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Contents
Preface xiv Evolution of Communication Models 16
About the Authors xx Spheres of Communication 16
The Elements of Audience-Centered Public Speaking 17
A Brief Guide to Successful Public Speaking xxi
Summary 19
Review It 20
PART I Getting Started
1 The Evolving Art of Public 2 Building Your Confidence 22
Speaking 2 What Causes Speech Anxiety? 24
Temperament 24
The Craft of Public Speaking 4
Response to Uncertainty 24
It’s All About the Audience 4
Make a Personal Connection 4
The Uncertainties of Public Speaking 24
Uncertainty about Your Role as a Speaker 24
Don’t Just Speak, Converse! 4
Uncertainty about Your Speaking Abilities 25
Earliest Origins of Human Communication 5
Uncertainty about Your Ideas 25
Influences on Public Speaking Today 5
Uncertainty about the Audience’s Response 25
Interactivity 5
Uncertainty about Evaluation 26
The Digital Divide 7
Uncertainty about the Setting 26
Technology: Use with Caution 7
Uncertainty about Technology 26
Foundations of Public Speaking 7
Aristotle’s Rhetoric 7
Strategies for Building Your Confidence 26
Relaxation Techniques 26
Logos 8
Deep Breathing Exercises 27
Pathos 8
Progressive Relaxation 27
Ethos 8
Mythos 8
Relabeling 28
Visualization 28
The Five Arts of Public Speaking 8
Storytelling 9 Building Your Confidence before the Day
of Your Speech 31
Public Speaking Is a Life Skill 9
Start Planning and Preparing Your Speech Early 31
Critically Analyzing a Topic or Idea 10
Choose a Topic You Care About 31
Becoming More Confident 11
Become an Expert on Your Topic 32
Becoming a Better Listener 11
Research Your Audience 32
Adapting to Different Audiences 12
Practice Your Speech 32
Building Your Credibility 12
Know Your Introduction and Conclusion Well 33
Finding and Using Reliable Information 12
Organizing Ideas and Information Effectively 12 Building Your Confidence on the Day
Presenting Ideas and Information Effectively 12 of Your Speech 33
Before Presenting Your Speech 33
Speaking Effectively in “Public” 13
During Your Speech 34
In Classes 13
After You’ve Presented Your Speech 35
In the Workplace 13
In Communities 14
Summary 37
At Social Events 14 Analyze It
Online 15 Katherine Heigl, Tribute to Shirley MacLaine 37
Public Speaking and Human Communication Today 15 Apply It in the Workplace 38
Traditional Categories of Human Apply It in Your Community 38
Communication 15 Review It 39
vi
3 Listening 40 Evaluating and Selecting Topic Ideas
Consider Your Own Interests 64
64
Listening and Public Speaking 42 Consider Your Audience 64

Components of Listening 42 Consider Available Resources 65
Types of Listening 43
T Consider Time 65
Listening to Promote Dialogue 44 Consider the Setting and the Occasion 65
Facilitate a Supportive Communication Climate 44 Identifying Your Specific Purpose 66
Demonstrate Mutual Respect as an Audience Specific Purpose to Inform 66
Member 46 Specific Purpose to Persuade 67
Demonstrate Mutual Respect as a Speaker 46 Specific Purpose to Entertain 67
Convey a Positive Attitude for Learning 46 Putting It All Together 68
Provide Effective Feedback 47
Phrasing Your Thesis 69
Barriers to Effective Listening 48
Building Your Working Outline 70
Flaws in Individual Listening Filters 48
Brainstorming for Topic Development 71
Mindlessness 50
Grouping Ideas to Select Main Points 72
Noise 50
Writing the Thesis 73
Defensiveness 50
Summary 73
Faking Attention 51
Analyze It
Listening Effectively to Speeches 51
Chris, Impressionistic Painting 74
Listen Mindfully 51
Set Goals 52 Apply It in the Workplace 75
Block Distractions 52 Apply It in Your Community 76
Manage Listening Anxiety 53 Review It 76
Suspend Judgment 53
Focus on the Speaker’s Main Points 53
Take Effective Notes 53 5 Adapting to Your
Use All Your Senses 54
Ask Good Questions 54 Audience 78
Summary 55 What Is an Audience? 80
Analyze It The Speaker–Audience Connection 80
Amanda Wagemann, Winning Speech for the South Classroom Audiences 81
Dakota Department of Agriculture, 2012 Resource Reaching Your Target Audience 81
Conservation Speech Contest 56 Meeting the Challenges of Audience
Apply It in the Workplace 58 Diversity 82
Apply It in Your Community 58 Techniques for Speaking to Diverse Audiences 82
Identify Commonalities 83
Review It 59
Establish Specific Credibility 83
Include Supporting Materials Relevant to Specific
PART II Developing and Audience Groups 83
Use Appropriate Language 83
U 8
Researching Your Speech Continuously Attend to All Segments of Your
Audience 83
4 Developing Your Purpose Using Demographic Information 84
and Topic 60 Understanding the Value of Demographics 84
Gathering Demographic Data 84
Determining Your General Purpose 62 Personal Observation 84
Speaking to Inform 62 Consulting People Familiar with the Audience 84
C
Speaking to Persuade 62 Public Resources 84
Speaking to Entertain 62 No Demographic Stereotyping 85
Keeping Your General Purpose in Mind 62
Using Psychographic Information 85
Brainstorming for Possible Topics 63 Audience Standpoints 85
Brainstorming Techniques 63 Audience Values 86
Brainstorming Sources 63
Contents vii
Audience Attitudes 86 Search Engines 105
Audience Beliefs 87 Specialized Metasearch and Search Engines 106
Gathering Psychographic Data 87 Web Directories 106
Developing an Audience-Research Exploring Library Resources 108
Questionnaire 87 Books 108
Asking Closed-Ended Questions 88 Journals, Magazines, and Newspapers 109
Asking Open-Ended Questions 89 Government Publications 109
Combining Question Types 89 Reference Works 110
Distributing Your Questionnaire 89 Nonprint Resources 110
Questionnaires for Nonclassroom Audiences 89 Maximizing Your Searches 112
Using Audience-Research Data in Your Speech 90 Use a Variety of Keywords 113
Types of Audience Data 90 Use the Advanced Search Option 113
Summary Statistics 90 Search for More than Text 113
Direct Quotes 90 Conducting Research Interviews 113
Referring to Audience Data in Your Speeches 91 Select Interviewee(s) 113
Adapting to the Setting 92 Develop Your Interview Guide 114
The Physical Location 92 Interview Opening 114
Indoors 92 Interview Body 114
Outdoors 92 Interview Closing 114
Online 92 Conduct the Interview 116
Evaluate the Setting 92 Integrate the Information 116
Use the Setting 93 In the Introduction 116
The Occasion 93 In the Body 116
The Time 94 In the Conclusion 117
Developing Credibility with Your Audience 94 Evaluating Your Research Materials 117
Competence 94 Relevance 117
Trustworthiness 95 Purpose 117
Dynamism 95 Validity 118
Sociability 95 Recognizing and Avoiding Plagiarism 120
Summary 96 Taking Accurate Notes 121
Analyze It Paraphrasing the Right Way 122
Katie, Why Pi? 97 Acknowledging Your Sources 122
Apply It in the Workplace 98 Research Guidelines 125
Apply It in your Community 99 Summary 126
Review It 99 Analyze It
Emily, About ALS 126
Apply It in the Workplace 128
6 Researching Your Topic 100 Apply It in Your Community 128

Review It 128
Preparing to Research Your Topic 102
Examining Your Own Experience 102
Identifying Multiple Perspectives and Sources 103
Who Might Be Knowledgeable about This Topic? 103 7 Supporting Your Ideas 130
What Organizations Address the Topic You Are
Researching? 103 Narratives 133
What Events Are Happening Related Your Own Stories 133
to Your Topic? 103 Others’ Stories 133
How Can I Find the Information I Need? 104 Institutional Stories 134
Finding Research Materials 104 Cultural Stories 134
Accessing Internet Resources 104 Examples 135
Metasearch Engines 104 General Examples 136
viii Contents
Specific Examples 136 State Points and Subpoints in Complete
Hypothetical Examples 136 Sentences 168
Definitions 137 Maintain Levels of Importance 169
Definition by Function 138 Subordinate Ideas That Support Your Main
Points 169
Definition by Analogy 138
Check the Number of Subpoints 170
Testimony 139 Include and Label Your Introduction, Conclusion,
Expert Testimony 139 and Transitions 170
Celebrity Testimony 139 Use a Consistent System of Symbols and
Lay Testimony 140 Indentation 170
Facts 140 List References for Your Speech 170
Statistics 141 The Purpose and Format of the Speaking
Outline 174
Summary 143
Summary 174
Analyze It
Analyze It
Malkia Cyril, Keynote at the Computers, Freedom and
Privacy Conference, October 13, 2015 143 Alicia, How Guinea Pigs Help Autistic
Children 176
Apply It in Your Community 146
Review It 147
Review It 179
8 Organizing and Outlining 9 Beginning and Ending

