Human Communication (6th University

of Central Florida Edition) Pearson

Visit to download the full and correct content document:
https://ebookmass.com/product/human-communication-6th-university-of-central-florid
a-edition-pearson/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Human Communication: University of Central Florida 7th

Edition Judy C. Pearson

https://ebookmass.com/product/human-communication-university-of-
central-florida-7th-edition-judy-c-pearson/

Human Communication Disorders: Pearson New

International Edition: An Introduction 8th Edition,
(Ebook PDF)

https://ebookmass.com/product/human-communication-disorders-
pearson-new-international-edition-an-introduction-8th-edition-
ebook-pdf/

Neuroscience for Neurosurgeons (Feb 29,

2024)_(110883146X)_(Cambridge University Press) 1st
Edition Farhana Akter

https://ebookmass.com/product/neuroscience-for-neurosurgeons-
feb-29-2024_110883146x_cambridge-university-press-1st-edition-
farhana-akter/

Dirty Goals (Florida Devils Book 3) (Florida Devils

Series) Michelle A. Valentine

https://ebookmass.com/product/dirty-goals-florida-devils-
book-3-florida-devils-series-michelle-a-valentine/
Atlas of the human body : central nervous system and
vascularization Branislav Vidi■

https://ebookmass.com/product/atlas-of-the-human-body-central-
nervous-system-and-vascularization-branislav-vidic/

HUMAN-TECHNOLOGY COMMUNICATION internet-of robotic-

things and ubiquitous. R. Anandan

https://ebookmass.com/product/human-technology-communication-
internet-of-robotic-things-and-ubiquitous-r-anandan/

Cardiology-An Integrated Approach (Human Organ Systems)

(Dec 29, 2017)_(007179154X)_(McGraw-Hill) 1st Edition
Elmoselhi

https://ebookmass.com/product/cardiology-an-integrated-approach-
human-organ-systems-dec-29-2017_007179154x_mcgraw-hill-1st-
edition-elmoselhi/

Dirty Plays (Florida Devils Book 2) (Florida Devils

Series) Michelle A. Valentine

https://ebookmass.com/product/dirty-plays-florida-devils-
book-2-florida-devils-series-michelle-a-valentine/

Dirty Games (Florida Devils Book 1) (Florida Devils

Series) Michelle A. Valentine

https://ebookmass.com/product/dirty-games-florida-devils-
book-1-florida-devils-series-michelle-a-valentine/
 SIXTH EDITION

Communication

Judy C. Pearson Jeff Butler

PaulE. Nelson ‘Stephen Ihde
Scott Titsworth Jim Katt
Lynn Harter Burt Pryor

SS
Graw
Hill
etree
From the Authors

Your life is punctuated with critical moments in which communication

plays an important role, Whether you are talking to a potential employer
during a job interview, a loved one about an important Issue facing
yourfamily, or an instructor about an assignment, what you say and
how you say it can dramatically shape the outcome ofan interac-
tion, Our goal in writing Human Communication is to help you feel
confident in any situation. We want you to have the knowledge,
skills, and attitudes necessary to be a successful communicator.
Wewant youto be ready to
+ Communicate effectively in novel and uncertain situations
+ Assess who you are talking to andestablish common ground
+ Listen effectively and respond appropriately
+ Practice the skills appropriate to a variety of relationships and
cultures,
+ Adapt your communication using technologies that enhance,
express, and transmit your messages
Speak with confidence andclarity on important topics
Human Communication draws on the best available research to
help you develop the knowledge you need to communicate effec-
tively in a variety of situations. The research-based theories we
presentin this text, coupled with the street savy you have devel-
‘oped over the course of your life, will equip you with a strong
foundation for reading situations, acting appropriately, and adapting
your communication behaviors.
As instructors in the field of communication, we believe that
personal improvement in communication begins with a clear under-
standing of your own attitudes and of therelationships you build
with others. Human Communication will help you developtheskills
you need to tell the story of yourlife and serve as a foundation
forlifelong success.
— Judy C. Pearson
— Paul E. Nelson
— Scott Titsworth
— Angela M. Hosek
brief contents
Parti Fundamentals of Communication Studies
Chapter 1 An Introduction to the Study of Communication 2
Chapter 2 Perception, Self, and Communication 20
Chapter 3 Language and Meaning 46
Chapter 4 Nonverbal Communication 64
Chapter 5 Listening 88

Part 2 Communication Contexts

Chapter 6 Interpersonal Communication 106
Chapter 7 Intercultural Communication 136
Chapter 8 Small-Group Communication 154
Chapter 9 Workplace Communication 184

Part 3 Fundamentals of Public Speaking

Chapter 10 Understanding Communication Apprehension 214
Chapter 11 Being Credible and Using Evidence 230
Chapter 12 Organizing Your Presentation 260
Chapter 13 Effective Delivery and Use of Visual Aids 290
Chapter 14 Persuasive Presentations 318

Appendix A: Communicating In Our Technological World 342

Glossary 346
Index 353
From the Authors iv
Preface xvii
Acknowledgments xxvii
Part 1 Fundamentals of Communication Studies
Chapter 1 AnIntroduction to the Study of Communication 2
What Is Communication? 3
Communication is Pervasive 3
Communication is Amoral 3
Communication Allows Us to Advance OurLifeAgenda 4
What Can We Learn from Aristotle? 5
Logos—"Listen to My Message BecauseIt Makes Sense" 5
Pathos—‘Listen to My Message Because ofthe Feelings It Evokes” 5
Ethos—“Listen to My Message Because | Am a Competent, Trustworthy,
and Wellintentioned Person” 5
The SMCREFactors 7
Source Variables 8 i “With Dre.
8 rememi
Message Variables
Channel Variables 8
= whatI read.”
ReceiverVariables 9
EnvironmentVariables 9
Which Variables Can YouControl? 9
The Elaboration Likelihood Model (ELM) 10
Central Routeor Peripheral Cues? 10
Motivation and Ability 11
Communication Contexts 12
Interpersonal Communication 12
Small Group Communication 13
Organizational Communication 13
Public Speaking 14
Mass-Media Communication 14
Health Communication 14
Family Communication 15
The Ethics of Communicating 15
What Have We Learned? 16
Chapter Review & Study Guide 16
Summary 16
Key Terms 17
Study Questions 17
Critical Thinking 18
Sizing Things Up Scoring andInterpretation 18
References 19
vi Contents
Chapter 2 Perception, Self, and Communication 20
Defining Perception 21
Differences in Perception 22
Identity Factors 22
Temporal Conditions 23
Past Experiences and Roles 23
Present Feelings and Circumstances 23
‘The Perceptual Process 24
Selection 24
Organization 25
Interpretation 28
Errors in Our Perceptions 29
Stereotyping 30
First impressions 31
Who Are You? 33
How You Became Who You Are 33
Needs 35
Learning More About Yourself 36
HowYou Present Yourself 38
Chapter Review & Study Guide 41
Summary 41
Key Terms 42
‘Study Questions 42
Critical Thinking 43
Sizing Things Up Scoring and Interpretation 43
References 43

