Preface

"The first purpose of education," the American essayist Norman Cousins once said, "is to enable a person to speak clearly and confidently."

The goal of this book is to show students how to achieve clarity and confidence during the speeches they must give in the classroom, in their careers, and in their communities.

To reach this goal, I cover the basic principles of speech communication, drawn from contemporary research and from the accumulated wisdom of over 2,000 years of rhetorical theory. At the same time, I try to show students the real-life applicability of those principles by providing many examples and models from both student and professional speeches.

This new edition highlights the same important concepts and principles that were featured in earlier editions.

Focusing on Audience

Audience-centered communication is emphasized throughout the book: how to analyze listeners; how to be sensitive to their needs and interests; and how to talk to and with them, not at them. Students are encouraged to communicate ideas to real people, rather than merely stand up and go through the motions of "giving a speech."

Planning and Organizing

A rule of thumb in American seminaries is that ministers should spend an hour in the study for each minute in the pulpit. Since this ratio is a good one for any speaker, I devote 11 chapters to showing students how to go through the preliminary stages systematically-analyzing the audience, selecting a topic and specific purpose, devising a central idea, finding verbal and visual support material, organizing the material into a coherent outline, and practicing effectively.

Building Confidence

A major concern for most beginning speakers is how they can develop and project confidence in themselves and in their ideas. Chapter 2 ("Controlling Nervousness") provides a reassuring discussion on nervousness and shows students how to turn their speech anxiety into an asset by using it as constructive energy.

Speaking in Real-World Situations

Examples, stories, and photos throughout the book depict real people in real communication settings. "Tips for Your Career" appear in all chapters to give students useful advice for their professional development. "Special Techniques" give detailed explanations on such topics as "How to Use Humor."

Developing Ethical Values

Ethical behavior and personal values are important matters for all communicators. Rather than restrict my discussion of ethics to an isolated chapter, I discuss ethical problems throughout the book at relevant points. These points are flagged by an "Ethical issues" icon in the margin of the text.

Incorporating Technology

Students receive updated information on using multimedia and the Internet. Special emphasis is given to using PowerPoint electronic presentations, and several sample speeches are illustrated by PowerPoint slides. At the same time, students are warned about the pitfalls of using PowerPoint incorrectly.

Conducting and Evaluating Research

Some librarians and instructors report that many students want to use the Internet-and nothing else-for research but are unaware of how to use the Internet properly. To address this issue, "Building Internet Skills" exercises are located at the end of every chapter. Chapter 6 ("Finding Information") shows students how to use the Internet effectively, but it also describes the limitations of the Internet and warns students that they are making a mistake if they ignore traditional library resources.

Building Critical Thinking Skills

Many instructors and employers complain that students and employees often fail to apply critical-thinking skills in evaluating information, especially information from the Internet. To help students sharpen these skills, Chapter 7 ("Using Information Wisely and Ethically") provides guidelines on how to separate credible from unreliable information and how to develop a healthy skepticism. At the end of each chapter are "Building Critical-Thinking Skills" exercises. Throughout the book, when each stage of preparation and delivery is discussed, students are encouraged to engage in critical analysis of their topic, audience, and material.

Exploring Diversity and Teamwork

Some employers complain that many recent college graduates show weakness in two related skills:

1. communicating with people from diverse backgrounds and
2. participating in teams. In response to these problems, this book emphasizes understanding and valuing diversity.

• Chapter 1 confronts the problem of stereotyping and scapegoating.
• Chapter 4 has a detailed discussion of listeners from other countries and various ethnic groups, as well as tips regarding disabilities, gender, age, educational background, occupations, religious affiliation, and economic and social status.
• Chapter 19 provides guidelines on how individuals can work effectively in teams.

Using Visual Imagery

Believing that visual imagery can enhance learning, I have provided over 130 graphics, including photos, drawings, tables, and sample presentation aids. Most of these visuals are new to this edition.