Your Speech 148 Your Speech 180
The Parts of a Speech 150
Beginning and Ending: The Primacy
Organizing the Body of Your Speech 150 and Recency Effects 182
Developing Your Main Points 150
Developing Your Introduction 182
Clarity 151
Get Your Audience’s Attention 182
Relevance 152
Consider Your Purpose 183
Balance 153
Consider Your Time 184
Patterns for Organizing Your Main Points 154
Use Your Creativity 184
Chronological 155
Try Using Common Attention Getters 185
Spatial 156
Integrate Presentation Media 186
Topical 157
Indicate Your Purpose and Thesis 186
Narrative 158
Establish Your Credibility 187
Cause and Effect 158
Preview Your Main Points 187
Problem–Solution 160
Monroe’s Motivated Sequence 160 Developing Your Conclusion 188
Review Your Main Points 189
Connecting Your Ideas with Transitions 164
Reinforce Your Purpose 189
Introducing the First Main Point 164
Provide Closure 189
Transitions between Main Points 164
Transitions to the Conclusion 165 Summary 190
Outlining Your Speech: The Working, Complete- Analyze It
Sentence, and Speaking Outlines 166 Nathanael, The 54th Massachusetts 191
The Purpose and Format of the Working Apply It in the Workplace 192
Outline 166 Apply It in Your Community 193
The Purpose and Format of the Complete-Sentence Review It 193
Outline 168
Preface the Outline with Identifying Information 168
List Your Main Points in Order 168
Contents ix
PART III Presenting Yourself 11 Integrating Presentation
and Your Ideas Media 214
10 Using Language Why Use Presentation Media? 216
Understanding the Basics of Visual Design 217
Effectively 194 Using Presentation Software 218
Language Fundamentals 196 Hardware Setup 218
Language Is Arbitrary 196 Designing Digital Slides 219
Language Is Ambiguous 196 Citing Sources for Digital Slides 221
Language Is Abstract 197 Using Other Visual and Audio Media 223
Language Is Active 198 Document Cameras 223
Language and Culture 198 Flip Charts 224
Slang 199 Traditional Whiteboards 224
Jargon 199 Interactive Whiteboards 224
Idioms 199 Video 225
Euphemisms 199 Handouts 226
Clichés 200 Physical Models 226
Language and Gender 200 Human Assistants 227
Gender-Based Interpretation 200 Sound and Music 227
Gender-Fair Terminology 201 Real-Time Web Access 228
Spoken versus Written Language 202 Overhead Projector Transparencies 228
Dynamic versus Static 202 Delivering Presentation Media Effectively 228
Immediate versus Distant 202 Consider the Room 229
Informal versus Formal 202 Practice with Your Media 229
Irreversible versus Revisable 203 Set Up Early 229
Narratives versus Facts 203 Speak to Your Audience, Not Your Media 230
Audience-Centered Language 203 Summary 230
Put Your Language in Context 204 Analyze It
Personalize Your Language 204 Dr. Michael Marx, Getting Off Oil 230
Use Inclusive Language 205 Apply It in the Workplace 233
Use Visual Language 206
Review It 233
Spark Imagination with Your Language 207
Guidelines for Using Language in Your
Speech 208
Use Spoken Language 209 12 Delivering Your Speech 234
Choose Meaningful Words 209 Selecting a Delivery Method 236
Balance Clarity and Ambiguity 209 Impromptu Speaking 236
Be Concise 209 Extemporaneous Speaking 237
Avoid Offensive and Aggressive Manuscript Speaking 237
Language 209
Memorized Speaking 237
Build in Redundancy 210
Don’t Get Too Attached to Your
Understanding Factors That Influence Delivery 238
Words 210 Culture and Delivery 238
Gender and Delivery 238
Summary 210
Vocal Attributes 239
Analyze It
Fluency and Delivery 239
Sierra, The Role of Sports in Society 211
Dialect and Delivery 240
Apply It in the Workplace 212 Physical Impairments and Delivery 240
Apply It in Your Community 212 Speakers Using Mobility Aids 240
Review It 213 Speakers with Visual Impairments 241
Speakers with Hearing Impairments 241
x Contents
Managing Your Voice During Your Speech 242 Types of Informative Speeches 259
Control Your Breath 242 Speeches about Objects and Places 259
Speak Loudly Enough 242 Speeches about People and Other Living
Vary Your Rate, Pitch, and Volume 243 Creatures 260
Avoid Vocalized Pauses 243 Speeches about Processes 261
Articulate Your Words Clearly and Pronounce Them Speeches about Events 262
Correctly 243 Speeches about Ideas and Concepts 264
Managing Your Body During Your Speech 243 Specific Purposes and Thesis Statements
Dress for the Occasion 244 for Informative Speeches 265
Face Your Audience and Make Eye Contact with Organizational Patterns for Informative
Them 244 Speeches 266
Display Appropriate Facial Expressions 244 The Chronological Pattern 266
Maintain Good Posture 244 The Spatial Pattern 267
Move with Purpose and Spontaneity 244 The Topical Pattern 268
Avoid Physical Barriers 245 The Narrative Pattern 270
Managing Your Audience During Your Speech 245 The Cause-and-Effect Pattern 271
Adjust Your Speaking Space as Needed 245 Guidelines for Effective Informative
Involve Your Audience 246 Speeches 271
Respect the Audience’s Time 247 Keep Your Speech Informative 271
Accommodate Audience Members with Make Your Speech Topic Come Alive 272
Impairments 247 Connect Your Topic to Your Audience 272
Respond Calmly to Rude or Hostile Audience Inform to Educate 273
Members 247
Use Presentation Media to Inform 274
Be Prepared for a Question-and-Answer Period 247
Summary 275
Preparing Your Speaking Outline 248
Analyze It
Identify Keywords 248
Lishan, Chinese Valentine’s Day 275
Transfer Your Speaking Outline to Note
Cards 250 Apply It in the Workplace 277
Practicing the Delivery of Your Speech 250 Review It 277
Give a Version of Your Speech 250
Practice Your Speech in Stages 250
Practicing Parts of Your Speech 251 14 Persuasive Speaking 278
Practicing Your Whole Speech 251
Time Your Speech 251 Defining Persuasion 280
Persuasion or Coercion? 280
Summary 251
Persuasion or Manipulation? 280
Analyze It
Persuasive or Informative Speaking? 280
Chase Roberts, First Place Speech at the 2015 Houston
Practical or Issue-Based Persuasion? 281
19th Annual Gardere Martin Luther King, Jr., Oratory
Competition 252 Practical Persuasion 281
Specific Purposes, Thesis Statements, and
Main Points for Practical Persuasion Speeches 282
Apply It in Your Community 254 Organizational Patterns for Practical Persuasion
Review It 254 Speeches 282
Issue-Based Persuasion 283
Speeches on Questions of Fact 284
PART IV Speaking Situations Specific Purposes, Thesis Statements, and Main Points
for Speeches on Questions of Fact 284
13 Informative Speaking 256 Organizational Patterns for Speeches on Questions of
Fact 285
Characteristics of an Informative Speech 258 Speeches on Questions of Value 287
Personally Meaningful 258 Specific Purposes, Thesis Statements, and Main Points
Accurate 258 for Speeches on Questions of Value 288
Clear 259 Organizational Patterns for Speeches on Questions
Limited in Scope 259 of Value 289
Contents xi
Speeches on Questions of Policy 291 Causal Reasoning 326
Specific Purposes, Thesis Statements, and Main Points Strength of the Causal Relation 326
for Speeches on Questions of Policy 292 Analogical Reasoning 326
Organizational Patterns for Speeches on Comparison Suitability 327
Questions of Policy 293
Avoiding Fallacies in Argument 328
Problem–Solution 294
Fallacies in Claims 328
Problem–Cause–Solution 294
The False Dilemma Fallacy 328
Monroe’s Motivated Sequence 295
Begging the Question 328
Persuading Different Types of Audiences 297 The Slippery-Slope Fallacy 328
The Negative Audience 298 The Ad Ignorantiam Fallacy 330
The Positive Audience 299 Fallacies in Evidence 330
The Divided Audience 300 Red Herring 330
The Uninformed Audience 301 The Comparative Evidence Fallacy 330
The Apathetic Audience 301 The Ad Populum Fallacy 330
The Ethics of Persuasive Speaking 303 The Appeal to Tradition Fallacy 330
An Example of Ethical Standards 303 Fallacies in Reasoning 331
Summary 304 The Division Fallacy 331
Analyze It The Hasty Generalization Fallacy 331
Carly, Eat Healthier in College 304 The Post Hoc Fallacy 331
Alicia, Sexual Assault on University Campuses 306 The Weak Analogy Fallacy 331
Fallacies in Responding 331
The Ad Hominem Fallacy 331
Review It 308 The Guilt-by-Association Fallacy 332
The Straw Man Fallacy 332
The Loaded Word Fallacy 332
15 Understanding Summary 332
Argument 310 Analyze It
Adam, Together, We Can Stop Cyberbullying 333
What Makes Up an Argument? 312
Using Claims Effectively 312
Types of Claims 313
Qualifying Claims 314
Review It 337
Qualifiers Defined 315
Why Use Qualifiers? 315
Using Evidence Effectively 316 16 Special Occasion, Distance,
Logos: Appeals to Logic 316
Using Logical Appeals 317
and Group Speaking 338
Ethos: Appeals to Speaker Credibility 318 Special Occasion Speeches 340
Using Appeals to Speaker Credibility 318 Speeches of Introduction 340
Pathos: Appeals to Emotion 319 Acceptance Speeches 341
Using Emotional Appeals 319 After-Dinner Speeches 342
Mythos: Appeals to Cultural Beliefs 320 Tributes and Eulogies 343
Do Myths Have to Be True? 320 Speeches of Nomination 344
Guidelines for Using Evidence in Argument 321 Public Testimony 345
Using Reasoning Effectively 322 Roasts 346
Deductive Reasoning 323 Toasts 347
Validity of Premises 324 The Elevator Speech 347
Validity of Reasoning 324 Distance Speaking 348
Inductive Reasoning 325 Videoconferences 348
Sampling Quality 325 Graphical Online Presentations 349
xii Contents
Telephone Meetings 349 Glossary 360
Guidelines for Distance Speaking 351 References 366
Preparation and Practice 351
Index 378
Successful Presenting 351
As You Conclude 352
Presenting in Small Groups 353
Panel Discussion 353
Bonus Chapter
Round-Table Discussion 353 This bonus chapter can be accessed through MindTap
Symposium 354 Communication. For more information about MIndTap
Oral Report 355 go to page xiv.
Forum 355
Mediated Public Speaking
Summary 356
Analyze It
Tara, My Grandfather, John Flanagan Sr. 357
Review It 359
Contents xiii
Preface
Public Speaking: The Evolving Art deftly links time- multimedia, and assessments—into a Learning Path for
honored, classic public speaking instruction with today’s each chapter that guides students through course material.
emerging technologies. Students develop the confidence Instructors customize the learning experience with their
and skills essential for effective public speaking across a own and Cengage Learning content and tools that integrate
range of contexts in our fast-changing, digitally oriented into the MindTap framework. MindTap public speaking
world. Taking a practical, audience-centered, culturally apps include the following:
up-to-date approach, Public Speaking: The Evolving
Art and MindTap for Public Speaking: The Evolving Art
address the ways in which the latest technologies, social
transitions, and cultural shifts have affected students and
the communication discipline.
Public Speaking Is an Evolving Art

Although the foundations of effective public speaking
have endured since classical times, the Internet and
other new media have influenced every aspect of public
speaking—from the initial stages of topic selection and ● Outline Builder guides students step by step
research to the final stages of practicing and delivering a through the speech preparation process—
speech. Consider these current trends: from topic generation, to research aggregation
and source citation, to outline and note card
● Unprecedented access to digitized content is preparation.
exceptionally easy to appropriate, making the
ethics of public speaking increasingly complex.
● Communication technologies—including
smartphones, Internet telephony (such as Skype),
social media (such as YouTube and Snapchat)—
make connecting with others, both locally and
globally, faster and easier than ever, and give
speakers numerous speech-delivery options,
such as podcasting, webcasting, and presentation
software.
● Globalization and increased cultural awareness
require that communicators consistently
demonstrate a high degree of multicultural
and intercultural knowledge and sensitivity.
● Audiences often expect a friendly, conversational
delivery style, the correct use of presentation
media, and messages targeted to their interests.
Embracing the multiplatform realities of today’s
textbooks, Public Speaking: The Evolving Art meets the
needs of in-person, hybrid (or blended), and online classes. ● Practice and Present with YouSeeU is a
The book includes a wealth of resources in MindTap synchronous and asynchronous speech video
Communication—an online, highly personalized learning delivery, recording, and grading system with
experience integrated with Public Speaking: The Evolving robust tools, including rubrics, to facilitate
Art. MindTap combines student learning tools—readings, comprehensive instructor and peer evaluation.
xiv
offer first-hand strategies and tips for student
success in the public speaking course.
MindTap can be bundled with
every new copy of the text or
ordered separately. Students
whose instructors do not order these resources as a
package with the text may purchase access to them
at cengagebrain.com. Contact your local Cengage
● Available to instructors to add to the Learning Learning sales representative for more details.
Path, the Speech Video Library provides current, Look for the MindTap icon in the pages of Public
realistic examples students can model to improve Speaking: The Evolving Art to find MindTap resources
their speaking skills and gain confidence. Critical related to the text.
thinking questions, a transcript, an outline, and
note cards accompany each speech video. Public Speaking: The Evolving Art is an excellent
“Public
Public Speaking text! The information in it is
The MindTap experience begins with a chapter-specific current, relevant, and extremely accessible for the
Learning Path ready for you to use as is or customize average college student. The Mindtap program
for your class. Design the Learning Path to match your associated with it makes it even better. There are a
syllabus exactly—hide, rearrange, change, add, and wealth of resources available to students, including
insert campus- or course-specific resources, such as an Outline builder to make constructing outlines
handbooks, school catalogs, web links, your favorite effortless!”
videos, activities, current events materials, or any —Christopher Wood, University of Idaho
resource you can upload to the Internet. Some specific
resources Public Speaking: The Evolving Art’s Learning
Path include:
Clear and Thorough Examination
of the Speech Development Process
Regardless of where on the digital-immersion
spectrum your students fall, Public Speaking: The
Evolving Art is committed to enriching their learning
experience, helping them maximize their effectiveness,
and greatly enhancing the quality and impact of their
public communication.
Public Speaking: The Evolving Art also provides a
sound pedagogical approach in sync with how today’s
students learn: Read It, Watch It, Analyze It, Apply It,
Review It. Each chapter’s material, both in the book and
● Getting Started. A polling activity where students via MindTap, engages students with a user-friendly text,
can view how their responses to chapter-related content-rich videos, opportunities to analyze student and
topics compare with their peers’ responses. professional speeches, and an unparalleled array of study
● Read It in the MindTap Reader. The MindTap and self-assessment resources.
Reader is more than a digital version of a Touted by instructors for its accessible,
textbook. Videos bring the book concepts to life. conversational writing style, Public Speaking: The
The robust functionality of the MindTap Reader Evolving Art offers cutting-edge content and coverage
allows learners to make notes, highlight text, and of all the essential topics instructors and students
even find a definition right from the page. After need to succeed in an introductory public speaking
completing the reading, students can review course. Some unique highlights instructors praise
vocabulary with the flashcards and check their include:
comprehension with assignable chapter quizzes. ● Chapter 1, The Evolving Art of Public Speaking,
● Watch It. Addressing topics like building offers strong grounding in the classical history
confidence, avoiding plagiarism, selecting the of public speaking that traces the historical
best supporting materials, and managing physical evolution of public speaking so that students see
delivery, videos and animations of peer mentors its place in human development.
Preface xv
● Chapter 5, Adapting to Your Audience, provides ● Chapter Quizzes available on MindTap let students
comprehensive coverage of audience analysis test their understanding of chapter concepts. These
and using audience research questionnaires, multiple choice style quizzes are auto-graded and
defines psychographics and introduces speaker give instructors quick and easy insight into the
credibility. progress and success of their students.
● Chapter 6, Researching Your Topic, delivers a “Very comprehensive, informative, and well written
thorough overview of research databases and text that is user-friendly, with excellent online
current research options. supplements.”
—Diane DeRosier, Eastern University
● Chapter 7, Supporting Your Ideas, includes five
types of supporting material and differentiates
between types of stories and testimony.
Contemporary and Relatable Examples
Chapter 12, Delivering Your Speech, includes
●
specific information for speakers with dis/abilities