Chapter 3 Language and Meaning 46

Defining Language 47
Language Has Rules 47
Language and Culture Are intertwined 48
Language Organizes and Classifies Reality 49
Language Is Arbitrary 50
Language is Abstract 51
Languageto Avoid When Speaking 51
Grammatical Errors 51
Slang 52
Clichés 52
Euphemisms 53
Profanity 53
 Jargon 54
Regionalisms 54
Gender-Biased, Racist, Heterosexist, and Ageist Language 55
Improving Language Skills 56
Use Descriptiveness 56
Use Concrete Language 58
Differentiate Between Observations and Inferences 59
Chapter Review & Study Guide 61 “SmartBook helps
Summary 61 me identify what we are
KeyTerms 61 going to be coveringin
Study Questions 61 class.”
| Critical Thinking 62
| Sizing Things Up Scoring and interpretation 62
References 63
| Chapter 4 Nonverbal Communication 64
Defining NonverbalCommunication 65
How Verbal and Nonverbal Communication Are Related?
The Ambiguity of Nonverbal Codes 67 66
One Code Communicates a Variety of Meanings 67
A Variety of Codes Communicate the Same Meaning
Nonverbal Codes 68 67
| Bodily Movement and Facial Expression 68
Physical Attraction 70
| Space 71
Time 73
| Touching 74
Vocal Cues 76
Clothing and Artifacts 78
Ways to Improve Nonverbal Communicatio
n 79
Chapter Review & Study Guide 82
Summary 82
KeyTerms 83
Study Questions 83
Critical Thinking 84
Sizing Things Up Scoring and int
References 84 erpretation 84
Chapter 5 Listening 88
WhatIs Listening? 90
A Systems ModelofListening 94
Five Ways of Listening 92
Discriminative Listening 92
Comprehensive Listening 92
Therapeutic Listening 92
eS
Critical Listening
¥
92
“SmartBook lets me
Appreciative Listening 93 nat aera oe
WhatKindofListener Are You? 94 i
Listening Styles and Personality 96
Listening Styles and Empathy 97
Listening and Gender 98
How Can You Improve Your Own Listening Skills? (Receiver) 98
Ask Pre-Questions 99
Consider Yourinterest Level 99
Use Elaboration Strategies 99
As a Listener, Take 51% of the Responsibility for the Communication Transaction 99
Choose to Focus 100
BeAware of Logical Fallacies, Source Credibility, and Appeals 100
Keepa Listening Journal 100
Be Willing to Listen 100
How CanYou Facilitate Increased Listening in the Audience? (Sender) 100
Have a Strong Messagethatis Relevant to Your Audience 100
Use Confident Language 101
Define any Unfamiliar Terms and use Standard English 101
Offer Opportunities for Clarification 101
Assume that Your Audience May Not Have the SameListening Style as You 101
Chapter Review & Study Guide 102
Summary 102
KeyTerms 102
Check Your Understanding: Exercises and Activities 102
References 103

Part 2 Communication Contexts

Chapter 6 Interpersonal Communication 106
TheNature of Communicationin interpersonalRelationships 108
Defining Interpersonal Communication 108
Defining interpersonal Relationships 109
The Importanceof Interpersonal Relationships 110
 The Dark Side ofInterpersonal Relationships 112
SelfDisclosure in the Developmentof interpersonal Relationships 112
Friendship 115
TheValue of Friendships 115
Friendships and New Technology 116
Cross-Cultural Relationships 117
TheStages in Interpersonal Relationships 118
Developing Relationships 118
Maintaining Relationships 118
When Relationships Deteriorate 120
Motivations for Initiating, Maintaining, and Terminating Relationships
‘Motivations for initiating Relationships 121 121
Motivations for Maintaining Relationships 122
Motivations for Terminating Relationships 123
Essential Interpersonal Communication Behaviors 125
Usin
g Affectionate and Supportive Communication 125
Influencing Others 126
“SmartBook helps me
Developing a Unique Relationship 126 feel more ‘Prepared for
class.”
The Possibilities for Improvement
127
Bargaining 127
Maintaining Behavioral Flexibility 128
Chapter Review & Study Guide 130
Summary 130
Key Terms 130
‘Study Questions 130
Critical Thinking 131
Sizing Things Up Scoring and
interpretation
References 132 131

Chapter7 intercut
tural Communication
The Import 136
ance ofStud) Ying
Defining Cultures 139 Intercultural Communication 138
The Goals of Non-Dominant Cul
Intercultural Communicatio tural Comm, uunication 140
Ethnocentrism 142 n Pr ob le ms 14 4
Stereotyping 142
Prejudice 143
Characteristics ofDifferent Cu
individualistic Versus Collecttures 144
tivist Cultures 144
 Uncertainty-Accepting Versus Uncertainty-Rejecting Cultures 146
On-TimeVersus Sometime Cultures 146
Strategies for Improving Intercultural Communication 147
Chapter Review & Study Guide 150
‘Summary 150
Key Terms 150
‘Study Questions 150
Critical Thinking 151
Sizing Things Up Scoring and Interpretation 154
References 152
“Tam @ big big fan Of of
emphasizes the topics |
howSmartBook
7 with.”
Chapter 8 Small-Group Communication 154
The Importanceof Learning About Small Groups 156
Defining Small-Group Communication 158
The Types and Functions of Small Groups 159
Establishing Culture in Small Groups 160
The Development of Group Norms 160
The Development of Roles for Group Members 162
Group Cohesiveness 164
The Effect of Diversity on Group Culture 166
The Roleof Leadership in Small Groups 168
Defining Leadership 168
Ways of Enacting Leadership 169
Problem Solving and Decision Making 171.
Effective Group Problem Solving 172
Other Work to Accomplish in Groups 174
Technology and Group Communication Processes 175
How to Communicate in Small Groups 177
Being an Ethical Group Member 178
Chapter Review & Study Guide 180
Summary 180
Key Terms 180
Study Questions 181
Critical Thinking 181
‘Sizing Things Up Scoringand Interpretation 182
References 182
Contents
Chapter 9 Workplace Communication 184
Defining Workplace Communication 185
Types ofOrganizations 186
Communication Networks 187
Preparingfor the Job Market
Conducting a Self-inventory 188
Creating a Personal Network 189
Searching for a Job 190
Preparing Cover Letters 191
Preparing Résumés and Other Credentials 191
Preparing forthe Interview 195
Gather Information “Reviewing with
GeneralInterviewing Strategies 196 SmartBookabout once
Answering QuestionsEffectively and Ethically 198 a weekis a good way to
Asking QuestionsEffectively and Ethically 199 refresh my memory.”
Preparingforillegal Questions 199
The Postinterview Stage 200
Communication Skills Needed on the Job 201
Workplace Communication Competence 201
Specific Workplace Communication Skills 202
Ethical Dimensions in the Workplace 207
Aggressive Communication 207
Honesty 207
Sexual Harassment 208
Chapter Review & Study Guide 209
Summary 209
Key Terms 210
Study Questions 210
Critical Thinking 211
Sizing Things Up Scoring and Interpretation 211
References 211