This new edition includes a great deal of new and revised material, such as examples, explanations, exercises, and references. Here are some of the highlights.

SpeechMate CD-ROM

An integral part of this text is SpeechMate, a CD-ROM that is packaged free with every copy of the book and includes the following materials:

• Video Clips. Icons throughout the book alert readers to video clips of speech excerpts and full speeches that illustrate the various parts of a speech and good presentation techniques.
• Practice Tests. To prepare for classroom tests, students can take a practice test for each chapter, with 15 multiple-choice and 15 true-false questions. When students choose an incorrect answer, they are given an immediate explanation of their mistake. Then they are invited to try again.
• Checklist for Preparing and Delivering a Speech. This handy list of steps not only helps speakers prepare their classroom speeches but also provides a valuable guide for speeches in their careers.
• Topic Helper. For students who have trouble coming up with a topic for a speech, lists of h undreds of sample topics are provided.
• Speech Critique. A software program enables both students and instructors to evaluate speeches, either on a computer or on a printed evaluation sheet. One valuable feature permits evaluators to edit the "comments" templates to suit individual preferences.
• Outline Tutor. A computerized form for creating outlines helps students organize their material.
• PowerPoint Tutor. Basic steps in creating a PowerPoint presentation are explained in this tutorial.
• Bibliography Formats. To illustrate how to cite sources in an outline, I have given examples from two of the most popular style guidelines: Modern Language Association (MLA) and American Psychological Association (APA).
• Glossary. All of the book's key terms and their definitions are included and can be accessed by chapter or through a master glossary. Electronic flash cards help students to master the book's key terms and concepts.
• Link to Website. SpeechMate includes a link to the text's Online Learning Center Website.

Chapter-Opening Features

To create interest and highlight key points, each chapter opens with a photo and explanatory caption. On the opposite page is an outline and set of objectives for the chapter. The next page features an introductory story (illustrated by a photo or artwork) that shows how speakers in the real world actually use the principles discussed in the chapter.

Sample Speeches

Sample speeches, most of them new to this edition, provide models of how to effectively choose, organize, and develop materials. Most of these speeches include commentary to help students focus on the major elements. Here are the key speeches:

• Chapter 8 ("Supporting Your Ideas"): New to this edition is "Workplace Bullies," a persuasive speech (problem-solution pattern) that demonstrates how to use support materials such as examples and statistics. It includes a commentary.
• Chapter 12 ("Outlining the Speech"): "Banning Jet Skis"-a new persuasive speech that uses the statement-of-reasons pattern-shows the student's outline accompanied by a commentary. Following the outline is a transcript of the speech as it was delivered. A PowerPoint slide and a sample of the speaker's notes are also shown.
• Chapter 15 ("Speaking to Inform"): "How to Identify Poison Ivy" is a new process speech, accompanied by a PowerPoint slide.
• Chapter 15 ("Speaking to Inform"): "The Titanic: Two Erroneous Beliefs" is a new informative speech with an outline (accompanied by commentary) and transcript. Two PowerPoint slides are shown.
• Chapter 16 ("Speaking to Persuade"): A new persuasive speech-"A Wake-up Call for Drowsy Drivers"-uses the motivated sequence. The outline is presented with a commentary, followed by a transcript of the speech as delivered. Two PowerPoint slides are shown.
• Chapter 18 ("Special Types of Speeches"): Brief samples illustrate the entertaining speech, the speech of tribute, and other special-occasion speeches.
• Appendix: Sample speeches, four of which are new to this edition, include a speech of self-introduction, a process speech, an informative speech, a persuasive speech (problem-cause-solution pattern), and a speech of tribute.

