A01 OSBO456X 08 SE FM.qxd 12/4/07 10:28 AM Page i Eighth …preview.kingborn.net/899000/fb8474352db94a32b5b5f131... · 2017-09-23 · Osborn, Michael. Public speaking / Michael Osborn,

Eighth Edition

Public Speaking

Michael OsbornUniversity of Memphis

Suzanne OsbornUniversity of Memphis

Randall OsbornUniversity of Memphis

Boston New York San Francisco

Mexico City Montreal Toronto London Madrid Munich Paris

Hong Kong Singapore Tokyo Cape Town Sydney

Instructor s

Annotated

Edition

A01_OSBO456X_08_SE_FM.qxd 12/4/07 10:28 AM Page i

Public Speaking, Eighth Edition, by Michael Osborn, Suzanne Osborn and Randall Osborn. Published by Allyn & Bacon.

Copyright © 2007 by Pearson Education, Inc.

Editor-in-Chief: Karon Bowers

Series Editorial Assistant: Jessica Cabana

Associate Editor: Jenny Lupica

Marketing Manager: Suzan Czajkowski

Production Editor: Claudine Bellanton

Editorial Production Service: Progressive Publishing Alternatives

Composition Buyer: Linda Cox

Manufacturing Buyer: JoAnne Sweeney

Electronic Composition: Progressive Information Technologies

Interior Design: Deborah Schneck

Photo Researcher: Lisa Jelly Smith

Cover Administrator: Kristina Mose-Libon

For related titles and support materials, visit our online catalog at www.ablongman.com

Copyright * 2009 by Pearson Education, Inc.

All rights reserved. No part of the material protected by this copyright notice may be

reproduced or utilized in any form or by any means, electronic or mechanical, including

photocopying, recording, or by any information storage and retrieval system, without

written permission from the copyright owner.

To obtain permission(s) to use material from this work, please submit a written request

to Allyn & Bacon, Permissions Department, 75 Arlington Street, Boston, MA 02116 or

fax your request to 617-848-7320

Between the time website information is gathered and then published, it is not unusual

for some sites to have closed. Also, the transcription of URLs can result in typographical

errors. The publisher would appreciate notification where these errors occur so that they

may be corrected in subsequent editions.

Library of Congress Cataloging-in-Publication Data

Osborn, Michael.

Public speaking / Michael Osborn, Suzanne Osborn, Randall Osborn. 8th ed.

p. cm.

Includes bibliographical references and index.

Student Edition ISBN-13: 978-0-205-58456-7

Student Edition ISBN-10: 0-205-58456-X

Instructor s Annotated Edition ISBN-13: 978-0-205-58284-6

Instructor s Annotated Edition ISBN-10: 0-205-58284-2

1. Public speaking. I. Osborn, Suzanne. II. Osborn, Randall. III. Title.

PN4129.15.O83 2009

808.5 1 dc22

2007038979

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1 RRD-OH 11 10 09 08 07

Credits appear on page 522, which constitutes an extension of the copyright page.

A01_OSBO456X_08_SE_FM.qxd 12/3/07 4:31 PM Page ii



Why You Need This New Edition

Strengthened by the insights of a new author and by the enthusiastic support of anew publisher, we approached the eighth edition of Public Speaking with a sense ofrenewal and rededication to our central purpose: offering a quality book that helpstoday s student develop communication skills and sensitivities. The eighth editionis our latest attempt to seek answers to the core questions first posed by Aristotleand Plato: What is the nature of the art of public speaking? How can one master this art?And, can one be an ethical speaker and still be effective?

During the revision of this book, we have made some valuable discoveries andchanges. These include:

Transformation of Chapter 1. Reconceptualizing and refocusing the introduc-tory chapter has improved it as a gateway chapter into the rest of the book.

Sharper focus on the definition of public speaking. The idea of public speaking asan interactive, dynamic procsss has helped unify important concepts in the

first chapter.

Greater simplicity and clarity. Clarity and simplicity are cardinal virtues of textbookwriting. We have revised with our undergraduate readers constantly in mind.

Introduction of the narrative design early in the text. Discussing this innovativeconcept earlier in the book (Chapter 3) helps students benefit from itsinsights throughout the course.

Focused discussion of audience analysis. Chapter 5 now deals more preciselywith issues speakers must confront in adapting to their listeners.

Simpler and more functional approach to informative speaking. Our discussion ofthe forms of informative speaking in Chapter 14 is now grounded in threebasic human impulses: our desires to expand our awareness, enhance our abil-ities, and satisfy our curiosity.

More emphasis on the ethics of persuasive speaking. By reversing the order ofarrangement in Chapters 15 and 16, we have made it easier for students toapply argumentative persuasion as an ethical standard in their decisions con-cerning persuasive strategy.

An abundance of particular improvements. We have enriched the fabric of ourbook in many specific ways. These detailed changes include new speeches, ref-erences to new research, improvements to particular sections and sub-sections,new vignettes, new examples and illustrations, and new pedagogical features.These materials make the book more informative, relevant and engaging.

You can learn more about these and other new features on pages x xxii of the Preface.We were also pleased to discover that adding a new author can add new insights.

Dr. Randall Osborn brings to our writing team both a rich teaching background anda sense of family pride in the book s success. With practical teaching skills honed byteaching the basic course at the University of Arkansas, Dyersburg State CommunityCollege, University of Indiana, University of Indiana South Bend, University ofMemphis, and the University of Nevada Las Vegas, he has refreshed our knowledgeof the contemporary classroom and of its pressures and needs. He has also broughtus some wonderful new examples of student speaking.

iii

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:31 PM Page iii



iv

Contents

Preface x

P A R T O N E The Foundations of Public Speaking 2

1 Public Speaking and You 2

What Public Speaking Offers You 4

Practical Benefits 5Personal Growth Benefits 7Powerful Knowledge 13

What This Course Asks of You 17

Respect for the Integrity of Ideas andInformation 17

A Concern for Consequences 19The Shared Responsibilities of Listeners 20

Understanding Communication Anxiety 27

Symptoms of Communication Anxiety 27Why Public Speaking Can Be Frightening 28External Factors 31Internal Factors 32Specific Fears That Bother Speakers 34Presentation Anxiety 36

Controlling Communication Anxiety 37

Selective Relaxation 37Attitude Adjustments 38Visualization 39Skills Training 41

2 Managing Your Fear of Speaking 24

Planning Your First Speech 47

Step 1: Find the Right Topic 48Step 2: Focus the Topic 48Step 3: Find Material for Your Speech 49Step 4: Design Your Speech 52Step 5: Outline Your Speech 54Step 6: Practice Your Presentation 56Step 7: Step Up and Do It! 58

Managing the Impressions You Make 58

Competence 58Integrity 59Goodwill 59Dynamism 61

Introducing Yourself or a Classmate: An Application 62

3 Your First Speech: An Overview of Speech Preparation 44

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:31 PM Page iv



Contents v

The Benefits of Effective Listening 72

Listening in the Workplace 72Listening in the Classroom 73

The Process of Listening 74

Discriminative Listening 74Comprehensive Listening 75Empathic Listening 75Appreciative Listening 75Critical Listening 76Constructive Listening 76

Overcoming Barriers to Effective Listening 76

Listening Barriers Based on Situations andSpeakers 76

Listening Barriers Based in ListenersThemselves 78

Developing Critical Listening Skills 82

Evaluating Evidence and Information 83Assessing the Credibility of Sources 84Analyzing Language Use 84Examining Rhetorical Strategies 85

Evaluating Speeches 86

Overall Considerations 87Evaluating Substance 88Evaluating Structure 89Evaluating Presentation Skills 89

Ethical Responsibilities of a Listener 90

4 Becoming a Better Listener 70

Why Audience Analysis Is Important 96

Understanding Audience Demographics 97

Age 97Gender 98Educational Level 98Group Affiliations 99

Understanding Audience Dynamics 102

Attitudes, Beliefs, and Values 102Gathering Information about Attitudes 103Motivation 105

Meeting the Challenges of Audience Diversity 109

Apply Universal Values 109Use Speaking Resources Skillfully 111Avoid Language Pitfalls 112Avoid Rhetorical Land Mines 112

Adjusting to the Communication Situation 114

Time 115Place 115Occasion 116Size of Audience 116Context 116

P A R T T W O Preparation for Public Speaking 94

5 Adapting to Your Audience and Situation 94

What Is a Good Topic? 122

A Good Topic Involves You 122A Good Topic Involves Your Listeners 123A Good Topic Is One You Can