Appeal to Today’s Diverse Students
and reinforces an audience-centered approach. With a distinct 21st-century, student-centered approach,
Public Speaking: The Evolving Art and its companion
● Chapter 14, Persuasive Speaking, offers coverage
resources were developed with an abundance of culturally
on persuading different types of audience—
relevant examples, models, figures, and tables to help
hostile, sympathetic, apathetic, uninformed,
students gain the practical public speaking skills they
divided—to help students design persuasive
need to reach their full potential as public speakers
strategies in order to reach these audiences.
and to contribute positively to society as confident,
New to this edition, this chapter also differentiates
accomplished communicators.
between practical persuasive speaking (e.g.,
give blood, register to vote) and issue-based
persuasive speaking (e.g., death penalty, ANALYZE IT
withdraw from the Middle East). Katherine Heigl, Tribute to Shirley MacLaine
Getty Images Entertainment/Getty Images

Actor Katherine Heigl spoke at the American Film actress and I have
To help students retain chapter concepts, Review It Institute’s tribute to Shirley MacLaine.50 In this short
speech, Heigl honors MacLaine’s work and notes how she
spent the last
21 years trying
has served as a role model for other female actors. At the to perfect your
features the following: start of the speech, Heigl tells her audience about her
fear of public speaking. Read the transcript here to find
zingers from
“Steel Magnolias.”
out how Heigl managed her speech anxiety. Like, “I’m not
Reflecting On questions encourage students to

crazy M’Lynn, I’m
●
review key chapter topics on their own or discuss

I t’s such an honor for me to be here tonight to
celebrate the wonderfully talented exceptional
Shirley MacLaine. I’m kind of petrified of
speaking in public. I know it seems ridiculous. But
just been in a very bad mood for 40 years.” Which is
really fun to say to people for no reason.
Shirley you taught me how important, how significant
a movie could be in a person’s life to help them not feel
when they first asked me my first thought was fear and so alone and isolated in their grief and their loss. And
them in groups. my second thought was, but it’s Shirley MacLaine. And
as I’ve been sitting here and getting more and more
that laughter and tears could be delivered in the same
breath. And that strong take-no-prisoners women could
nervous I’ve also been getting really excited to tell you be vulnerable and fragile, too. My love for you has grown
how significant and important and inspirational you with each of these astounding performances and my
have been to me for a very long time. respect for you has deepened when I realized you’re
I was 12 when I first fell in love with you. It was more than just an actor. You’re a woman who isn’t afraid
when I first saw “Steel Magnolias,” and “Terms of to speak your truth and to laugh at yourself and take a
REVIEW IT Endearment,” and “Postcards from the Edge,” for the
first of many, many, many times. I was too young to
stand. You gave me a woman in Hollywood to look up to.
And you’ve taught me this exceptional lesson to hold my
understand what made you so special and unique. I freakin’ own and to honor the 12 year old that’s still in me.
Key Terms just knew that you were my 12-year-old heart’s favorite Can I get your autograph?
Flashcards
communication climate 45 external noise 50 mindfulness 51
Chapter 2 Building Your Confidence 37
cultural norms 48 information overload 42 mindlessness 50
dialogue 44 internal noise 50 monologue 44
ethnocentrism 49 listening anxiety 53 noise 50
Reflecting on Listening
Answer these critical thinking
1. Complete the Willingness to Listen questionnaire that appears in the “Listening to questions and complete a
Promote Dialogue” section. What was your score? How accurately do you think it chapter quiz.
reflects on your willingness to listen? What did completing this questionnaire tell you
about your own listening habits? In what areas do you think you could improve on your
listening? How will you make those improvements?
2. For one day, keep a diary of your communication time. How much time do you spend
listening, speaking, writing, and reading? How closely does that breakdown match the
percentages in Figure 3.1? What did you learn about your communication by keeping
this communication diary?
3. Review the Speaking of . . . box titled “Exercises to Save Your Listening.” Try out at
least one of the exercises. How effective do you think the exercise is in improving your
listening? Would you recommend the exercise to your friends or classmates? Why or
why not?
4. Recall a recent experience in which you were a critical listener. How well did you listen
with empathy and appreciation? How well did you listen for content? How did you
evaluate what the speaker said? What did you learn from listening critically?
Chapter 3 Listening 57
● Key Terms coupled with marginal definitions

throughout the chapter assist students with
learning public speaking vocabulary. Flashcards
available on MindTap help students study basic
concepts and terminology.
xvi Preface
● Analyze It. A diverse collection of sample Chase Roberts, First Place Speech at the 2015
student and professional speeches at the end Houston 19th Annual Gardere Martin Luther King,
of Chapters 2 to 16 coupled with video of live Jr., Oratory Competition
delivery of the speech on MindTap allow students Lishan, Chinese Valentine’s Day
to consider chapter concepts in the context of real
Carly, Eat Healthier in College
speeches. Each speech is accompanied by a brief
overview of the speech’s context and questions Alicia, Sexual Assault on University Campuses
for discussion. Read and watch Katherine Heigl’s Adam, Together, We Can Stop Cyberbullying
Tribute to Shirley MacLaine (Chapter 2) or a Tara, My Grandfather, John Flanagan Sr.
student’s persuasive speech on cyberbullying
(Chapter 15). “I continue to be impressed with how the authors
are using a more modern, student centered set of
references and examples.”
APPLY IT . . . —John Reffue, Hillsborough Community College
IN THE WORKPLACE
Researching Organizations
Organizations often want to know about other organizations, whether it’s to explore a partnership or assess the
“A visually engaging, comprehensive look at public
competition. You might be asked to research specific organizations or industries as part of your job. In addition,
a key aspect of any job search is finding out about companies and professions in which you’re interested. Several
communication with an abundance of helpful
library databases can help you with your search.
● ABI/INFORM Complete searches a broad range of business-related sources including journals, blogs,
examples and models for students.”
●
working papers, podcasts, white papers, magazines, and reports.
American City Business Journals compiles local business news from major U.S. metropolitan cities. —Brian Zager, Merrimack College
●
Business Insights: Essentials provides data about U.S. and international organizations, industry information,
and financial data.
● Business & Industry scours more than 1000 publications for facts and information about markets and industries.
Business & Management Practices covers business-related topics, such as management, finance, human
New to This Edition

●
resources, and technology with a special focus on case studies, practical guidelines, and organizational
applications.
● Factiva compiles information about companies from national and international news sources and trade
journals.
● PASSPORT–GMID (Global Market Information Database) contains historical data and forecasts for
economic and marketing topics in more than 200 countries.
Global revisions to the include:
●
ProQuest Business searches five business-related databases.
Regional Business News covers both metropolitan and rural areas in the United States.
Chapter openings that emphasize the continuity
●
●
These databases and similar ones can help you become an expert on a wide range of industries, businesses,
and change over time in public speaking styles,

and market trends close to home and abroad.
approaches, and perspectives.

