Invitation to Public Speaking National

Geographic Edition 6th Edition, (Ebook

PDF)
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About the Author
Cindy L. Griffin is a professor emeritus of communica-
tion studies at Colorado State University. She received
her BS from California State University, Northridge,
her MA from the University of Oregon, and her PhD
from Indiana University. She teaches public speaking;
gender and communication; contemporary rhetori-
cal theory; feminist rhetorical theory; communication,
language, and thought; and rhetoric and civility. A pro-

Michael J. Harte
ponent of service learning, instersectionality, civic en-
gagement, and civility, she integrates these ideas and
assignments into her coursework and research. In ad-
dition to her teaching and research, she has published
numerous articles, books, and book chapters, served as editor of the journal Women’s
Studies in Communication, and is a member of the Women’s Studies faculty at CSU.
She and her husband, Mike Harte, live in Fort Collins, Colorado.

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
National Geographic
Explorers Who Contributed
to Invitation to Public
Speaking, Sixth Edition
Speaking
Invitation to Public Speaking is the only public speaking textbook to work collabor-
atively with the National Geographic Society, highlighting the central role of public
speaking in our work, professional interactions, and even our social lives. Our innova-
tive collaboration with the National Geographic Society allows us to showcase and
explore the ways that National Geographic Explorers—scientists, researchers, artists,
educators, and activists—use public speaking skills to carry out their work, develop
professional and personal relationships with others, and share their discoveries and
research with the larger public.
Through the text, these National Geographic Explorers invite you into their world
to demonstrate in what way they use public speaking skills to achieve their goals, en-
hance their success, and help them continue in their exploratory journeys. Look for
the National Geographic SPEAKS and National Geographic TIPs in the chapters.

Chapter 1: Thomas Taha Rassam Culhane Chapter 2: K. David Harrison

NATIONAL GEOGRAPHIC speaks Watch the video
NATIONAL GEOGRAPHIC speaks Watch the video

The Great Conversation Let’s Listen While We Still Can

Thomas Taha Rassam Culhane: Explorer, Urban Planner K. David Harrison, Explorer and Linguist

provider” but as an organization that
places group work and collaboration
at its center. Solar C3.I.T.I.E.S. is “an
idea generator,” Culhane explains.
“We realize the value of collective
intelligence. These neighborhoods
are filled with welders, plumbers,
carpenters, and glassworkers. We
bring capital and plans; they bring
calls our “behavioral plasticity and patience for interviewing deaf
flexibility.” This plasticity and flexibility nonagenarians who are frequently
show us when to add our voice to the the only surviving speakers [of a
conversation, using the “appropriate language]. . . . A two-man mission to
voice at the appropriate time.” document the world’s endangered
When we tell our stories, Culhane tongues becomes a fleet-footed
explains, we become interested in our study of human communication
place in that story and interesting to and its limitless structural and
others. What is more, according to functional possibilities.23
Jeremy Fahringer
have passed on, so I talk to myself
. . . that’s just how it is.” 26
Harrison and his team are willing
to do the work of helping to preserve
dying languages because they believe
it to be the most consequential
social trend for coming decades
because “what they know—which
we’ve forgotten or never knew—may

some day save us.” Harrison and

Mark Thiessen/National Geographic Creative

talent and creativity. We build these
systems together from scratch.”
Promoting the value of working
together, Solar C3.I.T.I.E.S. also has
reduced tensions between a primarily
Coptic Christian community and an
Islamic neighborhood. Culhane explains:
“I knew if they could actually meet one
another and connect on a project to
solve common problems, they would
“We’re taught that garbage is garbage,”
overcome their differences. They
states Thomas Taha Rassam Culhane, immediately began sharing and building
Urban Planner and Explorer-in-Residence
on each other’s expertise. Now we’re
for the National Geographic, but is
using the strengths of both Christianity
it really? Cairo’s Zabaleen people
and Islam to fight a common enemy:
(literally, “garbage people”) “view
environmental degradation.” 12
everything around them as useful
Culhane is not satisfied with just
for something.” Culhane’s work with
developing options for solar power,
the Zabaleen people began when he
however; he is also an advocate
watched mothers carry buckets back of what he refers to as “the Great
and forth, and up and down stairs, for Conversation.” Our actions, Culhane
seven hours just to secure water for explains, tell a story—but there is only
their families. Wanting to understand one story, the story of “the Universe.”
firsthand what these families faced, This story “is a never-ending story,
Culhane and his wife moved into the ever unfolding. When we learn to see
poorest of neighborhoods in Cairo to our Earth . . . as a living thing, as a
experience the obstacles they faced. giant organism within that Universe,
Culhane founded Solar C3.I.T.I.E.S.* we can also learn to see our essential
and worked with residents of the roles as parts of that planetary body.
poorest neighborhoods in Cairo to From an ecological point of view we
install solar water heaters and can see that nobody is expendable.”
biogas digesters in their homes. We all play different roles at different
Culhane describes Solar C3.I.T.I.E.S. times, depending on our locations
as “not merely a clean solar power and our context, and what Culhane
Culhane, “today’s globalized digital Harrison believes there are many
media platforms and technology Anderson are listening. Harrison
reasons to preserve vanishing
have removed most of the barriers says, “We hear their voices, now
languages. Most of the world’s
to entry! We can connect with each muted, sharing knowledge in
K. David Harrison is a linguist and languages do not use writing;
other across the globe via YouTube 7,000 different ways of speaking.
leading specialist in the study instead, they rely on their oral
and Flickr and Facebook and MySpace Let’s listen while we still can.”27
of endangered languages. In languages. Oral societies use
and blogging and commenting and cognitive skills and memory
expand the great conversation to addition to acting as co-leader of WHAT DO YOU THINK?
the Enduring Voices project with techniques to store information,
include our voices among the many.” 13 and we can learn a lot by listening
National Geographic Fellow Gregory 1. If listening to others is a crucial part
Anderson, Harrison co-stars in the to them. 24 These languages teach us of the public dialogue, why might
WHAT DO YOU THINK? how “ancestors calculated accurately
2008 documentary film The Linguists. preserving language be a central
This film has been screened at the the passing of seasons without part of this listening process?
1. Culhane talks about each of
Sundance Film Festival and on college clocks or calendars. How humans 2. Although our differences can cause
us having a story to tell and an
campuses across the United States. adapted to hostile environments, difficulties in listening to others, how
important part in the “Great
The Linguists is described as: from the Artic to Amazonia.” 25 might Harrison and his team’s efforts
Conversation.” What actions might
Yet preserving languages requires to preserve linguistic differences
you share with others (as a story) a fantastic little film that follows
work. Designated “last speaker” of actually reduce the difficulties
that help us understand your part professors David Harrison and
the Chemehuevi tribe of Arizona, caused by cultural differences?
in this Great Conversation? Gregory Anderson as they Johnny Hill, Jr., says many children 3. What types of speeches might
2. Culhane also talks about behavioral crisscross the globe on a mission to of his tribe claim they want to learn
plasticity and flexibility— you give that engage Harrison’s
document languages on the verge the language, “but when it comes
knowing when and how to add ideas of “listening while we
of extinction. From the depths time to do the work, nobody comes
our voices to this conversation. can”? Would you consider one
of Siberia to the high reaches of around.” This leaves Hill feeling
This chapter introduces the idea of these as a speech to give in
Bolivia, the pair is relentless in linguistically isolated. “There’s
of being audience centered and this class? Why or why not?
their goal, displaying a remarkable nobody left to talk to, all the elders
creating a community with your
speeches. In what ways might
Culhane be talking about being
audience centered and creating a
community—are these ideas similar?
3. How might today’s technology
help you add your voice to this
great conversation in ways that
are civil, ethical, and innovative?

*Connecting Community Catalysts Integrating Technologies for Industrial Ecology Systems.

Sange Degio/Living Tongues Institute/Enduring Voices Project
Louie Psihoyos/Terra/Corbis

