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xii ContentsEthical Decisions151Stages of OutliningWorking OutlineFormal OutlineSpeaking OutlineTheory into Practice (TIP)Speaking with Confidence151152153154155157Speaking with ConfidenceGestures182182Delivering Speeches OnlineUsing TechnologyEngaging a Virtual AudienceDealing with a Lack of Immediate FeedbackPersonalizing Your Presentation183183183184184Summary158Summary18512 Wording Your Speech159Convey the Message You IntendUse Denotative and Connotative LanguageUse Correct Language160160160Use Language ClearlyUse Specific LanguageUse Familiar LanguageEthical DecisionsAvoid Powerless LanguageTheory into Practice (TIP)161162162163163164Use Language VividlySpeaking with ConfidenceUse Active LanguageUse Literary Devices164164165165Use Language InclusivelyUse Appropriate Group LabelsUse People-First LanguageUse Nonsexist Language167168168168Use Appropriate Oral StyleTheory into Practice (TIP)169170Summary17113 Delivering Your Speech172Methods of DeliverySpeaking from ManuscriptSpeaking from MemorySpeaking ImpromptuSpeaking Extemporaneously173173173173174Qualities of Effective Delivery175Elements of Vocal DeliveryRate and PauseEthical DecisionsVolumePitch and InflectionTheory into Practice (TIP)Articulation and Pronunciation176176176177177178178Elements of Physical DeliveryAppearancePostureFacial ExpressionEye ContactMovement179179180180181181A01 GRIC3115 10 SE FM.indd 1214 Using Presentational Aids186The Value of Presentational AidsIncreased Message ClarityReinforced Message ImpactIncreased Speaker DynamismEnhanced Speaker ConfidenceEnhanced Speaker CredibilitySpeaking with Confidence187187187188188188188Types of Presentational NE GRAPH PIE, OR CIRCLE, GRAPH BAR GRAPHEthical DecisionsChartsMapsFilm and VideoHandoutsAudio and Other Aids191191191192192193Projection of Presentational AidsPowerPointBreeze PresentationsPrezi PresentationsDocument Cameras193194195195195Strategies for Using Presentational AidsBefore the Speech195195DETERMINE THE INFORMATION TO BE PRESENTEDVISUALLY SELECT THE TYPE OF PRESENTATIONAL AIDBEST SUITED TO YOUR RESOURCES AND SPEECH ENSURETHE CORRECT SIZING ENSURE THE PRESENTATIONAL AIDCOMMUNICATES THE INFORMATION CLEARLY CONSTRUCTA PRESENTATIONAL AID THAT IS PROFESSIONAL INAPPEARANCE PRACTICE USING YOUR PRESENTATIONAL AIDARRANGE FOR SAFE TRANSPORTATION OF YOURPRESENTATIONAL AIDS CARRY BACKUP SUPPLIES WITHYOU POSITION THE PRESENTATIONAL AID PROPERLY TESTYOUR PRESENTATIONAL AIDTheory into Practice (TIP)During the Speech197198DISPLAY THE PRESENTATIONAL AID ONLY WHENAPPROPRIATE TALK TO YOUR AUDIENCE—NOT TO THEPRESENTATIONAL AID REFER TO THE PRESENTATIONALAID KEEP YOUR PRESENTATIONAL AID IN VIEW UNTIL THEAUDIENCE UNDERSTANDS YOUR POINT USE HANDOUTS WITHCAUTIONSummary20011/8/17 8:25 PM