● Apply It in the Workplace and in Your ● Updated and expanded research to provide
Community. These features encourage students students with the most relevant and current
to apply their public speaking skills in professional information related to public speaking.
and local organizational settings. The activities
demonstrate the ways in which public speaking ● Updated photographs, examples, charts, and tables
skills can foster greater social awareness, civility, that reflect the evolving art of public speaking.
personal responsibility, service learning, and ● Learning outcomes added at the beginning of
active learning. every chapter and reflection questions that match
Katherine Heigl, Tribute to Shirley MacLaine those learning outcomes.
Amanda Wagemann, Winning Speech for the South Chapter revisions to the text include:
Dakota Department of Agriculture, 2012 Resource ● Chapter 1, The Evolving Art of Public Speaking:
Conservation Speech Contest
Intensified focus on audience-centered public
Chris, Impressionistic Painting speaking as conversational and interactive.
Katie, Why Pi? ● Chapter 2, Building Your Confidence: In-depth
discussion of relaxation techniques for managing
Emily, About ALS
anxiety, inclusion of the Communication Anxiety
Malkia Cyril, Keynote at the Computers, Freedom Regulation Scale, added attention to building
and Privacy Conference, October 13, 2015 confidence for giving online speeches.
Alicia, How Guinea Pigs Help Autistic Children ● Chapter 3, Listening: Completely redesigned with
a single focus on listening, the chapter provides
Nathaneal, The 54th Massachusetts
a feedback form for classroom speeches, detailed
Sierra, The Role of Spots in Society discussion of barriers to effective listening,
specific exercises to improve listening. Discussions
Dr. Michael Marx, Getting Off Oil
of ethics and public speaking now are distributed
throughout the text.
Preface xvii
● Chapter 4, Developing Your Purpose and Topic: new section on practical persuasion speech topics
Highlights the presence of Malala Yousafzi, Neil and patterns of organization.
deGrasse Tyson, Mark Zuckerberg, and Ayaan ● Chapter 15, Understanding Argument: New
Hirsi Ali as global public speakers with a well-
approach to argumentation linked to development
defined purpose.
of personal leadership skills.
● Chapter 5, Adapting to Your Audience: Links ● Chapter 16, Special Occasion, Distance, and
fundamental principle of evolutionary adaptation
Group Speaking: Major new section with
to public speaking; integrates current research on
guidelines on videoconferences, online graphical
audience diversity.
presentations, and telephone meetings as distance
● Chapter 6, Researching Your Topic: Updated speaking events.
online resources for searches, such as
DuckDuckGo, Google Scholar, Artcyclopedia,
and FindSounds; streamlined discussion of
Instructor Resources
information interviews; expanded discussion of Instructors who adopt this book may request the
evaluating research materials; detailed coverage following resources to support their teaching.
of plagiarism and strategies for avoiding itthat
● Instructor Companion Website. The password-
demonstrates integrating research in to a
protected Instructor Companion Website includes:
speech.
● Computerized test bank via Cognero®
● Chapter 7, Supporting Your Ideas: Facts and
statistics discussed as two separate types of ● Ready-to-use PowerPoint® slides (with text and
supporting materials; clear distinctions drawn images that can also be customized to suit your
among facts, inferences, and opinions. course needs)
● Chapter 8, Organizing and Outlining Your ● Instructor’s Resource Manual presents its
Speech: Integrated description and comparison own Prepare It, Teach It, Assess It, Adapt It
of working, complete-sentence, and speaking framework to parallel the student text’s Read
outlines. It, Watch It, Analyze It, Apply It, Review It
pedagogy. This manual offers guidelines for
● Chapter 9, Beginning and Ending Your Speech:
setting up your course, sample syllabi, chapter
Clearer discussion of primacy and recency effects
outlines, suggested topics for lectures and
student speech for analysis.
discussion, and activities and assignments
● Chapter 10, Using Language Effectively: for individuals and groups. It also includes a
Comprehensive discussions of gender-fair and test bank with diverse types of questions and
inclusive language. varying levels of difficulty.
● Chapter 11, Integrating Presentation Media: Up- Visit the Instructor Companion Website by
to-date discussion of latest presentation media; accessing http://login.cengage.com or by
improved examples of digital slides; new section contacting your local sales representative.
on citing digital slides in speeches; transcript and
● Digital Course Support. Get trained, get
new video example that demonstrate how to use
connected, and get the support you need for the
digital slides in a speech.
seamless integration of digital resources into your
● Chapter 12, Delivering Your Speech: Expanded course. This unparalleled technology service
discussion of gender and delivery; added section and training program provides robust online
on effective breathing techniques for reducing resources, peer-to-peer instruction, personalized
anxiety. training, and a customizable program you can
count on. Visit cengage.com/dcs to sign up
● Chapter 13, Informative Speaking: New
for online seminars, first days of class services,
culturally relevant informative speech topic
technical support, or personalized, face-to-face
examples that spark student interest; new material
training. Our online and onsite training sessions
to help students differentiate between informative
frequently are led by our Lead Teachers, faculty
and persuasive speech topics.
members who are experts in using Cengage
● Chapter 14, Persuasive Speaking: Practical and Learning technology and can provide best
issue-based topics treated separately; innovative practices and teaching tips.
xviii Preface
Acknowledgments Kosloski, Clark College; Marilyn Kritzman, Western
Michigan University; David Moss, Mt. Saint Jacinto
This project was a team effort, and we appreciate all the College; Steven Netti, Vincennes University; Kekeli
work others have contributed to Public Speaking: The Nuviadenu, Bethune-Cookman University; Amy Powell,
Evolving Art. Our Cengage Learning team included Central Michigan University; Narissra Punyanunt-Carter,
Monica Eckman, Product Director; Kelli Strieby, Product Texas Tech University; Brandi Quesenberry, Virginia
Manager; Marita Sermolins, Senior Content Developer; Tech; John Reffue, Hillsborough Community College;
Jessica Badiner, Senior Content Developer; Karolina Elizabeth Rogers, Huntingdon College; Lynn Rogoff,
Kiwak, Associate Content Developer; Dan Saabye, New York Institute of Technology; David Schreindl,
Content Project Manager; Marissa Falco, Art Director; Dickinson State University; Holly Shiveley, Cleveland
and Edward Dionne, Project Manager at MPS Limited. State Community College; Christy Takamure, Leeward
Many thanks to those who helped with the Community College; Sarah Vaughn, Elizabethtown
development of the ancillary materials that accompany Community & Technical College; Sherri L. Wallace,
the text, including Sheryll Reichwein, who assisted with University of Louisville; Janice Watson, Oakwood
the MindTap assets. University; Arthur Williams, Olivet College; Caitlin
Many thanks to the reviewers for this edition: Wills-Toler, University of North Georgia; Christopher
Julie Allee, Ivy Tech Community College; Suzanne J. Wood, University of Idaho; Donata Worrell, Rockingham
Atkin, Portland State University; Lisa Bamber, Otero Community College; and Brian Zager, Merrimack
Junior College; Cameron Basquiat, College of Southern College.
Nevada; Chantele Carr, Estrella Mountain Community Special thanks to our Student Advisory Board:
College; John Chamberlain, Santa Fe College; Ronald Montell Boone, Franklin University; Danny Bugingo,
E. Compton, McHenry County College; Amber Davies- University of Idaho; Taylor Caldwell, University of Idaho;
Sloan, Yavapai College; Aaron S. Deason, Ivy Tech; Melanie Harvey, Stonehill College; Lindsey Heflin,
Diane DeRosier, Eastern University; Vance Elderkin, University of Idaho; Monica Rommens, University of
Alamance Community College; Sharon Ewing, University Idaho; and Robert Seger, Ivy Tech, Bloomington.
of North Carolina, Charlotte; Lucy Ferguson, Meridian Special thanks to our Faculty Advisory Board
Community College; Kristina Galyen, University of for their constructive criticism and continued
Cincinnati; Kathleen M. Golden, Edinboro University support of Public Speaking: The Evolving Art: Diane
of Pennsylvania; Erin Hammond, Faulkner State Carter, University of Idaho; Diane DeRosier, Eastern
Community College; April Hebert, College of Southern University; Kathleen M. Golden, Edinboro University
Nevada; Ronald Hochstatter, McLennan Community of Pennsylvania; Erin Hammond, Faulkner State
College; Teresa Horton, Baker College; LaToya Jackson, Community College; Sherri L. Wallace, University
Yuba College; Jody Jones, Alabama A & M University; of Louisville; Carrie West, Schreiner University;
Sandy King, Anne Arundel Community College; David and Brian Zager, Merrimack College.
Preface xix
About the Authors
Stephanie J. Coopman (Ph.D., University of Kentucky) is
Professor of Communication Studies at San José State University.
She served as department chair for five years and chair of the
SJSU University Council of Chairs and Directors for three years.
In addition to teaching public speaking since the start of her
career, she has conducted numerous training sessions on public
speaking and communication pedagogy. Professor Coopman
has published her research in a variety of scholarly outlets,
Ted M. Coopman
including First Monday, Communication Education, Western

Journal of Communication, Communication Yearbook, American
Communication Journal, Journal of Business Communication,
and Management Communication Quarterly. She contributes
20 percent of her royalties from the sale of Public Speaking:
The Evolving Art to the Robert R. Zimmermann “Dr. Bob”
Scholarship fund for students and the Dr. Robert R. “Dr. Bob”
Zimmermann Endowed Teaching Chair Award for faculty at
Delta College in University Center, Michigan.
James Lull (Ph.D., University of Wisconsin–Madison) is

Professor Emeritus of Communication Studies at San José
State University. Winner of the National Communication
Association's Golden Anniversary Monograph Award, he has
taught public speaking for more than twenty-five years. An
internationally recognized leader in media studies, cultural
analysis, and evolutionary communication, Professor Lull is
author or editor of twelve books with translations into many
East Side Books
languages as well as articles published in the top journals in the

field. Dr. Lull holds honorary doctorates and professorships
from several universities in Europe and Latin America where he
regularly gives plenary addresses and seminars.
xx
A Brief Guide to Successful Public Speaking
Use this guide as you prepare for your first speech and b. After you’ve identified the speech’s general
as a checklist for all the speeches you give in your public purpose, choose your topic.
speaking class. The guide also serves as a handy reference ● Sometimes your instructor will assign a topic
for speeches you give after college. for your first speech, such as introducing
Presenting a speech involves six basic stages: yourself to the class.
● In other cases, your assignment may be more
1. Determining your purpose and topic (Chapter 4)
2. Adapting to your audience (Chapter 5) broad, like informing the audience about an
3. Researching your topic (Chapter 6) important campus issue.
4. Organizing your ideas and outlining your speech ● Pick something of interest to you that you
(Chapter 8) think will appeal to your audience too.

5. Practicing your speech (Chapter 12)
6. Delivering your speech (Chapter 12) 2. Adapt to Your Audience
a. In choosing a topic, keep your audience in mind
These stages blend together—they’re integrated parts so your speech will interest them.
of a whole, not discrete units. For example, ● In-depth research allows you to design a
● As you’re analyzing your audience (stage 2), you speech tailored to your audience.
revise your topic focus (stage 1). ● You probably won’t be able to do in-depth
● What you find out about your audience (stage 2) research for your first speech, but just looking
will influence how you research your topic (stage 3). around the classroom gives you some clues about
your audience. Demographic characteristics such
● When practicing your speech (stage 5), you may as ethnic background, age, sex, and educational
decide that the flow of your ideas won’t work level tell you a lot. Example: If you wanted to
for your audience (stage 2), so you go back and give a speech about affordable housing in your
modify the organization of your ideas (stage 4). community, you’d probably want to approach
the issue from the point of view of renters, not
Although public speaking may seem to be all about landlords, because your student audience is far
presenting, most of a successful speaker’s work takes place more likely to rent than to own their own home.
behind the scenes, well before the speaking event. Let’s go
through each activity in the speechmaking process. b. Adapting your speech to your audience means
that you apply the information you’ve gathered
1. Determine Your Purpose and Topic
T about them when designing your speech.
a. Decide on your overall goal, or the general ● Target your message to this particular audience
purpose of your speech. at this particular time and place.

● First speeches in a public speaking class usually ● Use audience-centered communication that
aim to inform or enhance listeners’ knowledge engages your listeners and helps you achieve
of a topic. Example: In introducing a classmate, your goal for the speech.
you’d want your audience to learn a few key ● You want your audience to feel as if you’re
bits of information about the person. speaking directly to them.

● Some first speeches seek to entertain listeners by
sharing anecdotes and using humor. Example: In 3. Research Your Topic

T
introducing yourself, you might tell your audience a. Y have many sources of information for your
You
a funny story about your summer vacation. speech topics.
● Speeches to persuade focus on influencing ● Common sources are websites, books,
people’s behaviors, values, or attitudes. magazines, newspapers, government

Example: Trying to convince audience publications, and interviews with individuals.
members to exercise regularly involves ● But begin with yourself and what you already
persuasion. know about the topic.
xxi
b. Once you’ve identified your knowledge base, ● However you organize your ideas, the pattern
seek out additional sources of information. must be clear to your audience.
● You’ve probably already searched the Internet
d. In your conclusion, you’ll summarize the main
for information about a wide range of topics. points and let your audience know you’re
However, finding what you need for a speech is finished.
another matter. Locating relevant information ● Example: Signal that you’re finishing your
online requires determining the right key terms
speech by saying something like, “Let’s review
associated with your topic. Example: If you’re
what I’ve covered today …” or “To summarize,
introducing a classmate who enjoys surfing, you
the most important aspects of ….”
may want to find out more about this activity.
● End with a memorable statement. Example:
Typing in “surfing” on Google produces about
33 million webpages, ranging from Internet “Now you’ve met Bailey—political science major,
surfing, to the surfing lawyer, to mind surfing— entrepreneur, and future mayor of this city.”
not exactly relevant to your speech. However, e. With an outline, you develop a numbered list of
adding key terms to “surfing,” such as “sport,” your main points and all the points supporting
“ocean,” and “surfboard,” refines your search. them.
● All campus libraries include extensive electronic ● Outlining your speech shows how you’ve
databases that serve as gateways to academic arranged your ideas.

journals, newspapers, legal opinions, trade ● Successful public speaking requires creating
publications, and numerous other sources. and using three different kinds of outlines for
● A trip to the library and a brief conference
different stages in the development of your
with the reference librarian help locate any speech: working, complete-sentence, and
additional information on paper that you presentation.
might need. ● The following table “Types of Outlines”
provides an overview of each type of outline,

4. Organize Your Ideas
including what it’s used for (function), what it
a. Organizing your ideas involves identifying the
includes (key features), and in which chapter of
main points you want to cover in your speech
this text you’ll find it covered.
and putting them in a logical order: introduction,
body, and conclusion. 5. Practice Your Speech via Practice and Present
b. With your introduction, you gain your in MindTap
T
Tap
audience’s attention and preview your main a. Begin rehearsing your speech by running
points. through your outline and editing it as needed.
● Encourage listeners to focus on your ideas by ● Go through your complete-sentence outline,
gaining their attention with startling statistics, talking out loud, listening for how your ideas
engaging quotes, rhetorical questions, brief flow and fit together.
anecdotes, or vivid visual materials that are ● Then give your speech aloud again, checking
relevant to your topic. that you’re within the time limit.

