpetuate stereotypes.
TRUE
Blooms: Applying
Topic: Mass media
8. Your roommate watches violent television, plays violent videogames, and is interested in
websites that talk about illegal and dangerous activities. You worry about his heavy use of
media because of potential cultivation effects.
TRUE
Blooms: Applying
Topic: Mass media
7-2
9. Monique and Jill are in your communication class. When the topic of the media is
discussed, both women are highly critical of information they read, see, and hear. These
fellow students are demonstrating low media literacy.
FALSE
Blooms: Applying
Topic: Mass media
10. Your parents tend to call you when they know you're at work and they leave voice-mail
messages. Sometimes they e-mail you instead. They rarely talk to you when you call, and they
do not like to send text messages. We may conclude that they prefer synchronous
communication.
FALSE
Blooms: Applying
11. You love being around people, talking to them, hearing what they have to say. When you
go to stay with your grandmother, you can still connect with all your friends through social
media, and you spend a lot of time online. Your grandmother, who is on the shy side, has an
e-mail account but would never consider having a Facebook account. She says it would make
her feel too exposed. The differences between you and your grandmother illustrate the uses
and gratifications theory.
TRUE
Blooms: Applying
12. Uses and gratifications theorists view social media as negative.

FALSE
7-3
13. Since so much information about health issues is available on the Internet, you no longer
need to seek a physician's opinion on medical problems that you encounter.
FALSE
Blooms: Applying
14. In part because of communication technology and the social media, intercultural
communication is more important today than it was 30 years ago.
TRUE
Blooms: Applying
15. It is highly unlikely that anyone on a social media site would adopt a false identity.
FALSE
16. Your friend Janie provides a great deal of information on her Facebook page and places
no restrictions on who may view it. She even includes her phone number, address, and other
information about where she works and what her daily schedule is. Janie might be considered
a high self-monitor.
FALSE
Blooms: Applying
17. Goffman suggests that we are all actors in a play and that we have to consider both
backstage and onstage issues.
TRUE
Blooms: Remembering
Topic: Protect and present yourself
7-4
18. A friend of your mother recently lost her husband. She misses the companionship of a
close relationship and wants to begin dating. Because online dating is basically an impersonal
experience, it would not likely meet her needs.
FALSE
Blooms: Applying
19. CMC relationships develop more slowly than do face-to-face relationships.

FALSE
20. People are more likely to use social media to seek out new relationships than to maintain
current relationships.
FALSE
Topic: Social media
Multiple Choice Questions
21. Which item below is NOT a form of mediated communication?

A. Television
B. Newspapers
C. E-mail
D. Face-to-face
Blooms: Remembering
7-5
22. Which item below is NOT a reason cited for studying mediated communication?
A. To help you understand how the messages that surround us influence behavior and shape
culture
B. To teach you how to control others through mediated messages
C. To improve your own mediated interactions
D. To help you become a more critical consumer of the mediated messages you encounter
Blooms: Remembering
23. The distinguishing feature of computer-mediated communication (CMC) is that it relies

on
A. networked computer environments.
B. newspapers and magazines to distribute information.
C. airwaves to convey messages on TV and radio.
D. cable to distribute information.
Blooms: Remembering
24. All of the following are examples of media convergence EXCEPT

A. newspapers establishing an online version.
B. TV programs inviting the public to vote by tweeting.
C. news reporters posting stories on blogs while also reporting them on radio.
D. political commentators who hold opposite views debating an issue.
Blooms: Applying
7-6
25. The striking result of a 2012 Nielsen report on mass media use in the United States was
that Americans spend as much time
A. watching TV as they do working at their jobs.
B. texting as they do driving.
C. reading and writing as they do watching TV.
D. on their smartphones as they do sleeping.
Blooms: Remembering
Topic: Mass media
26. A study on media violence cited in Chapter 7 hypothesizes that TV, films, and
videogames
A. can make nonviolent people more tolerant of violence.
B. desensitize viewers to violence.
C. have little impact on behavior.
D. are a good outlet for people who might otherwise become violent.
Blooms: Applying
Topic: Mass media
27. Which statement about media effects is NOT supported by research reported in Chapter
7?
A. Individuals who consume great amounts of mass media become dissatisfied with how they
look.
B. Individuals who consume great amounts of mass media become more likely to develop
eating disorders.
C. Adults who watch a variety of programming are more fearful than those who watch the
news only.
D. Children who consume great amounts of mass media have higher IQs.
Blooms: Applying
Topic: Mass media
7-7
28. Gatekeeping is the process of

A. determining what news, information, or entertainment will reach a mass audience.
B. shaping the way topics are presented.
C. telling us what we ought to be thinking.
D. persuading an audience to buy one product and reject another.
Blooms: Remembering
Topic: Mass media
29. With its portrayal of an extensively stereotyped group, TV has effectively changed the
way Americans think of
A. poor people.
B. undocumented immigrants.
C. people from the Caribbean.
D. people who are gay.
Blooms: Remembering
Topic: Mass media
30. According to Chapter 7, when Sixty Minutes runs an exposé about the sloppiness of the
organizations that determine your credit rating, that programming is an example of
A. gatekeeping.
B. agenda-setting.
C. challenging norms.
D. perpetuating stereotypes.
Blooms: Applying
Topic: Mass media
31. Which is the best explanation of the cultivation effect?