Manage 123

The Process of Finding a Good Topic 124

Discovering Your Topic 124

Brainstorming 124Interest Charts 125Media Prompts 127

6 Finding Your Topic 120

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:31 PM Page v



vi Contents

Exploring Your Topic Area 127

Mind Mapping 127Topic Analysis 129Selecting Your Topic 130

Refining Your Topic 131

General Purpose 131Specific Purpose 132Thesis Statement 133

An Overview of the Topic Selection Process 135

Testing Your Topic Selection: An Application 136

Developing the Topic Briefing 136Listening Constructively to Topic

Briefings 138

Acquiring Responsible Knowledge 144

Drawing on Personal Knowledge andExperience 145

Doing Research in the Library 146Doing Research on the Internet 147

Evaluating Research Materials 150

Evaluating Material from Library Resources 151

Evaluating Material from the Internet 151Criteria for Internet Evaluation 153

Conducting Strategic Research 157

Develop an Overview 159Build a Bibliography 159

Acquire In-Depth Knowledge 159Be Sure Your Information Is Up to Date 161Include Local Applications 161

Interviewing for Information 161

Establish Contact 162Prepare for the Interview 162Conduct the Interview 162Record What You Learn 163Follow Up on What You Learn 163

Taking Notes on Your Research 164

Preparing Source and Information Cards 164Taking Notes on Your Computer 165Know What Information to Record 165

7 Researching Your Topic 142

Facts and Statistics 170

Facts 170Statistics 172Evaluating Facts and Statistics 173Using Facts and Statistics 175

Testimony 176

Expert Testimony 177Lay Testimony 177Prestige Testimony 178Evaluating Testimony 179Using Testimony 180

Examples 181

Types of Examples 181Evaluating Examples 183Using Examples 184

Narratives 184

Evaluating Narratives 187Using Narratives 187

Three Techniques for Using SupportingMaterials 189

Comparison 189Contrast 190Analogy 191

Deciding What Support Material You Should Use 192

8 Supporting Your Ideas 168

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:31 PM Page vi



Contents vii

Principles of Good Form 196

Simplicity 197Balance 198Order 199

Structuring the Body of Your Speech 200

Selecting Your Main Points 200Arranging Your Main Points 201Supporting Your Main Points 203

Using Transitions 205

Introducing Your Message 207

Capturing Attention 207Establishing Your Credibility 214Previewing Your Message 215Selecting and Using Introductory

Techniques 215

Developing an Effective Conclusion 216

Summarizing Your Message 216Concluding Remarks 216Selecting and Using Concluding

Techniques 220

9 Structuring Your Speech 194

Developing a Working Outline 224

Developing Your Main Points 225Developing Subpoints 227Completing Your Working Outline 228

Developing a Formal Outline 230

Topic, Specific Purpose, and Thesis Statement 232

Separation of Speech Parts 232

Numbering and Lettering Your Outline 232Wording Your Outline 234Supporting Your Main Points 235Title 235Changing Your Working Outline to a Formal

Outline 235Listing Your References 239

Developing a Keyword Outline 242

10Outlining Your Speech 222

The Advantages and Disadvantages of Presentation Aids 248

Advantages of Presentation Aids 248Disadvantages of Presentation Aids 249

Types of Presentation Aids 251

People 251Objects and Models 252Graphics 253Pictures 258

Presentation Media 259

Flip Charts 260Chalk and Marker Boards 260Posters 261

Handouts 261Transparencies and Slides 261Videotapes, DVDs, Audiotapes,

and MP3s 262Computer-Assisted Presentations 263

Preparing Presentation Aids 266

Principles of Design 266Principles of Color 267Making Presentation Aids 269

Using Presentation Aids 269

Ethical Considerations for Using Presentation Aids 270

P A R T T H R E E Developing Presentation Skills 246

11 Presentation Aids 246

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:31 PM Page vii



viii Contents

The Power of the Spoken Word 284

What Makes the Spoken Word Special 285The Power to Make Listeners See 286The Power to Awaken Feelings 288The Power to Bring Listeners Together 290The Power to Encourage Action 291

The Six C s of Language Use 292

Clarity 292Color 294

Concreteness 295Correctness 296Conciseness 297Cultural Sensitivity 298

Magnifying the Power of Language 299

Using Figurative Language 300Changing the Order of Words 305Exploiting the Sounds of Words 306

12Using Language Effectively 282

The Goal of Integrated Communication 312

Requirements of Integrated Communication 313

Developing Your Voice 314

Pitch 315Rate 316Loudness 317Variety 318Patterns of Speaking 319

Developing Your Body Language 321

Facial Expression and Eye Contact 321Movement and Gestures 322Personal Appearance 324

Developing Versatility in Presentation 325

Impromptu Speaking 325Memorized Text Presentation 326Reading from a Manuscript 327Extemporaneous Speaking 329

Developing Flexibility in Special Situations 332

Handling Questions and Answers 332Making Video Presentations 334

Practicing for Presentation 335

Taking the Stage 337

13 Presenting Your Speech 310

Informative Speaking: An Orientation 342

Forms of Informative Speeches 343

Speeches of Description 343Speeches of Demonstration 344Speeches of Explanation 345

Helping Listeners Learn 346

Motivation 348Attention 349Retention 352

Speech Designs 353

Spatial Design 353Sequential Design 354Chronological Design 355Categorical Design 356Comparative Design 357Causation Design 359

Rising to the Challenge of the InformativeSpeech 360

Briefings: An Application 361

P A R T F O U R Types of Public Speaking 340

14Informative Speaking 340

A01_OSBO456X_08_SE_FM.qxd 11/16/07 2:10 PM Page viii



Contents ix

The Nature of Persuasive Speaking 371

Argumentative Persuasion 373

Developing Evidence 373Developing Proofs 376

Patterns of Reasoning 382

Definitions of Central Concepts 383Reasoning from Principle 384

Reasoning from Reality 385Reasoning from Parallel Cases 388The Interplay of Reasoning 390

Avoiding Defective Persuasion 392

Defective Evidence 392Defective Proof 394Defective Patterns of Reasoning 395Fallacies Related to Particular Designs 397

15 Persuasion and Argument 368

The Types and Functions of PersuasiveSpeaking 410

Speeches That Focus on Facts 410Speeches That Address Attitudes, Beliefs, and

Values 413Speeches That Advocate Action 414

The Persuasive Process 415

Awareness 415Understanding 416Agreement 417

Enactment 417Integration 418

The Challenges of Persuasive Speaking 419

Enticing a Reluctant Audience to Listen 419Removing Barriers to Commitment 423Moving from Attitude to Action 424The Challenge of Ethical Persuasion 426

Designs for Persuasive Speeches 428

Problem Solution Design 428Motivated Sequence Design 430Refutative Design 432

16Persuasive Speaking: Process, Challenges, and Designs 408

Techniques of Ceremonial Speaking 440

Identification 440Magnification 442

Types of Ceremonial Speeches 444

The Speech of Tribute 445The Acceptance Speech 449The Speech of Introduction 451

The Speech of Inspiration 452The After-Dinner Speech 454Master of Ceremonies 456

Narrative Design 457

Prologue 458Plot 459Epilogue 459

And in Conclusion 460

17 Ceremonial Speaking 438

Appendix A 465

Appendix B 479

Endnotes 504

Index 515

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:31 PM Page ix



Preface

From ancient times, educators have recognized that the study and practice of publicspeaking is the core of a liberal education. What other discipline requires students tothink clearly, be attuned to the needs of listeners, organize their thoughts, select andcombine words artfully and judiciously, and express themselves with power and con-viction, all while under the direct scrutiny of an audience? The challenge to teach sucha complex range of abilities has always been difficult, but today it is especially so, aspeople struggle to define what it means to be human against a backdrop of globalinhumanity. This book represents our best effort to help teachers rise to this challenge.Another core objective of our book is to illuminate the role of public speaking in adiverse society. Adjusting to a diverse audience is a challenge ancient writers couldnot have anticipated. The increasing cultural diversity of our society adds to theimportance of public speaking as a force that can counter division. Thus, culturaldiversity is a theme that remains constant in our book.

We continue to believe that a major goal of the public speaking course is tomake students more sensitive to the impact of speaking on the lives of others.Because of the pervasive importance of values and ethics, we discuss ethical consid-erations throughout the book. For example, we direct the attention of students toethical concerns as we consider listening, audience analysis and adaptation, culturalvariations, topic selection, research, ways of structuring speeches, presentation aids,use of language, and the consequences of informing and persuading others. Oftenwe use an Ethics Alert!, to highlight these concerns.

x

Alert! 12.1

The Ethical Use of Powerful Language

To use the power of words in ethical ways, follow these guidelines:

1. Avoid depictions that distort reality: Let

your words illuminate the subject, not

blind the listener.