Contents15 Speaking to Inform201Goals of a Speech to InformSpeaking with Confidence202203Informative Speech CategoriesSpeeches about PeopleSpeeches about ObjectsSpeeches about PlacesSpeeches about Activities and EventsSpeeches about ProcessesSpeeches about ConceptsEthical DecisionsSpeeches about ConditionsSpeeches about Issues203203204204205206206206207208Guidelines for Speaking to InformStress Your Informative PurposeBe ObjectiveUse an Informative Organizational Patternfor Presenting Your Key IdeasLimit Your Ideas and Supporting MaterialsTheory into Practice (TIP)Use Descriptive Language andNonverbal Cues208209209209209210210Annotated Sample Speech211Summary21316 Speaking to Persuade214The Ethics of Persuasion215Types of Persuasive Speeches216Types of InfluenceChangeInstillIntensifySpeaking with Confidence217217218218218Modes of PersuasionEthos: Speaker Credibility219219COMPONENTS OF CREDIBILITYSTAGES OF CREDIBILITYEthical Decisions Logos: Logical ArgumentPathos: Emotional Appeals221221222Connect with Your ListenersTheory into Practice (TIP)Assess Listeners’ Knowledge of Your TopicAssess How Important Your ListenersConsider Your TopicMotivate Your ListenersRelate Your Message to Listeners’ Values223223224Organize Your Persuasive SpeechPrimacy and Recency TheoriesThe Comparative Advantage PatternThe Refutation PatternMonroe’s Motivated Sequence226226227227228A01 GRIC3115 10 SE FM.indd 13225225225xiiiATTENTION NEED SATISFACTIONVISUALIZATION ACTIONAnnotated Sample Speech229Summary23117 Developing PersuasiveArguments233Making and Refuting ArgumentsSteps of an ArgumentRefuting an ArgumentEthical Decisions234234235236Types of ArgumentsArgument by ExampleArgument by AnalogyArgument by CauseArgument by DeductionArgument by AuthorityTheory into Practice (TIP) 237237238238240242242Fallacies of ArgumentHasty GeneralizationFalse AnalogyPost Hoc Ergo Propter HocSlippery SlopeRed HerringAppeal to TraditionFalse DilemmaFalse AuthorityBandwagonAd Hominem243243243244244245245245246246246Selecting Propositions for Persuasive SpeechesCharacteristics of Propositions247247PROPOSITIONS EXPRESS A JUDGMENT PROPOSITIONS ARE DEBATABLE PROPOSITIONSREQUIRE PROOFTypes of Propositions248PROPOSITIONS OF FACT PROPOSITIONS OFVALUE PROPOSITIONS OF POLICYSpeaking with Confidence250Summary25118 Speaking on Special Occasions252The Speech of Introduction253The Speech of PresentationTheory into Practice (TIP)Speaking with ConfidenceEthical Decisions254255255256The Acceptance Speech256The Speech of TributeTheory into Practice (TIP)The EulogyThe Commencement Speech256257257258The Speech to Entertain259Summary26211/8/17 8:25 PM

xiv ContentsAppendix A: Giving and ReceivingFeedback 263Appendix D: The Question-AnswerPeriod 277A Model of Criticism263Critiquing SpeechesBegin with a Positive StatementTarget a Few Key Areas for ImprovementOrganize Your CommentsBe SpecificBe Honest but TactfulPersonalize Your CommentsReinforce the PositiveProblem Solve the NegativeProvide the Speaker with a Plan of ActionEnd with a Positive Statement265265265265266266266267267267267Acting on FeedbackFocus on What Your Critics Say, Not HowThey Say ItSeek Clear and Specific FeedbackEvaluate the Feedback You ReceiveDevelop a Plan of Action268Chiwoneso Beverley Tinago, William Carey University268268268268Nick GuardiAppendix B: Using an AudienceQuestionnaire 270Construct a Questionnaire270Administer a Questionnaire272Interpret Questionnaire Responses272Appendix E: Sample Speeches Flash Mobs279279Jennell Chu, San Antonio CollegeGum Chewers280Austin Willis, Penn State HazletonStudent Involvement282Derrick Peña, Penn State HazletonMental Illness284Ashley BurdickThe Problem with Food AidSpecial Occasion: Eulogy286288Endnotes 291Glossary 299Credits 305Name Index 309Subject Index 311Appendix C: Developing andDelivering TeamPresentations 274Preparing a Team Presentation274Delivering a Team Presentation276A01 GRIC3115 10 SE FM.indd 1411/8/17 8:25 PM