● Preview your main points in your thesis ● Based on how well you meet the time limit and
statement or in a separate preview statement. how your ideas work together, edit and revise
Example: “The two campus services I’ll cover for clarity and ease of understanding.
today are the university credit union and the
b. Create your presentation outline via Speech
computer recycling program.”
Builder Express in MindTap
c. Once you’ve introduced your speech, you’ve set ● Transfer keywords from your complete-
the stage for the body of your speech. sentence outline to note cards, including only
● The body of your speech includes all your
those words that trigger your memory. What
main points organized in some logical way. you write on your note cards will become your
Example: If you were describing a stadium, you presentation outline—the outline you’ll use
might begin with the outside, then take the when you give your speech to the audience.
audience through the gates, then into the first ● Holding your note cards in one hand, stand up
level, and on through the arena using a spatial and say your speech, just as you would if your
organizational pattern. audience were there.
xxii A Brief Guide to Successful Public Speaking
● If you plan to use presentation media like ● Speak loudly so your audience can easily hear you.
digital slides or posters in your speech, practice ● Move with purpose and spontaneity, using
incorporating them into your presentation at gestures that appear natural and comfortable.
this point too.
b. For your first speech, you probably won’t have
● Because you’re using your notes only as a
slides, videos, or other presentation media. For
reminder, you’ll need to glance at them only
longer speeches, manage your presentation
briefly and infrequently.
media, arriving early on the day of your speech
c. Strive to give an excellent version of your speech and checking the equipment you’re going to use.
rather than a perfect speech.
c. It will help you manage your audience as you
● As you’re practicing, your speech will sound a
present your speech if you analyze audience
little different each time. members beforehand.
● Aim for a conversational presentation that you
● What you know about your listeners gives you
adapt to your audience as you’re speaking. clues about their possible reactions to your
speech.
6. Present Your Speech via Practice and Present in ● Maintaining good eye contact gives you a sense
MindTap
T
Tap
a. When you present your speech, manage your of how they’re responding to what you say.
voice and your body. d. Monitor your time and adjust your speech as
Dress for the setting, audience, and topic. needed if you find you’re going to go on too long
● It’s perfectly normal to feel a little nervous or fall short of the time limit.
before and during your presentation. Think of ● Effective public speaking means having the
any anxiety you feel as energy, then rechannel flexibility to adjust your presentation as you go
that energy into enthusiasm for your topic and along.
audience. ● Having a good grasp of the content of your
● Maintain good eye contact with your audience,