Chapter Revisions

Major changes for individual chapters are as follows:

• Chapter 1, "Introduction to Public Speaking," includes new material on the joys and rewards of public speaking in both personal and professional situations. The section on the speech communication process has been revised to emphasize that the process is often a lively give-and-take of verbal and nonverbal communication. The discussion of stereotyping has been broadened to include the concept of scapegoating. The section on the self-introduction speech has been expanded.
• Chapter 2, "Controlling Nervousness," includes a new section on shifting one's focus from self to audience, a revised discussion of how to react to sour faces in an audience, and an expanded Tip for Your Career, "Prepare for Memory Lapses."
• Chapter 3, "Listening," includes a full-scale attack on electronic rudeness, such as using a cell phone or laptop computer during a presentation. The Tip for Your Career, "Learn How Listeners Show Respect in Different Cultures," features several new examples.
• Chapter 4, "Reaching the Audience," uses the pre-speech techniques of NASA astronaut Joan Higginbotham to demonstrate what constitutes an audience-centered speaker. The section on surveys has been revised, with a new sample survey coupled with a detailed explanation of the types of questions used in the survey. The section on audience diversity has been updated with new information on respecting and understanding nonverbal signals and taboos in other cultures. A new Tip for Your Career gives guidelines on using Deaf and foreign-language interpreters. Two sections-"Listeners with Disabilities" and "Gender"-provide new guidelines.
• Chapter 5, "Selecting Topic, Purpose, and Central Idea," opens with a vignette about computer whiz Charles Long that exemplifies the importance of choosing a topic wisely and developing it carefully. The section on "Exploring the Internet" has been updated.
• Chapter 6, "Finding Information," has undergone major revisions to keep students up to date on Internet resources. A new feature explains the value of expert sites and discussion forums for getting answers to research questions. Two new tables-"Internet Search Tools" and "Where to Find Materials"-were field-tested with over 100 college students before being placed in the chapter. Another table, "How to Cite Sources," now includes both MLA and APA style guidelines.
• Chapter 7, "Using Information Wisely and Ethically," was created for the preceding edition to show students how to find gold nuggets in mountains of garbage, especially on the Internet. The chapter proved to be popular with both students and instructors, and for this edition, two new sections have been added: "Beware of Groups with Misleading Names" and "Don't Be Dazzled by High-Tech Design." Also included is a new Tip for Your Career, "Be Willing to Challenge Reports in the Media."
• Chapter 8, "Supporting Your Ideas," now includes a sample speech-"Workplace Bullies"-to show how support materials can be used. The chapter also has many new examples and a new Tip for Your Career, "Cite Experts Whom Your Audience Will Trust."
• Chapter 9, "Visual Aids," has been revised extensively to provide fresh information on multimedia and the Internet-for example, how to download an image from a Website. A new table, "Free Multimedia Materials on the Internet," lists options for finding downloadable images and videos. There is also new material on the importance of distinguishing between low and high resolution when deciding how to use images in a speech. Electronic presentations such as PowerPoint are recommended as valuable tools, but students are warned about widespread abuse (see a new Tip for Your Career, "Beware the Perils of PowerPoint").
• Chapter 10, "The Body of the Speech," now has graphics illustrating all five organizational patterns discussed in the chapter: chronological, spatial, causal, problem-solution, and topical.
• Chapter 11, "Introductions and Conclusions," displays a new PowerPoint slide that demonstrates the effectiveness of opening a speech with an attention-grabbing question ("What is the most dangerous job in the U.S.?").
• Chapter 12, "Outlining the Speech," features the new persuasive speech on jet skis (discussed above).
• Chapter 13, "Wording the Speech," includes new information on how to use the Internet to explore connotations of words.
• Chapter 14, "Delivering the Speech," places extra emphasis on the importance of dressing appropriately for a presentation.
• Chapter 15, "Speaking to Inform," contains the two new speeches mentioned above.
• Chapter 16, "Speaking to Persuade," includes the persuasive speech discussed above, as well as a new graphic showing a sample leave-behind. It also features a new Tip for Your Career, "View Persuasion as a Long-Term Process."
• Chapter 17, "Persuasive Strategies," includes many new examples. Under the section "Fallacies in Reasoning," I have subsumed an old category "sweeping generalization" under "hasty generalization" and I have added a new category, "red herring."
• Chapter 18, "Special Types of Speeches," features a heart-warming story about a Harlem Globetrotters basketball player who gives speeches that are both entertaining and inspirational.