PrefaceIn 1993, George Grice and John Skinner authored the first edition of Mastering PublicSpeaking to show students both the hows and the whys of public speaking. This was thefirst major public speaking textbook to devote an entire chapter to speaker and listenerethics and another chapter to managing speaker nervousness. It also i ntroduced studentsto the 4 S’s, a practical mnemonic device for organizing each major idea in a speech.The text’s instructional approach mirrored a view of the public speaking instructor as a “guide on the side” rather than a “sage on the stage.” A primary goal was toempower students to take responsibility for their own learning by challenging them tomake the decisions required of public speakers.In 2013, Daniel Mansson joined the revision of the ninth edition of Mastering PublicSpeaking and he remains an author for the tenth edition. Although Daniel has addednew research and new speaking strategies to the text, we adhere to our original goalsby incorporating into our text many credible examples, both actual and hypothetical,which help i nspire and encourage students to achieve the full potential of public speech.To support our goals, we also wanted to help instructors shape the public speaking classroom into a community of caring, careful thinkers. We sought to improve thequality of feedback in the classroom by analyzing the elements of sound critiques andproviding a helpful model for discussing speeches.We live in a changed world in the early 21st century. Technology has altered ourexpectations of what a public speech can accomplish and how it can be delivered; newresearch tools have sent us scrambling to ensure that we know as much about theseemerging technologies as do most of our students. However, in our view, the fundamentals of public speaking remain the same, regardless of the changes that surroundus. Sensitive audience analysis, adequate research, clear organization, and d ynamicdelivery remain the key ingredients for effective speeches. Therefore, our basic instructional approach in this text remains constant: We seek to engage students in theprinciples, practice, and ethics of public speaking—both as speakers and as listeners.What’s New in the Tenth EditionRevel Revel is an interactive learning environment that deeply engages students and prepares them for class. Media and assessment integrated directly within the authors’narrative lets students read, explore interactive content, and practice in one continuous learning path. Thanks to the dynamic reading experience in Revel, students cometo class prepared to discuss, apply, and learn from instructors and from each other.Learn more about Revelwww.pearson.com/revelRather than simply offering opportunities to read about and study public speaking,Revel facilitates deep, engaging interactions with the concepts that matter most. Forexample, when learning about public speaking anxiety, students are prompted to complete the PRPSA to assess their current level of anxiety. (They may take the assessmentat a later point to see if their level of anxiety has changed.) By providing opportunitiesxvA01 GRIC3115 10 SE FM.indd 1511/8/17 8:25 PM

xvi Prefaceto read about and practice communication in tandem, Revel engages students directlyand immediately, which leads to a better understanding of course material. A wealth ofstudent and instructor resources and interactive materials can be found within Revel;we are excited to have retained the interactivity our users have come to rely on and tooffer many new opportunities for engagement. Highlights include: Short Speech ExcerptsAbundant in-text speech excerpts, many new to this edition, let students listen toaudio clips while they read, bringing examples to life in a way that a printed textcannot. Many of these excerpts are from student speeches, while other new samplesare from famous speeches, like FDR’s fireside chats. Videos and Video QuizzesVideo examples of sample speeches and expert advice throughout the narrativeboost mastery, and many videos are bundled with correlating self-checks, enablingstudents to test their knowledge. Students will also benefit from new video gallerieswhich are collections of video clips that illuminate aspects or samples of a topic,such as “successful central ideas” or “effective inclusive language.” In addition, weprovide video clips of influential speeches (like Barack Obama’s Tucson memorialspeech) and video content on real world speaking situations (like the ethical questions surrounding Melania Trump’s 2016 RNC speech).A01 GRIC3115 10 SE FM.indd 1611/8/17 8:25 PM

Prefacexvii Interactive FiguresInteractive figures help students understand hard-to-grasp concepts through interactive visualizations. Examples in the tenth edition include Figure 4.1: The Processof Listening, Figure 5.2: Maslow’s Hierarchy of Needs, Figure 10.1: The OutwardMethod of Speech Development, and Figure 16.1: The Continuum of Persuasion. Author Audio: Final Words of EncouragementEach chapter now ends with an audio feature starring author Daniel Mansson, whoshares personal and professional anecdotes—including his experiences of taking theintroductory speech course as an ESL student—to help students learn and grow ontheir journey to improve their speaking skills.A01 GRIC3115 10 SE FM.indd 1711/8/17 8:25 PM

xviii Preface Assessment OpportunitiesRevel offers students many unique opportunities to assess their content knowledgeand understanding. In addition to the aforementioned video quizzes, students cancomplete no-stakes assessment in the form of “Key Points” quizzes, in which theydrag and drop a term or concept to the correct definition or example in an interactive table. Finally, instructors and students alike benefit from formal end-of-moduleand end-of-chapter assessments (revised to match the content of our new edition)to ensure that students comprehend the chapter’s learning objectives. Integrated Writing OpportunitiesTo help students connect chapter content with personal meaning, each chapteroffers two varieties of writing prompts: the Journal prompt, which elicits freeform topic-specific responses addressing topics at the module level, and the Shared Writing prompt, which encourages students to share and respond to each other’sbrief responses to high-interest topics in the chapter.A01 GRIC3115 10 SE FM.indd 1811/8/17 8:25 PM