8 chapter
/ chapter1 1 WHY SPEAK IN PUBLIC? audience-centered listening / 31

vi

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 Chapter 3: Becca Skinner
NATIONAL GEOGRAPHIC speaks
Personal Stories after Natural Disasters
Becca Skinner: Explorer, Photographer
that, through her photography, she
could tell the personal stories of
people whose lives were affected
by natural disasters. She says,
Studying social work in school has
made me really passionate about
giving a voice to people who feel
Courtesy of Becca Skinner.
they cannot be heard. Through both
my tsunami and Hurricane Katrina
photo projects, I’ve realized that
post-natural disaster communities
are often forgotten about or pushed
aside in the wake of more recent
Rebecca Skinner is from Wyoming, and news stories. I strongly believe
attended the University of Wyoming, that how a community recovers
where she majored in Social Work. For (or does not recover) is just as
Skinner, photography became more important as the disaster itself.
than a hobby when, in the fall of 2010, Photographically documenting
she won a grant from her university to these communities and individuals
travel to New Orleans to photograph seems to give personal stories
the rebuilding after Hurricane Katrina. and experiences a voice through
Then, as a National Geographic Young an artistic and tangible venue.
Explorer, she traveled to Banda Aceh,
Skinner says she is a “really visual
Indonesia, to photograph rebuilding
person,” and she selects her
efforts after the 2004 tsunami in the
Indian Ocean. In Indonesia, she found it photographs to tell particular stories
“most challenging” to try to document that are tailored to her audience. For
seven years of rebuilding in one short example, when she gave a presentation
month on location. Since then, she to a group of third graders, her talk
has spoken about her expeditions to
focused not on natural disasters, but
varied audiences, from small groups
about the process of photography;
of third-graders to large audiences of
she selected both “good” and “bad”
potential Young Explorer candidates.
Her talks feature her photographs, photographs, and engaged the students
which she selects to suit the particular in a discussion of what they liked
group or occasion. As someone who or didn’t like about the photos. For
majored in social work, she is concerned older audiences, she talks about the
about people’s lives, and she realized
how context influences your speaking goals / 41
Chapter 5: Barrington Irving
NATIONAL GEOGRAPHIC speaks
Build, Fly, and Soar
Barrington Irving: Emerging Explorer, Pilot, Educator
airplane he wanted to build; more
than fifty companies rejected him,
before he found some who would help.
With no weather radar, no de-icing
system, and only $30 in his pocket,
he took flight: “I like to do things
people say I can’t do.” At age twenty-
three, Irving became the youngest
person and first African American
ever to fly solo around the world.
Following his historic flight,
Irving decided to help other young
people achieve their dreams. “I was
Edmund J. Coppa/Splash News/Newscom
determined to give back with my
time, knowledge, and experience.”
He founded a nonprofit organization,
Experience Aviation, intended to
increase the number of students in
aviation, as well as other math and
science-related careers. In his Build
and Soar program, sixty students
from failing schools built an airplane
from scratch in ten weeks (which
Raised in a low-income neighborhood in
Barrington then flew on its test
Miami, Barrington Irving’s life changed
when he met a pilot who asked him if he run). Irving states: “Kids want to be
challenged, but today too many are
had ever considered becoming a pilot.
bored and uninspired. I want to use
Irving explains, at the age of fifteen,
aviation to excite and empower a
“I didn’t think I was smart enough; but
new generation to become scientists,
the next day he gave me the chance
engineers, and explorers.”
to sit in the cockpit of the commercial
As a part of this effort, he created
airplane he flew, and just like that I
a “flying classroom” that enabled
was hooked.” Convinced he wanted to
students to participate via technology
become a pilot, Irving turned down a
in a three-part round-the-world flight:
football scholarship to the University of
“the students and the educators
Florida in favor of flight school, which
voted on everything I did. So, for
he paid for by doing odd jobs, including
example, they determined the type of
washing airplanes. After obtaining his
meals I ate or what path I took up a
pilot’s license, he had another dream to
mountain, or what things I explored.”
pursue: to fly solo around the world.
Students in their classrooms saw, via
To sponsor his dream, Irving
webcast and blogs, both flights up to
approached various manufacturers
45,000 feet and ground expeditions
asking them to donate parts for an
AlamyCelebrity/Alamy Stock Photo
national geographic explorers who contributed to invitation to public speaking, sixth edition / vii
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Chapter 4: Raghava KK
Watch the video
NATIONAL GEOGRAPHIC speaks Watch the video
Sensitivity Toward Others
Raghava KK, Explorer
people she met and tries to convey question the way information is of view. It was only when I started to
both individual and community delivered,” and we have to view travel that I was exposed to different
stories of disaster and rebuilding; her knowledge as an active process of realities. And I realized that there is
engaging. To help him accomplish no one truth, there are many truths
stories also describe how she makes
JAIN MIMISH/National Geographic Creative
that questioning and engaging, and and that it’s important for me to
connections across cultures through to continue to communicate multiple contextualize what is true and real for
her photography. In Indonesia, she perspectives through his art, he has, me but also to be willing to question the
photographed the top of a mosque once again, expanded, and entered into most basic assumptions that I have.”
that had been carried nine miles from the realms of interactive technology. But, really, he states, “life is
a village and landed in the middle of a KK has created picture frames that mysterious and we are constantly
rice paddy. She said, “I went that night turn his paintings into touch screens. learning.” Communication, effective
and all the stars were out, and so I have People can “touch” his paintings by communication, requires “empathy,”
pressing or tapping on the frames. “responsibility,” “acknowledging bias,”
a picture of the top of this mosque in a
Each touch changes the image, through and “sensitivity toward others,” and
rice field with all of the stars overhead, “My art looks at issues from multiple
a process of digital projection, and the question is “are we getting2 better
and that picture to me was very special,” perspectives to help open minds, inspire
the painting is “reinvented by each and better” at these things?14
tolerance, and engender empathy.
because it reminds her of the people she person who interacts with it.”
You can appreciate other viewpoints
met, their stories, and their resilience.3 even if you don’t accept them,”
Another of KK’s projects is an what do you think?
iPad picture book for children and a
explains internationally acclaimed 1. Raghava KK suggests that we
what do you think? new genre he calls “shaken stories.”
artist, Raghava KK. “Everyone has a can appreciate the viewpoints
The picture book, which children and
bias. What can be transformational is of others, even while we do not
1. Skinner turned her hobby, parents “read” on their iPad, takes up
creative expression that allows many agree with them. Discuss what
photography, into a way to raise our notions of “family.” He explains
different biased perspectives to coexist you think he means by this.
awareness, advocate for change, how: Every time children and their
simultaneously. When you see the 2. Do you think it is possible to
and stimulate public discussion and parents “shake the screen, a new
world through other people’s eyes, you appreciate the views of others
dialogue. What interests of your definition of ‘family’ appears. Mom,
have a richer understanding of who you with whom you do not agree?
own, or your classmates, could be dad, and child; two dads and kids; two
are and why people do what they do.” How might (or do) you do this?
used in a similar way to stimulate the moms and kids, single parents” and
Born in India, and leaving school 3. KK calls for empathy,
public dialogue on important issues? so on. KK explains why: “I created this
at the age of sixteen, KK’s life as a responsibility, acknowledging bias,
2. The severity of recent natural book because I wanted to expose my
professional artist began in the world and sensitivity toward others.
disasters has made this phenomenon own children to many perspectives
of cartooning and later expanded to How do these communication
a common topic in our public at an early age.” KK shares, “I grew
a range of venues, including painting, skills fit into the process of
deliberations. What are the different up in the bubble of a very traditional
sculpture, film, performance, and analyzing your audience?
aspects of natural disasters that Indian family and only saw one point
installation. He explains, “I like to
you might consider developing
into a speech, and what would
your purpose be in giving a
speech on natural disasters?
Courtesy of Becca Skinner
Raghava KK
considering an audience as a community / 65
Chapter 6: Josh Thome
Watch the video
NATIONAL GEOGRAPHIC speaks Watch the video
4REAL
Josh Thome, Explorer and New Media Cultural Storyteller
to locations like Machu Picchu, the of Nairobi, to the Amazon forest, to ● The mortality rate for children under
Galapagos Islands, and the Pyramids the drug-ravaged Lower East Side of age five dropped almost 50 percent
of Egypt. Apps tracked adventures Vancouver and a block party in post- between 1990 and 2012.
like tagging sharks, with ongoing conflict Liberia—viewers get a raw and ● Maternal mortality dropped 45
location and water temperature data. authentic view of life through the eyes percent between 1990 and 2013.
In the course of his adventurous of residents, community leaders and
the visiting celebrities.”6 Celebrities Thome believes humanity is “capable
life, Irving has learned to speak to
such as Cameron Diaz, Joaquin Phoenix, of taking on some of the world’s
audiences that vary from potential
Rebecca Hale/National Geographic Creative
Mos Def, and K’naan have traveled with greatest challenges when we prioritize
corporate sponsors to elementary
Thome and Sol, creating an instant them.”8 As Thome continues to
school students. When he speaks to
connection with young viewers. forge relationships with members
students who “aren’t sure what they
Thome and Sol share the stories of different cultures, he reminds
want to do with their lives,” he tries to
of people who are using music, art, us that building trust with others is
inspire them to have a dream, and to
culture, and school programs to “as simple as making a connection.
have the confidence to believe they can
inspire youth. The intersection of We’re ultimately not that different.”9
fulfill that dream. He says, “No matter
popular culture with social change has When developing relationships with
what the challenge, the only one who
had enormous influences on youth members of a different culture, Thome
can stop you is you.” His own goal is to
involvement. As Thome writes, “The is reminded of an aboriginal activists
use aviation “to excite and empower a Josh Thome and childhood friend Sol
core of my interest in getting young group’s key belief: “If you have come
new generation to become scientists, Guy (featured in Chapter 15) want you
people involved in social change here to help me, you are wasting
engineers, and explorers.” Barrington to hear a story. It is about a trio in
today is basically my inspiration our time. But if you come because
Irving flies high every day, with no South Africa whose hit song is credited
to see what our human potential your liberation is bound up with
limits to what he dares to dream. with lowering the AIDS rate in their
is.” 7 In fact, Thome knows today’s mine, then let us work together.” 10
region, about a baby who was left in
young people are already making a
WHAT DO YOU THINK? a box and eventually grew up to run a
medical clinic for thousands of people difference. The statistics from the what do you think?
1. Barrington Irving used his passions in a slum of East Africa, and about a boy United Nations 2014 Millennium
1. Josh Thome and his collaborator,
and his determination to pursue his who survived Liberia’s brutal civil war, Development Goals reports reveals:
Sol Guy, are using innovative
goals. He now shares those goals exposed the training of child soldiers,
● Since 1990, extreme poverty in the methods to share stories. In
with young people through his and now builds orphanages and
world has been reduced by half. addition to websites, concerts, and
public speaking. What passions and playgrounds for the next generation.5
● Between 2000 and 2010, the videos, how else can technology
goals do you have that others might These are just some of the stories
percentage of people without access share the narratives of today’s
be interested in learning about? featured on the television show 4Real.
to improved drinking water sources youth and encourage them to
2. Irving is gathering the ideas and Thome expanded what started
was also reduced by half. participate in social change?
suggestions of students across as a high school environmental club
Between 2000 and 2012, gender 2. Thome uses statistics to argue
the country through his “flying into an international movement of
●
parity in primary education was that today’s youth are making
classroom.” What other innovative youth engaged in social change.
achieved in almost every developing significant social changes. Would
ways can you identify to “gather After attending a Global Leadership
region. one or more of these statistics
material” for a speech? Jam in 2000, an event that brought
make an interesting speech?
3. If you were to gather those together thirty outstanding young ● Between 2000 and 2014, political
How could you develop one of
materials in innovative ways, how leaders from around the world, participation continued to increase
Thome’s statistics on the changes
might you evaluate them for their Thome was inspired to hear more globally, with forty-six countries
today’s youth are making?
appropriateness and strengths? about how young people were having 30 percent or more female
3. Thome is interested in exploring
creating social change. He contacted members of parliaments in at least
our “human potential.” Discuss
childhood friend Guy Sol, and the two one chamber.
as a class what you think that
developed the idea and eventually ● The proportion of undernourished potential might include.
coproduced the television show 4Real. people in developing regions
As the two describe it, 4Real decreased from 24 percent in 1992 to
“spans the globe—from the slums 14 percent in 2013.
Jade Thome
finding information at the library / 89 statistics / 111
 Chapter 7: Albert Yu-Min Lin
NATIONAL GEOGRAPHIC speaks
Extreme Engineering in the “Forbidden Zone”
Albert Yu-Min Lin: Explorer, Research Scientist, and Engineer
discovery that has eluded historians
and scientists for centuries. Yet Lin
and his team are not going about this
potential discovery with the traditional
excavation methods, because, Lin
explains, “using traditional archeological
methods would be disrespectful to
believers.” Instead, Lin’s team is using
advanced technology that “leverages
Courtesy of Albert Yu-Min Lin
photographs taken firsthand on the
ground, images gathered from satellites
and unmanned aircraft, GPS tracks
from expeditions, and geophysical
instruments.” Although finding the
tomb represents years of attempting to
Albert Yu-Min Lin, research scientist, communicate to others that he could
engineer, and Explorer for National indeed find it, honoring cultural beliefs
Geographic, has a passion for finding and traditions is also paramount to
and preserving stories, especially as Lin. As he explains, “there are many
they help us understand our “collective ways to look under the ground without
cultural heritage.” Lin and his team having to touch it.” Communicating
of explorers believe they may have respect for the beliefs and practices
found the tomb and last resting of cultures is central, and now:
place of Genghis Khan, a leader the
the ability to explore in a noninvasive
world knows little about but whose
way lets us try to solve this ancient
influence has been profound. Many
secret without overstepping
Mongolians consider the tomb an
cultural barriers. It also allows us to
extremely sacred place and believe
empower Mongolian researchers
any desecration could trigger a curse
with tools they might not have
that would end the world. According to
access to otherwise. Today’s world
Lin, the world does not know the full
still benefits from Genghis Kahn’s
story of Khan’s life or contributions.
ability to connect East with West.
The tomb, located in Mongolia’s
He forged international relations
“Forbidden Zone,” represents a
that have never been broken.
Chapter 9: Gregory D. S. Anderson
NATIONAL GEOGRAPHIC speaks
“Language Hotspots”
Gregory D. S. Anderson: Explorer and Linguist
elder, on Mwoakilloa Atoll, Federated
States of Micronesia. More than 40
percent of the world’s approximate
7,000 languages are currently at risk
of becoming extinct. Anderson helped
create a language hotspot map to
showcase areas around the world with
MARK THIESSEN/National Geographic Creative
high linguistic diversity as well as high
levels of linguistic endangerment.
Cameroon, a country in west-central
Africa, is an example of a region with a
high level of linguistic diversity: more
than 275 indigenous languages are
spoken there. Dr. Anderson says it is
important to document and preserve
Cameroon’s indigenous languages
now because many are unlikely to
Dr. Gregory D. S. Anderson is a survive through the 21 century.
linguist and the co-founder of The United States also has many
the Living Tongues Institute for language hotspots. Oklahoma and
Endangered Languages, a not-for- California are two states of particular
profit organization that documents, interest. The Winnemem Wintu people
revitalizes, and preserves some of who live outside of Redding, California,
the world’s vanishing languages. Dr. were working to preserve their cultural
Anderson has worked in the field and linguistic identity when a house
with speakers of languages in Siberia fire in 2008 destroyed a large portion
(Russia), Kyrgyzstan, Nigeria, India, of the materials necessary to help