speech will give you the confidence to make
glancing at your note cards only to remind you whatever adjustments you deem necessary
of what you plan to say. during your presentation.
Types of Outlines
T
Type of Outline
T Functions Key features Chapter
Working Assists in initial topic Includes main points and possible subpoints; 4: Developing
development; guides research revised during research process Your Purpose
and Topic
Complete- Clearly identifies all the pieces of Uses complete sentences; lists all sections 8: Organizing and
sentence information for the speech; puts of speech and all references; revised during Outlining Your
ideas in order; forms the basis preparation process Speech
for developing the presentation
outline
Presentation Assists you in practicing and Uses keywords; revised as you practice your 12: Delivering Your
giving your speech speech; often transferred to note cards for use Speech
during practice and the final presentation
A Brief Guide to Successful Public Speaking xxiii
1 The Evolving Art
of Public Speaking
READ IT
After successfully completing this chapter, you will be able to:
Explain why public speaking is considered to be an audience-centered
Start with a quick warm-up
“evolving” art.
activity and review the
chapter’s learning outcomes. Describe how the foundations of public speaking were formed.
Discuss specific ways public speaking helps you develop life skills.
Summarize how public speaking ability can be used outside the classroom.
Describe the elements of the public speaking model.
As societies evolve
and new technologies
are introduced,
the roles of public
speakers and
audience members
also change.
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(Sambucus canadensis), and the Mexican mulberry (Callicarpa
americana). In winter the berries of the myrtle-holly (Oreophila
myrtifolia) and those of the mistletoe (Phoradendron flavescens)
are their principal food.
6. Mimus carolinensis, Gray. Catbird.—I first observed a
single specimen of this bird April 25, 1879. It was then my opinion
that this bird must be a very rare migrant, as I did not meet with
another that year. It was this year (1881), May 5, when I wandered
through the thick underbrush in the woods on Spring Creek that I
heard the peculiar cry of the Catbird, and a few minutes after I
discovered the nest, which was built in a young oak sapling, about
ten feet above the ground. They are not the familiar and confident
birds of the Northern States, but extremely shy and retiring in their
habits. They kept a good distance from me when I took the nest.
7. Harporhynchus rufus, Cab. Brown Thrush.—Common
during the winter months in the thick underbrush of the woods near
Spring Creek, in the northern part of Harris County. Very silent and
extremely shy.
8. Sialia sialis, Hald. Bluebird.—A very abundant winter
sojourner and a common summer resident; but not so abundant as
in the Northern States, and not so familiar. Commences to breed as
early as February 15. I found a nest March 6, which contained newly
hatched young. A nest discovered April 29 contained four pure white
eggs.
9. Regulus calendula, Licht. Ruby-crowned Kinglet, and
10. Regulus satrapa, Licht. American Golden-crested
Kinglet.—Both are common during the winter months, when, in
company with Titmice, they inhabit the pine woods near Houston.
Are to be observed during the whole winter in the mountain cedars
(Juniperus occidentalis texanus), which are common in the gardens
of the city.
11. Polioptila cærulea, Sclat. Blue-gray Gnatcatcher.—
Common in the heavy wooded bottom lands on the Brazos, Spring
Creek, and San Jacinto, and especially abundant on Buffalo Bayou
when the magnificent Magnolia grandiflora is in bloom. Almost
with the agility and grace of a Hummingbird, it flies around the
showy flowers in pursuit of insects. Nest-building commences early
in May. This beautiful little domicile is built very high, in small
branches of elms, swamp oaks (Quercus palustris) and other densely
leaved forest trees.
12. Lophophanes bicolor, Bon. Tufted Titmouse.—A very
common bird and resident throughout the year, even in the city
gardens, where it is exceedingly tame and confiding. Breeds as early
as the beginning of March. Nests in deserted Woodpeckers’ holes, in
old stumps, in cedar-posts, in hollow branches, etc.
13. Parus carolinensis, Aud. Southern Chickadee.—Very
common and familiar. Resident throughout the year. April 15 I
discovered a nest of this diminutive bird in an old fence-post; it
contained six nearly fledged young. The cavity was filled up about
nine inches with soft mosses, cow’s hair, and the fur of smaller
animals. Usually the nest is built in the hollow of a branch.
14. Thryothorus ludovicianus, Bon. Carolina Wren.—Very
common in all low wooded localities with dense underbrush.
Thickets of smilax, blackberry bushes, snowball (Viburnum molle
and V. dentatum), Rhamnus carolinianus, Bumelia lanuginosa,
intermixed with a few larger trees (oaks or elms), which are
commonly overgrown by the mustang-grape and the grotesque forms
of the supple jack (Berchemia volubilis), are its favorite resorts. In a
few instances I have known a pair to build their nest in a bird-box
near a dwelling.
15. Thryothorus bewicki, Bonap. Long-tailed House Wren.—
Abundant in all suitable localities and very familiar, breeding in bird-
boxes, stables, corn-cribs, and even in houses over doors, etc. One
pair built their nest in the pocket of an old coat, hanging out doors.
16. Troglodytes aëdon, Vieill. House Wren.—Only a winter
visitant, occurring in considerable numbers in secluded localities.
17. Cistothorus palustris, Baird. Long-billed Marsh Wren.—
Rare during the migrations.
18. Cistothorus stellaris, Cab. Short-billed Marsh Wren.—
Observed so late as May 2 in the marshy prairie districts in the
northern part of Harris County, and in September in the sugar-cane
fields on the Brazos in Ford Bend County. Probably breeds.
19. Anthus ludovicianus, Licht. American Pipit; Titlark.—
Very common during winter, from the middle of November to the
second week in April. Comes fearlessly in the streets of the city and
in the door-yards.
20. Neocorys spraguei, Sclat. Missouri Skylark.—Observed
small flocks early in November on the prairies near Houston. They
were often associated with Passerculus savanna, and in habits
resembled very closely the Titlark. All disappeared soon.
21. Mniotilta varia, Vieill. Black-and-white Creeper.—Not
uncommon during the migrations. Noted first March 22. At the 15th
of April the majority depart for the north, only few remaining to
breed.
22. Parula americana, Bon. Blue Yellow-backed Warbler.—
This beautiful little Warbler is rather common during the migrations
in all wooded portions, especially in the river bottoms, where almost
every tree is covered with the long gray Spanish moss (Tillandsia
usneoides). Some remain to breed, as I have seen the parents feeding
the young in July and August.
23. Protonotaria citrea, Bd. Prothonotary Warbler.—A not
uncommon summer resident in marshy localities on Spring Creek
and in Ford Bend County in the Brazos bottom, where so-called lakes
are abundant. It breeds in hollows of trees, deserted Woodpeckers’
holes, and in stumps standing in the water. I usually met with this
bird in localities where the Little Blue Heron (Florida cærulea) and
the Snowy Heron (Garzetta candidissima) were common. I can add
nothing to the unsurpassable life history of this bird given by Mr.
William Brewster in this Bulletin, Vol. III, pp. 153–162.
24. Helmintherus vermivorus, Bon. Worm-eating Swamp
Warbler.—A few seen April 6, 1881, in a flowering plum tree in a
city-garden.
25. Helminthophaga chrysoptera, Cab. Golden-winged
Warbler.—Common during the migrations, in October and April.
26. Helminthophaga peregrina, Cab. Tennessee Warbler.—
Not uncommon during migrations.
27. Helminthophaga celata, Bd. Orange-crowned Warbler.—
Seen only during migrations and very rare.
28. Dendrœca æstiva, Bd. Summer Yellow Bird.—Very
abundant during migrations. Not a very common summer sojourner,
but quite regularly distributed.
29. Dendrœca coronata, Gray. Yellow-rumped Warbler.—
The most common of all the Warblers from November to April.
Winters abundantly in this region and numbers visit the gardens,
even those in the interior of the city.
30. Dendrœca maculosa, Bd. Black-and-yellow Warbler,
and
31. Dendrœca blackburniæ, Bd. Blackburnian Warbler, are
both, so far as I observed, exceedingly rare during migrations.
32. Dendrœca pennsylvanica, Bd. Chestnut-sided Warbler.
—Somewhat common in the latter part of April and early in May.
33. Dendrœca castanea, Bd. Bay-breasted Warbler.—This
elegant Warbler is one of the most common of its family during the
spring migration. I observed small flocks of from eight to ten so late
as May 5.
34. Dendrœca striata, Bd. Black-poll Warbler.—Transient;
arrives from winter quarters late in April, when the host of Warblers
pass northward. Tolerably common.
35. Dendrœca virens, Bd. Black-throated Green Warbler.—
Abundant during migrations. Moves in flocks of from four to ten.
36. Dendrœca dominica albilora, Ridg. Yellow-throated
Warbler.—A very rare summer resident and very difficult to observe
in the high moss-grown forest trees of the river bottoms. The song
resembles that of Dendrœca æstiva, but is louder and more varied. I
think it is almost impossible to discover a nest of this bird in the high
trees, so densely covered with Tillandsia.
37. Dendrœca pinus, Bd. Pine Warbler.—Winters in small
companies in the woods in the northern part of Harris County, near
Spring Creek.
I did not find so many Warblers as I expected, although I kept a
diligent lookout. I did not observe D. palmarum, D. canadensis, D.
discolor, or D. cærulea.
38. Siurus auricapillus, Sw. Golden-crowned Thrush.—
Transient and not common.
39. Siurus nævius, Coues. Water Thrush.—Not uncommon in
suitable localities during migrations.
40. Oporornis formosa, Bd. Kentucky Warbler.—A common
summer resident; exceeding in numbers even the Maryland Yellow-
throat, with which it occupies the same localities. Common in wet
fields with patches of low bushes, and in the dense undergrowth near
water. Visits frequently the country gardens. Very abundant on
Spring Creek, in the northern part of Harris County, and in
Montgomery County. Arrives about April 21. Commences nest-
building early in May. Nest very difficult to find.
41. Geothlypis trichas, Cab. Maryland Yellow-throat.—
Arrives about April 15, from its winter quarters. A common summer
sojourner. Like the preceding species, most common in grassy
localities with thickets interspersed. On a farm near Houston is a wet
piece of land containing about two acres, where I found three pairs
breeding. Through this runs a ditch and the whole ground is covered
with high broom-grass (Andropogon macrurus) with briar patches,
thickets of water oak. Viburnum dentatum, black haw (V.
pruneifolium), etc. The field is surrounded by an almost
impenetrable hedge of Cherokee roses (Rosa lævigata). Here the
Yellow-throats occur with Kentucky Warblers, White-eyed Vireos,
Yellow-throated Vireos, Painted Finches, and Blue Grosbeaks, all
living in harmony. Two broods are raised yearly in this latitude. In
almost every nest of this bird, and also of the Kentucky Warbler, eggs
of the Cow Bird are to be found.
42. Geothlypis philadelphia, Bd. Mourning Warbler.—
Transient and rather rare.
43. Icteria virens, Bd. Yellow-breasted Chat.—A common
summer resident, arriving from its winter quarters about April 15.
Many winter in sheltered places. Its most favorable resorts are brier-
patches in fields, thickets on the edge of woods, myrtle-holly thickets
overgrown with tangled Smilax laurifolia, and similar localities. Nest
in the interior of thickets near the ground; it has some resemblance
to the Catbird’s, and is built of nearly the same material.
44. Myiodioctes mitratus, Aud. Hooded Warbler.—This
beautiful species is common during migrations. Arrives from the
South in the last part of April, when the host of Warblers migrate
northward. I never observed the bird during the summer months and
do not think that any remain to breed.
45. Myiodioctes canadensis, Aud. Canadian Flycatching
Warbler.—Not very common during the spring migration.
46. Myiodioctes pusillus, Bon. Black-capped Warbler.—I
consider this the most common species of the genus during
migrations.
47. Setophaga ruticilla, Sw. American Redstart.—Moves
northward late in April and early in May, when the throng of
Warblers migrate to their summer quarters in high northern
latitudes.
48. Vireosylvia olivacea, Bon. Red-eyed Vireo.—A common
summer resident in all the deciduous woods.
49. Vireosylvia gilva, Cass. Warbling Vireo.—Evidently a rare
species, even during the migrations.
50. Lanivireo flavifrons, Bd. Yellow-throated Vireo.—
Abundant and breeding. The first nest, beautifully constructed, I
discovered April 28 in a high blackberry-bush about four feet above
the ground, near Houston. It contained four fresh eggs and one of
the Dwarf Cowbird (Molothrus ater obscurus). Nest and eggs in my
collection. Many more nests were discovered during the months of
May and June, and many contained one and two eggs of the
Cowbird.
51. Lanivireo solitarius, Bd. Solitary Vireo.—Rare during
migrations.
52. Vireo noveboracensis, Bon. White-eyed Vireo. A common
summer resident in localities where Viburnum dentatum, V. molle,
V. pruneifolium, Rhamnus carolinensis, Cornus florida, laurel-oaks
(Quercus imbricaria), and elms are growing, especially on the
borders of woods, in open thickets, peach gardens, etc.
53. Vireo belli, Aud. Bell’s Vireo.—A common summer
sojourner. A not quite finished nest was discovered April 15 on a
horizontal branch of a Viburnum dentatum on the edge of a thicket,
about five feet above the ground. It contained three fresh eggs. The
nests of this Vireo are more purse-shaped and deeper than any other
Vireo nests I am acquainted with.
54. Lanius ludovicianus excubitorides, Coues. White-
rumped Shrike.—A generally dispersed summer resident, but not
abundant. Prefers to build in the hedges of the osage orange.
55. Ampelis cedrorum, Vieill. Cedar Bird.—Abundant migrant.
Observed flocks of from thirty to fifty as late as May 6. None remain
to breed.
56. Progne subis, Bd. Purple Martin.—Abundant summer
resident. Arrives March 1 from the South. Breeds in large numbers
under the wooden awnings of sidewalks, even in the business part of
Houston and Galveston. Abundant also in the country where bird-
boxes are put out for its convenience. Two broods are commonly
raised in this latitude.
57. Petrochelidon lunifrons, Lawr. Cliff Swallow.—Seen in
great numbers during September, but does not breed in this region.
58. Hirundo erythrogastra, Bodd. Barn Swallow.—Large
numbers seen in the latter part of August, but not found breeding.
59. Tachycineta bicolor, Cab. White-bellied Swallow.—
Common during migrations. A few observed in summer on the
borders of woods.
60. Cotyle riparia, Boie. Bank Swallow.—A few pairs remain to
breed in such localities as the banks of Buffalo Bayou and Galveston
Bay.
61. Stelgidopteryx serripennis, Bd. Rough-winged Swallow.
—A very abundant summer resident. Often nests under the roofs of
sidewalks and on old buildings in Houston, but is more a companion
to the preceding on the high banks on Buffalo Bayou and Galveston
Bay.
62. Pyranga rubra, Vieill. Scarlet Tanager.—A moderately
common bird during the migrations. Arrives from the South about
April 15 and passes without lingering to its more northern breeding
range.
63. Pyranga æstiva, Vieill. Summer Redbird.—A common
summer resident, particularly in oak woods. It is an elegant species,
as are all the members of this family, but is more retired in its habits
and quicker and more restless in its motions than the preceding. The
song is more varied, louder, and wilder. The nest is usually built on
the horizontal branch of an oak, from seven to twenty feet above the
ground. It is a very open-worked inartificial structure, and the eggs
cannot with certainty be distinguished from those of the Scarlet
Tanager.
64. Astragalinus tristis, Cab. Goldfinch.—A very abundant
winter sojourner. Feeds almost entirely on the seeds of the sycamore
or button-wood (Platanus occidentalis).
65. Chrysomitris pinus, Bon. Pine Finch.—A somewhat rare
winter sojourner.
66. Passerculus savanna, Bon. Savanna Sparrow.—Common
resident throughout the year. Breeds on the low grassy prairies, but
the nest is difficult to find.
67. Poœcetes gramineus, Bd. Grass Finch.—Only to be found
during migrations. None remain, so far as I know, to winter or to
breed.
68. Coturniculus passerinus, Bon. Yellow-winged Bunting.
—Seen occasionally during the winter months.
69. Ammodromus caudacutus, Sw. Sharp-tailed Finch.—
Observed near the coast of the Gulf of Mexico and Galveston Bay.
Doubtless breeds.
70. Chondestes grammicus, Bon. Lark Finch.—This
interesting, lively bird is the most common of its family in all suitable
localities, that is, on the prairies, near woods. Departs for the South
late in September and early in October; arrives from his winter
quarters again in April. Breeds in May, June, and July, and two or
even three broods are raised yearly. Nests in gardens on mulberry-
trees, in the corners of rail-fences, in cotton fields on the ground, but
most commonly on a low horizontal branch of an oak densely
covered with Tillandsia, on the borders of woods, where they are
exceedingly difficult to discover. After breeding-time the birds
assemble in large flocks.
71. Zonotrichia albicollis, Bon. White-throated Sparrow.—
Rare and occurs only in winter.
72. Zonotrichia leucophrys, Sw. White-crowned Sparrow.—
Abundant in winter.
73. Zonotrichia gambelli intermedia, Ridg. Gambel’s Finch.
—Not uncommon in winter.
74. Spizella socialis, Bon. Chipping Bird.—Abundant in October
and November, and again in March.
75. Spizella pallida, Bon. Clay-colored Bunting.—Abundant in
winter near thickets and in fields with brier-patches.
76. Spizella pusilla, Bon. Field Sparrow.—Not uncommon
during winter.
77. Junco hiemalis, Sclat. Common Snowbird.—Abundant
winter visitor.
78. Melospiza fasciata, Scott. Song Sparrow.—Common during
the winter months.
79. Melospiza lincolni, Bd. Lincoln’s Sparrow.—Common in
winter in the thick undergrowth on the borders of woods.
80. Peucæa cassini, Bd. Cassin’s Finch.—A common summer
resident on the open grassy prairies. It runs like a mouse through the
grass, and is very shy and difficult to observe. A nest I never
discovered.
81. Pipilo erythrophthalmus, Vieill. Ground Robin.—A rare
summer resident. A few pairs breed in the woods on Spring Creek.
82. Calamospiza bicolor, Bon. Lark Bunting.—Abundant in
winter on the prairies.
83. Euspiza americana, Bon. Black-throated Bunting.—A
common summer resident. Breeds abundantly in all the prairie
districts.
84. Cardinalis virginianus, Bon. Cardinal Grosbeak.—This
well-known bird is the most abundant of the family and resident
throughout the year.
85. Guiraca cærulea, Sw. Blue Grosbeak.—Regularly
distributed summer resident, but nowhere abundant. Nests
discovered always in brier-patches in fields, on roadsides, and on the
border of woods.
86. Cyanospiza ciris, Bd. Painted Finch.—Inhabits with the
preceding similar localities. Very common from April to October.
Nest usually in blackberry-bushes, but always well hidden and not
easy to find. These birds are very shy and exceedingly quick in all
their motions.
87. Cyanospiza cyanea, Bd. Indigo Bird.—Observed only
during the migrations. None I think remain to breed.
(To be concluded.)
ON THE SESAMOID AT THE FRONT OF THE
CARPUS IN BIRDS.
BY J. AMORY JEFFRIES.
In the Bulletin for October, 1881, is a paper by Dr. Shufeldt