2. Use words to support sound reasoning,

not substitute for it.

3. Use language to empower both tradi-

tions and visions.

4. Use images to renew appreciation of

shared values.

5. Use language to strengthen the

ties of community, not divide

people.

6. Use language to overcome inertia and

inspire listeners to action.

7. Be cautious about melodramatic

language that reduces complex issues

and the people in disputes into good

versus evil.

Ethics

The persuasion chapters develop an ethical concept, argumentative persuasion, thatemphasizes the centrality of reasoned proofs. This concept is advanced as an anti-dote to that manipulative persuasion evident in much of contemporary communica-tion. The development of argumentative persuasion extends a moral axiom that hascharacterized our book since its inception: the speaker s obligation to offer listenersresponsible knowledge.

For all these reasons, we continue to believe that a college course in publicspeaking should offer both practical advice and an understanding of why suchadvice works. We emphasize both the how and the why of public speaking how sothat beginners can achieve success as quickly as possible, and why so that they canmanage their new skills wisely. Our approach is eclectic: we draw from the past andpresent and from the social sciences and humanities to help students understandand manage their public speaking experiences.

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:31 PM Page x



The Roman educator Quintilian held forth the ideal of the good person speak-ing well as a goal of education. Two thousand years later, we join him in stressingthe value of speech training in the development of the whole person. In addition,understanding the principles of public communication can make students moreresistant to unethical speakers and more critical of the mass-mediated communica-tion to which they are exposed. The class should help students become both betterconsumers as well as producers of public communication.

What s New in the Eighth Edition?

In the seventh edition of Public Speaking, we offered a number of innovations:new models and figures to clarify communication concepts; new chapters oncontrolling communication anxiety, selecting and evaluating topics, and

researching these topics; substantial revision of the persuasion chapters, includingdevelopment of a new theme, argumentative persuasion; development of the conceptof narrative, including narrative design; and development of the concept ofintegrated communication to focus our chapter on presentation. This new editionoffers a chance to consolidate, polish, and improve these innovations and todevelop other improvements. These latest changes fall into two large categories:macro changes that required reconceiving and restructuring important sections of thebook, and micro changes that involved refining and refreshing specific details.

Macro Changes

Revisions that reconceive and restructure significant sections of the book occur inChapter 1 ( Public Speaking and You ), Chapter 14 ( Informative Speaking, andthe two persuasion chapters (Chapter 15, Building Powerful Arguments, andChapter 16, Persuasive Speaking ).

Changes in Chapter 1. We have revised Chapter 1 with the following objec-tives in mind: (A) We wanted a simpler, more welcoming introduction to the studyof public speaking; (B) We wanted to clarify the logical connection between majorconcepts within the chapter; and (C) We wanted to emphasize major themes thatdevelop throughout the book, underscoring its conceptual cohesiveness.

In pursuit of these objectives, we decided to restructure the chapter around twomajor headings: What does this course offer you? and What does this course ask of you?We next revised and renamed the models of communication so that they develop asingle conception that defines our approach: public speaking is an interactive, dynamicprocess. Finally, we refocused our discussion of the rhetorical tradition in order tobring out major questions about the subject that have resonated through the ages:What is the nature of the art of public speaking? How can it be practiced more successfully?And How can it be practiced more ethically?

Changes in Chapter 14. We have developed a simpler, more functionalapproach to informative speaking grounding the major forms of such speaking inthree basic impulses: (1) the impulse to expand our awareness of the world aroundus (speeches of description); (2) the impulse to develop practical or enjoyable skills(speeches of demonstration); and (3) the impulse that drives curiosity (speeches ofexplanation). This more functional approach allows us to focus more precisely onuseful advice to the developing public speaker.

Changes in the Persuasion Chapters. Several reviewers pointed out that if we reversed the order of emphasis in Chapters 15 and 16, we might make it easier

Preface xi

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:31 PM Page xi



for students to apply argumentative persuasion as an ethical standard when they decideon persuasive strategies in planning their speeches. This advice, consistent with ourconcern for ethical issues throughout the book, also proved useful in helping usrearrange the logical development of these chapters.

Other Changes. Additional macro improvements in the 8th edition include: (1)seeking closer, more cohesive connections between structuring (Chapter 9) and out-lining (Chapter 10); (2) refocusing our discussion of audience analysis (Chapter 5)more precisely on the major concerns speakers must address in adapting to their lis-teners; and (3) revising the chapter on structure (Chapter 9) in order to achieve bet-ter balance, to reduce unnecessary theoretical materials, and to introduce the majorspeech designs. These changes should result in a more useful book for students.

Micro Changes

A wealth of specific changes has enriched our book. These changes include newspeeches, references to new research, improvements to particular sections and sub-sections, new vignettes, new examples and illustrations, and new pedagogicalfeatures.

New Speeches. Two speeches in particular add color and interest to the new edi-tion. John Bakke s ceremonial speech redefining Martin Luther King s concept ofnonviolence, pointing up its relevance in a troubled world, is a rich source of illus-tration. Sabrina Karic s student speech, A Little Chocolate, tells how she managedto survive the ethnic cleansing that took place in Bosnia and Herzegovina when shewas a child. Her speech becomes a plea to help protect the lives and innocence ofchildren from the world s ongoing inhumanity.

New Research. The new edition offered the opportunity to update and refineour advice to speakers in light of recent research discoveries. These discoveries con-cern, for example,

the role of language intensity in persuasive efforts.

the value of rehearsing before live audiences.

the comparative value of statistical and narrative forms of evidence.

the relationship of the use of colorful language to a speaker s ethos.

the way one should address reluctant audiences.

the importance of ethics in persuasion.

how humor can advance or inhibit speech effectiveness.

Improvements to Particular Sections and Sub-sections. Much of thecreative enjoyment of textbook writing comes from discovering that we can improvesections and sub-sections of chapters. The following improvements are amongmany that might illustrate the point:

* Developing succinct advice on how to cope with a diverse audience (Chapter 5).

* Rewriting and rearranging the mind-mapping technique of topic exploration(Chapter 6).

* Developing new material on information literacy (Chapter 7).

* Adding focus to the discussion of facts and statistics and enrichment to theexplanation of narratives (Chapter 8).

* Offering more advice on the use of key-word outlines (Chapter 10).

xii Preface

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:31 PM Page xii



Preface xiii

* Rewriting and reordering sections on clarity and conciseness (so that they aremore clear and concise!) (Chapter 12).

* Reorganizing and reordering discussion of video presentations (Chapter 13).

* Adding liveliness to the discussion of helping listeners learn (Chapter 14).

* Introducing a new ethical issue: the contamination of expert testimony by spe-cial interests (Chapter 15).

New Vignettes, Examples, and Illustrations. The book abounds with newand fresh illustrations. In particular, we point to

new and heavily revised introductory vignettes, as in Chapters 7, 9, 10, 11, and16, which offer fresh and updated perspectives on the issues addressed withinthese chapters.

the new figures and visual examples that refresh Chapter 11 s discussion ofpresentation aids.

the new examples that update the discussion of speech structure (Chapter 9)and that offer striking illustrations of language techniques (Chapter 12).

New Pedagogical Features. The new edition introduces two new pedagogicalfeatures:

1. a running glossary, which identifies and defines key terms at the bottom ofpages in which they are introduced. This feature helps students focus theirreading, and helps them prepare for examinations on the material.

2. Explore and Apply the Ideas in this Chapter, provided after the summary ofeach chapter, encourages students to reflect on the relevance of the discussionto their lives and interests.

We invite you to encourage your students to submit the texts of excellentspeeches for possible use in later editions of Public Speaking. Send these materi-als to [email protected].

Distinctive Features of Our Book

Atextbook is a rhetorical product: it must constantly adapt to the changingtimes and needs of its student audience. Nevertheless, some features haveremained constant and distinctive across the many editions of our book.

* Responsible knowledge as a standard for public speaking. In order to develop astandard for the quality and depth of information that should be reflected inall speeches, we offer the concept of responsible knowledge. This concept isdeveloped in detail in Chapter 7, in which we discuss the foundation ofresearch that should support speeches.