A. People who watch a lot of TV violence tend to perceive the world as a dangerous place.
B. People with limited access to media tend to have a distorted view of reality.
C. Exposure to TV news shows cultivates a balanced view of current events.
D. Even light TV and media use can cultivate an attitude of indifference about current events.
Blooms: Remembering
Topic: Mass media
7-8
32. Media literacy refers to the ability to

A. think critically about mediated messages and how they influence us.
B. explain how media functions in our society.
C. participate actively with a wide variety of computer-mediated methods.
D. work in mass media as on-air talent or in production.
Blooms: Applying
33. Which item below is NOT an example of critical thinking mentioned in Chapter 7?
A. Awareness of how camera angles, lighting designs, editing techniques, and camera
movements can create certain impressions
B. Awareness of the pressure those in media are under to attract audiences and advertisers,
and the impact that pressure has on how they present complex issues
C. Awareness of who the sponsor of a program is, and who has something to gain from the
portrayal
D. Awareness of the high standards of journalistic ethics and how they shape the presentation
of news
Blooms: Remembering
34. Which statement about media is FALSE?

A. Because the technology used to produce media messages has become less expensive,
almost anyone can produce mass media content.
B. Citizen journalists are required to meet the same high ethical standards for news production
as professional journalists.
C. Citizen journalists produce some of the most popular Internet videos, accessed by
thousands of people each day on YouTube and Vimeo.
D. The large volume of messages disseminated on YouTube, Facebook, Twitter, and other
message boards makes the task of finding accurate, unbiased information all the more
challenging.
Blooms: Remembering
7-9
35. Which of the following is an example of asynchronous communication?

A. Instant messaging
B. Online chat
C. Social media websites
D. Cell phone conversations
Blooms: Applying
36. Since 2009 the most popular social media site is

A. YouTube.
B. Facebook.
C. Google.
D. Vimeo.
Blooms: Remembering
37. Which of the following is NOT a social media fact presented in Chapter 7?
A. Over half of Internet users have their own social networking site profile.
B. In 2011-2012 the fastest-growing group to establish profiles were members over 45 years
of age.
C. Facebook was originally designed exclusively for college students.
D. Most YouTube users are middle-aged citizen journalists.
Blooms: Applying
38. Social media are called "boundary-crossing media" because they

A. span communication contexts.
B. cross intercultural borders.
C. are used by both young and old.
D. are a bridge from the old media to the new media.
7-10
39. Twitter is the

A. most popular microblogging venue.
B. most popular place where vlogging occurs.
C. most popular social networking website.
D. best way to keep in touch with friends.
Blooms: Remembering
40. MySpace.com, Blogger.com, Tumblr.com, WordPress.com, and LiveJournal.com are all

examples of
A. vlogs.
B. microblogs.
C. blogs.
D. chat rooms.
Blooms: Remembering
41. Which of the following is a disadvantage of social media?

A. Real-time updates are difficult to provide.
B. Limited numbers of devices are available for sending and receiving.
C. Most people find the sites difficult to navigate.
D. Messages sometimes are distributed to a broader audience than the user intended.
Blooms: Remembering
Topic: Computer-medicated communication
42. The uses and gratifications theory hypothesizes that people

A. use social media primarily for sexual pleasure.
B. who are socially anxious avoid social media entirely.
C. use social media to satisfy their own needs and desires.
D. who are extroverted find limited gratification in social media.
Blooms: Remembering
7-11
43. Which behavior would you expect from a low self-monitor when using social media?
A. This person would be very concerned about privacy.
B. This person would think deeply about the messages he or she sends.
C. This person would likely overdisclose.
D. This person would closely monitor the time he or she spends on social media.
Blooms: Applying
44. Which social media users are most driven by personal gain?
A. Protective users
B. Self-centered users
C. Unworried users
D. Sharing users
Blooms: Remembering
45. Utilitarian users