entitled “On the Ossicle of the Antibrachium as found in some of the
North American Falconidæ,” in which the author describes the
sesamoid ossicle at the distal end of the radius in the Marsh Hawk
(Circus hudsonius) as a new bone. Dr. Shufeldt says: “It does not
seem possible that a bone the size of one which I am now about to
describe could have been entirely overlooked by ornithologists, yet
after a careful perusal of such parts of the works of the most
prominent writers, as refer to the skeletology of the upper extremity I
fail to discover the barest mention as to the existence of any such an
one.” Now this bone was figured, as it occurs in Aquila fucsa, by
Milne-Edwards in his famous work on the Fossil Birds of France, the
publication of which began in 1866, so that the bone as it occurs in
the Falconidæ can scarcely be considered unknown to anatomists.
The “os prominens” as it occurs in the Falconidæ is a modification of
the sesamoid ossicle which very often occurs in the tendon of the
tensor petagii longus where it passes over the carpus;[4] its function
here being that of a simple sesamoid over the carpus. In many of the
Falconidæ[5] this sesamoid becomes bound to the distal end of the
radius, and lengthened out at right angles to the long axis of that
bone, as figured by Dr. Shufeldt. By this means the function of the
ossicle becomes very much altered. It no longer slides over the
carpus, but serves, since the tendon of the extensor petagii longus
includes only its free end, to keep that tendon off the carpus, thus
avoiding friction at the joint. Again, since the ossicle attains
considerable length,—6 centimeters (millimeters?) according to Dr.
Shufeldt in Circus,—it materially alters the action of the extensor
petagii longus so that it tends much more to extend the hand and
draw the thumb away from the index. In this way the extensor
petagii longus seems to antagonize the slip of the flexor longus
digitorum sublimis, and since its tendon is elastic, owing to the
amount of yellow fibrous tissue in it, the action must be to a
considerable degree automatic.
My views of the functions of this ossicle are, it will be seen, very
different from those of Dr. Shufeldt, who considers it to protect the
carpus and greatly increase the area of the wing. This bone, standing
up as it does on the anterior edge of the wing, would seem to be
particularly liable to injury, sufficient, we should think, to offset the
amount it may protect the compact carpals below. The extra area
covered by the wing on account of the ossicle is easily measured. It is
simply the area of a triangle, which has for its base the difference in
altitude between the process of the metacarpus and the sesamoid
ossicle, 3 millimeters say, and for its altitude the distance between
the carpus and the origin of the extensor petagii longus, say 2.5
decimetres. Absolute measurements cannot be given since no Hawks
are to be got in Boston at present. So the entire increase of area
would be 3.75 square centimetres, and this increase is at the base of
the wing, where it would least increase the resistance of the wing.
√2 a
This difference becomes quite small in the ratio ∛weight where a, the
area of one wing, represents hundreds of square centimeters. Yet the
ratio is that of the supporting power of the wing to the weight of the
body, other things being equal. In the above calculation it is assumed
that Dr. Shufeldt meant millimeters not centimeters,[6] when giving
the dimensions of the “os prominens.”
To sum up, the bone serves: (1) To keep the friction of the extensor
petagii longus muscle off the carpus. (2) To increase the power of
that muscle to abduct the thumb. (3) To slightly increase the
supporting power of the wing. (4) To protect the carpus (?).
Here it may not be improper to state that during the winter of
1880–81, the writer showed a specimen of the carpus of Accipiter
fuscus, and explained his views as here stated of the function of the
“os prominens,” at a meeting of the Nuttall Ornithological Club.
NOTES ON SOME OF THE BIRDS OBSERVED
NEAR WHEATLAND, KNOX CO., INDIANA,
IN THE SPRING OF 1881.
BY ROBERT RIDGWAY.
Monteur’s Pond, situated about ten miles east of Vincennes and

two miles west of the village of Wheatland, on the O. & M. R. R., is of
considerable extent, being about nine miles long by a mile in average
width. It is rather a swamp, however, than a pond, probably less than
half its area being open water, the remainder filled with trees, chiefly
willows (Salix nigra) averaging 50–60 feet high, mixed in places
with a larger growth, chiefly ashes (Fraxinus americana, F.
sambucifolia and F. pubescens), red maple, and swamp cottonwood
(Populus heterophylla), the latter chiefly around the margin of the
pond, where grow also swamp, white, and water oaks, sweet-gums,
and an occasional catalpa (C. speciosa). The surrounding country,
where not cleared, consists chiefly of original forest of various oaks
and hickories, “poplar” (Liriodendron), beech, elm, and other trees
in great variety, coniferous species being wholly absent.
The pond is never very deep, probably nowhere or at anytime
exceeding four feet, and in seasons of drouth becomes absolutely dry,
then forming an excellent pasturage for the stock of the neighboring
farmers. Even when filled with water, the latter is, in the season of
vegetable growth, entirely hidden by a luxuriant growth of aquatic
plants, rendering the passage of a boat, of any description,
impossible, while numerous muskrat holes and the intricate
submerged stems render wading difficult and fatiguing in the
extreme. For these reasons the pond was but slightly explored, while
it was wholly neglected after the use of a boat became out of the
question. I am therefore quite ignorant as to what species may have
been breeding in the recesses of the pond, my investigations having
been wholly confined to the surrounding fields and woodland, the
northern portion of the pond and its immediate vicinity having been
the scene of my ornithological investigations from April 15 to May
27.
Notwithstanding the very unusual lateness of the season I found
on my arrival (April 15) that many of the migratory birds had
preceded me, but subsequent arrivals were carefully noted up to May
6, and are presented herewith.
April 15. Prairie Warbler (Dendrœca discolor).

April 17. Yellow-throated Warbler (Dendrœca dominica albilora), Yellow-
throated Vireo (Lanivireo flavifrons), Least Flycatcher (Empidonax minimus).
April 18. Prothonotary Warbler (Protonotaria citrea), Canada Flycatching
Warbler (Myiodioctes canadensis), Blue Yellow-backed Warbler (Parula
americana), Scarlet Tanager (Pyranga rubra), Summer Redbird (P. æstiva), Lark
Finch (Chondestes grammica), Summer Yellowbird (Dendrœca æstiva), Maryland
Yellow-throat (Geothlypis trichas), White-eyed Vireo (V. noveboracensis), Wood
Thrush (Hylocichla mustelina), Black-throated Green Warbler (Dendrœca virens),
Indigo Bird (Passerina cyanea).
April 19. Great-crested Flycatcher (Myiarchus crinitus), Kingbird (Tyrannus
carolinensis), Catbird (Galeoscoptes carolinensis), Pine-creeping Warbler
(Dendrœca pinus).
April 20. Golden-crowned Thrush (Siurus auricapillus), Kentucky Warbler
(Oporornis formosa).
April 21. Red-eye Vireo (Vireosylvia olivacea), Tawny Thrush (Hylocichla
fuscescens).
April 22. Yellow-breasted Chat (Icteria virens).
April 23. Blue-winged Yellow Warbler (Helminthophaga pinus).
April 24. Warbling Vireo (Vireosylvia gilva), Ruby-throated Humming Bird
(Trochilus colubris), Baltimore Oriole (Icterus galbula), Chestnut-sided Warbler
(Dendrœca pennsylvanica), Worm-eating Warbler (Helminthotherus
vermivorus), Nighthawk (Chordeiles popetue).
April 25. Rose-breasted Grosbeak (Zamelodia ludoviciana[7]), Blue Warbler
(Dendrœca cærulea[7]), Hooded Warbler (Myiodioctes mitratus), Yellow-billed
Cuckoo (Coccyzus americanus).
April 26. Black-throated Bunting (Spiza americana), Yellow-winged Sparrow
(Coturniculus passerinus), Wood Pewee (Contopus virens), Oak-woods Sparrow
(Peucæa æstivalis illinoensis).
April 30. Bay-breasted Warbler (Dendrœca costanea), Long-billed Marsh Wren
(Telmatodytes palustris).
May 2. Black-throated Blue Warbler (Dendrœca cærulescens), Black-and-yellow
Warbler (D. maculosa), Chestnut-sided Warbler (D. pennsylvanica), Red-poll
Warbler (D. palmarum).
May 3. Blackburnian Warbler (D. blackburniæ).
May 6. Nashville Warbler (Helminthophaga ruficapilla), Cape May Warbler
(Perissoglossa tigrina), Mourning Warbler (Geothlypis philadelphia).
May 7. Tennessee Warbler (Helminthophaga peregrina).
Among the migratory species which had already arrived by the

15th were the Large-billed Water Thrush (Siurus motacilla),
numbers of which were heard singing in the swamp, the Black-and-
white Creeper (Mniotilta varia borealis), Blue-gray Gnatcatcher
(Polioptila cærulea), and a few others.
The nesting season began much later than usual, as the following
list, of the earliest date on which the eggs of any species were
obtained, will show.[8]
April 27. Yellow-crowned Night Heron (Nyctherodius violaceus).

April 30. Hairy Woodpecker (Picus villosus), two sets; Grass Finch (Poœcetes
gramineus).
May 2. Field Sparrow (Spizella pusilla), Chewink (Pipilo erythrophthalmus).
May 9. Redbird (Cardinalis virginianus).
May 18. Red-eyed Vireo (Vireosylvia olivacea).
May 19. Prothonotary Warbler (Protonotaria citrea), Wood Thrush (Hylocichla
mustelina).
May 20. Acadian Flycatcher (Empidonax acadicus).
May 22. Yellow-breasted Chat (Icteria virens), Maryland Yellow-throat
(Geothlypis trichas), Indigo Bird (Passerina cyanea), Black-billed Cuckoo
(Coccyzus erythrophthalmus).
May 24. Green Heron (Butorides virescens).
Although situated about 20 miles north and the same distance east
of Mt. Carmel, the bird-fauna was entirely the same, allowing for
differences in the character of the country, the environs of
Wheatland being much less varied, and therefore not such as to
attract so great a variety of species. Nearly all the characteristic
summer birds found further south were abundant near Wheatland,
however, even Peucæa illinoensis occurring there. Among the more
numerous species were the Cerulean, Blue-winged Yellow, Kentucky
and Prothonotary Warblers, all of which were quite as numerous as
near Mt. Carmel. At the time of my arrival, the most abundant bird
was probably the Cardinal Grosbeak, it being no unusual sight to see
several males at one time along the railroad track, picking up grain
dropped from passing cars, while the swamp and surrounding woods
were filled with their sweet but monotonous whistlings. Later in the
season, however, other species became rather more numerous, it
being difficult to decide between the Redstart and Red-eyed Vireo, as
to first rank in point of numbers. Other species almost as well
represented as those mentioned, were the Red-headed Woodpecker,
Tufted Titmouse, Blue Jay, and Red-winged Blackbird, and, for a
brief season, the Rose-breasted Grosbeak and Cedarbird. Hawks
were very plentiful, especially the Red-shouldered and Red-tailed,
and on one occasion eight of the former (all adults) were observed
soaring about, near together, uttering their clamorous cries. Barred
Owls were exceedingly numerous among the trees growing in the
swamp, and at night afforded much amusement by their “family
squabbles.” Ducks and Geese which had been very plenty on the
pond during the winter, had gone northward prior to the middle of
April, except a few Mallards, Shovellers, and Blue-winged Teal,
which remained until about the end of the month, as did also
multitudes of Coots (Fulica americana).
The following list of course includes only a small proportion of the
total number of species observed.
Gray-cheeked Thrush (Hylocichla aliciæ).—The exact date of arrival of this