Bolivia, Australia, Paraguay, Papua their revitalization efforts. They have
New Guinea, and the United States. been struggling ever since to preserve
In the image here, Dr. Anderson (and their language. Their leaders contacted
fellow linguist Dr. K. David Harrison) Dr. Anderson to seek his assistance
work with Ichiro John, a Mwoakillese with their efforts. With help from the
viii / national geographic explorers who contributed to invitation to public speaking, sixth edition
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Chapter 8: Alexandra Cousteau
Watch the video
NATIONAL GEOGRAPHIC speaks Watch the video
“Water Is Life”
Alexandra Cousteau, Explorer and Social Environment Advocate
By locating his tomb, we hope Cousteau and her team travel in the field for months and sent film
to emphasize how important it around the world telling the story of back to Los Angeles for development,
is for the world to protect such our water systems and their centrality today she is able to work for three
cultural heritage treasures. to sustaining life on this planet. This months in the field with a crew of only
story includes the Ganges River in India, seven and post her stories immediately.
A few years ago, Lin shares, he thought
“the cultural and spiritual lifeblood” of She sees this as truly engaging people
he was destined to be stuck in an office
a nation. The Ganges provides water and as a truly interactive experience.
in a job he did not love. Following his
and spiritual cleansing to more than Working with others and media in this
family’s heritage and his grandfather’s
400 million people, yet it is literally way is very exciting for Cousteau. “From
words, he left the United States for
toxic. More than 400 tannery factories a communication standpoint, to be
Mongolia, finding “a world that had
along the river pump more than 20 able to engage people through their
changed little in a millennium. And at
million liters of waste every day, not networks and give them stories to talk
its core [was] Genghis Khan.” Lin states,
to mention raw sewage, into this most about and start conversations around
© Bill Zelman
“Engineers are really just explorers,
sacred of rivers. The story continues is one of our greatest opportunities”
pushing the limits of what we think
in Botswana, where, in a land that is for change. Where 50,000 people
we can do.” He realized he could be a
mostly desert, she continues to explore see a movie in a theater, “I can reach
scientist and still do “crazy extreme Take a sip of water—what do
the interconnected nature of water. 50,000 people in a day and maybe in
things, and that’s what I wanted to do.”5 you taste and see? To Alexandra
In an interview with Onkokame Kitso an hour with this next expedition.”3
Cousteau, daughter of Philippe and
Mokaila, Botswanian minister of the Cousteau and her team present
what do you think? Jan Cousteau, and granddaughter
environment, wildlife, and tourism, information on panels and at
of the legendary Jacques Cousteau,
1. Lin uses a different approach to Cousteau asks how Botswana, a symposiums and even narrate videos
“Water is life.” We must redefine our
collecting his data. How many of the landlocked country, views water as its and interview individuals who are
relationships to it and our decisions
organizational patterns discussed in most precious commodity. Mokaila working in environmental preservation.
around it. Cousteau established
this chapter do you think he could responds: “All living things require
the Blue Legacy initiative, and she
use effectively to present his data? water, whether you are in agriculture, what do you think?
and her team are in the process of
2. Lin and his team are not sure, but tourism, or wildlife. . . . You have to
working with people around the world 1. Cousteau uses technology to
they believe they could have found treat it as gold.” Cousteau and her
to “help shape society’s dialogue to capture and disseminate her story
a tomb in the Forbidden Zone that team continue their work and their
include water as one of the defining about the centrality of water in
might be Genghis Khan’s tomb. story as they travel to the Middle East,
issues of our century.” Cousteau our lives. What are some of the
Draft a specific purpose and thesis Mississippi, and Cambodia (forty-five
and her team are also combining ways you might use technology
statement for a speech Lin might major water sources in all) chronicling
the technologies developed in her to capture your audience’s
give about this discovery. How many “the interconnectivity of water . . .
grandfather’s era with new media attention in your next speech?
main points would this speech have? what it means to live in a world where
opportunities to create platforms 2. Identify the topic of your next
How might he organize them? water is our most precious resource.”2
for individuals concerned about the speech. What compelling story,
To tell her story, Cousteau relies on the
environment to speak out about question, or intriguing statement
most recent Internet technologies. And
water. And she is undertaking an could you make about that topic as
even though her father and grandfather
exploration of many of the world’s you introduce your speech? Use the
were pushing the edge of technological
most precious water ecosystems example of Cousteau and her passion
advances, Cousteau explains that where
to chronicle their connectivity for water to help you generate
the Calypso carried a crew of thirty people
and link to our own survival. interesting and ethical ideas.
Paul Sutherland/National Geographic Creative
Jun Mu/Shutterstock.com
main points / 137 the introduction / 159
Chapter 10: Wade Davis
Watch the video
NATIONAL GEOGRAPHIC speaks Watch the video
Unique Manifestations of the Human Spirit
Wade Davis, Explorer
Enduring Voices project, Dr. Anderson “disinclination to do so.” One of the horrifying. Languages communicate and
and his team delivered a Language reasons that “climate change has not organize one’s culture, Davis explains,
Technology Kit to the Winnemem really captured the public imagination and cultures show us possibilities:
Wintu and trained them to use audio is, quite simply, that the narrative has
“The idea that the world in which
and video recorders to help record not been properly communicated to the
you were born, it’s just one model of
and preserve their language. Projects public.” And, after the horrific events
reality, and the people of the world
like these can help promote global of 9/11, Davis explains, “not a single
aren’t failed attempts at being new
awareness and expose the language anthropologist” was interviewed; yet,
Mark Thiessen/National Geographic Creative
or failed attempts at being modern.
extinction crisis around the world.4 anthropology is, perhaps, the “one
Each culture, by definition, is a
profession that actually could answer
unique answer to a fundamental
that question then on the lips of every
what do you think? American, why do they hate us?” So
question, what does it mean to be
human and alive? When the people
1. How important is the preservation important are public speaking skills, in
of the world answer that question,
of a language? What would the Davis’s view, that individuals “literally
they do so in 7,000 different voices,
loss of your native language feel have had their careers transformed by
which collectively become the human
like to you and your family? a single TED talk that turns up online.”
repertoire for dealing with the
2. Do you speak more than one For Davis, the most important
challenges that will confront us in the
language? If so, identify some Anthropologist, ethnobotanist, credential for being a communicator
coming millennia . . . every culture
of the differences in those ethnographer, author, filmmaker, and “is to have something important to
has something to say, and each
languages? For example, how are photographer, Wade Davis is described say that the world needs to hear.” He
one deserves to be heard. And the
their grammar and vocabulary (the as “a rare combination of scientist, explains that before his association with
great curse of humanity is cultural
things they name as important) scholar, poet and passionate defender National Geographic, he began speaking
myopia, the idea that my world is
different? What does this tell of life’s diversity.” His work has taken publicly about each of the books he
the real world and everybody else is
you about the languages and him to East Africa, Borneo, Nepal, Peru, wrote. Then, his agent urged him to
a failed attempt of, of being me.”5
the cultures they come from? Polynesia, Tibet, Mali, Benin, Togo, New pull his experiences from his years of
3. How might technology shape the Guinea, Australia, Colombia, Vanuatu, work with voodoo and in the Amazon to
way language is recorded and Mongolia, and the high Artic of Nunavut offer a “global perspective.” And, as he what do you think?
preserved for different speakers and Greenland. He has catalogued did that, Davis recounts, “All that grew 1. Davis encourages students to
around the world? Is technology over 6,000 botanical species; studied out of the process of communication, become “skilled public speakers.”
useful and appropriate to use in zombies and the plant preparations that how the stories morphed” into larger Even though many of us are quite
the efforts to prevent languages accompany practices; and has published perspectives. He adds, “it’s funny nervous thinking about giving
from becoming extinct? Why? more than a dozen books sharing his how it worked, I mean it kind of grew speeches, how might you, as a
research and insights. He holds degrees out of that one speech my agent student, take steps to become
in anthropology and biology, and a asked me to do, this sort of greatest a skilled public speaker?
PhD from Harvard in ethnobotany. hits speech . . . that the Geographic 2. After 9/11, Davis says,
Davis explains his perspective and Society heard at a film festival in anthropologists might have helped
one of the guiding principles behind Telluride . . . that led me to being answer the question, “Why do
his work: “The world in which you recruited as an explorer in residence.” they hate us?” What aspects about
were born is just one model of In the late 1990s, Davis discovered connecting with your audience
reality. Other cultures are not failed the work of Michael Krauss and Ken would a student of communication
attempts at being you. They are unique Hale, linguists who shared that of the need to consider when helping
manifestations of the human spirit.” “7,000 languages of the world, half to answer this question?
Davis urges students to become weren’t being taught to children,” and 3. A speaker presenting a TED Talk
“entrepreneurs of knowledge” and added languages and linguistics to his usually uses technology such as
skilled public speakers: our knowledge long list of passions. Davis sees language PowerPoint slides or video to
base can be “monetized,” he says, if as “not just grammar and vocabulary”; help present the speech. Watch
students “learn how to communicate.” instead, he argues, language is “a flash several TED Talk presentations
Davis suggests that one of the biggest of the human spirit, a vehicle to the soul and assess their slides and videos.
challenges of the sciences is “the of a culture,” and the fact that we are What makes them effective?
inability to communicate,” in fact, the losing so many languages so quickly is
Wade Davis
Jack Daulton
language and culture / 177 196 / chapter 10 delivering your speech
 Chapter 11: Asher Jay
NATIONAL GEOGRAPHIC speaks
Channel Your Inner Mosquito
Asher Jay, Creative Conservationist, Explorer
interest of the collective.” We are all a
part of this earth, and “only when we
see things as being a true extension of
our being,” when we acknowledge there
“are no separations,” can we achieve
empathy and compassion. We must
stop “amputating ourselves from the
bigger picture,” Jay shares, “there is no
Rebecca Drobis/National Geographic Creative
way in which we can actually save that
which we don’t think is a part of us. The
reason I do what I do is because I think
of the world as an extension of who I
am.” Selfishness, she states, might be a
“survival instinct,” but we must expand
our self-interests to the larger collective
level: if we are to survive, we must
“make ourselves large enough” to see
“I hope my creativity will inspire the world as extensions of who we are.
each individual to channel their inner Technology, Jay explains, creates
mosquito and make an impact with dichotomies in our efforts toward
every bite,” states Asher Jay, “designer, compassion and coexistence. “I have
artist, writer, and activist.” Jay puts a huge online tribe that has been of
her artistic skills to use in a range tremendous support to me . . . it’s
of mediums: she sculpts, designs absolutely lovely how people can
installations, makes films, advocacy support you from across the world . . .
advertising campaigns, and more, to there’s something beautiful there.” But,
“advance animal rights, sustainable Jay’s childhood, growing up without a
development, and humanitarian computer, taking the time to handwrite
causes.” Jay, born in India, but “raised letters, spending so much time in
by the world,” brings attention to the nature, causes her to reflect: “Now,
people are always connected, we take
damage done by oil spills, dolphin
it for granted, the connections don’t
slaughters, the illegal ivory trade,
matter anymore. My mum told me
poaching, diminishing habitats for
when I was really young, ‘if you can do
animals, and the seriousness of the
any activity more than once and have
loss of biodiversity. She explains, “The
the same passion and enthusiasm for
power of art is that it can transcend
it, then do it. But if not, just stop.’” The
differences, connect with people on
repetition of this constant connection,
a visceral level, and compel action.”
she explains, “makes us lose the value
Jay organizes her efforts around two
of it, we’re no longer truly engaged.”
principles: compassion and coexistence.
When Jay begins work on a new
She explains that she chose to focus her
project, she does extensive research.
efforts in this way because “without
She begins with newspapers and books,
compassion and coexistence, we really
“you need to know how the world is in
don’t accomplish what is in the best
Asher Jay
Chapter 13: Aziz Abu Sarah
NATIONAL GEOGRAPHIC speaks
Throwing Stones
Aziz Abu Sarah, Explorer and Cultural Educator
finally coerced into admitting he had
thrown the stones. Tayseer was held
for eleven months, beaten repeatedly,
DAN WESTERGREN/National Geographic Creative
and finally died within weeks of being
released from prison. Aziz describes
the pain he felt for losing his closest
brother and how angry and bitter
he felt toward Israelis. He wanted
someone to be held responsible for his
brother’s death. He wanted revenge.
Aziz spent his adolescence and
teenage years writing angry articles for
a youth magazine. He describes how he
used his “pain to spread hatred against
Have you ever felt animosity toward the other side.” Aziz refused to learn
someone or even a group of people Hebrew because it was considered
that you had little or no actual the “enemy’s language.” However, he
interaction with? Have you ever had knew that to attend college or obtain
a neighbor you rarely spoke to yet a good job, he would have to put his
did not particularly care for? Did your anger aside and study Hebrew. So
high school have a rival school? Did he attended an institute that taught
you or any of your classmates pull Hebrew to Jewish newcomers to Israel.
pranks against students at this rival Aziz recalls, “It was the first time I
school? If you answered yes to any of had sat in a room of Jews who were
these questions, you have something not superior to me. It was the first
in common with Aziz Abu Sarah.
time I had seen faces different from
Aziz Abu Sarah was born in the soldiers at checkpoints. Those
Jerusalem. He was only nine years old soldiers had taken my brother; these
when he watched Israeli soldiers storm students were the same as me. My
into his home and arrest his eighteen- understanding of the Jewish people
year-old brother, Tayseer, for allegedly started to collapse after just a few
throwing stones at Israeli cars. Tayseer weeks of the Ulpan. I found myself
was kept without a trial, interrogated, confused, thinking ‘How can they be
and beaten for fifteen days until he was normal human beings just like me?’”
national geographic explorers who contributed to invitation to public speaking, sixth edition / ix
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Chapter 12: Sylvia Earle
Watch the video
NATIONAL GEOGRAPHIC speaks Watch the video
Ocean Hero
Sylvia Earle: Explorer, Oceanographer
terms of politics and socioeconomics a “wish to change the world.” Earle Everyone has power. But it doesn’t
and the like.” Then, she continues to explained her wish as nothing short help if you don’t use it. Knowing
research and read about the “particular of saving our oceans. In her book The is the key. Become informed!
ecosystem I am focusing on, the World Is Blue: How Our Fate and the With knowing comes caring, and
James A. Sugar/National Geographic Creative
particular culture, popular culture Ocean’s Are One, she explains, “My with caring there is hope that we
references, and—just looking: I go wish is a big wish, but if we can make will find an enduring place for
for walks in the cities, to museum it happen, it truly can change the ourselves within the natural—mostly
exhibits and galleries.” Jay looks for world and help ensure the survival of blue—systems that sustain us.
shapes, colors, textures, parallels, and what is actually my favorite species,
Earle believes that becoming informed
“references that could create interesting human beings.” She explains,
is the most important contribution
juxtapositions between what the lay
Fifty years ago, when I began to saving the ocean. And she has
person is comfortable with in their
exploring the ocean, no one— made it her mission to help inform
visual vocabulary and then what they
not Jacques Perrin, not Jacques people from around the world.5
need to know.” Jay shares, that although Sylvia Earle, an oceanographer for Cousteau, or Rachel Carson— Log on to http://www.ted.
she creates a visual story and even more than 50 years, has written imagined that we could do anything com/talks to watch Earle’s TED
“restructures a problem,” she does more than 175 publications, lectured to harm the ocean by what we put Talks speech. As you listen,
not give her audience the conclusion. in more than 70 countries, and led into it or by what we took out of consider her speaking goals, how
She explains, “when they work out the more than 60 diving expeditions it. It seemed, at that time, to be a audience centered she is, and her