A. have a purpose for everything they post.
B. share information freely to connect with others.
C. use caution not to reveal too much about themselves.
D. try to anticipate all possible consequences before posting anything.
Blooms: Remembering
46. Early opinions about CMC suggested that it was an impersonal and unrewarding way to
develop a relationship. Joseph Walther debunked this early opinion with his
A. hyperpersonal perspective.
B. self-fulfilling prophecy perspective.
C. uses and gratifications perspective.
D. protective-user perspective.
Blooms: Remembering
7-12
47. If you blog about your eating disorder and visit websites where you offer support to others
with the same malady, you are using social media as a means of
A. global communication.
B. public relations communication.
C. health communication.
D. organizational communication.
Blooms: Applying
48. Which of the following statements about the relationship between CMC and interpersonal
communication is FALSE?
A. Many young adults connect with their parents through social media.
B. CMC establishes stronger friendships than does traditional face-to-face contact.
C. New mothers are more likely than new fathers to turn to social media to share the
experience of transitioning to parenthood.
D. In families that tend toward secretiveness, children tend to reject parental requests for
Facebook access.
Blooms: Remembering
49. According to Chapter 7, companies have been known to use Facebook in all the following
ways EXCEPT
A. to check you out and see if your profile is consistent with your answers in the interview.
B. to fire you when you make a negative crack about the company or a supervisor.
C. to encourage teamwork on a company project.
D. to edit out negative comments others make about the company's products.
Blooms: Applying
7-13
Fill in the Blank Questions
50. __________ is communication that does not occur face-to-face but rather is transmitted
through digital, electronic, or print media.
Mediated communication
Blooms: Remembering
51. __________ refers to the ways that different technologies have changed to produce
similar outcomes or perform similar tasks.
Media convergence
Blooms: Remembering
52. Some people complain that certain cable networks are decidedly left of center while others
are clearly right of center. Further, they complain that the point of view of these networks
determines what news they will and won't cover. This observation points to the __________
function of these networks.
gatekeeping
Blooms: Applying
Topic: Mass media
53. When the New York Times chooses which stories will appear on the front page and which
will appear further back (or not at all), the editors are demonstrating their __________
function.
agenda-setting
Blooms: Applying
Topic: Mass media
7-14
54. Some television programs perpetuate stereotypes. In contrast, the more progressive ones
__________.
challenge norms
Blooms: Applying
Topic: Mass media
55. If you send an e-mail to your friend in the morning, and she doesn't respond until the
evening, you are engaging in __________.
asynchronous communication
Blooms: Applying
56. The term __________ refers to the wide variety of websites available that allow you to
regularly interact with family, friends, and associates all over the world.
social media
Blooms: Remembering
57. The __________ offers an explanation for why your grandmother prefers to use the
telephone to talk with you, your mother prefers to use e-mail, and your friends like to text,
tweet, or use Facebook. Similarly it explains why some of your friends use social media more
intensively than others, and why some are more careful about what they disclose than others.
uses and gratifications theory
Blooms: Applying
7-15
58. Because Mark Zuckerberg, Facebook founder and CEO, has been an activist in bringing
the Internet to people around the globe, and because you and many of your age-group cohorts
believe that Internet access is crucial, you seek out Zuckerberg's opinions. We might conclude
that for you and your contemporaries Zuckerberg is a(n) __________.
opinion leader
Blooms: Applying
Topic: Social media
59. The __________ is concerned with how people decide what they will reveal and conceal
on social media.
communication privacy management theory
Blooms: Remembering
60. __________ occurs when someone has violated the rules you have established for
managing your private information.
Privacy turbulence
Blooms: Remembering
61. The theory related to __________ suggests that we are all actors in a play, and we act
certain parts depending on where we find ourselves—at home, at work, in the classroom, or at
a party.
self-presentation
Blooms: Remembering
7-16
62. The __________ suggests that CMC can in some ways be superior to face-to-face
interactions because, for example, CMC allows people to better control their self-
presentation.
hyperpersonal perspective
Blooms: Remembering
63. __________ involves the use of print and electronic technology by professionals to share
messages over great distances for large audiences.
Mass communication
Blooms: Remembering
Topic: Mass communication
64. You set up a social networking group to discuss a problem you have witnessed on
campus. You make it clear to the people you invite to the group, however, that you want them
to keep your exchanges private until you have clarified your thoughts and decided how you
want to approach the administration. By setting these guidelines, you are establishing
__________.
co-ownership rules
Blooms: Applying
65. You are concerned about a friend because he seems extremely withdrawn and depressed,
and he has stopped going to class. You discuss your concerns with his brother and two other
friends, but you ask them not to mention this exchange to him until together you decide how
best to help him. By setting this guideline, you are establishing __________.
linkage rules
Blooms: Applying
7-17
66. Those who are able to think critically about media messages and evaluate their impact are
said to be high in __________.
media literacy
Blooms: Remembering
67. If you ask the people in your social network not to discuss what they are doing on New
Year's Eve because the topic makes you uncomfortable, you are managing your privacy by
establishing a(n) __________.
permeability rule
Blooms: Applying
68. Judith and Deborah are very committed to their friendship, and they invest substantial
time and energy in maintaining that friendship even though they live in different states and
have multiple commitments. We can say that they have a(n) __________.
strong tie
Blooms: Applying
Topic: Social media
69. When a social media campaign becomes extremely popular, and people forward the
message and related links broadly to their networks and discuss it among themselves, we say
that campaign has gone __________.
viral
Topic: Social media
7-18
Another random document with
no related content on Scribd:
A man whose vocabulary seems to be unlimited when he desires
to describe conditions, and whose nights were made sleepless by a
switch engine, recently wrote as follows to the railroad company:
Is it absolutely necessary, in discharge of his duty day and

