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xxii Preface
reasons for becoming a good public speaker, with specifi c examples of people
with whom students can identify, who use public speaking in their daily lives.
We also introduce a model of public speaking and preview the remainder of the
book. Chapter 2 provides an overview of the skills needed by public speakers
and allows instructors to assign speeches early without having to assign chapters
out of order. Topic selection and writing purpose statements have been incorpo-
rated into this chapter to provide an early foundation for students in preparing
their fi rst speeches. Chapter 3 provides students with the tools they need to cope
with the nearly universal experience of speech anxiety. Chapter 4 deals with
ethical speaking and listening, with a special emphasis on avoiding plagiarism.
Part Two makes explicit the idea that focusing on the transaction between
speaker and audience is key to success in public speaking. Chapter 5 presents a
thorough treatment of listening, with a focus on listening to public speeches, and
incorporating guidelines for providing constructive feedback. Chapter 6 pro-
vides the tools for analyzing the cultural, demographic, and individual diversity
of audience members. In addition, we offer practical suggestions for adapting
speeches to audiences once the analysis has been completed.
Part Three is about putting theory into practice. Chapter 7 covers researching
the speech. In recognition of the fact that most students already use the Inter-
net, but often without applying critical standards to the information they fi nd,
we have focused on the skills needed to distinguish reliable from unreliable
Internet sources. Chapter 8 is devoted to supporting speeches with reasoning
as well as evidence and introduces the Toulmin model of reasoning. Chapter 9
treats organization from an audience-focused perspective. We include a variety
of traditional organizational patterns, such as alphabetical, categorical, causal,
time, spatial, Monroe’s motivated-sequence, extended narrative, problem–
solution, comparative advantage, and stock issues. We also discuss organic pat-
terns such as the star, wave, and spiral. Material related to transitional statements
is also located in this chapter. Chapter 10 addresses language use, with particular
attention to adapting language to diverse audiences. We suggest ways to choose
language that is inclusive rather than exclusive, nonsexist rather than sexist, and
thoughtful rather than stereotypic. We also offer techniques for enhancing the
effective use of language. Chapter 11 deals with delivery skills, again focusing on
audience adaptation. This chapter provides both a strong theoretical foundation
based in nonverbal communication research and solid, practical advice for the
public speaker. Chapter 12 presents a comprehensive discussion of visual, audio,
and audiovisual media that can be adapted to the audience and occasion to en-
hance most public speeches. Our discussion of PowerPoint has been updated for
this edition, with an emphasis on using it to enhance, rather than take the place
of, public speaking. Speech Coach online has a PowerPoint tutorial that will en-
able students to learn the best practices in an interactive fashion.
Part Four addresses the most common contexts for public speaking that stu-
dents are likely to face in the classroom and in their lives after college. Chapter 13
on informative speaking stresses audience adaptation, particularly in terms of di-
verse learning styles. Practical applications of learning theories are discussed in
relation to speeches that explain, instruct, demonstrate, and describe. Chapter 14
on persuasive speaking has been signifi cantly revised. Chapter 15 provides a
detailed treatment of critical thinking, with a special focus on recognizing and
responding to fallacies of reasoning. Finally, Chapter 16 provides a discussion of
speaking throughout the student’s lifetime. It includes guidelines for speeches of