argument behind my compositions, they worldwide. She is affectionately sea of Eden, but now we know, and introduction and conclusion.
have figured it out the way I figured it known as “Her Deepness” because now we are facing paradise lost.
out—that’s the moment of epiphany.” 7 she holds several world records for In fifty years, we’ve lost—actually, what do you think?
depth of diving. Earle has a profound we’ve taken, we’ve eaten—more
what do you think? commitment to civic engagement 1. Sylvia Earle was asked to speak
than 90 percent of the big fish in
and communicating her insights and at the TED2009 Conference.
1. Jay hopes that her work will inspire the sea; nearly half of the coral
passions in as many ways as she can. What experiences or expertise
people to make an impact (channel reefs have disappeared; and there
An explorer in residence for does Earle possess that make
their inner mosquitoes) in this has been a mysterious depletion
National Geographic, Earle received her a good candidate to speak
world. Do you think that art, or of oxygen in large areas of the
the coveted TED Prize (TED stands on changing the world? What
even the visual aids you use in a Pacific. It really should concern
for Technology, Entertainment, and are Earle’s master statuses?
speech, can be a source of such you. It does concern you.
Design) in 2009 for her proposal 2. Based on the information
inspiration? Why or why not? When asked, “if you could have people
to establish Mission Blue, a global presented in Earle’s speech
2. When Jay begins a project, she do one thing to help the ocean,
network of marine protected areas introduction, what would
does extensive research in a range what would it be?” Earle replied,
she dubbed “hope spots.” Recipients her specific purpose and
of places and from a variety of
of the TED Prize are known for their Hold up a mirror and ask yourself thesis statement be?
sources. Could you use some of
effective communication, commitment what you are capable of doing, and 3. How does Earle organize her
her places and sources as possible
to civic engagement, and passion for what you really care about. Then informative speech? Is this a
sites for your own research on your
the work they do. The prize includes take the initiative—don’t wait for pattern you might use for your
next speech? Why or why not?
$100,000, and the recipient is granted someone else to ask you to act. . . . own informative speech?
3. Jay suggests that when we separate
ourselves and our thinking from
others, we are failing to see that
we all are connected and a part
of the same planet. Do you agree
with Jay? Why or why not?
Imagedj/Shutterstock.com
types of visual aids / 213 types of informative speeches / 235
Chapter 14: Shabana Basij-Rasikh
Watch the video
NATIONAL GEOGRAPHIC speaks Watch the video
Create the Best Educated Leadership
Shabana Basij-Rasikh, Educator and Explorer
Aziz soon discovered that he had a own father for educating his daughters. home from school, narrowly missed
few things in common with his Jewish Basij-Rasikh’s father was the first in being killed by a bomb, a bomb that
classmates, and he eventually formed his family to receive an education, exploded minutes after they passed.
friendships with them. Aziz believes, and despite “the Taliban, despite the Basij-Rasikh says, “As he arrived home
“As humans, we try to rationalize our risks,” Basij-Rasikh explains, to her the phone rang, a voice warning him
hatred. In our minds we demonize the father, “there was greater risk in not that if he sent his daughter back to
enemy, and discredit their humanity. educating his children.” He supported school, they would try again. ‘Kill me
This is the lie that fires the conflict the education of his daughters, and she now, if you wish,’ he said, ‘but I will
between Israel and Palestine.” Aziz says, “During Taliban years I remember I not ruin my daughter’s future because
JOEL VAN HOUDT
now works as a lecturer and speaks in would get so frustrated by our life of your old and backward ideas.’ ”
churches, synagogues, and mosques and always being scared and not Because of SOLA, young women
on the subject of Israeli-Palestinian seeing a future. I would want to quit, now can take college preparatory
conflict, peace, reconciliation, and but my father, he would say, ‘Listen courses and “enter universities
interfaith dialogue. Aziz has won From the age of six until she was my daughter, you can lose everything worldwide.” More than this, however,
numerous awards for his work in the eleven, Shabana Basij-Rasikh dressed you own in your life. Your money the 3 million young girls who now
Israeli–Palestinian peace movement.16 as a boy so that she could escort her can be stolen. You can be forced to receive an education “return to
sister, who was too old to go out in leave your home during a war, but the substantive careers in Afghanistan,”
what do you think? public alone, to a secret school in thing that will always remain is [your and become the “first women to
Afghanistan. Knowing that they would education], and if we have to sell our enter certain fields.” Basij-Rasikh
1. In what ways does Aziz’s story likely be killed if they were caught, blood to pay your school fees, we will, shares her belief that “The most
illustrate an invitational approach? the two girls disguised their books as so do you still not want to continue?’ ” effective antidote to the Taliban is to
2. How does a civil approach to groceries, took a different route each Basij-Rasikh states: “I was raised in create the best educated leadership
handling conflict help explain day to the secret school, and shared a a country that has been destroyed by generation in Afghanistan’s history.” 19
Aziz’s ability to resolve his feelings small living-room-turned-schoolroom decades of war. Fewer than six percent
toward the Israeli people? with 100 other girls. They knew that of women my age have made it beyond
3. How do cultural differences what do you think?
everyone there—teachers, students, high school, and had my family not
influence conflict between two and even the families who saw their been so committed to my education, 1. Basij-Rasikh and her family, and
cultural groups such as the education as so important—was at risk I would be one of them.” Because of families like them, face an incredibly
Palestinians and Israelis? In of death. Under Taliban rule, it was this support, she attended high school difficult problem: going against
what ways can using invitational illegal for girls to receive an education. and college in the United States and Taliban rule and educating girls.
approaches to understanding Basij-Rasikh recounts, “[F]rom time- graduated from Middlebury College What patterns of reasoning might
different cultural (and religious) to-time, the school would suddenly be in Vermont. At the age of eighteen, families like these use in making
norms begin the process for open canceled for a week because Taliban she cofounded School of Leadership such a dangerous decision?
and productive communication? were suspicious. We always wondered Afghanistan (SOLA), and established 2. When Basij-Rasikh’s father
what they knew about us. Were we HELA, “a nonprofit organization to claimed “there was greater risk
being followed? Do they know where empower Afghan women through in not educating his children,”
we live? We were scared, but still education.” She returned to Kabul what pattern reasoning is he
school was where we wanted to be.” after graduation to “turn SOLA, into using to support his claim?
Basij-Rasikh considers herself lucky the nation’s first boarding school for 3. Basij-Rasikh states, “The most
because she grew up “in a family where girls.” However, Basij-Rasikh shares effective antidote to the Taliban is to
education was prized and daughters that it is still very dangerous for girls create the best educated leadership
were treasured.” She describes her to go to school. And, without their generation in Afghanistan’s history,”
JOEL VAN HOUDT
grandfather as an “extraordinary man fathers they likely would not go. One what patterns of reasoning is she
for his time.” He was disowned by his of her students and her father, walking using to make this assertion?
MICHAEL MELFORD/National Geographic Creative
ethical invitational speaking / 261 fallacies in reasoning / 279
 Chapter 15: Sol Guy
NATIONAL GEOGRAPHIC speaks
“Apathetic is Pathetic”
Sol Guy, Explorer, New Media Cultural Story Teller
I decided that I wanted to create a
new hybrid that connects the worlds
of entertainment and activism.” He
and long-time friend Josh Thome
Rebecca Hale/National Geographic Creative
coproduced 4REAL, a television series
that introduces celebrities, such as
Cameron Diaz, Joaquin Phoenix, and
others, to young people “creating
real social change using music, art,
and culture to propel communities
forward. They’ve been through some
of the most horrible experiences
imaginable, yet have come out shining
with phenomenal passion and power.”
As an artist, social entrepreneur What makes these young people
committed to ethical business practices, so exceptional, Guy explains, is
former manager of some of today’s “their desire to radically change
highest-profile hip-hop artists, and their community and their inability
a film and TV producer, Canadian- to see any obstacle as an obstacle.”
born Sol Guy was “[r]iding the wave What some of us might see as
of the hip-hop music explosion” and “insurmountable odds,” these young
“on track to becoming a top recording leaders see as something to be pushed
industry executive.” However, “at through. What is missing, he says,
the height of his success, he grew is “the can’t, the idea of cannot.
disillusioned with the North American Instead, it’s just, like ‘well, why not?’
hip-hop scene’s increasing emphasis And that’s a really interesting thing
on violence and materialism.” In 2000, because the only barriers to any entry
he traveled to Africa to be a part to radically changing something are
of the award-winning documentary the thoughts you have and what you
Musicians in the War Zone. The trip, believe yourself to be capable of.” He
Guy states, changed his life: “I can’t continues, “The people, the things
really explain why that happened, but they’ve seen, the world,” don’t stop
it was this thing where I saw something them; instead, these young leaders
that I couldn’t look away from. And from some of the harshest conditions
then, in fact, I saw there was a way imaginable “are just like . . . well,
I could influence it. And then I saw why not? And I know that feeling
the power of storytelling.” Returning because I share it with them. You
from the trip, Guy “adopted a new see something that you want to do,
focus.” He explains, “Acknowledging and you’re passionate about it, you
my success and experience in the go for it. And that’s how you create
music industry I began to realize the things. That’s how you create change.
power I possessed in creating media. That’s how new things come about.”
Courtesy of 4REAL
organization of speeches on questions of policy / 293
Appendix: Dino Martins
NATIONAL GEOGRAPHIC speaks
Working Behind the Scenes with Insects
Dino Martins: Emerging Explorer and Entomologist
threaten the insects that are
responsible for pollinating the crops
needed to feed entire nations. Africa
is especially vulnerable because some
of the last remaining African violets
and other wildflower species on which
bees depend are fighting for survival
as the forest shrinks. Martins claims,
Courtesy of Dino Martins
“If these species vanish, so could
the bees, and ultimately acres of
crops would be negatively affected.”
Unfortunately, farmers sometimes
see carpenter bees as the enemy or
farm in ways that negatively impact
Dino Martins is a Kenyan entomologist wild pollinators. Martins helps
who loves insects. His passion is educate farmers to recognize and
studying threatened insect habitats in protect the major pollinators in their
East Africa. Martins explains that two areas. He says, “Farmers look at the
foods we love, chocolate and coffee, are big scary carpenter bees swarming
among the hundreds of foods that are around their trees and rush to kill
made possible by pollinating insects. them. . . . They need more bees, not
Martins explains, “Every single person fewer.” Therefore, Martins tries to
on our planet has a diet that includes convince farmers that leaving a space
food made possible by pollinating for nature and pollinating insects is
insects. When this connection necessary for productive agriculture.
is threatened, all of humanity is This task is not always easy. Martins
threatened.” He continues, “Insects relies on persuasive arguments to
are the invisible, behind-the-scenes convince farmers to save a space to
workers that keep the planet going.” protect pollinators. He knows that
However, many people do not he must demonstrate new farming
realize that deforestation, charcoal practices and prove these techniques
burning, and high pesticide use work. “When others see the proof,
330 / appendix
x / national geographic explorers who contributed to invitation to public speaking, sixth edition
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Chapter 16: Chad Pregracke
Watch the video
NATIONAL GEOGRAPHIC speaks Watch the video
Cleaning Up Our Rivers
Chad Pregracke: Environmentalist
Guy has delivered speeches and watching NASCAR races, he had the necessity become an experienced
presentations “from boardrooms to idea to contact a few companies to see public speaker who has delivered
primary schools, community centers, if he could get sponsorship—and sure more than 300 presentations to
jails, reservations, wherever I am enough, companies from Alcoa to Coca- corporate, public, and student
invited.” We all have stories to tell, he Cola to Budweiser soon sponsored his audiences. His favorite form of
says; what we must do is “create space cleanup efforts. He also attracted the speaking is in informal presentations
for important stories to be told . . . and attention of news organizations and to elementary school children,
whatever the medium is, if the story is appeared on several television programs teaching them about preserving the
told and the storyteller is good, it’ll find and also became the subject of a few environment. He also speaks to the
its way.” He continues, “apathetic is documentaries. Through these efforts groups of volunteers who assemble
pathetic”; people have to stop blaming he was able to acquire a barge, from for cleanups, who include “people
GARY EMORD-NETZLEY KRT/Newscom
one another and take action. He sees which he and his crew still operate, and from six years old to 60.” In 2011 Chad
all of us living in a “time of urgency” to form a not-for-profit organization was honored at the Points of Light
and believes there is no time to “play it called Living Lands & Waters (LL&W). Institute, where he was introduced by
safe.” Guy concludes, humans are “an Years—and hundreds of community former President Jimmy Carter with
extraordinary animal, you know? And river cleanups—later, Pregracke and former Presidents George H. W. Bush
we stifle ourselves and our potential his crew, aided by more than 70,000 and Bill Clinton in the audience.4
only because we forget that we volunteers across the country, have
created everything that we are living removed more than 8 million pounds what do you think?
in. These are all ideas. Our thoughts Chad Pregracke grew up with the of garbage from the Mississippi and
created reality. And that’s our power of other major rivers in the United States. 1. If you were going to give a
Mississippi River steps from his
manifestation. And, wow, imagine when LL&W’s mission is to protect, speech of introduction for Chad
backyard at his home in Hampton,
we all recognize that collective power.”2 preserve, and restore the nation’s Pregracke, what accomplishments
Illinois. He started exploring the river
rivers through its four components of of his would you highlight?
as soon as he was old enough to swim;
what do you think? community river cleanups, reforestation 2. If Pregracke were to give a speech
when he was in high school, he started
project, educational outreach, and Adopt- commemorating the rivers,
earning money for college by diving
1. Sol Guy suggests that “apathetic a-River Mile program. More than twenty- what do you think he might
for mussel shells with his brother.
is pathetic.” As a class, discuss seven cities along the Mississippi, from include? What stories might
Pregracke soon became outraged at
what you think he means by St. Louis, Missouri, to St. Paul, Minnesota, his audience want to hear?
the condition of the river, which was
this. How might this influence have joined in the campaign to clean up 3. Review the material in Chapter 4 on
full of trash—from discarded bowling
your persuasive speech topic? the river. LL&W has now extended its master statuses and standpoints.
balls to abandoned cars and rusted
2. Guy urges young people to say efforts to other river systems such as What master statuses do you think
appliances. At age 17 he started
“Why not?” rather than “I can’t.” the Ohio, Missouri, and the Potomac. Pregracke brings as a speaker?
removing trash from the river and
Reflect on times you have said “I Although public speaking was How do you think they help or
riverbanks by himself, but he was soon
can’t.” What would change if you never his goal, Pregracke has of hinder his credibility as a speaker?
joined by other volunteers. At age 22,
had said “Why not?” instead?
3. Log on to TEDxToronto and watch
Guy’s presentation and delivery.
What are the strengths of his
presentation? In what ways can
you incorporate some of these
strengths into your own speech?
Layne Kennedy/The LIFE Images Collection/Getty Images
320 / chapter 16 speaking on special occasions
Watch the video
they all want to try it.” However, it is
not only farmers that are the solution
to saving pollinating insects. Martins
encourages everyone to “look at your
next plate of food and ask where it
came from, how it got to you. Every
time you eat you can choose to
support farming that’s shown to be
good, rather than abusive, to nature
and people. You vote with your
wallet, your feet, and your mouth.” 3
what do you think?
1. Martins speaks to farmers as
well as everyday people about
bees. What other groups of
individuals might need to hear
Martins’s message about bees?
2. Are there animals or insects,
people or places, or even
issues and ideas that motivate
you to speak out? What
groups would you consider
delivering your message to?
3. Consider the material on “Formats
for Small Group Speaking.” If
you were asked to give a group
presentation on the importance
of bees, assess the strengths and
weakness of each of the formats
discussed in this section.
LilKar/Shutterstock.com
 Brief Contents
Preface xix
Quick-Start Guide xxxiv