night, that the engineer of your yard at the upper terminal
bridge should make his engine ding and dong and fizz and
spit and clang and bang and buzz and hiss and bell and wail
and pant and rant and yowl and grate and grind and puff and
bump and click and clank and chug and moan and hoot and
toot and crash and grunt and gasp and groan and whistle and
wheeze and squawk and blow and jar and perk and rasp and
jingle and twang and clack and rumble and jangle and ring
and clatter and yelp and croak and howl and hum and snarl
and puff and growl and thump and boom and clash and jolt
and jostle and shake and screech and snort and snarl and
slam and shake and throb and crink and quiver and rumble
and roar and rattle and yell and smoke and smell and shriek
like hell?—Labor Clarion, 1916.
The Habit of Swallowing the “G”
The Problem
It is strange why so many people fail to sound the “ing” ending
clearly when in reality to do so requires less effort than not to. There
is no better way of describing it than the swallowing of the “g.”
Let us take the word “running” and determine the action of the
tongue in the proper and improper enunciation of the “ing.”
1. Repeat it as “runnin’” and note the position of the tongue tip at
the end of the word. You will find it pressed against the roof of the
mouth just back of the upper front teeth. You will also note that the
vowel sound “i” is changed to “u.”
2. Now repeat “running.” You will discover the mouth is more open,
and the tongue tip just back of the lower front teeth, and the pure
vowel quality of “i” is retained.
Evil Effects
There are three serious effects upon the person who persists in
swallowing his “g’s”:
1. It causes a restricted throat, and consequently a tired one.
2. It causes a stoppage of pure tone, and consequently develops
nasality.
3. It shows a lack of care and culture.
Practice Exercises
Repeat the following exercises with distinctness and precision:
1. Beng, bang, bawng, bahng, bong, boong.
2. Deng, dang, dawng, dahng, dong, doong.
3. Feng, fang, fawng, fahng, fong, foong.
4. Geng, gang, gawng, gahng, gong, goong, (Hard “g” sound.)
5. Heng, hang, hawng, hahng, hong, hoong.
6. Jeng, jang, jawng, jahng, jong, joong.
7. Keng, kang, kawng, kahng, kong, koong.
8. Leng, lang, lawng, lahng, long, loong.
9. Meng, mang, mawng, mahng, mong, moong.
10. Peng, pang, pawng, pahng, pong, poong.
11. Qeng, qang, qawng, qahng, qong, qoong.
12. Reng, rang, rawng, rahng, rong, roong.
13. Seng, sang, sawng, sahng, song, soong.
14. Teng, tang, tawng, tahng, tong, toong.
15. Veng, vang, vawng, vahng, vong, voong.
16. Weng, wang, wawng, wahng, wong, woong.
17. Yeng, yang, yawng, yahng, yong, yoong.
HOW THE WATER COMES DOWN AT LODORE

By Robert Southey
Receding and speeding, and shocking and rocking,

And darting and parting, and threading and spreading,
And whizzing and hissing, and dripping and skipping,
And brightening and whitening, and quivering and shivering,
And hitting and splitting, and shining and twining,
And rattling and battling, and shaking and quaking,
And pouring and roaring, and waving and raving,
And tossing and crossing, and flowing and growing,
And running and stunning, and hurrying and scurrying,
And glittering and flittering, and gathering and feathering,
And dinning and spinning, and foaming and roaming,
And dropping and hopping, and working and jerking,
And gurgling and struggling, and heaving and cleaving,
And thundering and floundering:
And falling and crawling, and sprawling,
And driving and riving and striving,
And sprinkling and twinkling and wrinkling,
And sounding and bounding and rounding,
And bubbling and troubling and doubling,
Dividing and gliding and sliding,
And grumbling and rumbling and tumbling,
And clattering and battering and shattering,
And gleaming and streaming and steaming and beaming,
And rushing and flushing and brushing and gushing,
And flapping and rapping and clapping and slapping,
And curling and whirling and purling and twirling,
Retreating and meeting and beating and sheeting,
Delaying and straying and playing and spraying,
Advancing and prancing and glancing and dancing,
Recoiling, turmoiling, and toiling and boiling,
And thumping and plumping and bumping and jumping,
And dashing and flashing and splashing and clashing,
And so never ending but always descending,
Sounds and motions forever and ever are blending;
All at once, and all o’er, with a mighty uproar,
And in this way the water comes down at Lodore.
—Abridged.
Overcoming the Rising Inflection