Part 3 Fundamentals of Public Speaking

Chapter 10 Understanding Communication
Apprehension 214
Normal Speaker Anxiety 215.
What Is Communication Apprehension? 215

xi Contents
What Are the Causes of Communication Apprehension? 216
Genetic Contributors 216
Environmental Reinforcers 216
Personality Traits. 217
Cultural Factors 217
‘Summary: Causes of Communication Apprehension 218 |
What Are the Effects of Communication Apprehension? 218
CA and Standardized Test Scores 218
CA and Grades 218
CA and Class Selection 218 |
CA and College Graduation 219
‘Summary: Effects of Communication Apprehension 219
How Do We Reduce the Effects of Communication Apprehension? 220
Use Positive Self‘Talk 220 ——_________,
Use Positive Visualization 221 £ nelaeiwerte
Utilize Kinesic inputs 221 activities in SmartBook are
‘most helpful because | need |
Change Your Perspective 222
Be Prepared 223 | thatextra push when learning.”
Chapter Review & Study Guide 227 |
Summary 227
Key Terms 228
‘Study Questions 228 |
Critical Thinking 229 |
References 229 |
Chapter 11 Being Credible and Using Evidence 230 |
Source Credibility and Its Importance 234 |
Dimensionsof Credibility 233
Competence 233
Trustworthiness 233
Dynamism 234
Common Ground 234
Strategies for Improving Credibility 235
How to Be Strategic in Finding Information 238
Principles for Effective Research 238
Locating Information for Your Presentation 240 |
‘TypesofSupporting Material 247
Examples 247
Narratives 248
Surveys 248
Testimony 249 }
 Numbersand Statistics 249
Analogies 250
Explanations 250
Definitions 254
Think Aboutthe Mix 251
How to Cite Sources of Information 252
Ethical Principles to Follow for Credibility and Research 253
Ethics and Source Credibility 253
Ethics and Supporting Material 254
Chapter Review & Study Guide 256
Summary 256
Key Terms 256
Study Questions 257
Critical Thinking 258
‘Sizing Things Up Scoring and Interpretation 258,
References 258
Chapter 12 Organizing Your Presentation 260
The Introduction 264
Gaining and Maintaining Audience Attention 261
Arousing Audience Interest 263
Stating the Purpose of Thesis 264
Establishing Your Credibility 265
Forecasting Development and Organization 266
The Body 266
ThePrinciples of Outlining 267
“| like the SmartBook The Rough Draft 269
helsananes besauas TheSentence Outline 271
they keep me on track.” The Key-Word Outline 272
Organizational Patterns 274
Transitions and Signposts 281
The Conclusion 282
The References 284
Chapter Review & Study Guide 287
Summary 287
Key Terms 287
Study Questions 288
Critical Thinking 288
Sizing Things Up Scoring and interpretation 289
References 289

xiv Contents
 Chapter 13 Effective Delivery and Use of Visual Aids 290
Delivery 291
Communication vs. PerformanceOrientation 291
Delivery Style 293
What's Wrong with Using a Manuscript? 294
Delivery and Message Processing 295
Eye Contact 296
Delivery and Credibility 296
Using Visual AidsEffectively 297
Defining Visual Aids 297
WaysVisual Aids Help Us Communicate More Effectively 297
Attract Audience Attention 297
Emphasize Key Points 297
‘Show TheRelationship between Points 298
Simplify Numeric Information 298
Make Examples More Specific 299
Ilustrate Difficult-To-Describe Objects or Scenes 299
Ilustrate Symbolic Relationships 300
Characteristics of Effective Visual Aids 301
Effective Visual Aids Are Visible 301
Effective Visual Aids Are Non-Distracting 302
Effective Visual Aids Are Simple and Clear 302
Effective Visual Aids Are Functional 303
‘Typesof Visual Aids 304
Objects or Models 304
Posters or Flip Charts 304
Overhead Transparencies 305
PowerPoint 305
Using PowerPoint Effectively 306
Who's the Presenter and Who's the Helper? 306
Maintain Eye Contact with Your Audience 306
‘Show Visuals Only When TheyAdd Something to Your Speech 306
DrawAttention to the Content, Not The Package 307
MakeYourVisuals Easy for Your Audience to Receive 308
Underused PowerPoint Techniques 309
Making PowerPoint“Fade to Black” During A Presentation 309
Using CustomAnimation for Your BulletLists 310
Highlighting Portions of a Slide 310
PowerPoint Recap 341
Final Thoughts on the Effective Useof Visual Aids 311
 Chapter Addendum 314
Creating a Black Slide in PowerPoint 311
Adjusting the Animation of Bullet Lists in PowerPoint 312
Highlighting Portions of a PowerPoint Slide 312
Tips for Projecting OverheadTransparencies 314
Chapter Review & Study Guide 315
Summary 315
Key Terms 315
Study Questions 316
Critical Thinking 316
References 317
Chapter 14 Persuasive Presentations 318
WhyIs the Study of Persuasion Important? 319
Defining the Conceptof Persuasion 319
The Elaboration Likelihood Model 320
Two Routes to Persuasion: Central and Peripheral 320
What ELM Research Offers Persuaders 321
Central Route Factors: Things That Make Elaboration More Likely
321
Source Characteristics 321
Message Characteristics 322
Channel Options 324
Receiver Characteristics and information Processing 324
Argument Quality: How to Plan a Strong Message 327
One-sided versus Two-sided Messages 328
Inoculation Theory: Resistance to Persuasion
328
Evidence: Statistics versus Stories
329
Fear Apeals 329
Peripheral Route Persuasion Cues 330
Source Characteristics 331
Message-Related Factors as Peripheral Persuasio
n Cues 334
Chapter Review & Study Guide 337
‘Summary 337
Key Terms 338
Study Questions 338
Critical Thinking 339
References 339
Appendix A: Communicating In Our Technolo
gical World 342
Glossary 346
Index 353

xvi Contents
preface
McGraw-Hill Connect: An Overview
McGraw-Hill Connect offers fullsemester access to comprehensive,reliable content
and leaming resourcesfor the communication course. Connect's deep integration with
mostlearning management systems (LMSs), including Blackboard and Desire2Learn
(021), offers single sign-on and deep gradebooksynchronization. Data from
Assignment Results reports synchronize directly with many LMSs, allowing scores to
flow automatically from Connect into schoolspecific grade books,if required.
The following tools and services are available as part of Connect for the
communication course.