1 Why Speak in Public? 1

2 Effective Listening 19

3 Developing Your Speech Topic and Purpose 39

4 Your Audience and Speaking Environment 59

5 Gathering Supporting Materials 79

6 Developing and Supporting Your Ideas 103

7 Organizing and Outlining Your Speech 127

8 Introductions and Conclusions 157

9 Language 173

10 Delivering Your Speech 189

11 Visual Aids 207

12 Informative Speaking 229

13 Invitational Speaking 247

14 Reasoning 267

15 Persuasive Speaking 287

16 Speaking on Special Occasions 315

Glossary 329

References 335

Index 349

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Contents
Preface xix National Geographic Speaks: Let’s Listen While
We Still Can: K. David Harrison, Explorer and
Quick-Start Guide xxxiv Linguist 31
Speakers as Listeners: Staying Audience Centered 33

1 Why Speak in Public? 1

Audiences Who Think They Aren’t Interested 33
Audiences Who Are Distracted or Disruptive 34
The Power of Ethical Public Speaking 2 Civic Engagement In Action: The Listening Project:
What Does the World Think of America? 35
Culture and Speaking Style 4 Audiences Who Are Confused 35
Audiences Who Plan Their Responses Rather than Listen 35
What Is Ethical Public Speaking? 6
Public Speaking Creates a Community 7
Chapter Summary 36
Public Speaking Is Audience Centered 7
National Geographic Speaks: The Great
Conversation: Thomas Taha Rassam Culhane:
3 Developing Your Speech Topic
and Purpose 39
Explorer, Urban Planner 8
Ethical Moment: Can Breaking the Law Be Ethical? 9 How Context Influences Your Speaking Goals 40
Public Speaking Is Influenced by Technology 9
Deciding to Speak 40
Public Speaking Encourages Ethical Dialogue 9
National Geographic Speaks: Personal Stories
A Model of the Public Speaking Process 10 after Natural Disasters: Becca Skinner: Explorer,
Building Your Confidence as a Public Speaker 11 Photographer 41
Being Asked to Speak 42
Do Your Research 12
Being Required to Speak 42
National Geographic Explorer Tip: Becca Skinner,
Explorer, Photographer 13
Choosing Your Speech Topic 42
Practice Your Speech 13 National Geographic Explorer Tip: Becca Skinner,
Have Realistic Expectations 14 Explorer, Photographer 43
Practice Visualization and Affirmations 14 The Classroom Setting 43
Civic Engagement in Action: “What’s Your Choosing Your Topic and Staying Audience Centered 43
Orangeband?” 16 Brainstorming 46
Connect with Your Audience 16 Narrowing Your Topic 48
Chapter Summary 17 Civic Engagement in Action: “I Had No Idea That
Anyone Was Listening” 49
Articulating Your Purpose 50
2 Effective Listening 19 General Speaking Purposes 50
Specific Speaking Purposes 50
Why Listen to Others? 20
Stating Your Thesis 53
Why We Sometimes Fail to Listen 20
Chapter Summary 56
Listener Interference 20
National Geographic Explorer Tip: Aziz Abu Sarah,
Explorer and Cultural Educator 21 4 Your Audience and Speaking
Speaker Interference Caused by Information 21 Environment 59
Speaker Interference Caused by Language 22
Ethical Moment: The Problems with Offensive Considering an Audience as a Group
Language 26 of Diverse People 60
Speaker Interference Caused by Differences 27 Master Statuses 60
Technology Can Help or Hinder Listening 28 Standpoints, Attitudes, Beliefs, and Values 62
Audience-Centered Listening 28 Demographic Audience Analysis 62
How to Listen Carefully 28 National Geographic Explorer Tip: T. H. Culhane,
How to Listen Critically 29 Explorer and Urban Planner 63
How to Listen Ethically 29 Considering an Audience as a Community 64
Voluntary Audiences 64

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 National Geographic Speaks: Sensitivity Toward
Others: Raghava KK, Explorer 65
Involuntary Audiences 66
Considering Your Speaking Environment 67
Size and Physical Arrangement 67
Technology 68
Temporal Factors 69
Adapting to Audience Expectations 71

Richard Levine/Alamy Stock Photo

Expectations about the Speaker 71
Civic Engagement in Action: “I Wanted to
Understand” 72
Expectations about the Form of a Speech 73
Expectations about Discussions 74
National Geographic Explorer Tip: Barrington
Irving, Explorer, Pilot, Educator 75
Chapter Summary 76

5 Gathering Supporting Materials 79

Determine What Types of Information You Need 80

Use Your Personal Knowledge and Experience 82
Identify the Technology You Might Use 82
Search for Information on the Internet 82
National Geographic Explorer Tip: Barrington
Directphoto.org/Alamy Stock Photo

Irving, Explorer, Pilot, Educator 83

The Ethics of Internet Research 83
Evaluating Internet Information 83
Finding Information at the Library 85
Orientations and Librarians 85
Library Catalogs 86
Databases and Indexes 86
Government Documents 88
Evaluating Library Resources 88
National Geographic Speaks: Build, Fly, and Soar:
Barrington Irving: Emerging Explorer, Pilot,
Educator 89
Conduct Research Interviews 90
Determine Whom to Interview 90
Schedule the Interview 90
Civic Engagement in Action: “I’m Going to Help
These Kids” 91
Prepare for the Interview 91
Conduct the Interview 93
Follow Up the Interview 94
Ethical Interviews 94
Research Tips 94
Begin by Filling Out Your Research Inventory 94
Hero Images/Getty Images