species was not noted, but was somewhere near the 20th of April. During the last
week of April and the first three weeks of May it was very common, perhaps more
so than any other of the small Thrushes. Specimens were shot May 23, and others
were observed as late as the 28th of that month, the date of my departure.
Tawny Thrush (Hylocichla fuscescens).—Arrived April 21 and remained until
toward the last of May. Less common than H. aliciæ but frequenting the same
localities and having nearly identical manners.
Bewick’s Wren (Thryomanes bewicki).—Rather common, found only about the
out-buildings of farms and in the village.
House Wren (Troglodytes aëdon).—Less common than Bewick’s Wren, and
noticed only about brush-heaps and along old fences.
Prothonotary Warbler (Protonotaria citrea).—Very abundant among the
“elbow-brushes” (Cephalanthus occidentalis) and willows in the pond, nesting in
hollows of the latter.
Blue-winged Yellow Warbler (Helminthophaga pinus).—Very abundant
among the undergrowth in thick woods, chiefly in the bottoms.
Golden-winged Warbler (Helminthophaga chrysoptera).—Not uncommon
for a few days during the early part of May.
Tennessee Warbler (Helminthophaga peregrina). As usual, very numerous for
several days, arriving May 7.
Nashville Warbler (Helminthophaga ruficapilla).—Rather rare during the
middle portion of May, arriving about the 6th.
Cape May Warbler (Perissoglossa tigrina). Probably not uncommon, four
specimens being obtained, all shot from the top branches of tall trees, and not
recognized until after being shot.
Black-and-yellow Warbler (Dendrœca maculosa).—Much the most abundant
of the migratory species.
Bay-breasted Warbler (Dendrœca castanea).—Rather common for a few days.
Blue Warbler (Dendrœca cærulea).—Very abundant summer resident, first
noticed about the 25th of April. Diligent search failed to discover a single nest,
though pairs evidently having nests were met with on every hand through the
woods.
Yellow-throated Warbler (Dendrœca dominica albilora).—Unaccountably
rare, only two having been obtained, and one or two others heard. I am at a loss to
account for the scarcity of this species, unless it be the rarity of sycamore
(Platanus) trees in the locality under consideration.
Since there is evidently a general misapprehension of the characters
distinguishing this race from true D. dominica, it may be as well to state here that
the latter is larger, with a constantly and very decidedly longer bill, while the
yellow over the lores is never absent. Var. albilora frequently has the yellow over
the lores almost as distinct as in typical dominica, but the bill is always much
smaller, and somewhat differently shaped.
Pine-creeping Warbler (Dendrœca pinus).—Rather rare.
Prairie Warbler (Dendrœca discolor).—Heard singing among the bushes in an
old field on the day of my arrival, and frequently afterward.
Connecticut Warbler (Oporornis agilis).—Not uncommon about the middle of
May, but very shy. Frequented the borders of the swamp, and escaped into the
thick button-bushes when surprised.
Kentucky Warbler (Oporornis formosa).—One of the most abundant of the
summer residents.
Mourning Warbler (Geothlypis philadelphia).—Became suddenly very
common May 6. Frequented chiefly brush-piles and old fences. Most of the
specimens observed were males in fine plumage.
Black-capped Yellow Warbler (Myiodioctes pusillus).—Rare during
migration.
Canada Flycatching Warbler (Myiodioctes canadensis).—One of the most
numerous of the migratory species; first noted April 18, but not common until a
week later.
Hooded Warbler (Myiodioctes mitratus).—Rather common in deep woods, but
much less so than in the vicinity of the Cypress swamp, further south.
Solitary Vireo (Lanivireo solitarius).—Rare.
Cedarbird (Ampelis cedrorum).—Exceedingly numerous among the willows in
the swamp, where feeding upon the larvæ of Diabrotica 12–maculata infesting
these trees.
Summer Redbird (Pyranga æstiva).—Rather common, but owing to the
comparative absence of high, dry woods, much less so than near Mt. Carmel. A
female, killed at the same shot with her mate, resembled the male except in the tint
of the red, which was of a brick-red rather than vermilion, the male also being in
the parti-colored plumage of the immature bird, the red occupying, in both male
and female, one-half or more of the plumage. The ovaries of the female were well
developed.
Grass Finch (Poœcetes gramineus).—Common in the meadows, a nest with
four eggs being taken April 30.
Lark Finch (Chondestes grammica).—Rather common, chiefly in fields near
roadsides.
White-crowned Sparrow (Zonotrichia leucophrys).—Became common about
the middle of May.
White-throated Sparrow (Zonotrichia albicollis).—Very abundant up to the
middle of May, and a female was started among some bushes near the edge of the
swamp about the 27th or 28th of the month, her actions and notes strongly
suggesting a nest in the vicinity, but I was unable to discover one.
Field Sparrow (Spizella pusilla).—A very common bird. Remarkable variations
were noticed in the song of this species, several individuals repeating the usual
song three times without stopping. Another had such peculiar notes that it was
followed and shot for a strange bird.
Oak-woods Sparrow (Peucæa æstivalis illinoensis).—Rare, and observed only
on one occasion, on the 26th of April. The locality was a “woods pasture,” about
one-half cleared of trees, with occasional old logs and brush-piles on the open
portion, and plenty of dead standing trees, the ground high and rolling.
Immediately upon sighting the locality I thought of this bird, and at almost the
same instant heard one sing. This one was shot, as he sat upon a brush-pile. Two or
three others were heard at a distance, but I failed to discover them.
Lincoln’s Sparrow (Melospiza lincolni).—Very abundant about brush-piles in
swampy clearings.
Cardinal Grosbeak (Cardinalis virginianus). By far the most numerous of the
resident Fringillidæ, and one of the most abundant of all birds. It was a very
common thing to hear several males singing at the same time, and I once saw three
males and two females near together on the railroad track, picking up grain
scattered from the cars.
Rose-breasted Grosbeak (Zamelodia ludoviciana).—Exceedingly common
during the greater part of the month of May. The first were seen April 25. They
were most numerous among the willows in the swamp, engaged in feeding upon a
small green beetle (Diabrotica 12–maculata) which infested the trees. They were
also common in the sugar-maple groves, and were in full song during their stay.
Blue Grosbeak (Guiraca cærulea).—A single specimen seen but not obtained
(date forgotten).
Bronzed Grackle (Quiscalus purpureus æneus).—Very numerous, breeding
among the willows in the swamp. The “love note” of this bird is decidedly more
metallic and more musical than that of Q. purpureus.
Red-headed Woodpecker (Melanerpes erythrocephalus).—Much the most
numerous of the Woodpeckers.
Barred Owl (Strix nebulosa).—Exceedingly numerous, the swamp resounding
at night with their hootings.
Cooper’s Hawk (Accipiter cooperi).—Common, breeding.
Red-shouldered Hawk (Buteo lineatus).—Much the most numerous of the
Hawks. On one occasion eight adults were observed circling together overhead, all
uttering their clamorous cries.
Mourning Dove (Zenaidura carolinensis).—Abundant. All the specimens shot
had the ends of the toes frozen off, showing that they had remained during the past
severe winter.
Wild Turkey (Meleagris gallopavo americana).—Common. Scarcely a day but
what one or more were seen, and on one occasion a flock of fourteen was met with.
When surprised they fly into the swamp, where, alighting on the trees, they are
secure from pursuit. The inhabitants pay no attention whatever to the game laws,
and it is owing entirely to the safe retreat afforded by the swamp that the Turkeys
have not been more nearly exterminated.
Virginia Quail (Ortyx virginiana).—Almost exterminated by the severe winter
of 1880–81.
Green Heron (Butorides virescens).—Abundant. A small colony had their nests
in a second-growth thicket, some distance from the swamp. The nests (seven in
number) were placed in saplings at 12–15 feet from the ground, and, with two
exceptions, contained five eggs each.
Yellow-crowned Night Heron (Nyctherodius violaceus).—Abundant, a
colony of perhaps a hundred pairs having their nests among the tall ash and sweet-
gum trees in a creek bottom, near the edge of the pond. The nests were mostly at a
considerable height, and few of them readily accessible. They had just begun to lay,
and were frightened away from the locality during a “wet spell” by squirrel hunters.
A female was shot from her nest April 27, and a perfect egg cut from her oviduct.
Several fine specimens of the bird were secured, and it was noticed that the
delicate, almost luminous, yellowish buff of the forehead very soon faded.
American Woodcock (Philohela minor).—Common, breeding.
Solitary Sandpiper (Rhyacophilus solitarius).—Common, and undoubtedly
breeding, about small ponds in the woods.
Sora Rail (Porzana carolina).—Common among the sedges in the swamp.
Florida Gallinule (Gallinula galeata).—Probably common in the swamp. A
fine specimen with its neck broken was picked up on the railroad track near the
depot in Vincennes, having been killed by flying against the telegraph wires.
American Coot (Fulica americana).—Exceedingly numerous in the swamp
during latter half of April and early part of May, but toward the last of the latter
month the greater part had disappeared.
Mallard (Anas boscas).—Very numerous at the time of our arrival and for a
week or two afterward. A few pairs are said to breed in the swamp.
Shoveller Duck (Spatula clypeata).—Much the most numerous of the Ducks at
the time of my arrival (April 15).
Blue-winged Teal (Querquedula discors).—Abundant, even up to the latter
part of May, and undoubtedly breeding.
Summer Duck (Aix sponsa).—Common and breeding in the swamp.
Hooded Merganser (Lophodytes cucullatus).—More common than A. sponsa,
breeding, like that species, in hollow trees in the swamp.
Thick-billed Grebe (Podilymbus podiceps).—Very common in the swamp,
where it was breeding.
At the time of my arrival the Ducks had mostly departed for the North, while the
Geese had entirely disappeared. Both had passed the winter in the swamp, in
immense numbers. A thorough exploration of the swamp would no doubt have
added largely to the list of Water Birds, but I could not afford the time and labor
necessary to accomplish even a partial exploration after the birds had begun
breeding.

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Public Speaking: The Evolving Art

(MindTap Course List) 4th Edition,

SPEAK (MindTap Course List) 4th Edition, (Ebook PDF)

The Art Of Public Speaking 13th Edition Edition Stephen

Trapped: Brides of the Kindred Book 29 Faith Anderson

(eBook PDF) Speak Up!: An Illustrated Guide to Public

An Illustrated Guide to Veterinary Medical Terminology

Win Every Argument: The Art of Debating, Persuading,

Win Every Argument: The Art of Debating, Persuading and

Discovering Psychology: The Science of Mind (MindTap

Listening and Public Speaking 42 Consider Your Audience 64

6 Researching Your Topic 100 Apply It in Your Community 128

8 Organizing and Outlining 9 Beginning and Ending

Public Speaking Is an Evolving Art

specific information for speakers with dis/abilities

Getty Images Entertainment/Getty Images

Reflecting On questions encourage students to

review key chapter topics on their own or discuss

● Key Terms coupled with marginal definitions

New to This Edition

and change over time in public speaking styles,

approaches, and perspectives.

including First Monday, Communication Education, Western

James Lull (Ph.D., University of Wisconsin–Madison) is

languages as well as articles published in the top journals in the

(Chapter 8) think will appeal to your audience too.

purpose of your speech. at this particular time and place.

bits of information about the person. speaking directly to them.

sharing anecdotes and using humor. Example: In 3. Research Your Topic

people’s behaviors, values, or attitudes. magazines, newspapers, government

persuasion. know about the topic.

databases that serve as gateways to academic arranged your ideas.

provides an overview of each type of outline,

relevant to your topic. that you’re within the time limit.

xxii A Brief Guide to Successful Public Speaking

● Maintain good eye contact with your audience,

A Brief Guide to Successful Public Speaking xxiii

In the Bulletin for October, 1881, is a paper by Dr. Shufeldt

Monteur’s Pond, situated about ten miles east of Vincennes and

April 15. Prairie Warbler (Dendrœca discolor).

Among the migratory species which had already arrived by the

April 27. Yellow-crowned Night Heron (Nyctherodius violaceus).

Gray-cheeked Thrush (Hylocichla aliciæ).—The exact date of arrival of this

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