fl era mics Prat

‘SmartBook + ‘SmartBook is an engaging and
imeractve reaing experience for
‘mastering fundamental communication
coment.
‘+The metacognitve component confims
leamers' understanding ofthe mateal.
+ Instrctors can actively connect
‘SmanBook assignments and resus to
higher-orderclassroom work and one-on-
‘one student conferences,
+ Learners can track their own
understanding and mastery of course
‘concepts and identi gaps in their
tnowiedee.
Connect Insight for ‘© Connect Insight for Instructors is an
Instructors ‘analytics resource that produces quick
feedback related to leamer performance
‘and leamer engagement.
‘© Its designed as a dashboard for both
{quick check-ins and detailed
performance and engagement views.
‘© SmartBook is an adaptive reading experience
‘Gesigned to change the way learners read and leam.
I orates 2 personalized reading experience by
‘ighieing the most impact concepts @ student
‘needs to lear at that moment in time.
‘+ SmanBook creates pesonaled learning plans based
‘on student responses to content question probes and
confidence scales, identifying the topics learners are
‘struggling with and providing learning resources to
create personalized leaning moments.
© SmartBook includes a variety of learning resources
‘ed directly to key content areas to provide students
‘with additional instruction and context This includes:
video and meciacips, interac side content, mii-
lectures, and image anaises.
© SmartBook Reports provide instructors with data to
quantity success and identity problem areas that
requle adéressng in and out of the classroom.
+ Leamers can access their own progess and concept
mastery repons.
Connect Insight for instructors offers a series of visual
‘ata displays that provide analysis on five key insights:
© How are my students doing?
‘+ How is this one student doing?
© How is my section doing?
‘+ How is this assignment doing?
‘© How are my assignments doing?

Connect insight for * Connect insight for Students is a
‘Students ‘powerful deta analytics tool that provides
_av-alance visualizations to help
earners understand their performance
‘on Connect assignments.
* Connect Insight for Student offers detals on each
‘Connect assignment to leamers. When possibleit
‘offers suggestions forthe leamers on how they can
improve scores.These data can help guide leames to
‘behaviors that wil lead to better scores in the future.
 erus
Speech Capture ‘© Speech Copture provides instructors with
‘8 comprehensive and efficient way of
managing in-class and online speech
assignments, Inuding student set
reviews, peer reviews, and instructor
godin.
‘Speech Preparation Tools ‘© SpeechPreparation Tools provide
learers with addtional support and
include Topic Helper, Outline ool, and
‘access to third-party Intemet sites the
EasyBilb (for formattingcations) and
‘Survey Monkey (to create auclence-
‘analysis questionnales and surveys).
Instructor Reports ‘© Instructor Reports provide data thet may
be useful for assessing programs or
‘courses as part of the acrectation
process
Student Reports ‘+ Student Reports allow leaner to review
their performance for specific
assignments ofr the course,
Pre- and PostTests ‘© Instructors can generate thelr own pre-
and posts-tests from the Test Bank
‘+ Pre- and posttests demonstrate what
learmers already know before ciass
begins and what they have eared by
the end
oa)
‘© Tegity allows instructors to capture
course material or lectures on video.
‘© Students can watchvideos recorded by
‘ther instructor and lean course material
at their own pace.
‘Simple LMS Integration "© Connect seamlessly integrates with every
learning management system
xviii Preface
Pua)
The Speech Capture too allow s instructors to easly
‘and efficientlyset up speech assignments forposedthelr
‘coursethat can easly be shared and ct.repur , 25
‘needed,throughout their use of Conne
Customizable rues and settings ngcanthebe spee saved and
share d, savin g time and svea miii ch
‘assignment process ftom creation to assessment.
‘© Speech Capture allows users, bath studentsssmeandnt
Instructs, to view videos during the asse
process. Feedback can be lft within a customized
ruboras time-stamped comments within the video-
playback itset
‘© Speech PreparationTools provide learners with
‘ditional resources to help with the preparation and
‘utining of speectes, 2s well aswith audience
analysis surveys.
© Instructors have the ality to make tools ether
‘avalzle or unavaibleto learners.
© Connect generates 2 numberof powerful reports and
chars that allow instructors to quicky review the
performance ofa gen learner oran entire section,
* lnstuctors can run reports that span multiple sections
and instructors, makingit anidealsolutionfor
Individual professors, course coordinators, and
epartment chal,
* Leamers can keep tack oftheir performance and
Idemy areas with which they struggle.
Instructors have accesto two sets of pre- and post
tests (at two levels). nstructors can use these tests to
ate a diagnostic and post-dagnostc exam vie
Connect,
Instructors can keep track of which
watched the videos they post. teams have |
Learners can watch and review lectures by their
instructor
Learners
a a can search each lectus re for specific bites of |
Leamers have automatic singe sign-on,
Connect assignment resus syncne to the the MS'sLMS
ne
Instructor's Guide to Connect
for Human Communication
When you assign Connectyou can be confident—and have data to
demonstrate—that the learners in your course, however diverse, are
acquiring the skills, principles, and critical processes that constitute
effective communication. This leaves you to focus on your highest
course expectations.