Take Notes and Download Copies 94

Avoid Plagiarism 95
Set Up a Filing System 96
Bookmark Interesting URLs 96
Gather More Material Than You Think You’ll Need 96
Begin Your Bibliography with Your First Source 96
Citing Sources 98
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 Citing Sources Is Ethical 98 Identify Your Main Points 129
Citing Sources Adds Credibility 98 Use an Appropriate Number of Main Points 129
Rules for Citing Sources 99 Order Your Main Points 130
Chapter Summary 100 Tips for Preparing Main Points 135
National Geographic Speaks: Extreme Engineering
in the “Forbidden Zone”: Albert Yu-Min Lin:
6 Developing and Supporting Your Explorer, Research Scientist, and Engineer 137
Ideas 103 Connectives 138
Transitions 138
Examples 104
Internal Previews 138
Use Examples to Clarify Concepts 105 Internal Summaries 139
Use Examples to Reinforce Points 105 Signposts 139
Use Examples to Bring Concepts to Life or to Elicit
The Preparation Outline 140
Emotions 105
Use Examples to Build Your Case or Make Credible Title, Specific Purpose, and Thesis Statement 140
Generalizations 105 Introduction 140
Main Points, Subpoints, and Sub-Subpoints 141
Narratives 107
Civic Engagement in Action: Proof That One Person
Use Narratives to Personalize a Point 107 Does Count 142
Use Narratives to Challenge an Audience Conclusion 142
to Think in New Ways 107 Connectives 143
National Geographic Explorer: Alexandra Cousteau, Works Cited 143
Explorer And Social Environment Advocate 108 Tips for the Preparation Outline 143
Use Narratives to Draw an Audience in Emotionally 108 National Geographic Explorer Tip: Becca Skinner,
Use Narratives to Unite with Your Audience 109 Explorer and Photographer 149
Statistics 109 The Speaking Outline 149
Types of Statistics 109 Tips for the Speaking Outline 150
National Geographic Speaks: 4REAL: Josh Thome, Note Cards 151
Explorer and New Media Cultural Storyteller 111
Chapter Summary 154
Use Statistics to Synthesize Large Amounts of
Information 114
Use Statistics When the Numbers Tell a Powerful Story 114
Use Statistics When Numerical Evidence 8 Introductions and Conclusions 157
Strengthens a Claim 115
The Introduction 158
Testimony 115
Catch the Audience’s Attention 158
Use Testimony When You Need the Voice of an Expert 115
Reveal the Topic of Your Speech 158
Ethical Moment: Master Statuses and Unintended
Establish Your Credibility 158
Consequences 117
Preview Your Speech 158
Use Testimony to Illustrate Differences or Agreements 118
National Geographic Speaks: “Water Is Life”:
Use Your Own Testimony When Your Experience Says
Alexandra Cousteau, Explorer and Social
It Best 118
Environment Advocate 159
Paraphrase Testimony to Improve Listenability 118
Preparing a Compelling Introduction 160
Definitions 119
Ask a Question 160
Use Definitions to Clarify and Create Understanding 119
Tell a Story 160
Use Definitions to Clarify an Emotionally or Politically
Recite a Quotation or a Poem 161
Charged Word 121
Give a Demonstration 162
Use Definitions to Illustrate What Something Is Not 121
Make an Intriguing or Startling Statement 163
Use Definitions to Trace the History of a Word 121
State the Importance of the Topic 164
A Map of Reasoning 122 Share Your Expertise 164
Chapter Summary 124 State What’s to Come 165
Tips for Your Introduction 165
Civic Engagement in Action: Try to Live a Meaningful
7 Organizing and Outlining Your Life 166
Speech 127 National Geographic Explorer Tip: Becca Skinner,
Explorer and Photographer 167
Organize for Clarity 128 The Conclusion 168
Main Points 129 End Your Speech 168
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 Reinforce Your Thesis Statement 168
Preparing a Compelling Conclusion 169
Summarize Your Main Points 169
Answer Your Introductory Question 169
Refer Back to the Introduction 169
Recite a Quotation 170
Tips for Your Conclusion 170
Chapter Summary 171

9 Language 173

Pool/Getty Images
Language Is Ambiguous 174
Language and Culture 175
National Geographic Speaks: “Language
Hotspots”: Gregory D. S. Anderson: Explorer
and Linguist 177
Language and Gender 178
Ethical Moment: “It Begins with the Phrase, ‘That’s
So Gay’ ” 179
Language and Accuracy 179
National Geographic Explorer Tip: Aziz Abu Sarah,
Explorer and Cultural Educator 180
Language and Public Speaking 181
Spoken Language Is More Interactive 181
Spoken Language Is More Casual 181
Spoken Language Is More Repetitive 181
DreamPictures/Getty Images

Language, Imagery, and Rhythm 182

Language That Creates Memorable Imagery 182
Language That Creates a Pleasing Rhythm 184
Chapter Summary 186

10 Delivering Your Speech 189

Methods of Delivery 190

Extemporaneous Delivery 190
Impromptu Delivery 190
Manuscript Delivery 191
Memorized Delivery 192
Civic Engagement in Action: “Alright Hear This” 193
Technology and Delivery 194
Douglas Graham/Roll Call/CQ-Roll Call Group/Getty Images

Verbal Components of Delivery 195

Volume 195
Rate 195
National Geographic Speaks: Unique Manifestations
of the Human Spirit: Wade Davis, Explorer 196
Pitch and Inflection 197
Pauses 197
Articulation 198
Pronunciation 198
Dialect 199
Nonverbal Components of Delivery 199
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 Personal Appearance 200 Speeches about Places and People 233
National Geographic Explorer Tip: Barrington Speeches about Objects 233
Irving, Explorer, Pilot, Educator 201 Speeches about Concepts 234
Eye Contact 201 National Geographic Speaks: Ocean Hero: Sylvia
Facial Expression 202 Earle: Explorer, Oceanographer 235
Posture 202 Organizational Patterns for Informative
Gestures 202 Speeches 236
Proxemics 204
Chronological Pattern 236
Rehearsing Your Speech 204 Spatial Pattern 237
Chapter Summary 205 Causal Pattern 238
Topical Pattern 238
Tips for Giving Effective Informative
11 Visual Aids 207 Speeches 239
Bring Your Topic to Life 239
Why Visual Aids Are Important 208
National Geographic Explorer Tip: Barrington
Visual Aids Help Gain and Maintain Audience Irving, Emerging Explorer, Pilot, Educator 240
Attention 208 Stay Audience Centered 240
Visual Aids Help Audiences Recall Information 208 Use Language That Is Clear and Unbiased 241
National Geographic Explorer Tip: Barrington Ethical Moment: What Might Those Tattoos Be
Irving, Explorer, Pilot, Educator 209 Communicating? 242
Visual Aids Help Explain and Clarify Information 209
Ethical Informative Speaking 242
Visual Aids May Increase Persuasiveness
and Enhance Credibility 209 Chapter Summary 245
Visual Aids May Reduce Nervousness 210
Types of Visual Aids 210
Apps and Internet Software 210
Prezi, Google, and PowerPoint Slides 211
13 Invitational Speaking 247

Objects, Models, and Demonstrations 212 Inviting Public Deliberation 248

National Geographic Speaks: Channel Your Inner
Mosquito: Asher Jay, Creative Conservationist, The Invitational Speaking Environment 249
Explorer 213 The Invitational Environment 249
Whiteboards, Smartboards, and Flip Charts 214 The Condition of Equality 250
Handouts 214 The Condition of Value 250
The Condition of Self-Determination 250
What to Show on a Visual Aid 215
Lists 215 The Invitational Speech 251
Charts 216 Speeches to Explore an Issue 251
Graphs 217 National Geographic Explorer Tip: Alexandra
Drawings 218 Cousteau, Explorer, Social Environment
Photographs 219 Advocate 253
Maps 219 Organizational Patterns for Invitational
Formats for Visual Aids 220 Speeches 253
Font Style and Size 220 Chronological Pattern 253
Color 221 Spatial Pattern 255
Balance 223 Topical Pattern 255
Guidelines for Effective Use of Visual Aids 223 Civic Engagement in Action 256
Multiple Perspectives Pattern 257
Ethical Moment: Global Graffiti: Whose Space
Is It? 224 Tips for Giving Effective Invitational
Guidelines for Ethical Use of Visual Aids 225 Speeches 259
Chapter Summary 227 Use Invitational Language 259
Allow Time for Discussion 259
Respect Diverse Positions 260
12 Informative Speaking 229 Ethical Invitational Speaking 260
Stay True to Your Purpose 260
Types of Informative Speeches 230 Share Your Perspective and Listen Fully
Speeches about Processes 230 to the Perspectives of Others 260
Speeches about Events 232

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 National Geographic Speaks: Throwing Stones:
Aziz Abu Sarah, Explorer and
Cultural Educator 261
Chapter Summary 264

14 Reasoning 267

Patterns of Reasoning 268

Induction, or Reasoning from Specific Instances 268
Deduction, or Reasoning from a General Principle 270
Causal Reasoning 272

Bloomberg/Getty Images
Analogical Reasoning 273
Reasoning by Sign 274
Tips for Reasoning Ethically 275
Build Your Credibility 275
Use Accurate Evidence 276
Verify the Structure of Your Reasoning 276
Fallacies in Reasoning 276
National Geographic Explorer Tip: Aziz Abu Sarah,
Explorer And Cultural Educator 277
Ad Hominem: Against the Person 277 Andrew H. Walker/Getty Images Entertainment/Getty Images
Bandwagon: Everyone Else Agrees 277
Either–Or: A False Dilemma 278
False Cause (Post Hoc): Mistaking
a Chronological Relationship 278
National Geographic Speaks: Create the Best
Educated Leadership: Shabana Basij-Rasikh,
Educator and Explorer 279
Ethical Moment: What Are Good Reasons? 280
Hasty Generalization: Too Few Examples 280
Red Herring: Raising an Irrelevant Issue 281
Slippery Slope: The Second Step Is Inevitable 281
Staying Audience Centered 282
Chapter Summary 285

15 Persuasive Speaking 287

Types of Persuasive Speeches 288

Questions of Fact 288
Questions of Value 288
National Geographic Explorer Tip: Aziz Abu Sarah,
Explorer and Cultural Educator 289
Questions of Policy 289
Organization of Speeches on Questions of Fact 290
Organization of Speeches on Questions of Value 291
Civic Engagement in Action: A Few Citizen Activists
with Buckets 292
Organization of Speeches on Questions of Policy 292
National Geographic Speaks: “Apathetic is Pathetic”:
Sol Guy, Explorer, New Media Cultural Story
Ben Baker/Redux

Teller 293
Problem–Solution Organization 294
Problem–Cause–Solution Organization 295