Ancillary materials are available for learning and extending the concepts of the book.

Digital and Video Resources

• Online Learning Center Website for this book (www.mhhe.com/gregory) contains an extensive variety of resources for instructors and students, including chapter quizzes, interactive exercises, key terms, chapter overviews, learning objectives, PowerPoint slides, and more. In addition, a new feature-WEBLINKS-enables readers to get quick updates for Internet addresses referred to in the text and any other information that has changed since publication of the book. To access this service, visit the site, click on WEBLINKS, and explore links for relevant pages in the text. For a password to access the instructor's materials, contact your McGraw-Hill representative.
• Instructor's Resource CD includes the contents of the instructor's manual, a test bank of all chapter tests, PowerPoint slides of chapter highlights, and PowerPoint slides of Building an Outline, a tutorial that shows students how to organize their ideas in an outline. Two outlines (one for an informative speech, the other for a persuasive speech) are constructed step by step so that students can see the process in action. Building an Outline is also available in the instructor's manual as a set of transparency masters.
• Several videotapes are available from the McGraw-Hill Video Library collection, including VHS tapes of speeches as delivered by students in a public speaking classroom. They can be used to evaluate and discuss both content and delivery. A new videotape of student speeches is available with this edition of the text.
• McGraw-Hill Public Speaking Website (www.mhhe.com/speaking) contains resources for both teachers and students, such as links to jokes, quotations, historical speeches, and Websites devoted to free speech.
• PageOut is designed for instructors just beginning to explore Web options. In less than an hour, even the novice computer user can create a course Website with a template provided by McGraw-Hill (no programming knowledge required). PageOut lets you offer your students instant access to your syllabus, lecture notes, and original material. Students can even check their grades online. And you can pull any of the McGraw-Hill content from the Gregory Online Learning Center into your Website. PageOut also offers a discussion board where you and your students can exchange questions and post announcements, as well as an area for students to build personal Web pages. To find out more about PageOut, ask your McGraw-Hill representative for details, or fill out the form at (www.mhhe.com/pageout). All on-line content for this text is supported, not only by PageOut but also by WebCT, eCollege.com, and Blackboard.
• PowerWeb is a password-protected Website that is offered free with new copies of the text. It provides instructors and students with course-specific materials, and current, relevant, and validated Web content. Accessible from a link on the Online Learning Center Website for this text, PowerWeb helps students with online research by providing access to more than 6,000 high-quality academic sources.

Print Resources

• Supplementary Readings and Worksheets is a resource book that adopters of the text can use in one of two ways: (1) photocopy selections for classroom use or (2) have students purchase as a supplementary text. Included are worksheets covering key concepts (such as how to write specific-purpose statements); sample outlines; lists of speech topics; a transcript of Martin Luther King's famous "I Have a Dream" speech, accompanied by a detailed commentary; brief handouts that crystallize what students need to know about job interviews, résumés, and letters of application; an article on speech phobia, which gives tips for self-therapy to those students whose fear goes far beyond the normal range discussed in Chapter 2 of the text; and articles that cover special subjects: "How to Prepare a Speech without Feeling Overwhelmed," "Speaking in Front of a Camera," "Oral Interpretation of Literature," "Voice Production," and "Public Speaking Tips for ESL Students."
• Annotated Instructor's Edition has marginal notes that provide teaching ideas, quotations, examples, and suggestions for group activities and class discussions.
• The Instructor's Manual provides dozens of ready-to-reproduce worksheets and forms for use in the classroom. Tips are given on how instructors can videotape student speeches. The manual has four ready-to-reproduce tests for each chapter: Form A has true-false questions, Forms B and C have multiple-choice questions, and Form D contains short-answer questions. The test items also are available on a dual-platform CD-ROM for computerized test construction.