PrefacexixFor more information about all the tools and resources in Revel and access to yourown Revel account for Mastering Public Speaking, Tenth Edition, go to www.pearson.com/revel.As you read this new edition of Mastering Public Speaking, you will notice severalstructural changes. Drawing from suggestions of talented reviewers, colleagues, and students, as well as our own experience, we have retitled two chapters (Chapters 16 and 17),shifting some of the content between the two. We added a new appendix on questionanswer periods, modified the internal structure of several chapters, and replaced three ofour six full speech samples in Appendix E (Sample Speeches). We also revised and updated many of our features, including Ethical Decisions, Theory into Practice, and Speaking with Confidence. In addition, we have replaced and updated many student andprofessional examples, using actual classroom and contest speakers for many of these.Specific changes to each chapter include: Chapter 1, “An Introduction to Public Speaking,” builds on a solid overview ofpublic speaking to help students understand—and embrace—the reasons why theyshould value the skills they will gain from this course. In particular, we offer an updated overview of the academic, personal/social, professional, and public benefits of public speaking. In Revel, we support this goal with a photo gallery highlighting the work of some of our nation’s most influential speakers. Chapter 2, “The Ethics of Public Speaking,” highlights ethical speech dilemmasfrom recent events and considers the quandary of ethical “grey zones.” The chapteralso offers an expanded discussion of the types of plagiarism so students can recognize and prevent this ethical failure. In Revel, students will consider the ethicaldilemma of Melania Trump’s 2016 RNC speech. Chapter 3, “Speaking with Confidence,” continues to focus on how to manage, ratherthan control, speaker nervousness. We offer a streamlined set of public speakingskills as well as physical and psychological strategies to address anxiety, includingnew content on burning off energy and taking care of the body before a speech. InRevel, students take the Personal Report of Public Speaking Anxiety (PRPSA) toassess their current level of anxiety. Chapter 4, “Listening,” offers a stronger focus on the benefits of good listeningskills (including a new Table 4.1 that overviews the academic, personal/relational,professional, and social/legal benefits of listening). It also offers new content onthe dangers of ethnocentric listening in a multicultural world. Students will alsobenefit from hearing from human communication expert Melissa Beall in Revel. Chapter 5, “Analyzing Your Audience,” offers a streamlined organization that allowsstudents to learn better from shorter, more focused modules on audience demographics (now including sexual orientation), psychographics, and needs. In addition, thechapter offers a new section to help students obtain relevant information about theiraudience. Revel also offers significant support for students learning about Maslow’shierarchy of needs, including an interactive figure and table, as well as a new video. Chapter 6, “Selecting Your Speech Topic,” is reorganized to help students walkthrough this important process in the most natural and logical way possible, beginning with generating ideas and ending with the creation of the central ideaof the speech. Students may also interact with a mind map in Revel. Chapter 7, “Researching Your Speech Topic,” contains reorganized and specificmodules on primary and secondary research, including Internet research, libraryresearch, and qualitative and quantitative research via interviews, questionnaires, and focus groups. Throughout this chapter and other parts of the book,we emphasize the importance of critically evaluating the material students comeacross. New annotated sample notes and references in Revel provide studentswith a helpful example to get started with their own research journey.A01 GRIC3115 10 SE FM.indd 1911/8/17 8:25 PM

xx Preface Chapter 8, “Organizing Your Speech,” is full of new examples and samples (manyfrom our own teaching experience) to help students walk through the process oforganizing their ideas in an appropriate and coherent fashion. We also now highlight moving from specific purpose, to central idea, to key ideas in our examples.An interactive visual of this process offers additional support in Revel. Chapter 9, “Supporting Your Speech,” continues to provide students with a comprehensive overview of the many types of supporting material, now clarified by anew video gallery in Revel. Updated e xamples support student learning throughout. Chapter 10, “Introducing and Concluding Your Speech,” now

Art/Designer: Kathryn Foot Digital Studio Course Producer: Amanda Smith Full-Service Project Manager: SPi Global . 1 An Introduction to Public Speaking 1 2 The Ethics of Public Speaking 14 3 Speaking with