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 Causal Organization 296
Narrative Organization 297
Comparative Advantages Organization 297
Monroe’s Motivated Sequence 298
Connecting with Your Audience 299
Evidence and Persuasion 300
Use Specific Evidence 300
Present Novel Information 300
Use Credible Sources 300
Credibility and Persuasion 301
Types of Credibility 301
Enhancing Your Credibility 302
Emotion and Persuasion 303
Stay Audience Centered 304
Use Vivid Language 305
Balance Emotion and Reason 305
Tips for Giving Effective Persuasive Speeches 306
Be Realistic about Changing Your Audience’s Views 307
Use Evidence Fairly and Strategically 307
Ethical Persuasive Speaking 308
Chapter Summary 312
16 Speaking on Special Occasions
Speeches of Introduction 316
Be Brief 317
Be Accurate 317
Be Appropriate 317
Speeches of Commemoration 317
Share What Is Unique and Special 319
Express Sincere Appreciation 319
Tell the Truth 319
National Geographic Speaks: Cleaning Up Our
Rivers: Chad Pregracke: Environmentalist 320
xviii / contents
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Speeches of Acceptance 321
Ethical Moment: President Obama’s Call to Action and
the Sandy Hook Tragedy 322
Understand the Purpose of the Award 322
Recognize Others 322
National Geographic Explorer Tip: Barrington
Irving, Explorer, Pilot, Educator 323
Respect Time Limitations 323
Speeches to Entertain 323
Use Humor Carefully 325
Speak about Meaningful Issues 325
Pay Careful Attention to Your Delivery 325
Chapter Summary 327
Appendix: Speaking in Small Groups* A1
What Are Small Groups? A2
Why Do People Speak in Small Groups? A2
National Geographic Speaks: Working Behind
the Scenes with Insects: Dino Martins: Emerging
Explorer and Entomologist A3
Formats for Small Group Speaking A4
National Geographic Explorer Tip: Alexandra
Cousteau, Emerging Explorer, Social Environment
Advocate A8
315 Question-and-Answer Sessions in Small Group Formats A9
Tips for Speaking Effectively and Ethically in Small Groups A12
*
Available in MindTap Reader only.
Glossary 329
References 335
Index 349
BONUS CUSTOM CHAPTERS
Impromptu Speaking
Civic Engagement
Service Learning
Preface
Our best public speaking courses focus their efforts on teaching students the skills
needed to speak effectively in public settings and to deliberate with one another on
important issues. Most existing texts focus primarily on informational and persuasive
speaking, often also preparing students to give speeches that entertain or celebrate
others. Invitation to Public Speaking includes this focus, but also introduces students
to invitational speaking, a type of speaking that links directly to public deliberation
and that is becoming increasingly common in our societies.
In invitational speaking, speakers enter into a dialogue with an audience to clarify
positions, explore issues and ideas, or share beliefs and values. When we speak to invite,
we want to set the stage for open dialogue and exploration of ideas and issues—we want
to come to a fuller understanding of an issue, regardless of our different positions. This
speech type is introduced when other speech types are defined and discussed, and is
included in discussions of the speechmaking process throughout the text.
This emphasis in Invitation to Public Speaking on the interconnections between
the speaker and the audience reminds students that they speak to and for an audi-
ence. Students are, therefore, encouraged to consider their audience at every step of
the speechmaking process. This audience-centered approach also reminds students
of the responsibilities associated with speaking publicly and the importance of ad-
vanced planning and preparation. Plus, it seems to ease some of the familiar speech
anxiety students have, because it turns their attention toward speech preparation and
effective communication with others and away from the performance aspect of pub-
lic speaking.
Invitation to Public Speaking also encourages students to see public speaking as a
meaningful and useful skill beyond the classroom by expanding the range of venues for
public speaking. The text prompts students to speak not only in required classroom speak
speak-
ing situations but also when they are asked to do so (for example, in the workplace) and
when they decide to do so (perhaps as voices of their communities). Thus the text exposes
them to the wide range of situations that encourage us to contribute to the public dialogue.
In this expanded context, public speaking reflects the many changes that have
been taking place in our society, changes that call for an exploration of many per-
spectives. When framed as a public deliberation and dialogue, public speaking
emphasizes the right to be heard and the responsibility to listen to others. As such,
Invitation to Public Speaking explores public speaking in relation to a modern defini-
tion of eloquence in which differences, civility, narratives, visual aids, and even self-
disclosure play a larger role than they tend to in traditional rhetoric.
In addition, the text’s pragmatic approach—in combination with other numer-
ous dynamic, real-life examples—allows working students to design speeches with
their employment settings in mind. In this way, the text helps students view public
speaking as a layering of skills and issues rather than as a series of actions existing in
isolation. Although the speaking process is presented systematically and in discrete
steps, the end result is a smooth integration of material and speaking techniques.
Finally, the text’s audience-centered approach, combined with a focus on ethics
and integration of diversity, helps students better understand their audiences so they
can establish credibility and communicate effectively.

Features of the Book

National Geographic Partnership
We continue our partnership with the National Geographic Society in the sixth
edition. Working in partnership with the National Geographic Society helps frame
xix

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 the invitational approach to public speaking as public deliberation and dialogue,
encouraging students to see themselves as significant contributors to their larger
communities and as able to add their voices to important dilemmas we face in
our world today. National Geographic photographs throughout the book provide
added visual enrichment to the pages that help reinforce the real-world application
of the explanations presented, and the skills taught, in the chapters.
See the What’s New in The Sixth Edition Section for a description of additional
ways this National Geographic partnership enhances Invitation to Public Speaking
such that students can study and explore the ways individuals are using their pub-
lic speaking skills around the world in hands-on and tangible ways to effect change.
These public and professional dialogues are about complex issues that affect us all.

Extensive Coverage of Civility and Civic Engagement

By emphasizing the “how” and the “why” of public speaking, Invitation to Public
Speaking demonstrates the impact that participating in public dialogue and delib-
eration can have on students’ lives and communities. Civility and the importance
of civic engagement are emphasized throughout the book. For example, Civic En-
gagement in Action boxes, included in many of the chapters, highlight the ways
in which students, average citizens, and celebrities have used their public speak-
ing skills to affect the public dialogue in meaningful and satisfying ways. Students
can look to these vignettes as examples of how to apply public speaking and civic
engagement to their own lives as they become more active members of their com-
munities. Even the photo captions emphasize the importance of civic engagement
and civility in the public dialogue. The text’s thoughtful attention to these issues
continually reminds students of the important role that public speaking plays in
our diverse society.

Focus on Skills
Invitation to Public Speaking prepares students to give speeches and enter the public
dialogue via a solid, pragmatic, skills-based foundation in public speaking. Beginning
with Chapter 2, “Effective Listening,” and continuing through Chapter 11, “Visual
Aids,” each chapter guides students through specific speech construction, delivery,
or strategy steps. The text provides straightforward instruction in speechmaking that
is based on the author’s classroom experience and knowledge of students’ expecta-
tions for skill training.
Practicing the Public Dialogue boxes provide assignable exercises that expose
students to each component of the speechmaking process and gives them strategies
for tackling the informative, invitational, persuasive, and special occasion speeches
found in Chapters 12, 13, 15, and 16. Speech models included throughout the text are
consistent with the principles presented.
In addition, Review Questions conclude each chapter and give students the op-
portunity to further hone their skills. These questions range from straightforward
true–false statements to activities that require more research, student involvement,
and reflection.

Quick-Start Guide: Ten Steps to Entering the Public Dialogue

Sometimes, students can feel overwhelmed just thinking about adding their voices
to the public dialogue. They may wonder where to begin. They may be uncertain
about how to organize their efforts. They may not know if they have completed all
the steps of speech preparation. Invitation to Public Speaking includes a quick-
start guide that is designed to help them track their process from topic selection to

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delivery. Presented as ten steps to entering the public dialogue, this guide will help
them organize their efforts, feel more confident, and deliver successful speeches.
Students can use this guide as they prepare and complete each of the assigned
speeches, and also as a study prompt for their exams. Instructors might find it a
useful overview of the process that they can walk students through at the beginning
of the course.

Speaking Venues and Service Learning

Invitation to Public Speaking covers a variety of speaking venues and provides ample
opportunity to incorporate a service learning component into the course. Chapter 1,
“Why Speak in Public?” offers students a comprehensive view of public speaking as
public dialogue and discusses speaking when someone is asked to speak, decides to
speak, or is required to speak. In addition, the Invitation to Public Speaking Instruc-
tor’s Resource Manual provides a definition of service learning and instruction for
how to use service learning projects as a source for speech topics, speech research,
and possibly an environment for delivery.
These options allow students and instructors to step outside the speech class-
room if they desire, and take the public speaking skills taught and learned in the
classroom into their communities. However, the text’s flexible organization allows
instructors who do not want to include service learning to easily maintain the tradi-
tional classroom-based speaking situation throughout the term. If instructors choose
to stay with the traditional classroom speech format, the service learning information
can be used simply to prompt students to select and deliver speeches that address
larger social issues and dilemmas.

Expansive Coverage of Speech Types

Some courses emphasize particular types of speeches, but Invitation to Public
Speaking was specifically developed to cover and support the entire array of pub-
lic speaking types. The text’s coverage of multiple speaking forms invites students
to discuss audience centeredness and difference, as well as the ways that speak-
ers can acknowledge, incorporate, and respond to difference with respect and
integrity.
Beginning with the “Quick-Start Guide, Ten Steps to Entering the Public Di-
alogue” (pages xxx–xxxii), the text presents a synopsis of five types of speaking:
informative, invitational, persuasive, speaking on special occasions, and in the
appendix that is available through Mind speaking in small groups. Each type of
speech previewed in the quick start is covered in depth in Chapters 12 through 16
and the appendix on group speaking, and is given equal attention with regard to
examples and tips in Chapters 2 through 11, furthering the text’s goal of preparing
readers for public speaking in a range of venues beyond the classroom.

Coverage of Social Diversity

Through reviewer-praised examples and discussion of key concepts, the text
makes a comprehensive yet subtle integration of social and cultural diversity.
Invitation to Public Speaking offers meaningful coverage of diversity by explor-
ing culture and speaking styles; cultures, identities, and listening styles; speak-
ing to diverse audiences; and language, identities, and culture. Our partnership
with National Geographic enhances this feature, as Explorers share with students
the importance of social diversity, cultural awareness, and sensitivity in the work
they do.
Rather than isolate issues of diversity into separate chapters, Invitation to Pub-
lic Speaking presents ideas and issues of diversity in examples, discussions, National

preface / xxi

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 Geographic tips and stories, activities, and exercises throughout the text. In the pro-
cess, the text provides sufficient information so that instructors and students can ex-
plore together the implications of social diversity and the importance of developing
layers of knowledge about difference.

Coverage of Ethics
Ethical issues are discussed throughout the text to help students understand how
ethical considerations affect every aspect of the speechmaking process. For ex-
ample, the importance of practicing ethics in regard to listening, Internet research,
interviewing, reasoning, citing sources, and in informative, invitational, and persua-
sive speaking are covered thoroughly. In addition, select chapters feature Ethical
Moment boxes, which highlight ethical dilemmas related to the public dialogue.
These ethical dilemmas bring in both iconic figures, such as Martin Luther King Jr.
and Barack Obama; contemporary social issues and practices such as graffiti and
YouTube, and everyday individuals, like students and citizens. Many of our National
Geographic Explorers also address the importance of ethical choices and consid-
erations in the work they do. This array of opportunities for conversations about
ethical public speaking assists students in linking real ethical dilemmas to their own
lives and professional goals.

Coverage and Use of Relevant Technology

Invitation to Public Speaking was written with technology use in mind. Thoughtful
integration on nearly every page continually helps students understand the links
between the text and technology. The text not only covers technology as it relates
to speechmaking but also incorporates the use of technology as a powerful learn-
ing tool. The Internet and online databases are discussed as tools for speech topic
selection, research, and support, while presentation technology such as Microsoft
PowerPoint, Prezi and Google Slides, and Internet downloads are presented as
a resource for creating professional visual aids. Each chapter points students to
relevant websites, video clips of student and professional speakers, and other on-
line activities that can be accessed via the online resources for Invitation to Public
Speaking.

What’s New in the Sixth Edition?

● National Geographic Speaks features in every chapter
Our collaboration with the National Geographic Society is expanded in this sixth
edition with National Geographic Speaks features in every chapter. National Geo-
graphic Explorers—scientists, researchers, linguists, artists, educators, activists, and
more—include Gregory D. S. Anderson, Shabana Basij-Rasikh, Alexandra Cousteau,
Thomas Taha Rassam Culhane, Wade Davis, Sylvia Earle, Sol Guy, K. David Harri-
son, Barrington Irving, Asher Jay, Raghava KK, Dino Martins, Chad Pregracke, Aziz
Abu Sarah, Becca Skinner, Josh Thome, and Albert Yu-Min Lin. These case studies,
developed from interviews and research, showcase the importance and centrality of
ethical and civil public speaking in the work of these nationally recognized explorers.
Questions at the end of each case study prompt students to reflect on these Explorers’
public speeches and the ways in which a particular strategy might also become a part
of their own public speaking skill set.
● Updated Public Speaking Tips from National Geographic Explorers
Alexandra Cousteau, Thomas Taha Rassam Culhane, Barrington Irving, Aziz Abu
Sarah, and Becca Skinner continue to provide students with hands-on support for

xxii / preface

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
researching and giving speeches. Interviews with these nationally known research-
ers, explorers, and scientists provide the substance for these tips. These tips help stu-
dents apply the skills taught in the book, showcase the real-life application of these
skills by nationally recognized experts, and even offer students hands-on and practi-
cal advice for researching, rehearsing, and giving speeches. These tips enliven every
chapter of the book.