One of the most effective elements of convincing speech is the
inflection.
By inflection is meant the glide of the voice to a higher or lower
pitch. This glide may be quick and short, or long and slow. It may be
a rising or falling glide, or both.
Complaints are constantly being made against the improper use of
the “rising inflection.” This misuse of one of the most invaluable
agencies for forceful utterance is persistently indulged in by the
majority of students. It is a common fault.
Its disastrous effect does not lie merely in ineffectiveness of
speech, yet that in itself ought to be sufficient cause for its cure, but
rather in its destructibility of the pupil’s will-power and self-
confidence. The pupil who has persisted in answering with a
question mark in his voice is indelibly marked. He is likely to be
dependent instead of independent and dependable; he is groping in
the dark for a crutch in order to keep his mental balance.
The most flagrant causes for such improper and inexcusable
speech may be enumerated under two heads:
On the Part of the Pupil

The pupil is not sure of the answer.
The pupil wishes to please the teacher.
The pupil is not sure he has answered enough.
The pupil fears he will make a mistake.
The pupil waits for the teacher to verify his answer.
The pupil is not sure of what he intends to say.
The pupil does not believe what he says. He is in doubt.
The pupil does not concentrate.
The pupil is careless and lazy.
On the Part of the Teacher

The teacher throws out suggestive hints of the answer and the
pupil answers in guesses.
The teacher’s question has not been clearly put.
The teacher has not definitely planned the lesson and
consequently uses the rising inflection too often.
The teacher does not demand definite and clear thought from
pupils.
The teacher accepts slovenly work.
The teacher grows calloused to the sound of the inflection
because of its never ceasing recurrence.
Is it not a lamentable fact that our schools have not given the
proper attention to eradicating this common and inexcusable fault?
Even in business and society the cultured ear is continually annoyed
by the common use of this abomination.
It is almost unbelievable that, out of twenty-five teachers recently
examined, but two were able to distinguish the good and bad
qualities of their own voices. Few teachers have ever given serious
thought to their own voices as invaluable instruments in the carrying
out of their duties.
At one time one of the authors made a careful study of the effect
of the teacher’s voice upon pupils. He visited the same grade at the
same hour on the same day in two different weeks and in two
different school-rooms. This is what he found.
In the first room the children were extremely nervous, restless,
unhappy and irritable. In the other room they were quiet, restful,
obedient and happy. In the first room the teacher used a hard
metallic tone, and usually spoke in quick, short “jabs” of speech.
There was little modulation of voice and she seemed to be talking
continuously, for when she was silent her harsh tones seemed to
continue reverberating in his ears.
In the second room the teacher had splendid poise and a pleasing,
well-modulated and natural tone. Her voice as well as her general
manner had a soothing effect upon the children, for, at the end of the
day, they, as well as herself, were not tired.
How often we hear people around us say of a public speaker: Why
doesn’t he speak so that people can hear him? or more clearly and
distinctly? etc.
During the training of would-be officers for our speedily required
army quite a number were passed as incompetent because their
voices were inadequate to give command. Only recently one of the
authors was present at a high school military drill. The boy in
command had a high, piping voice, of which he had little control, and
he was openly laughed at by his fellows to his intense mortification
and disgust. A good voice, properly trained and obedient to the will
of the personality behind it is an invaluable asset in life to every one.
If one does not possess it, he must gain it, and to accomplish this
theory is of little or no avail. The student must practice diligently and
persistently. The following exercises are carefully selected for the
purpose of giving power and voice control.
Exercises in Inflectional Agility
The Rising, Quick, Short Glide

Note: The italicized words are to be given quick, short, rising
inflection.
Attention.
Get on your mark! get set! go!
Company, halt!
Get ready, aim, fire!
Hands up!
Halt! who goes there?
Strike one, strike two; out!
All aboard!
Good night!
Sail on! Sail on! and on!
O James! come here! come here!
Charge, Chester, charge!
On, Stanley, on!
Hats off! hats off! I say.
Now’s the day and now’s the hour!
“Yo, ho, lads! yo ho, yo ho!

Joy, joy to all, for we must go,
Yo ho, lads! yo ho, yo ho!”
“I love, ah! how I love to ride

On the fierce, foaming, bursting tide.”
“To arms! they come! the Greek! the Greek!”