* Special preparation for the first speech. As teachers we realize the importance ofthe first speaking experience to a student s ultimate success in the course. Yetmuch useful advice must be delayed until later chapters as the subject of pub-lic speaking develops systematically over a semester. Having experienced this

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:31 PM Page xiii



xiv Preface

Your First Speech:An Overview ofSpeech Preparation

Outline

Planning Your First Speech

Step 1: Find the Right Topic

Step 2: Focus Your Topic

Step 3: Find Material for Your Speech

Step 4: Design Your Speech

Step 5: Outline Your Speech

Step 6: Practice Your Presentation

Step 7: Step Up and Do It!

Managing the Impressions

You Make

Competence

Integrity

Goodwill

Dynamism

Introducing Yourself or a

Classmate: An Application

This chapter will help you

* prepare and present your first speech

* manage the first impressions you make on others

* develop a speech in which you introduce yourself or a classmate

Without speech there would be no

community. . . . Language, taken as a

whole, becomes the gateway to a new

world.

Ernst Cassirer

abrina Karic worried about her first

speech. Her instructor had assigned a

speech of self-introduction, but

Sabrina wondered how she might reach out to her

University of Nevada Las Vegas student audience.

Her world and theirs seemed so far apart. She

decided finally that she would share her experi-

ences as a six-year-old child who had somehow sur-

vived ethnic cleansing in Bosnia and Herzegovina.

She described having to endure endless nights

3

S

frustration ourselves while teaching the course, we decided to include anoverview of practical advice early in the book that previews later chapters andprepares students more effectively for their first speeches. This overview is pro-vided in Chapter 3.

* Communication ethics. We have always discussed ethical issues as they arise inthe context of topics. The Ethics Alert! feature helps highlight these concerns asthey develop chapter-by-chapter within the situations to which they apply.

* Internet research. We offer a comprehensive introduction to research on theInternet, including, for example, discussion of the invisible Web. We alsoemphasize standards to help students evaluate what they may find in suchexplorations, and help them develop a plan to use such material judiciously.

* InterConnections.LearnMore, offered in most chapters, highlight online learningopportunities throughout the book.

* The importance of narrative in public speaking. We discuss narrative as an impor-tant form of supporting material and as a previously neglected design option.We also identify appeals to traditions, heroic symbols, and legends all builtupon narrative as an important emerging form of proof (mythos) in persua-sive speaking.

* Improving language skills. We introduce students to the power of language, helpthem apply standards so that this power is not diminished, and demonstratespecial techniques that can magnify this power at important moments inspeeches. Among the standards is learning how to avoid grammatical errorsthat make listeners cringe.

* Enhanced understanding of ceremonial speaking. We provide coherence andrespect for the study of ceremonial speaking by pointing out the importanceof such speaking in society, and by indicating how two powerful concepts,one offered by Aristotle and the other by Kenneth Burke, can combine togenerate successful ceremonial speeches, especially speeches of tribute andinspiration.

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:32 PM Page xiv



Preface xv

Plan of the Book

Public Speaking is designed to help beginning students build cumulativeknowledge and skills. Positive initial speaking experiences are especiallyimportant. For this reason, Chapter 2 helps apprehensive students control

communication anxiety as they stand to speak for the first time. Chapter 3 offers anoverview of advice to help students design and present successful first speeches.

In the chapters that follow, students learn how to listen critically and construc-tively; analyze their audiences; select, refine, and research speech topics; developsupporting materials; arrange these materials in appropriate structures; and createeffective presentation aids. They also learn how to manage words and present theirmessages. Students become acquainted with the nature of information and how topresent it, the process of persuasion and how to engage it, and the importance ofceremonial speaking in its various forms. Appendix A, Communicating in SmallGroups, describes how to use public communication skills to participate effectivelyin small group interactions.

Teachers may adapt the sequence of chapters to any course plan, because eachchapter covers a topic thoroughly and completely.

Detailed Plan of the Book

Part One, The Foundations of Public Speaking, provides basic information that stu-dents need for their first speaking and listening experiences. Chapter 1 defines pub-lic speaking, highlights the personal, social, and cultural benefits of being able tospeak effectively in public, and emphasizes the ethical responsibilities of speakers.Chapter 2 helps students come to terms with communication anxiety, so that theycan control this problem early in the course. Chapter 3 offers practical advice fororganizing, practicing, and presenting first speeches. Chapter 4 identifies commonlistening problems and ways to overcome them, helps students sharpen critical-thinking skills, and presents criteria for the constructive evaluation of speeches.

Part Two, Preparation for Public Speaking, introduces the basic skills neededto develop effective speeches. Chapter 5 emphasizes the importance of the audience,indicating how to adapt a message and how to adjust to factors in the speaking sit-uation. Chapter 6 provides a systematic way to discover, evaluate, and refine speechtopics. Chapter 7 shows how to research these topics, emphasizing the importanceof acquiring responsible knowledge. Chapter 8 identifies the major types of support-ing materials gathered from such research, including facts and statistics, examples,testimony, and narratives. The chapter shows how to bring supporting materials tolife through comparison, contrast, and analogy. Chapter 9 shows how to developsimple, balanced, and orderly speech designs; how to select and shape main points;how to use transitions; and how to prepare effective introductions and conclusions.Chapter 10 explains how to develop working outlines, refine them into formal out-lines, and derive key-word outlines for use during presentation.

Part Three, Developing Presentation Skills, brings the speaker to the point ofpresentation. Chapter 11 explains the preparation of presentation aids, includingPowerPoint presentations. Chapter 12 provides an understanding of the role of lan-guage in communication and offers practical suggestions for using words effectively.Chapter 13 offers exercises for the improvement of voice and body language andhelps students develop an extemporaneous style that is adaptable to most speakingsituations.

Part Four, Types of Public Speaking, discusses informative, persuasive, andceremonial speaking. Chapter 14 covers speeches designed to share informationand increase understanding. The chapter discusses the types of informative

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:32 PM Page xv



speeches and presents the major designs that can structure them. In Chapter 15, wedevelop the concept of argumentative persuasion, helping students develop strong,reasoned cases to support their positions. The chapter also identifies the majorforms of fallacies so that student speakers can avoid them and detect them in themessages of others. Chapter 16 describes the persuasive process, focusing on how tomeet the many challenges of persuasive situations. Chapter 17 explains how to pre-pare effective ceremonial presentations, including speeches of tribute and inspira-tion, speeches introducing others, eulogies, after-dinner speeches, and speechespresenting and accepting awards. The chapter explains the narrative design, oftenused in ceremonial speeches.

Appendix A, Communicating in Small Groups, introduces students to theproblem-solving process and to the responsibilities of both group leaders and groupparticipants. This appendix also provides guidelines for managing informal and for-mal meetings, and explains the basic concepts of parliamentary procedure. AppendixB provides a number of student and professional speeches for additional analysis.

Learning Tools

To help students master the material, we offer a number of special learning tools.

* We open each chapter with a table of contents and learning objectives thatprepare students for efficient and productive reading.

* The epigrams and vignettes that start each chapter help point up the topic ssignificance and motivate readers.

* We use contemporary artwork and photographs to illustrate ideas, engage stu-dent interest, and add to the visual appeal of the book.

* Examples illustrate and apply the content in a clear, lively, and often entertain-ing way.

* Speaker s Notes, Ethics Alert!, and InterConnections.LearnMore features helpstudents focus on the essentials, apply what they are learning to ethical issues,and pursue additional information using the Internet.

xvi Preface

13.1Handling Questions and Answers

1. Practice answering tough questions before an audience of

friends.

2. Repeat or paraphrase the question you are asked.

3. Maintain eye contact with the audience as a whole as you

answer.

4. Defuse hostile questions by rewording them in unemo-

tional language.

5. Don t be afraid to say, I don t know.

6. Keep answers short and to the point.

7. Handle nonquestions politely.

8. Bring the question-and-answer session to a close by

reemphasizing your message.

Speaker s Notes

Strengthen your message during the question-and-answer time by observing the following guidelines:

@LearnMore 15.2FallaciesFallacy Files

http://fallacyfiles.org

An interactive site containing an extensive collection of fallacies and bad argument, with definitions

and examples; well organized and entertaining as well as educational (see especially Stalking the Wild

Fallacy ); developed by Gary N. Curtis.

Watch Out for these Common Fallacies

www.coping.org/write/percept/fallacies/content.htm

Offers good discussion and often striking examples of fallacies in everyday reasoning; developed by

James J. Messina and Constance M. Messina.