TAILORED TO YOU. Connect offers on-demand, single sign-on access to

learners—wherever they are and whenever they have time. With a
single, onetime registration, learners receive access to McGraw-Hill’s
trusted content. Learners also have a courtesy trial period during
registration.
EASY TO USE. Connect seamlessly supportsall major learning
management systemswith content, assignments, performance data, and
LearnSmart, the leading adaptive learning system. With these tools you
can quickly make assignments, producereports,focus discussions,
intervene on problem topics, and help atrisk learners—as you need to
and when you need to.
Human Communication SmartBook
A Personalized and Adaptive Learning Experience with Smartbook. Boost learner suc
cess with McGraw-Hill’s adaptive reading and study experience. The Human Communication
‘SmartBookhighlights the most impactful communication concepts the student needs to
teamat that moment in time, The learning path continuously adapts and, based on what
theindividuallearner knows and doesnot know, provides focused help throughtargeted
question probes and leaming resources.
Enhanced for the New Edition! With a suite of new learning resources and question
probes, as well as highlights of key chapter concepts, SmartBook’s intuitive technology
optimizes learnerstudy timeby creating a personalized learning path for improved course
performance andoverall learner success.
 ona

oe

eettses
‘SmartBook highlights the keyconcepts of every chapter, offering the learner a high-impa
(left). Here, highlighted text andanillustration together explain thelistening process. Highligh
when a student has demonstrated his or her understanding of the concept

Hundreds of Interactive Learning Resources. Presented in a range intera

Human Communicati on Learning Resources support learners who De struggli
master, or simply wish to review, the most important communicatic
to reinforce the m 'st important chapter concepts—from nonverbal
andcritical thinking skills fo workplace interviewing techni
tions—every Learning Resource is presented at the precisequesmonand org;
video, audio clip, or inter ctive minilesson, each of the 200-plus Lea
new to the new edition and was designed to give learners a lifelong
communication skills,

ttc he om
ie: Wet a Specht Gan Passe Agreement

xx Preface
More than 1,000 Targeted Question Probes. Classtested at colleges and universities
nationwide, a treasury of engaging question probes—new andrevised, more than 1,000
in all—giveslearners the information on communication they need to know, at every stage
of the learning process, in orderto thrive in the course. Designed to gauge learners’
comprehensionof the most important Human Communication chapter concepts, and pre-
sentedin a variety of interactive styles to facilitate student engagement,targeted question
probesgive learners immediate feedback on their understanding of the material. Each
question probeidentifies @ learner's familiarity with the instruction and points to areas
where additional remediation is needed.

‘The process of using messages togenerate meaning _Inastuation that allows mutual
‘epportunies for both speaking andIsteing ls defined es communication.
(lek the anawer you thinks ght
between at est to people; nrapereon
‘thin the st interpersonal
within te sett mass
‘beowen teas tno people arpersonal
‘De you know the ae? cae

Informed by the Latest Research. Thebest insights from today’s leading communications
scholarsinfuse every lesson and are integrated throughout Human Communication.
Fresh Examples Anchored in the Real World. Every chapter of Human Communication
opens with a vignette exploring communication challenges in our everydaylives. Dozens
Ofadditional examples appear throughout the new edition, each demonstrating an essen-
tial element of the communication process. Whether learners are reading a chapter,
responding to a question probe, or reviewing key concepts in a learning resource, their
every instructional moment is rooted in the real world. McGraw-Hill research shows that
high-quality examples reinforce academic theory throughoutthe course. Relevant examples
andpractical scenarios—reflecting interactions in school, the workplace, and beyond—
demonstrate how effective communication informs and enhances students’ lives and
careers,
‘A Greater Emphasis on Creativity. A newfeature, Communicating Creatively, illustrates
ways in which originality—from effective collaboration strategies, to emphasizing one's
personality, to using music to boost a message—canbe used to augment the communi-
cation skills addressed in the chapters.
 New Annotated Student Speech.thre The Informative
communicating Presentations chapter incl udes e compelling
creatively student speeches on cont tion new to s,theinclunew
empo rary topic c:
ing an informativ e pres enta
‘Memorable Message About College edition. Each speech models how @ speaker can
‘As @ way to celebrate Intemational Women’s Day, YouTube increase audience members’ awareness orti of an
encouraged people to empower young women with the #DearMe
campaign. The #DearMe campaign asks digtal creatorsaround issue, integ rate sour ces and othe r supp ng
the worl to upload “videoltrs” to thelr younger selvesthat material, and organ ize the mess age to help liste n
Provide the advice and encouragement thatthey wish they had
heard when they were younger. The campaign encouraged people
ers better understand a topic.
to use the hashtag #Dearkleon socal media to sharetheir mes- Tips for Embracing Diverse Cultures. Tohelp stu
‘sages. although the intial focus was on young gis,these video
letters applyto anyone wishing to tel thelr younger sehes or oth dents navigate the communication challenges of a
‘rs a supportive, clarving,and/or realistic message. A quick multicultural society, Engaging Diversity boxes offer
search ofthe videos yields an aay of messages, perspectives, guidance on topics such as nonverbal cues,
{nd identities. In this section,you have been leaning about how
Your selfpercentions and others’ perceptions of you haven pat, disabilities, bilingualism, new technologies, and pro-
formed who you are. Perhaps you can take the time to create @ vocative speech.
video orwite 3 handuritenletter to youryounger set, What.
‘would your letter say? What part does perceptionplayin your Guidance fora Lifetime. The enc-ofchapter fea
‘message to your younger sel"? ture, Be Ready for What's Next, stresses the
Souce: uve 8 (2025, Ma) Yue utes Pane cara ft lifelong application of communication skills and
‘aetna! Wor ay. at jw teen2035/6008)
‘outtedromecarbogrMteraters:worredy how mastery of these skills can help learners in
otherclasses, the workplace, andlife.

Speech Capture
Designed for usein face-to-face, realtime classrooms, as well as online courses, Speech
Capture allowsyou to evaluate your learners’ speeches using fully customizable rubrics.
You can also create and manage peer review assignments and upload videos on behalf
oflearners for optimal flexibility
Learners can access rubrics and leave com-
ments when preparing self-reviews and peer
eviews. They can easily upload a videoof their
speech from their hard drive or use Connect's built
in video recorder. Learners can even
rk instru upload additional files or documents, attach and
such as a
works cited page or a PowerPoint presentation
PeerReview. Peer review assignments are easier
than ever. Create and manage peer review assign
‘ments and customize privacy settings.
Speech Assessment. Connect Speech Capture
lets you customize the assignments, includin
reviews and peer reviews. it also save g sett.
Auenty used comments, -simsipivnmp s your fre
g your
provide feedback. es ra gerts
SelfReflection. The seifreview featur
leamers to revisit their own sentations e allows
are their progress over timepre
.
and com