“Remember March, the ides of March remember.”
“Give us, O give us, the man who sings at his work!”
The Counting Exercise

1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
(This exercise can be carried on indefinitely.)
Indicate the Inflected Words in the Following Excerpts

We, the People of the United States, in order to form a more
perfect Union, establish Justice, insure domestic Tranquillity, provide
for the common defense, promote the general welfare, and secure
the Blessings of Liberty to ourselves and our posterity, do ordain and
establish this Constitution of the United States of America.
Reading maketh a full man; conference, a ready man; and writing

an exact man.
—Francis Bacon: “Of Studies.”
He prayeth well who loveth well

Both man, and bird, and beast.
—S. T. Coleridge: “Ancient Mariner.”
So nigh is grandeur to our dust,

So near is God to man,
When Duty whispers low, “Thou must,”
The youth replies, “I can.”
—Ralph Waldo Emerson.

The Falling, Quick, Short Glide
Note: Italicized words are given quick and short falling inflections.
Hold that line, hold that line, hold that line hard.
Good night (a provincialism, meaning disgust or hopelessness).
“Hence! home, you idle creature; get you home!”
“I am a Jew.”
“Laughed at my losses, mocked at my gains, scorned my nation,
thwarted my bargains, cooled my friends, heated mine enemies.”

Quoth the raven, “Never more.”
O death, where is thy sting!
No stir in the air, no stir in the sea.
Leave me to my fate.
My heart is awed within me.
Roll on, thou deep and dark blue Ocean, roll!
Full fathom five thy father lies.
Break, break, break,

At the foot of thy crags, O Sea!
But the tender grace of a day that is dead
Will never come back to me.
—Tennyson.
“The noise that twenty or thirty lions can make, deliberately bent
on making it and roaring all at once, is unbelievable. They throw their
heads up and glory in strength of lungs until thunder takes second
place, and the listener knows why not the bravest, not the most
dangerous of beasts has managed to impose the fable of his
grandeur on men’s imagination.”
—Talbot Mundy, in “The Ivory Trail.”
We’re foot—slog—slog—slog—sloggin’ over Africa!

Foot—foot—foot—foot—sloggin’ over Africa—
(Boots—boots—boots—boots—movin’ up and down again!)
There’s no discharge in the war!
Seven—six—eleven—five—nine-an’-twenty mile to-day—

Four—eleven—seventeen—thirty-two the day before—
(Boots—boots—boots—boots—movin’ up and down again!)
There’s no discharge in the war!
Don’t—don’t—don’t—don’t—look at what’s in front of you

(Boots—boots—boots—boots—movin’ up an’ down again!)
Men—men—men—men—men go mad with watchin’ ’em,
An’ there’s no discharge in the war!
—Kipling.
The Rising Long and Slow Glide

Note: The italicized words are given a long, slow, upward glide.
“Now, then,” cried Squeers, from the bottom of the stairway, “are
you going to sleep all day, up there?”
Breathes there a man, with soul so dead,

Who never to himself hath said,
“This is my own, my native land!”
Whose heart hath ne’er within him burned,
As home his footsteps he hath turned
From wandering on a foreign strand?
If such there breathe, go, mark him well.
—Scott.
Higher still and higher

From the earth thou springest
Like a cloud of fire;
The blue deep thou wingest
And singing still dost soar, and soaring ever singest.
—Shelley.
Sweet are the uses of adversity,

Which, like the toad, ugly and venomous,
Wears yet a precious jewel in his head;
And this our life, exempt from public haunt,
Finds tongues in trees, books in the running brooks,
Sermons in stones, and good in every thing.
—Shakespeare.

There were seen, side by side, the greatest painter and the
greatest scholar of the age.
They must upward still, and onward, who would keep abreast of
Truth.
He has this day surprised the thousands who hung with rapture on
his accents, by such an array of talents, such an exhibition of
capacity, such a display of powers, as are unparalleled in the annals
of oratory; a display that reflects the highest honor on himself—luster
upon letters—renown upon parliament—glory upon the country.
—Burke, on “Sheridan.”
Better to smell the violet cool

Than sip the glowing wine;
Better to hark a hidden brook
Than watch a diamond shine.
Better to sit at a master’s feet

Than thrill a listening state;
Better suspect that thou art proud
Than be sure that thou art great.
The Falling Long and Slow Inflection

Note: The italicized words are given a long, slow, downward glide:
Whoever would have thought of that!
Yes, it is gone forever and ever.
Well, did you ever!
Under the one, the Blue;

Under the other, the Gray.
No, sir! these walls, these columns

Shall fly
From their firm base as soon as I.
These are the sins I fain

Would have thee take away:
Malice, and cold disdain,
Hot anger, sullen hate,
Scorn of the lowly, envy of the great,
And discontent that casts a shadow gray
On all the brightness of the common day.

He bowed his head, and bent his knee
Upon the monarch’s silken stool;
His pleading voice arose: “O Lord,
Be merciful to me, a fool!”

On thy cold gray stones, O Sea!
And I would that my tongue could utter
The thoughts that arise in me.