Soyouwanna Avoid Common Logical Errors?

www.soyouwanna.com/site/syws/logic/logic.html

Discusses the logical rules that govern the making and evaluation of arguments from a philosophical

perspective.

Fallacies Drawn from Aristotle s Rhetoric

www.cc.utah.edu/~sms5/wrtg3700/bgtexts/fallacies.htm#Appeals

A discussion of common fallacies as they are developed in Aristotle s Rhetoric, one of the first books on

public communication and perhaps the greatest.

InterConnections.

Alert! 5.1

The Ethical Adaptation of Messages

1. Change your strategies, not your

convictions.

2. Appeal to shared needs, values, and

beliefs to help bridge cultural differences.

3. Respect individual differences among

listeners.

4. Resist stereotypes that lead you to

misjudge or derogate others.

5. Avoid using slang terms to refer to

racial, gender, ethnic, or religious groups.

6. Suppress any impulse toward

ethnocentrism.

Ethics

Ask yourself, Will I have any special ethical problems in adapting my message to my audience?

To counter possible problems, keep in mind the following guidelines:

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:32 PM Page xvi



Chapter 3 Your First Speech: An Overview of Speech Preparation 67

1. Although we have defined ethos in terms of publicspeakers, other communicators also seek to createfavorable impressions of competence, integrity,goodwill, and dynamism. Advertisers always try tocreate favorable ethos for their products. Bring toclass print advertisements to demonstrate each ofthe four dimensions of ethos we have discussed.Explain how each ad uses ethos.

2. Select a prominent public speaker and analyze hisor her ethos. On which dimensions is this speakerespecially strong or weak? How do these dimen-sions affect the person s leadership ability? Presentyour analysis for class discussion.

3. Political advertisements often do the work ofintroducing candidates to the public and disparag-ing their opponents. Study the television or printadvertisements in connection with a recent politi-cal campaign. Bring to class answers to the follow-ing questions:

a. What kinds of positive and negative identitiesdo the advertisements establish?

b. Which of the forms of supporting material(narratives, examples, testimony, facts andstatistics) do they emphasize?

c. Which of these advertisements are most and leasteffective in creating the desired ethos? Why?

d. Which of the self-awareness inventory ques-tions discussed in this chapter might explainhow the candidates are introduced?

4. As the introductory speeches are presented inyour class, build a collection of word portraitsof your classmates as they reveal themselves intheir speeches. At the end of the assignment,analyze each of these autobios to see what youhave learned about the class as a whole. Whatkinds of topics might your classmates prefer? Doyou detect any strong political or social attitudesto which you might have to adjust? Submit areport of your analysis to your instructor, andkeep a copy for your own use in preparing laterspeeches.

5. Summarize your own adventure of preparing foryour first speech. Which of the steps identified inthis chapter were most difficult for you? Why?What have you learned about speech preparationthat might be useful for your next speech? Submityour report and analysis to your instructor.

Explore and Apply the Ideas in This Chapter

Many of us underrate our public speaking potential. Asyou prepare your first speech, you can develop basicskills in selecting and polishing speech topics, structur-ing and outlining your speech, and practicing for pres-entation. You can communicate favorable impressionsof yourself, useful for later speeches. You can contributeto the transformation of the class into a learning com-munity.

Preparing Your First Speech. Effective preparationrequires that you take a number of steps toward speechsuccess. First, select a topic that is appropriate to you,your listeners, the assignment, and the time limitsassigned for your speech. Second, narrow and focusyour topic until you have a clear idea of your messageand of what you want to accomplish. Third, seek narra-tives, examples, testimony, and facts and statistics thatwill make your points interesting and credible. Fourth,design your speech so that your ideas fit together in acohesive pattern. Often-used patterns for the firstspeech are the categorical design, the cause-effectdesign, and the narrative design. Develop an introduc-tion, body, and conclusion so that your speech forms asatisfying whole. Provides transitions that link the vari-ous parts of your speech. Fifth, outline your speech sothat you can check on the soundness of your design.Sixth, practice your presentation. Develop an extempo-

raneous presentation that avoids the faults of readingand memorization. Keep the spotlight on your ideas,and strive for a conversational presentation. Seventh,step up and do it!

Managing the Impressions You Make. Listenersacquire positive impressions of you on the basis of yourability to convey competence, integrity, goodwill, anddynamism. These qualities make up the ancient conceptof ethos. You can build your perceived competence by cit-ing examples from your own experience, by quotingauthorities, and by organizing and presenting your mes-sage effectively. You can earn an image of integrity bybeing accurate and complete in your presentation ofinformation. You can promote goodwill by being a warmand likeable person who invites identification from lis-teners. Dynamism arises from listeners perceptions ofyou as a confident, enthusiastic, and decisive speaker.

Introducing Yourself or a Classmate. A speech ofintroduction helps establish you or the person youintroduce as a unique person. Prompted by your self-awareness inventory, it may focus on cultural back-ground, environmental influences, a person whoinspired you, an experience that affected you, an activ-ity that reveals your character, the work you do, yourpurpose in life, or some value you cherish.

In Summary

phone not working, etc.). We consider such problems in Chapters 5 and 13.

* Receiver (or audience): listeners who receive the message those for whomthe message is intended and in anticipation of whom the message is shaped.We develop advice for analyzing your audience in Chapter 5.

source The originator of a message.

encoder The speaker s voice.

message The words, nonverbal cues, and

presentation aids that convey the

speaker s ideas, motives, and feelings

toward a subject.

channel Air or medium through which

the message flows.

receiver The audience; those for whom

the message is intended and in anticipa-

Preface xvii

* A Running Glossary develops through the book, helping students focus on keyterms as they are introduced.

* We end each chapter with In Summary and Explore and Apply the Ideas inThis Chapter features that further reinforce learning.

* Sample classroom speeches found at the ends of many chapters illustrateimportant concepts. The annotated speech texts show how the concepts applyin actual speaking. Appendix B contains additional speeches for analysis thatcover an interesting array of topics, contexts, and speakers.

Supplementary Materials

To learn more about our supplements and view sample materials, please visitwww.mycoursetoolbox.com. Contact your Pearson representative for order-ing information about all of these supplements (or for an access code to

download materials).The following materials are available to adopters of Public Speaking:

For Instructors

Print

* An Instructor s Annotated Edition, with annotations written by the authors,includes general and ESL teaching tips for every chapter.

* Classroom Kit, Volumes I and II. Our unparalleled Classroom Kit includesevery instruction aid a public speaking professor needs to manage the class-room. We have made our resources even easier to use by placing all of ourbook-specific print supplements in two convenient volumes, and electroniccopies of all of our resources on one CD-ROM, available separately.

A01_OSBO456X_08_SE_FM.qxd 12/4/07 10:28 AM Page xvii



Organized by chapter, each volume contains materials from the Instructor sManual and Test Bank, as well as slides from the PowerPoint PresentationPackage that accompanies this text. Electronic versions of the Instructor sManual, Test Bank, PowerPoint, images from the text, and select videoclips all searchable by key words are made easily accessible to instructorson the accompanying Classroom Kit CD-ROM.

I The Instructor s Manual material has been completely updated and revisedby Randall Osborn of the University of Memphis. Part I of the manualincludes sections on the purpose and philosophy of the course, preparing asyllabus, various sample syllabi, an assortment of speech assignmentoptions, a discussion of evaluating and grading speeches, and a trouble-shooting guide with teaching strategies for new instructors. Part II offers a chapter-by-chapter guide to teaching Public Speaking, including learningobjectives, suggestions for teaching, lecture/discussion outlines, classroomactivities, and transparency/handout masters. This comprehensive manualcan be used as a text for training teaching assistants.

I The Test Bank, also prepared by Randall Osborn, contains multiple choice,true/false, and short answer questions. Answers are provided for each question.

I Great Ideas for Teaching Speech (GIFTS), 3/e by Raymond Zeuschner. This instruc-tional booklet provides descriptions of and guidelines for assignments success-fully used by experienced public speaking instructors in their classrooms.

I New Teachers Guide to Public Speaking, 3/e by Calvin Troup, DuquesneUniversity. This guide helps new teachers teach the public speaking courseeffectively. It covers topics such as preparing for the term, planning and struc-turing your course, evaluating speeches, utilizing the textbook, integratingtechnology into the classroom, and much more.

I Public Speaking Transparency Package, Version II. One hundred full-color trans-parencies created with PowerPoint software provide visual support for class-room lectures and discussions.