Preface
Another random document with
no related content on Scribd:
buildings will provide accommodations for 4500 children and 103
additional classes. When these three buildings are completed, there
will be 583 satisfactory classrooms for 779 classes. The registration
of the twelve schools increased 4000 pupils from December 31,
1913, to December 31, 1914. At the present rate of increase the new
buildings will not take care of the increase in school attendance
during the construction of the said buildings. Four new buildings in
addition to those under construction are needed now to give each
child attending the schools a satisfactory school seat. Because of
financial limitations the Board of Education is asking for only six new
elementary-school buildings for the entire city, and two of the six, to
cost approximately $1,000,000, are proposed for the relief of the
twelve schools named. If the two additional schools requested,
together with the three under construction, could be made ready for
use to-morrow, there would still be 4000 children without satisfactory
seats and no provision for normal growth in the immediate future.
I herewith submit a plan for the reorganization of the twelve
schools named, so that 1022 classes may be satisfactorily
accommodated in place of the 583 now provided for.
Under the New Organization unsatisfactory annexes are vacated,
and unsatisfactory classrooms are used for auditorium, playrooms,
laboratories, and workshops. In place of the 779 classes and 35,580
children now in the schools, room will be secured for 242 additional
classes and a total registration of 46,000 children. A future increase
in school registration of approximately 10,000 children will thus be
provided for.
To accomplish this reorganization, rather extensive annexes are
necessary at four schools, costing approximately $475,000. The
remaining eight schools need only slight structural changes and
additional equipment, costing approximately $44,500. Additional land
should be purchased for four of the schools, costing approximately
$225,000 [a total of $744,500 for twelve schools, as against
$1,000,000 for two new plants on the old plan].
The cost of the four annexes, the remodeling, the equipment, and
the additional land will be much less than the cost for buildings,
equipment, and sites for the proposed two new schools. If the
proposed two-new-schools plan is followed, a total satisfactory
capacity on a five-hour single-school system for 671 classes will be
secured, which is 108 classes short of the present enrollment. If the
reorganization at less cost than the two-new-schools plan is
followed, satisfactory accommodations in a longer school day will be
secured for 1022 classes, which is 243 classes more than are now
enrolled,—a difference of 351 classes and 16,000 children.
The true economy of the New Organization is to be found in the
greater educational facilities provided for all of the children, rather
than in the great capacity of the plants secured under the new plan.
The upper grades, 511 classes, will have a daily school program of
the following type: 80 minutes in classroom for academic work; 40
minutes in gymnasium or play-yard or grounds for physical training
and play; 40 minutes for general exercises in the auditorium; 60
minutes for luncheon; 140 minutes in classroom for academic work;
and 80 minutes for drawing-rooms, science laboratories, or manual-
training and workshops. The lower grades, 511 classes, will have a
program of the following type: same as for upper grades, except that
the last period of 80 minutes will be given to play, excursions, library,
church instruction, or at home. As a rule the children will have 380
minutes in school in addition to the luncheon hour, in place of the
300 minutes provided in the regular full-time school. Such a study-
work-and-play school removes the children very largely from the
demoralizing life of the street, and gives ample time for academic,
physical, and prevocational training.

Average time Average time

Subjects per week per week
under regular under New
full-time Organization
organization in in Bronx
New York City schools
(minutes) (minutes)
Opening exercises 75 100
 Music 60 100
Physical training, 120 200
recesses,
physiology, hygiene
English, geography, 1010 1100
history, and
arithmetic
Nature-study and 80 133
science
Drawing 85 133
Construction work 70 134
Total time per week 1500 1900

Under the old regular full-time organization, only manual-training

and cooking-rooms are provided, and for seventh and eighth grades
alone. Science laboratories for individual work, and drawing studios
with special equipment, are not provided at all.
Under the New Organization, manual-training, cooking and
sewing-shops, drawing-studios with special equipment, and science
laboratories for individual work by students are provided for all the
above grades. Besides, there will be sixty-three additional
prevocational workshops with special equipment and teachers
distributed advantageously in the twelve schools. Also there will be
provided gardens, better auditoriums and music-rooms, better
classrooms, gymnasiums and playgrounds.
 Description of Schools
Indicating in Detail Necessary Changes to introduce Wirt Plan

Public School 28 has fifty-eight regular classes in forty-five regular

classrooms, with one wood-working shop and one cooking-room.
The ground floor play-yard and fine basement playroom provide
ample play space for nine classes at one time. There is a large
gymnasium on the top floor that is not desirable for play, and should
be used for drawing-rooms. The auditorium on the fourth floor should
be made into six regular classrooms by installing permanent
partitions for the sliding partitions. The wall partitions should be
removed from the four combination auditorium and classrooms on
the second floor, and the auditorium thus secured should be seated
for a permanent auditorium. Since four classrooms are thus used for
the auditorium, there will be left only forty-one regular classrooms.
Thirty-six of these should be used for regular class work. Two of the
five remaining classrooms should be used for science laboratories,
one for a music studio, and two for workshops. These five special
rooms, with the manual-training shop and cooking-room and
drawing-studios, will provide facilities for nine classes in science,
drawing, music, manual-training or shopwork, at one time. Seventy-
two regular classes may be accommodated in this school with thirty-
six classes in thirty-six classrooms, nine in the auditorium, nine at
play, nine in special work, and nine primary classes with an extra
period for play, religious instruction in churches, excursions, library
work, etc.
With a full register of classes, seventy-six teachers should be
employed. Fifty-six teachers should teach the history, geography,
arithmetic, language, and reading, and manage the auditorium. Two
teachers should have charge of the music, four of the play and
physical training, one of the library, two of the drawing, two of the
science laboratories, and nine of the manual training, domestic
science and art, and the shopwork.
 There are thirteen regular classes in the eight-room frame annex,
which must be used for class purposes in order to enable the city to
hold the property. A special program can be arranged for this annex,
to accommodate twelve classes.
Public School 28 and the annex can therefore accommodate
eighty-four classes, a gain of thirteen classes over the present
enrollment, and thirty-one classes more than the normal capacity of
fifty-three classes in a single-school system.
The only expense will be the placing of permanent partitions in the
auditorium classrooms, and the equipment of the auditorium,
laboratories, studios and shops,—approximately $10,000.

Public School 5 has twenty-seven classes in nineteen regular

classrooms, a good auditorium and two portable schools. Four
classes are now using the auditorium as classrooms, with only
curtains for partitions. There is play space in the basement play-yard
for six classes to play at once.
By removing the portable schools a satisfactory outdoor
playground can be secured. The basement has a fine shoproom,
large enough to accommodate two small shops. In these shops and
the nineteen classrooms, with the auditorium and play facilities,
thirty-two classes may be accommodated by using sixteen of the
most desirable rooms for classrooms. This is five classes more than
are now in the school, and thirteen more than the capacity of the
main building on a five-hour single-school system.
The cost of moving the portables should be charged to the school
to which they are moved. The cost for equipment and remodeling
should be approximately $5,000.