Acknowledgments

More than 120 instructors have reviewed this book in its successive editions. Their advice not only has shown me how to improve the book but also has helped me improve my own classroom teaching. I am deeply grateful to the reviewers for their insights, encouragement, and willingness to help a colleague.

Though space does not permit a listing of all reviewers of previous editions, I would like to name those who gave me valuable feedback for this edition: Bill Bass, York Technical College; Barbara Bolz, University of Detroit Mercy; Karen S. Braselton, Ivy Tech State College; Ferald Bryan, Northern Illinois University; Donna Cunningham, Northern Arizona University; Betty Farmer, Western Carolina University; Susan Halloran, Allen County Community College; Lisa Holderman, Arcadia University; Katherine Horowitz, Central Washington University; Loretta L. Kissell, Mesa Community College; Mona Klinger, North Idaho College; Roy Schwartzman, Northwest Missouri State University; James Stewart, Tennessee Technological University; and Sam Zahran, Fayetteville Technical Community College.

For contributing the excellent speech-evaluation software ("Speech Critique") that is a component of the SpeechMate CD-ROM that accompanies this edition, I am indebted to Dick Stine, Robert Sindt, and Larry Reynolds of Johnson County Community College. For their encouragement, special thanks to Greg Cheek, St. Mary College in Kansas; Betty Dvorson, City College of San Francisco; and Jim McDiarmid, speech instructor on U.S. Navy ships under the PACE (Program of Afloat College Education) program.

For the second straight edition, I was fortunate to work with Rhona Robbin, an excellent developmental editor, whose flexibility, patience, and light touch made our collaboration enjoyable. She cared about the book as much as I did-an attribute that writers love to find in an editor. Her enthusiastic support for the book was matched by three other key executives at McGraw-Hill: Phil Butcher, editorial director, humanities; Nanette Kauffman, senior sponsoring editor for speech communication; and Kelly May, marketing manager. The physical beauty of this book is due to design director Keith McPherson, interior designer Michael Warrell, and cover illustrator Jane Sterrett. I also wish to acknowledge the valuable assistance of other McGraw-Hill staff members: Margaret Metz, Karen Nelson, Corrine Johns, Betsy Blumenthal, Sara Brady, Jessica Bodie, Jane Lightell, Betty Hadala, Judy Kausal, Gina Hangos, Lori DeShazo, Alyson DeMonte, and Claire Rehwinkel.

I am grateful to the following colleagues for ideas, inspiration, and support: Sue Barron, Bob Bowles, Jan Caldwell, Jim Cavener, Jason Chambers, Chrystal Cook, Rebecca Davis, Ren Decatur, Bill Findley, Lynne Gabai, Tom Gaffigan, Sandi Goodridge, Thomas Gore, Deborah L. Harmon, Tony Hodge, David Holcombe, Lisa Johnson, Alison Long, Deborah Lonon, Mary McClurkin, Shirley McLaughlin, Dr. Celia Miles, Susan Paterson, Maretta Pinson, Judith Robinson, Peggy Ryan, Clayton Satterfield, Lee Schleining, Chris Tibbetts, and Dr. Olin Wood (who saw my student handouts and urged me to write this book).

Thanks, also, to Karen Soule and Jim Olsen of Fort Jackson, South Carolina, for making it possible for me to take photos of military communicators; the media relations staff of the New York Mets for arranging the interview and photo of Mookie Wilson; Dr. William Anixter of Mountain Psychiatric Center, for providing me with information on speech phobia; and Larry Schnoor, executive director of the Interstate Oratorical Association, for giving permission to reprint speeches from Winning Orations.

I am indebted to the hundreds of students in my public speaking classes over the years who have made teaching this course a pleasant and rewarding task. From them I have drawn most of the examples of classroom speeches.

And for their support and patience, special thanks to my wife Merrell and to our children, Jess, Jim, and June.

Hamilton Gregory