Electronic

I MySpeechLab. Where students learn to speak with confidence! MySpeechLab isan interactive and instructive online solution for introductory public speaking.Designed to be used as a supplement to a traditional lecture course, or tocompletely administer an online course, MySpeechLab combines multimedia,video, speech preparation activities, research support, tests and quizzes tomake teaching and learning fun! Students benefit from a wealth of video clipsthat include student and professional speeches with running commentary,questions to consider, and helpful tips all geared to help students learn tospeak with confidence. Visit www.myspeechlab.com (access code required).

I Classroom Kit CD-ROM. This exciting new supplement for instructors willbring together electronic copies of the Instructor s Manual, the Test Bank, thePowerPoint presentation, images from the text, and select video clips for easyinstructor access. This CD-ROM is organized by chapter and is searchable bykey term.

I TestGen EQ: Computerized Test Bank. The user-friendly interface enables instruc-tors to view, edit, and add questions, transfer questions into tests, and printtests in a variety of fonts. Search and sort features allow instructors to locatequestions quickly and arrange them in preferred order. Available through our Instructor s Resource Center at www.ablongman.com/irc (access coderequired).

xviii Preface

A01_OSBO456X_08_SE_FM.qxd 11/16/07 2:11 PM Page xviii



Preface xix

* PowerPoint Presentation Package, by Suzanne Osborn of University of Memphis.This text-specific package consists of a collection of lecture outlines andgraphic images keyed to every chapter in the text. Select sample speech videoclips are also included. Available on the Web at www.ablongman.com/irc(access code required).

* Communication Digital Media Archive, Version 3.0. The Digital Media ArchiveCD-ROM contains electronic images of charts, graphs, maps, tables, and fig-ures, along with media elements such as video, audio clips, and related weblinks. These media assets are fully customizable to use with our pre-formattedPowerPoint outlines or to import into instructor s own lectures. Available inWindows and Mac formats.

* Lecture Questions for Clickers by William Keith, University ofWisconsin Milwaukee. An assortment of questions and activities covering amultitude of topics in public speaking and speech delivery are presented inPowerPoint. These slides will help liven up your lectures and can be used alongwith the Personal Response System to get students more involved in the mate-rial. Available on the Web at www.ablongman.com/irc (access code required).

* PowerPoint Presentation for Public Speaking. This course-specific PowerPoint out-line adds visual punch to public speaking lectures with colorful screen designsand clip art. Our expanded Public Speaking PowerPoint package nowincludes 125 slides and a brief User s Guide. A book-specific PowerPointpresentation also is available for this text. Available on the Web atwww.ablongman.com/irc (access code required).

* VideoWorkshop for Public Speaking Version 2.0. Written by Tasha Van Horn ofCitrus College and Marilyn Reineck of Concordia University, St. Paul,VideoWorkshop for Public Speaking is more than just video footage you canwatch. It s a total learning system. Our complete program includes qualityvideo footage on an easy-to-use dual platform CD-ROM plus a StudentLearning Guide. The result? A program that brings textbook concepts to lifewith ease that helps your students understand, analyze, and apply the objec-tives of the course.

* A&B Contemporary Classic Speeches DVD. This exciting supplement includesover 120 minutes of video footage in an easy-to-use DVD format. Each speechis accompanied by a biographical and historical summary that helps studentsunderstand the context and motivation behind each speech. Speakers featuredinclude Martin Luther King Jr., John F. Kennedy, Richard Nixon, the DalaiLama and Christopher Reeve.

* A&B Public Speaking Video Library. Allyn & Bacon s Public Speaking VideoLibrary contains a range of videos from which adopters can choose. Thevideos feature different types of speeches delivered on a multitude of differenttopics, allowing you to choose the speeches best suited for your students.Please contact your Pearson representative for details and a complete list ofvideos and their contents to choose which would be most useful in your class.

For Students

Print

* The Classical Origins of Public Speaking. Written by Michael Osborn of theUniversity of Memphis, this supplement offers a concise overview of classicalGreek theory on the nature and importance of public speaking.

* The Speech Preparation Workbook by Suzanne Osborn of the University ofMemphis, contains forms to help students prepare a self-introductory speech,

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:32 PM Page xix



analyze the audience, select a topic, conduct research, organize supportingmaterials and outline speeches.

* Speech Preparation Workbook by Jennifer Dreyer & Gregory H. Patton of SanDiego State University. This workbook takes students through the stages ofspeech creation from audience analysis to writing the speech and includesguidelines, tips, and easy to fill-in pages.

* The Speech Outline: Outlining to Plan, Organize, and Deliver a Speech: Activitiesand Exercises, by Reeze L. Hanson & Sharon Condon of Haskell Indian NationsUniversity. This brief workbook includes activities, exercises, and answers tohelp students develop and master the critical skill of outlining.

* Study Card for Public Speaking. Colorful, affordable, and packed with usefulinformation, Pearson s Study Cards make studying easier, more efficient, andmore enjoyable. Course information is distilled down to the basics, helpingyou quickly master the fundamentals, review a subject for understanding, orprepare for an exam. Because they re laminated for durability, you can keepthese Study Cards for years to come and pull them out whenever you need aquick review.

* Multicultural Activities Workbook, by Marlene C. Cohen and Susan L.Richardson, both of Prince George s Community College, Maryland. Thisworkbook is filled with hands-on activities that help broaden the content ofspeech classes to reflect the diverse cultural backgrounds of the class and soci-ety. The book includes checklists, surveys, and writing assignments that allhelp students succeed in speech communication by offering experiences thataddress a variety of learning styles.

* Public Speaking in the Multicultural Environment, 2/e by Devorah Lieberman ofPortland State University. This two-chapter essay focuses on speaking and lis-tening to a culturally diverse audience and emphasizes preparation, delivery,and how speeches are perceived.

* Preparing Visual Aids for Presentations, 4/e by Dan Cavanaugh. This brief book-let provides a host of ideas for using today s multimedia tools to improve pre-sentations, including suggestions for how to plan a presentation, guidelinesfor designing visual aids and storyboarding, and a walkthrough that showshow to prepare a visual display using PowerPoint.

* ResearchNavigator.com Guide: Speech Communication. This updated booklet, bySteven L. Epstein of Suffolk County Community College, includes tips,resources, and URLs to aid students conducting research on PearsonEducation s research website, www.researchnavigator.com. The guide con-tains a student access code for the Research Navigator database, offering stu-dents unlimited access to a collection of more than 25,000 disciplinespecific articles from top-tier academic publications and peer-reviewed jour-nals, as well as the New York Times and popular news publications. The guideintroduces students to the basics of the Internet and the World Wide Web,and includes tips for searching for articles on the site, and a list of journalsuseful for research in their discipline. Also included are hundreds of webresources for the discipline, as well as information on how to correctly citeresearch.

Electronic

* MySpeechLab. Where students learn to speak with confidence! MySpeechLabis an interactive and instructive online solution for introductory public

xx Preface

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:32 PM Page xx



Preface xxi

speaking. Designed to be used as a supplement to a traditional lecturecourse, or completely administer an online course, MySpeechLab combinesmultimedia, video, speech preparation activities, research support, tests andquizzes to make teaching and learning fun! Students benefit from a wealthof video clips that include student and professional speeches with runningcommentary, questions to consider, and helpful tips all geared to help stu-dents learn to speak with confidence. Visit www.myspeechlab.com (accesscode required).

* Public Speaking Website. This open access website contains six modules stu-dents can use along with their public speaking text to learn about the processof public speaking and help prepare for speeches. Focuses on the five steps ofspeech preparation: Assess Your Speechmaking Situation, Analyze YourAudience, Research Your Topic, Organize and Write Your Speech, Deliver YourPresentation, and Discern Other Talks. Interactive activities aid in speechpreparation. Notes from the Instructor provide additional details on selectedtopics. Visit www.ablongman.com/pubspeak.

* Public Speaking Study Site. This course-specific website features public speakingstudy materials for students, including flashcards and a complete set of prac-tice tests for all major topics. Students also will find web links to sites withspeeches in text, audio, and video formats, as well as links to other valuablesites. Visit www.abpublicspeaking.com.

* News Resources for Speech Communication Access Code Card. News Resources forSpeech Communication with Research Navigator is one-stop access to keepyou abreast of the latest news events and for all of your research needs.Highlighted by an hourly feed of the latest news in the discipline from theNew York Times, students will stay on the forefront of currency throughout thesemester. In addition, Pearson s Research Navigator is the easiest way for stu-dents to start a research assignment or research paper. Complete with exten-sive help on the research process and four exclusive databases of credible andreliable source material including the EBSCO Academic Journal and AbstractDatabase, New York Times Search by Subject Archive, and Financial TimesArticle Archive and Company Financials, Research Navigator helps studentsquickly and efficiently make the most of their research time.