At the foot of thy crags, O Sea!
But the tender grace of a day that is dead
Will never come back to me.
Most potent, grave, and reverend signiors,

My very noble, and approved good masters,
That I have ta’en away this old man’s daughter,
It is most true; true, I have married her.
He loved his country as no other man has loved her; but no man
deserved less at her hands.
Tell me not in mournful numbers.
I told you so. And you will, will you?
The Hills,
Rock-ribbed, and ancient as the sun; the vales
Stretching in pensive quietness between;
The venerable woods; rivers that move
In majesty, and the complaining brooks,
That make the meadows green; and, poured round all,
Old ocean’s gray and melancholy waste,—
Are but the solemn decorations all
Of the great tomb of man!
...
It is ten o’clock:
Thus may we see how the world wags:
’Tis but an hour ago, since it was nine;
And after an hour more ’twill be eleven;
And so from hour to hour we ripe and ripe,
And then, from hour to hour, we rot and rot,
And thereby hangs a tale.
Our hearts, our hopes, are all with thee,
Our hearts, our hopes, our prayers, our tears,
Our faith triumphant o’er our fears,
Are all with thee,—are all with thee!
—Longfellow.
Exercises Containing a Variety of Inflections

Let each pupil decide for himself what he believes to be the most
effective and proper inflections in the following. In doing this it is well
to have him state his reason. This act of reasoning will aid him in
concentrating upon the thought matter.
The cold feeble dawn of a January morning was stealing in at the

windows of the common sleeping room, when Nicholas, raising
himself on his arm, looked among the prostrate forms in search of
the boy Smike.
“Now, then,” cried Squeer, from the bottom of the stairway, “are
you going to sleep all day, up there?”
“We shall be down directly, sir.”
“Down directly! You had better be down directly, or I’ll be down on
some of you in less time than directly. Where’s that Smike?”
Nicholas looked round again.
“He is not here, sir.”
“Don’t tell me a lie. He is.”
“He is not. Don’t tell me.”
Squeers bounced into the dormitory, and, swinging his cane in the
air ready for a blow, darted into the corner where Smike usually lay
at night. The cane descended harmlessly. There was nobody there.
“What does this mean? Where have you hid him?”
“I have seen nothing of him since last night.”
“Come, you won’t save him this way. Where is he?”
“At the bottom of the nearest pond for anything I know.”
—Charles Dickens.
We hold these truths to be self-evident: that all men are created

equal; that they are endowed by their Creator with certain inalienable
rights; that among these are life, liberty, and the pursuit of
happiness.
Breathes there a man, with soul so dead,

Who never to himself hath said,
“This is my own, my native land!”
Whose heart hath ne’er within him burned,
As home his footsteps he hath turned
From wandering on a foreign strand?
If such there breathe, go, mark him well;
For him no Minstrel-raptures swell;
High though his titles, proud his name,
Boundless his wealth as wish can claim;
Despite those titles, power, and pelf,
The wretch concenter’d all in self,
Living, shall forfeit fair renown,
And, doubly dying, shall go down
To the vile dust, from whence he sprung,
Unwept, unhonor’d, and unsung.
—Scott.
What constitutes a state?
Not high-raised battlement or labored mound,
Thick wall or moated gate;
Not cities proud with spires and turrets crowned;
Not bays and broad-armed ports,
Where, laughing at the storm, rich navies ride;
Not starred and spangled courts,
Where low-browed baseness wafts perfume to pride.
No: men—high-minded men,
With powers as far above dull brutes endued
In forest, brake, or den,
As beasts excel cold rocks and brambles rude;
Men, who their duties know,
But know their rights, and, knowing, dare maintain.
—Sir William Jones.
What a piece of work is man! How noble in reason! How infinite in

faculties! In form and moving, how express and admirable! In action,
how like an angel! In apprehension, how like a god!
—Shakespeare.
Neither a borrower, nor a lender be;

For loan oft loses both itself and friend,
And borrowing dulls the edge of husbandry.
This above all,—to thine own self be true;
And it must follow, as the night the day,
Thou canst not then be false to any man.
—Shakespeare.
There is a tide in the affairs of men,

Which, taken at the flood, leads on to fortune;
Omitted, all the voyage of their life
Is bound in shallows, and in miseries.
On such a full sea are we now afloat;
And we must take the current when it serves,
Or lose our ventures.
—Shakespeare.
All the world’s a stage,

And all the men and women merely players:
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms.
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’s eyebrow. Then a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
With eyes severe, and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon,
With spectacle on nose, and pouch on side;
His youthful hose, well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again towards childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness, and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
—Shakespeare.
Stay, you that bear the corse, and set it down.
These are the gifts I ask

Of thee, Spirit serene:
Strength for the daily task,
Courage to face the road,
Good cheer to help bear the traveler’s load,
And, for the hours of rest that come between,
An inward joy in all things heard and seen.
—Van Dyke.
These are the things I prize