Public School 32 has sixty classes in thirty-eight classrooms, with

one workshop and one cooking-room. Five classrooms and one
cooking-room are now in a gymnasium with only curtains for
partitions. Three classrooms are unsatisfactory basement rooms,
one is an unsatisfactory attic room, and twelve classrooms are
combination auditorium and classrooms.
By placing permanent partitions in the combination auditoriums,
twenty-nine satisfactory classrooms and five shoprooms may be
secured. The gymnasium and play-yard are ample for a large school.
The building is close to Bronx Park for large outdoor play-yard and
for gardens. The present site can be enlarged without great cost. I
believe that it is desirable to make Public School 32 a seventy-two-
room school, which will enable it to accommodate twelve more
classes than are now in the school.
An annex should be built containing swimming-pool, auditorium,
five shops, and seven classrooms, costing approximately $100,000.
 III

SUPERINTENDENT WIRT’S REPORT

ON THE

Reorganization of Public School 89, Brooklyn, New

York.
Showing the Adaptation of the Gary Plan to the Usual School
Plant

This school was the first to be reorganized in New York City under the Gary
plan. The following quotations from Superintendent Wirt’s report indicate the
changes that were made in transforming a congested elementary school into a
smoothly running Gary school on the duplicate plan:—
Prior to November 6, 1914, there were forty classes attending School 89.
Twelve of the forty classes, representing the upper grades, were on full time,
having the exclusive use of twelve of the twenty-six classrooms. The remaining
twenty-eight classes were organized in groups of fourteen classes each and
were accommodated in the remaining fourteen classrooms, small auditorium,
and five cellar rooms, with a modification of the accompanying program. (See p.
191).
Since in this program twelve classrooms were used exclusively for twelve
classes, the burden of the overcrowding was placed entirely upon the remaining
fourteen classrooms. These fourteen rooms had a multiple use for eight hours a
day, but the auditorium and playground were used only two hours a day. This
means that the auditorium and playground were congested during the short
time that they were in use. When it rained and all the children were required to
be in the building from 9.30 to 11.30, nine classes were forced to use the five
cellar rooms at one time as study-rooms. No provision was made for the
systematic use of other child-welfare agencies.

Exercises and
School hours Fourteen study in
classrooms auditorium and
playground
8.30- 9.30 First group—
14 classes
9.30-10.30 First group Second group
10.30-11.30 Second First group
group—14
classes
11.30-12.30 Second First group—at
group lunch
12.30- 1.30 First group Second group
—at lunch
1.30- 2.30 First group Second group
2.30- 3.30 Second
group
3.30- 4.30 Second
group
The old program was not intended to secure greater facilities for children than
the ordinary single-system school offers.
The principle underlying the old program was that of securing the traditional
five-hour school day by supplementing the four hours in the classroom with an
additional hour in playground and auditorium. Unfortunately the latter hour was
used as much as possible for study in quarters that were never intended for use
as a study-room and cannot be made satisfactory for study. No one offers the
argument that such a five-hour school is better than or even as good as five
hours of regular classroom work in the ordinary single-system school.
This program was not intended to secure greater facilities for children than
the ordinary single-system school offers. The purpose was to secure as nearly
as possible the traditional work of the regular five-hour full-time school, and it
was considered only as a temporary expedient until a sufficient number of new
schools could be built to provide the regulation full-time school. Since the main
object was the building of additional school-buildings for permanent relief, no
funds could be expended upon this temporary double-system expedient.
 In contrast to this, the new program at Public School 89 is in no sense an
effort to relieve part-time by giving the children as nearly as possible a five-hour
traditional school day until a new building can be built.
The sole purpose determining the new program now in use at this school is
that of securing a six-hour day and much richer opportunities in a study-work-
and-play school with a coördination of the activities of all child-welfare agencies.
By making the following improvements at Public School 89, the increase in
capacity and additional facilities can be made permanent—a gymnasium and
swimming-pool, two rooms for branch of the public library, equipment for
science laboratories and auditorium, wardrobes for sixteen classes, permanent
playground, and drawing and music studios. With the exception of the
playground, the above will cost approximately $35,000.
The cost of the site and the proposed new fifty-one unit school-building, to
relieve Public School 89 and two other buildings, will provide the funds for
similar changes in ten schools after the plan at Public School 89. These
changes would make possible a permanent increase in capacity of not less than
two hundred classrooms, since in the more modern schools a less expenditure
will secure greater capacity. Since a fifty-one unit building adds accommodation
for only forty-eight traditional full-time classes, the satisfactory accommodation
of sixteen additional classes at Public School 89 would justify the expenditure of
one third the cost of the new building and site upon Public School 89, or
approximately $170,000. But, as has just been pointed out, it is not necessary
to spend anything like this amount.
Under the old program there were only forty classes, but one class was very
large and was divided into two sections with two teachers in charge. The
number of pupils attending this school is increasing rapidly, and therefore a
program for forty-two classes is planned.
The forty-two classes in the New Program are divided into two duplicate
schools of twenty-one classes each. In the following programs these duplicate
schools are designated as the “X” School and the “Y” School.
The X School: Twenty-one of the classrooms are used for the desired
academic instruction in the regular school subjects,—arithmetic, language,
reading, history, and geography. The five remaining classrooms are used for the
special school subjects,—science, drawing, and music. In addition to the
twenty-six classrooms, the school has a manual-training shop, a domestic-
science laboratory, a small auditorium, five cellar playrooms, and a
kindergarten. Because the special rooms are not yet equipped (January 9,
1915), for the time being they are used for additional regular class work. Since
there is no library or librarian, and since the manual-training and cooking
teachers are at the building only half-time, two extra special teachers are in
charge of the playground.
The X School has the following activities and facilities for carrying them on:—
Type of work Facilities used by each type of
work
Academic instruction 21 classrooms.
General exercises Auditorium.
Play and physical Playground, playrooms, pool,
training gymnasium.
Special work 2 manual-training shops, 2
science laboratories, 2 drawing
studios, 1 music studio, 1 public-
library branch.
The twenty-one classes are divided into three divisions of seven classes
each, as follows:—

Division 1—seven classes, grades 6, 7, 8.

Division 2—seven classes, grades 3, 4, 5.
Division 3—seven classes, grades 1 and 2.

All these twenty-one classes, from the first grade to the eighth, take part in
these activities according to the following program:—

School Academic General Play, Special

hours instruction exercises etc.
8.30- 9.20 Arithmetic, all
divisions
9.20-10.10 Language, all
divisions
10.10-11.00 Div. 1. Div. 3. Div. 2.
11.00-12.00 Entire X school at
luncheon
12.00- 1.00 Reading, all
divisions
1.00- 1.50 History,
geography, all
divisions
1.50- 2.40 Div. 3. Div. 2. Div. 1.
2.40- 3.30 Div. 2. Div. 3. Div. 1.
 3.30- 4.30 Div. 1.