* Speech Writer s Workshop CD-ROM, Version 2.0. This speechwriting softwareincludes a Speech Handbook with tips for researching and preparing speeches,a Speech Workshop which guides students step-by-step through the speechwriting process, a Topics Dictionary which gives students hundreds of ideasfor speeches, and the Documentor citation database that helps them to formatbibliographic entries in either MLA or APA style.

* VideoLab CD-ROM. This interactive study tool for students can be used inde-pendently or in class. It provides digital video of student speeches that can beviewed in conjunction with corresponding outlines, manuscripts, notecards,and instructor critiques. A series of drills to help students analyze content anddelivery follows each speech.

* VideoWorkshop for Public Speaking Version 2.0 by Tasha Van Horn of CitrusCollege and Marilyn Reineck of Concordia University, St. Paul. VideoWorkshopfor Public Speaking is more than just video footage you can watch. It s a totallearning system. Our complete program includes quality video footage on aneasy-to-use dual platform CD-ROM plus a Student Learning Guide. The result?A program that brings textbook concepts to life with ease that helps your stu-dents understand, analyze, and apply the objectives of the course.

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:32 PM Page xxi



xxii Preface

To Our Students

As you prepare for the adventure of public speaking, we hope you will be an oppor-tunistic reader of our book. Of course you will want to read the chapters in the ordersuggested by your instructor. But this is also the time to browse through the book sothat you have some idea of the resources it offers you. You can then call upon theseresources as you need them. For example,

* Suppose you are preparing your first speech following the guidelines inChapter 3. You are trying to decide on an appropriate introduction for yourspeech. At this point you could jump ahead to Chapter 9, and survey the dif-ferent options for introducing speeches.

* Or perhaps you are feeling uncomfortable about presenting your first speech.Chapter 2 offers sound advice on controlling your anxiety so that it generatespositive energy to spark your speech.

* After your first speech, your instructor suggests that you should work on devel-oping greater vocal variety. Chapter 13 can help guide your efforts.

As you travel along the way, you will also discover some boxed materials that offerspecial help or highlight major ideas.

* SPEAKER S NOTES present concise summaries of important information. Many ofthem contain checklists to help ensure that you go through the necessary stepsin your work.

* ETHICS ALERT! boxes remind you of the ethical importance and consequencesof public communication. Understanding these principles can help you resistunethical speakers and develop a healthy skepticism for manipulative communication.

* SAMPLE SPEECHES show public speaking strategies in action. Throughout thebook, excerpts from speeches illustrate the ideas discussed.

* INTERCONNECTIONS.LEARNMORE direct you to Internet materials that expand onthe ideas in this book. Note: If a URL provided doesn t open for you, type thename of that website into a search engine to see if it has moved. Or, simplywait a while and try the URL again.

* RUNNING GLOSSARY. Each subject has its own vocabulary of technical terms. Thekey terms of public speaking are printed in boldface type throughout the textand defined at the bottom of the pages on which they occur.

We wish for you a successful adventure. Long ago, we entered our own public speak-ing class, slightly terrified by what was to come. Now many years later, we don tremember the speeches we made, but we do remember how it felt to finally tastesome success in speaking. And, we do remember at least one speech given by a class-mate, and how it opened our eyes. We also remember forming friendships thatwould last well beyond the class.

May you too savor such success and make such friends. Bon voyage!

We invite you to submit texts of successful speeches for possible inclusion inlater editions of Public Speaking. Send these materials to [email protected]

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:32 PM Page xxii



Acknowledgments

Many people have helped improve Public Speaking over its more than two decades ofexistence. For this edition, we especially thank Hilary Jackson, development editor, forher suggestions, kind encouragement, and perceptive readings of the manuscript.Karon Bowers, Editor-in-Chief of Communication at Allyn & Bacon, has been a posi-tive and helpful friend during the transition period as we joined Allyn & Bacon. Wehave met many people in publishing over the past twenty years, and Hilary and Karonare both extraordinary. We also want to thank Suzan Czajkowski, our aggressive mar-keting manager, who rides her motorcycle around the countryside seeking new friendsfor Osborn, Osborn, and Osborn. Finally, we wish to thank Mary Finch, our previoussponsoring editor for communication at Houghton Mifflin, who was considerate andsupportive during our final years with that company.

We are grateful to our colleagues listed below whose critical readings have sparkedthe improvements in the Eighth Edition.

Kenneth Albone, Rowan University

LaKesha N. Anderson, George Mason University

Dave Berg, Weber State University

Jennifer Bieselin, Florida Gulf Coast University

Dorothy Collins, Texas A&M University

Susan Dobie, Humboldt State University

Melissa A. Dreyer, Oklahoma State University Okmulgee

Gray Matthews, University of Memphis

Marjorie Keeshan Nadler, Miami University

Linda J. Nelson, Davenport University Merrillville, IN

Mabry M. O Donnell, Marietta College

Stephanie Nicole Patterson, Western Kentucky University

Soterios C. Zoulas, Eastern Nazarene College

A01_OSBO456X_08_SE_FM.qxd 11/15/07 1:32 PM Page 1



Public Speaking

and You

Outline

What Public Speaking Has to

Offer You

Practical Benefits

Personal Growth Benefits

Powerful Knowledge

What This Course Asks of You

Respect for the Integrity of Ideas

and Information

A Concern for Consequences

The Shared Responsibilities of

Listeners

P A R T O N E The Foundations of Public Speaking

1

M01_OSBO456X_08_SE_C01.qxd 10/16/07 10:00 AM Page 2



This chapter will help you

I appreciate what a public speaking course can do for you

I understand what a public speaking course asks of you in return

The ability to make a good speech is a

great gift to the people from their Maker,

Owner of all things.

Oglala Sioux

mily was more than a little upset about

having to take public speaking. She

just wanted to be a marine biologistEwhat did this course have to offer her? She never

had been much of a speaker: would she be able to

survive with her GPA intact? Just shut up, quit

worrying, and go to class, said her weary room-

mate. At the first class meeting, Emily saw twenty-

five others who looked about as uncomfortable as

she felt. But she decided to stick it out.

Her first oral assignment was a speech of self-

introduction. As she prepared her speech, it




4 Part One The Foundations of Public Speaking

dawned on her why she found her major so fasci-

nating. When she spoke, her enthusiasm for her

topic helped relieve some of her nervousness.

Although her speech was not perfect, she did

some things very well. She had begun to build

credibility for her later informative and persuasive

speeches on the fate of the oceans.

As she listened to her classmates, Emily began to

care about them and to take pleasure in their suc-

cesses. As she researched her speeches, she sought

out facts, expert opinions, examples, and stories

that they would find useful and interesting. Toward

the end of the term, it dawned on her: She was

becoming a speaker! She believed she could meet

the challenges of oral communication whenever

they should arise in her life beyond the classroom.

Our Emily represents many students whom we have taught over our teaching career.You too may wonder why you are taking this course, even whether you can make itthrough the semester, let alone be successful. To become an Emily, you must firstmake a commitment. You must decide that you want to learn more about this com-plex art of public speaking, that you will select meaningful topics, that you will investthe time needed to develop them, that you will treat listeners ethically, and that youwill listen constructively to others. This chapter explains why your public speakingcourse deserves your commitment: what it offers you and what it asks of you in return.

What Public Speaking Has to Offer You

Welcome to public speaking! And welcome to the many benefits this coursecan offer you. As much as anything else, the ability you cultivate here tocommunicate in public settings will distinguish you as a competent and

well-educated person. What s more, learning to present yourself and your ideas effec-tively can help prepare you for some of the more important moments in your life:times when you need to speak to protect your family s interests, when your values arethreatened by the action or inaction of others, or when you need approval to under-take some important project. Finally, the principles you learn in this class will makeyou a more astute consumer of public messages. They will help you sort through thebarrage of information and misinformation that bombards us on a daily basis.

Beyond these vital considerations, the public speaking course offers practical,personal growth and knowledge benefits that can have profound importancethroughout your life.




Chapter 1 Public Speaking and You 5

Practical Benefits

The public speaking course offers three practical benefits of fundamental impor-tance. You will develop an array of basic skills. You will become a more successfulperson. And you will become a better citizen.

You Will Develop an Array of Basic Skills. The chapter titles in thisbook reflect this extensive range of skills:

I Learning how to control your communication anxiety in public settings.