And hold of dearest worth:
Light of sapphire skies,
Peace of the silent hills,
Shelter of forests, comfort of the grass,
Music of birds, murmur of little rills,
Shadows of cloud that swiftly pass,
And, after showers,
The smell of flowers
And of the good brown earth,—
And best of all, along the way, friendship and mirth.
—Van Dyke.
The year’s at the spring

And day’s at the morn;
Morning’s at seven;
The hillside’s dew-pearled;
The lark’s on the wing;
The snail’s on the thorn:
God’s in his heaven—
All’s right with the world!
—Browning.
Oh, to be in England
Now that April’s there,
And whoever wakes in England
Sees, some morning, unawares,
That the lowest boughs and the brush-wood sheaf
Round the elm-tree bole are in tiny leaf,
While the chaffinch sings on the orchard bough
In England—now!
—Browning.
Day!
Faster and more fast,
O’er night’s brim, day boils at last:
Boils, pure gold, o’er the cloud-cup’s brim
Where spurting and suppressed it lay,
For not a froth-flake touched the rim
Of yonder gap in the solid gray
Of the eastern cloud, an hour away;
But forth one wavelet, then another, curled,
Till the whole sunrise, not to be suppressed,
Rose, reddened, and its seething breast
Flickered in bounds, grew gold, then overflowed the world.
—Browning.
Oh, such a commotion under the ground

When March called, “Ho, there! ho!”
Such spreading of rootlets far and wide,
Such whispering to and fro.
And “Are you ready?” the Snowdrop asked;
“’Tis time to start, you know.”
“Almost, my dear,” the Scilla replied;
“I’ll follow as soon as you go.”
Then, “Ha! Ha! Ha!” a chorus came
Of laughter soft and low
From the millions of flowers under the ground—
Yes—millions—beginning to grow.
—From “Nature in Verse.” By kind permission of Silver, Burdett

and Company, Publishers.
My good blade carves the casques of men,

My tough lance thrusteth sure,
My strength is as the strength of ten,
Because my heart is pure.
The shattering trumpet shrilleth high,
The hard brands shiver on the steel,
The splinter’d spear-shafts crack and fly,
The horse and rider reel:
They reel, they roll in clanging lists,
And when the tide of combat stands,
Perfume and flowers fall in showers,
That lightly rain from ladies’ hands.
—Tennyson.
Such a starved bank of moss till, that May-morn,

Blue ran the flash across: violets were born!
Sky—what a scowl of cloud till, near and far,
Ray on ray split the shroud: splendid, a star!
World—how it walled about life with disgrace
Till God’s own smile came out: that was thy face!
—Browning.

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True / False Questions

1. When a person transmits a message through a communication tool, including an electronic

3. The text explains that intrapersonal communication is a key element in computer-mediated

12. Uses and gratifications theorists view social media as negative.

19. CMC relationships develop more slowly than do face-to-face relationships.

Multiple Choice Questions

21. Which item below is NOT a form of mediated communication?

23. The distinguishing feature of computer-mediated communication (CMC) is that it relies

24. All of the following are examples of media convergence EXCEPT

28. Gatekeeping is the process of

31. Which is the best explanation of the cultivation effect?

32. Media literacy refers to the ability to

34. Which statement about media is FALSE?

35. Which of the following is an example of asynchronous communication?

36. Since 2009 the most popular social media site is

38. Social media are called "boundary-crossing media" because they

39. Twitter is the

40. MySpace.com, Blogger.com, Tumblr.com, WordPress.com, and LiveJournal.com are all

41. Which of the following is a disadvantage of social media?

42. The uses and gratifications theory hypothesizes that people

45. Utilitarian users

Fill in the Blank Questions

Is it absolutely necessary, in discharge of his duty day and

The Habit of Swallowing the “G”

HOW THE WATER COMES DOWN AT LODORE

Receding and speeding, and shocking and rocking,

Overcoming the Rising Inflection

On the Part of the Pupil

On the Part of the Teacher

Exercises in Inflectional Agility

The Rising, Quick, Short Glide

“Yo, ho, lads! yo ho, yo ho!

“I love, ah! how I love to ride

“To arms! they come! the Greek! the Greek!”

The Counting Exercise

Indicate the Inflected Words in the Following Excerpts

Reading maketh a full man; conference, a ready man; and writing

He prayeth well who loveth well

—S. T. Coleridge: “Ancient Mariner.”

So nigh is grandeur to our dust,

—Ralph Waldo Emerson.

Indicate the Inflected Words in the Following Excerpts

Break, break, break,

We’re foot—slog—slog—slog—sloggin’ over Africa!

Seven—six—eleven—five—nine-an’-twenty mile to-day—

Don’t—don’t—don’t—don’t—look at what’s in front of you

The Rising Long and Slow Glide

Breathes there a man, with soul so dead,

Higher still and higher