Summary of time schedule: Pupils’ time, minutes per week. (All pupils have
twenty per cent more time in school.)
School Division Division Division
department 1. 2. 3.
X N.Y. X N.Y. X N.Y.
school minimum school minimum school minimum
Academic 1050 840 1050 840 1050 880-
1090
Auditorium 250 75 250 75 250 75
Play after
school 80 250 150 500 180-300
Work 500 280 250 250 Included
in
academic
time.
Total 1800 1275 1800 1315 1800 1255-
1345
Full time 1800 1500 1800 1500 1800 1200-
1500

The actual time spent by the teachers according to the New Program is no
longer than the established time. Each teacher has 210 minutes in regular
activities, and 100 in special activities, with 20 minutes for assembling of pupils,
a total of 330 minutes, which is the established time.
The two periods in special activities should be departmentalized by certain
teachers giving both periods to play and physical training, and other teachers
giving both periods to music, drawing, and science, etc. The manual-training
teachers and the public librarian release two teachers from the work periods,
who may be assigned to play and physical training. Six teachers should run the
auditorium period, and the remaining teacher of the Division should be assigned
to play and physical training. The only extra teachers are the manual-training
teachers. If there are a few teachers who cannot do the work of the special
activities successfully, they may give all of this time to regular school activities.
The teachers so displaced from regular activities may give all of their time to
physical training and play, music, drawing, etc.
About half of the teachers will have an extra 50-minute period in the school
for grading papers, planning school work, looking after individual needs of
children, or professional study. In my judgment it would be well if all teachers
did their supplementary school work at the school rather than at home. Less
energy will be required to do this work at the school than at home, and the
public will have a better understanding of the teacher’s work.
The Y School: Unfortunately the program described requires twenty-six
classrooms for twenty-one classes of children in addition to the auditorium, play
space, library, workshops, etc. No facility during the school day is used more
than half the time by the X School. Fortunately the auditorium need be large
enough to accommodate only one third of the X School. The same is true of the
play space and the special work facilities. There is a great economy in using the
facilities named for three periods by alternate groups, each representing one
third of the school. But a higher first cost and a greater operation and
maintenance cost would be justifiable in all these facilities, including the regular
classrooms, if they could be used longer and accommodate more children.
Since the X School can use any of these facilities only half of the time, what
objection can there be to another school of twenty-one classes using the
facilities when the X School cannot use them? On p. 198 is shown a program
for such a duplicate school, designated Y.
The Y School has the same time as the X School, for both pupils and
teachers. Neither school could use any facility any more if the other school were
not there, but both schools have better facilities every hour of the day because
the other school is there. Forty-two classes of children are thus accommodated
in twenty-six classrooms. Instead of building a sixteen-room additional school,
with its initial cost of construction, site, janitor service, heating, maintenance,
etc., an equivalent expenditure can be made for the permanent improvement
and increased operating cost of the twenty-six-room school.
School Academic General Play, etc. Special
hours instruction exercises
8.30- 9.20 Div. 2. Div. 3. Div. 1.
9.20-10.10 Div. 3. Div. 2. Div. 1.
10.10-11.00 Arithmetic,
all divisions
11.10-12.00 Language,
all divisions
12.00- 1.00 Entire school
at luncheon
1:00- 1:50 Div. 1. Div. 3. Div. 2.
1:50- 2:40 Reading, all
divisions
2:40- 3:30 History,
geography,
 all divisions
3:30- 4:30 Div. 1.
(The blank spaces represent the periods when the X School is using the
facilities.)

While this program makes two schools in one possible, primarily it is planned
to provide a longer school day, i.e., six hours in place of five, and greater
facilities for each child during each of the six hours. One hundred minutes’ daily
play is given to the primary grades, for play takes the place of work for small
children. This play is gradually transformed into work, fifty minutes’ work and
fifty minutes’ play in the intermediate grades, and one hundred minutes’ work in
the grammar grades, as the older children use their after-school leisure time for
play. Thus the play impulse is transformed into the work impulse. Productive
activities are substituted for non-productive activities. Work is made constructive
play.
 IV

ECONOMY OF PLAYGROUND MANAGEMENT IN

GARY SCHOOL, AS CONTRASTED WITH PUBLIC
PLAYGROUND

Superintendent Wirt, at the meeting of the Department of

Superintendence of the National Education Association, St. Louis,
February, 1912 spoke as follows:—
We have not utilized the school plants completely unless they are
used for recreation and social centers by adults. Fortunately, a
school plant that provides for the constructive play and recreation
activities of children is also most admirably adapted for similar
activities with adults. The playground, gymnasiums, swimming-pools,
auditorium, club and social rooms, library, shops, laboratories, etc.,
make a complete social and recreation center for adults. Experience
has demonstrated that the facilities for academic instruction add also
to the attractiveness of the plant as a social and recreation center.
Compared with the cost of such facilities and their use when
separated from the school plant, the economy of the combined
playground, workshop, and school plant is indeed surprising. The
city of Chicago has a most elaborate system of recreation parks and
field-houses. Selecting the eleven most successful parks of the
South Park Commission, we may compare the total cost and use of
the eleven parks with the cost and use of one Gary school plant.
Note that the attendance of the parks is the total, not the average, for
the eleven parks. Also note that the cost of the school includes the
furnishing of complete school facilities for twenty-seven hundred
children, in addition to the social and recreation features.

Chicago parks and Gary school compared as to costs

Total for
Items eleven One
parks in school in
Chicago Gary
Population 800,000 20,000
First cost, less $2,000,000 $300,000
land
Annual $440,000 $100,000
maintenance
Annual
attendance:—
Indoor 310,000 1,000,000
gymnasium
Shower baths 1,385,000 500,000
Outdoor 2,000,000 2,000,000
gymnasium
Swimming- 735,000 300,000
pool
Assembly 270,000 1,000,000
halls
Reading- 600,000 1,000,000
rooms
Clubrooms 70,000 50,000
Lunchrooms 520,000 20,000
 V

TABLE SHOWING HOW CAPACITY OF SMALL

SCHOOL PLANT MAY BE DOUBLED

Increasing School Capacity

A—Traditional school plant: 8 rooms; 320 children; grounds 160 ×

160; playgrounds, 80 × 160, 40 square feet per pupil:—
Cost of building and $55,000
equipment
Cost of land 5,000
10 per cent on 6,000
investment
Annual operation 2,000
Cost of instruction 10,000
per year
B—Gary plan for 320 more pupils:—
Additional cost of $5,000
land
Additional cost of 10,000
 instruction per year

Costs of building and equipment, operation and maintenance not

increased, though capacity is doubled.