I Learning how to present your best side in the impressions you make on others.

I Learning how to listen effectively and constructively.

I Learning how to read an audience and to adapt your messages accordingly.

I Learning how to develop ethical sensitivity for what speeches can do both forand to listeners.

I Learning how to select subjects that listeners will find vital and fascinating.

I Learning how to conduct research that produces responsible knowledge.

I Learning how to design, structure, and outline messages that accomplish thegoals of communication.

I Learning how to support your points with well-selected data, testimony, examples, and stories.

I Learning how to use presentation aids that make your speeches clear and striking.

I Learning how to manage language so that your words work for rather thanagainst your message.

I Learning how to express your ideas before audiences with power, confidence,and conviction.

I Learning the special skills of informative, persuasive, and ceremonial speaking.

Will you become an expert in all thirteen of these fundamental skills over the courseof a semester? Probably not. But if you take this course seriously and invest yourtime and energy in it, you should advance in your knowledge of many of them,perhaps strikingly in some of them. And in the process, you will be growing as a per-son as well as developing abilities that will serve you throughout your life.

You Will Become a More Successful Person. Developing the kindsof basic skills we have just described will help you succeed both in school and inyour later professional life. Each year, the National Association of Colleges andEmployers (NACE) surveys hundreds of corporate recruiting specialists. Accordingto the organization,

Employers responding to NACE s Job Outlook 2007 survey named communi-

cation skills and honesty/integrity as a job seeker s most important skills and

qualities. Communication skills have topped the list for eight years. NACE

advises: Learn to speak clearly, confidently, and concisely. 1

Ask students to describe situa-

tions in which they might exer-

cise public speaking skills. Have

them set at least three self-

improvement goals that might

help them function more effec-

tively in these situations.





You Will Become a Better Citizen. As social creatures, all of us feel com-pelled to speak out in defense of our vital interests and core values from time totime. Developing your public speaking skills will equip you to more effectively andmore ethically do just that. For instance, you might find yourself wanting to speak ata school board meeting about a proposal to remove controversial books such asThe Catcher in the Rye, the Harry Potter series, or The Adventures of Huckleberry Finnfrom your local school, or you may wish to speak for or against attempts to rezoneyour neighborhood at a city council meeting. On campus, you might find yourselfspeaking for or against attempts to alter your college s affirmative action policy, thefiring of a popular but unorthodox professor, or allowing religious groups to stageprotests and distribute literature on school grounds. In your class, you might speakfor or against stronger immigration laws, the policy of preemptive warfare as itrelates to the war on terror, allowing gay people to marry or serve openly in themilitary, and even whether notorious hate groups such as the Ku Klux Klan shouldbe allowed to stage public rallies.

As you take part in such controversies, both speaking and listening, you will beenacting the role envisioned for you as a citizen by those who framed theConstitution of the United States:

Congress shall make no law...abridging the freedom of speech, or of the press;

or the right of people peaceably to assemble, and to petition the government

for a redress of grievances. (First Amendment to the Bill of Rights)

The political system of the United States is built on faith in open and robustpublic communication. If we citizens are the repositories of political power,then our understanding must be nourished constantly by a full and free flow ofinformation and exchange of opinions so that we can make good and wise deci-sions on such matters as who should lead us and which public policies weshould endorse.

ESL: Ask ESL students how they

would define success for them-

selves in this course. Discuss how

their goals might differ from

those of native speakers in

the class.

Discuss what personal and social

benefits may be lost in societies

that do not encourage the free

and open exchange of ideas.

Have ESL students discuss this

topic in relation to their own

culture.

The skills you learn in your public speaking class can help you in many

ways. Learning to present yourself well can be an asset in job interviews.

Paul Baruda, who serves as an employ-ment expert for the jobs site Monster.com,agrees that articulating thoughts clearly andconcisely will make a difference in both a jobinterview and subsequent job performance.

The point is, you can be the best

physicist in the world, but if you

can t tell people what you do or

communicate it to your co-workers,

what good is all of that knowledge?

I can t think of an occupation, short

of living in a cave, where being able

to say what you think cogently at

some point in your life isn t going to

be important.2

So unless you plan to live in a cave, what youlearn in this course can be absolutely vital toyour success in life.




Chapter 1 Public Speaking and You 7

Public speaking classes therefore become laboratories for the democraticprocess.3 Crafting, presenting, and listening to speeches even classroomspeeches is a valuable way to develop your citizenship skills. Preparation for yourrole as citizen is a benefit that serves not just you but the society in which you live.

Personal Growth Benefits

Some benefits of this course are invisible but nevertheless can be vital to the qual-ity of your life. Such benefits include learning more about yourself, becomingacquainted with the intellectual tradition of public speaking, and expanding yourcultural horizons.

Learning More about Yourself. In a very real sense, we are the sum of ourcommunication experiences with other people. As you put together speeches on topicsthat you care about, you will explore your own interests and values, expand your baseof knowledge, and develop your skills of creative expression. In short, you will developyour own voice as a unique individual.

Speaker s Notes 1.1

Practical Benefits of the Public Speaking Course

@InterConnections.

LearnMore 1.1

I Help you control your communication anxiety.

I Help improve odds that you will succeed in college and

career.

I Help you become a more effective citizen.

This course can help you in many vital ways:

I Help you present yourself as a competent, well-educated

person.

I Help you prepare for important moments in your life.

I Help you become a more critical consumer of public

information.

I Help you develop basic communication skills.

Freedom of Speech

Thomas Jefferson Center for the Protection of Free Expression

www.tjcenter.org/about.html

A unique nonpartisan organization devoted to the defense of free expression in all its forms.

Philosophers and Freedom of Speech

www.sjsu.edu/faculty/Brent/190/speechlinks.html

San Jose State University Web site offering a variety of links to freedom of speech sites, many

containing texts of historical documents.

The Freedom Forum

www.freedomforum.org

A nonpartisan international foundation dedicated to free press, free speech, and free spirit for all

people.





As you tailor your voice to diverse audi-ences, you will develop a heightened sensi-tivity to the interests and needs of others animportant part of what has been called another-orientation. The public speaking

class invites us to listen to one another, tosavor what makes each of us unique andvaluable, and to develop an appreciation forthe different ways people live. Your experi-ences should bring you closer to meeting oneof the major goals of higher education: toexpand the mind and heart beyond fear ofthe unknown, opening them to the wholerange of human experience. 4

Finally, as you learn to speak and listen,you will gain a richer and more sophisti-cated appreciation of the world around you.You will be encouraged to seek out and con-sider multiple perspectives on controversialissues before committing yourself. Publicspeaking classes are unique in that theymake you an active participant in your own

education. You don t just sit in class, absorbing lectures. You communicate. And asyou communicate, you help your class become a learning community. It is no acci-dent that the words communication and community are closely connected.

Learning More about the Intellectual Tradition of Public Speaking.Some people are surprised to discover that the study and practice of public speakingrests upon a rich intellectual history that extends back over two thousand years tothe ancient Greeks the same people credited with introducing democracy to West-ern civilization. In an age long before the printing press, Internet, and 24-hourcable-news service, public speaking served as the major means of disseminatingideas and information, resolving legal disputes, and debating political issues. Ora-tory even served as popular entertainment.

In those long-ago years, there were no professional lawyers and politicians, and cit-izens were expected to speak for themselves in legal proceedings and as active partici-pants in the deliberations that shaped public policy. Most of all, the Greeks consideredthe power and eloquence of the spoken word as necessary to virtuous behavior.5 Oneof their greatest leaders, Pericles, reflects this attitude in a much celebrated speech:

For we alone think that a man that does not take part in public affairs is

good for nothing, while others only say that he is minding his own business.

We are the ones who develop policy, or at least decide what is to be done, for

we believe that what spoils action is not speeches, but going into action

without first being instructed through speeches. In this too we excel over

others: ours is the bravery of people who think through what they will take in

hand, and discuss it thoroughly; with other men, ignorance makes them brave

and thinking makes them cowards.6

We are heirs to this tradition and shall draw upon it constantly in this book. We areconcerned especially with two themes: first, the effort to understand the nature and

Public speaking is vital to the maintenance of a free society. The

right to assemble and speak on public issues is guaranteed by the

Bill of Rights.




Documents

A01 OSBO456X 08 SE FM.qxd 12/4/07 10:28 AM Page i Eighth …preview.kingborn.net/899000/fb8474352db94a32b5b5f131... · 2017-09-23 · Osborn, Michael. Public speaking / Michael Osborn,