● Public Speaking in the Workplace

Our new “Public Speaking in the Workplace” feature explores and showcases the
various kinds of public speaking that actually take place in our professions. These
features help students see that the skills they are learning in their public speaking
course carry over into their professional lives and can benefit them enormously in
getting, keeping, and advancing in their jobs and careers.
Eight chapters explore the following topics: Top Ten Skills Employers Seek; Are
There Advantages to Diversity?; Conducting Interviews; Different Generations Can
Equal Different Styles of Communicating; How Your Public Speaking Skills Can Help
You Keep That New Job; Managing those Nerves; How Much Public Speaking Will
You Do?; and Tips for Job Interviews. Each feature engages students in the explora-
tion of various facets of public speaking as it occurs in the workplace and assists
students in getting that job, keeping that job, and advancing in their professions.

● Updated Chapter 5, “Gathering Supporting Materials,” and Chapter 11,

“Visual Aids”
Chapter 5, “Gathering Supporting Materials,” has been streamlined and updated to
reflect the process of research in today’s online world. The ethical dilemmas created
by today’s access to so much data are addressed, as are the most effective approaches
to conducting research. In Chapter 11, “Visual Aids,” new material reflecting Internet
software, downloads, and applications has been added. Chapter 11 also contains a
streamlined discussion of how to create professional and ethical visual aids and what
to show on them.

● Updated Ethical Moment features

Ethical public speaking remains a central focus of Invitation to Public Speaking
Speaking, sixth
edition. Updated Ethical Moment features help students explore and reflect on the
implications of offensive language, careful reasoning, nonverbal communication,
and social media. National Geographic Explorers such as Shabana Basij-Rasikh,
Wade Davis, Alexandra Cousteau, Sylvia Earle, Aziz Abu Sarah, and Thomas Taha
Rassam Culhane also urge students to consider the ethical implications of their
choices throughout the process of crafting and giving a speech. These features are
placed strategically in chapters, helping students link the content they are reading
to contemporary ethical dilemmas. Chapters in the sixth edition also maintain their
emphasis on the importance of considering the ethical implications of each step of
the public speaking process.

● Enhanced coverage of technology

The ways technology influences the public speaking process also remain central
to this sixth edition. This edition offers many updates throughout related to the
use and importance of technology and the innovations that continue to change
the way we speak in public—how technology helps us with research, preparation,
or presentation, among other things. For example, Chapter 1, “Public Speaking Is
Influenced by Technology,” has been updated and continues to enrich the “What
Is Ethical Public Speaking” section. Many of our National Geographic Explorers—
Sol Guy and Josh Thome, K. David Harrison and David Anderson, Albert Yu-Min
Lin, Asher Jay, and Raghava KK, for example—also challenge students to consider
the importance of, and opportunities provided by, technology in public speaking.

preface / xxiii

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
 ● New and updated examples and research
Throughout the book, examples have been updated to include more that students
will recognize and relate to. In addition, research has been updated throughout the
book as appropriate.

● Invitation to Public Speaking now comes with MindTap.

MindTap represents a new approach to a customizable, online, user-focused learn-
ing platform. MindTap combines all of a user’s learning tools—readings, multime-
dia, activities, and assessments—into a singular Learning Unit
that guides students through the curriculum based on learning
objectives and outcomes. Instructors personalize the experi-
have
n trees

n ence by customizing the presentation of these learning tools to

than 30
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th ai rk wi
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into the Learning Unit via “apps” that integrate into the Mind-
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Unique to MindTap Speech is “Practice and Present”—an

moth e is a Ph e pr e
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a on me ht s—
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ltu be l ca re kn ow lin ka
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woma ai bega politica th the e-plan ED
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and get meaningful feedback from their instructor and

t in re th eir by ha in , ab nt rib fo r
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Movem women ab
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peers.
nn ec ini d hig ai wa . Ho e 19 ve th to Pu
the co d the
dim n to lea sts Maath death lat conser for Invitatio
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of fore in Kenya, sh
fore n alm p her. illega Tap
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Also included are Interactive Video Activities and
fu you
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ur topi
Speech Builder Express 3.0™—a tool that coaches stu-
c, take
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dw ith lo ng hist :
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tions
When
select

ea k, or
require
if I’m speak,
to
d
dents through the entire speech organization and out-
ed an wing ques d to sp asked
decide I have been
s that ar
issue t to ask yo
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spee ch
of my I want to ta
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to narr
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mom is the pic do ence want I need tter able
ific to
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exactly
What k, what spec does my au
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what
sp
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or do
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audi en ce
e de ci
? If I’v e as qual
de

see m me way?
d to
i- Through the use of assignable and gradable interac-
s this e aspect of to my audience
discus
tive video activities, polling assignments, study and
so
Can I Is there so
m nship my ns in
●
relatio pic? Will qualificatio topic?
scope? is my to y
ce ? What about this ngthen m about this riate for
k
Rules for Citing Sources audien to speak topic or stre ed to spea op
is appr u want to
is my so it
alified ange my
exam preparation tools, MindTap brings the printed
alifi / 49
Who
am I quof am I qu topic nd why yo and pre- eech
topic
I ch your
●
Although your instructor may have specific rules for the number eak, format
spand couldsources k, why rsta
narrow tter unde ost qualifi
ed ur sp
If not, during to spea sing yo
fied?sources
you are to cite in a speech, there are three general guidelines for citing asked your s and be m choo
been u focu help you hat you’re
If I’ve lp yo
textbook to life. Students respond enthusiastically to
speech. These guidelines rely on ethical principles and an audience-centered approach. he al so d w
es tio ns will n. They’ll to speak an
qu ua tio aske d
These eaking sit been
Give credit to others. When you rely on the specific ideas or words
sp of others, you’ve give
your
or why
the readspeak, highlighting, search, and dictionary features avail-
them credit during your speech. The guideline works like this: the more specifically
speak
you rely on someone else’s ideas or words, the more responsible you are for citing
them. If you use someone’s research, quote or paraphrase someone, or share infor-
mation from a magazine, book, newspaper, or other news source, you need to cite
your source in your speech. You can use phrases like the following:
Last week’s New York Times tells us that . . .
able on MindTap. Student comprehension is enhanced with the integrated
According to the 2010 Census, . . .
The director of the Center for Applied Studies in Appropriate Technology eBook and the interactive teaching and learning tools that include:
responded to my question in this way . . .
The Old Farmer’s Almanac reports that this will be the wettest year this area has
experienced since 1938.

Sample speech videos

Jane Kneller, professor of philosophy at this university, writes, . . .
Note that even though much of what we already know grows out of the research and ●
work of others, we do not need to provide a citation for every claim we make. Some
claims are based on common knowledge, information that is generally known by
most people. For example, the statement “Eating a balanced diet is good for your ● Sample speech outlines
health” is common knowledge and does not require a citation. But the statement “Eat
NATIONAL GEOGRAPHIC speaks Watch the video
at least three ounces of whole grain bread, cereal, crackers, rice, or pasta every day”
requires a source citation such as “according to the U.S. Department of Agriculture’s
food pyramid.” Channel Your Inner Mosquito
and note cards
An online speech orga-
Asher Jay, Creative Conservationist, Explorer

Give specific information about your source. Gen- interest of the collective.” We are all a terms of politics and socioeconomics ●
eral phrases such as “research shows,” “evidence Practicing the Public Dialogue | 5.4 part of this earth, and “only when we and the like.” Then, she continues to
see things as being a true extension of research and read about the “particular

nizing and outlining tool

suggests,” and “someone once said” are usually not CITE YOUR SUPPORTING EVIDENCE
our being,” when we acknowledge there ecosystem I am focusing on, the
enough to lend credibility to your speech. If your Working in pairs or with a group, practice citing the sources listed in “are no separations,” can we achieve particular culture, popular culture
audience is listening with care, they’ll want to know empathy and compassion. We must references, and—just looking: I go
your preliminary bibliography aloud, using the rules provided in this stop “amputating ourselves from the for walks in the cities, to museum
more about your sources. They’ll be asking “What re-
An online speech prac-
chapter. bigger picture,” Jay shares, “there is no exhibits and galleries.” Jay looks for
Rebecca Drobis/National Geographic Creative

search?” “Whose evidence?” and “Who said?” When way in which we can actually save that shapes, colors, textures, parallels, and
●
which we don’t think is a part of us. The “references that could create interesting
you cite a source, include the following information: reason I do what I do is because I think juxtapositions between what the lay

tice and presentation tool

● The name of the person or the publication Watch video clips of student speakers Tiffany Brisco and Damien Bea- of the world as an extension of who I person is comfortable with in their
am.” Selfishness, she states, might be a visual vocabulary and then what they
sley as they cite sources in their speeches. Assess the degree to which
● The credentials of that person or publication “survival instinct,” but we must expand need to know.” Jay shares, that although
they accurately cite their sources and provide information about our self-interests to the larger collective she creates a visual story and even
● The date of the study, statistic, or piece of evidence them. You can upload your own speech and ask others to give you level: if we are to survive, we must “restructures a problem,” she does

These three pieces of information generally are

enough to show your audience that your source is
feedback on how you cited your sources.
“I hope my creativity will inspire
each individual to channel their inner
“make ourselves large enough” to see
the world as extensions of who we are.
Technology, Jay explains, creates
dichotomies in our efforts toward
not give her audience the conclusion.
She explains, “when they work out the
argument behind my compositions, they
have figured it out the way I figured it
● Web Connect links
valid and your statistics are reliable and relevant to mosquito and make an impact with

Practicing the Public Dia-

every bite,” states Asher Jay, “designer, compassion and coexistence. “I have out—that’s the moment of epiphany.” 7
your topic. You can usually omit details such as page numbers and place of publica- artist, writer, and activist.” Jay puts a huge online tribe that has been of ●
tion from your actual speech, but you will want to include them in your bibliography. her artistic skills to use in a range tremendous support to me . . . it’s what do you think?
of mediums: she sculpts, designs absolutely lovely how people can
1. Jay hopes that her work will inspire

logue prompts
installations, makes films, advocacy support you from across the world . . .
there’s something beautiful there.” But, people to make an impact (channel
Deliver all information accurately. When you cite a source, you must do so accu- advertising campaigns, and more, to
their inner mosquitoes) in this
“advance animal rights, sustainable Jay’s childhood, growing up without a
rately. This means giving the name and title of the person correctly, pronouncing computer, taking the time to handwrite world. Do you think that art, or
development, and humanitarian
any unfamiliar words clearly, and delivering all statistics and quotations accu- letters, spending so much time in even the visual aids you use in a

Study aids such as glos-

causes.” Jay, born in India, but “raised
nature, causes her to reflect: “Now, speech, can be a source of such
rately. Mispronouncing names and titles, stumbling over dates and quotes, and by the world,” brings attention to the
damage done by oil spills, dolphin people are always connected, we take inspiration? Why or why not? ●
leaving out important elements of a citation can reduce your credibility. It can it for granted, the connections don’t 2. When Jay begins a project, she
slaughters, the illegal ivory trade,
even alter the facts you are sharing with your audience. So before you give your matter anymore. My mum told me does extensive research in a range
poaching, diminishing habitats for

sary flash cards and re-

when I was really young, ‘if you can do of places and from a variety of
speech, check to be sure you have all your source citations recorded correctly and animals, and the seriousness of the
any activity more than once and have sources. Could you use some of
loss of biodiversity. She explains, “The
rehearse them until they smoothly fit into your speech. (You’ll learn more about power of art is that it can transcend the same passion and enthusiasm for her places and sources as possible
it, then do it. But if not, just stop.’” The sites for your own research on your
delivery in Chapter 10.) differences, connect with people on

view quizzes
repetition of this constant connection, next speech? Why or why not?
a visceral level, and compel action.”
citing sources / 99 she explains, “makes us lose the value 3. Jay suggests that when we separate
Jay organizes her efforts around two
of it, we’re no longer truly engaged.” ourselves and our thinking from
principles: compassion and coexistence.
When Jay begins work on a new others, we are failing to see that
She explains that she chose to focus her
project, she does extensive research. we all are connected and a part

Additional Civic Engage-

efforts in this way because “without
She begins with newspapers and books, of the same planet. Do you agree
compassion and coexistence, we really
don’t accomplish what is in the best “you need to know how the world is in with Jay? Why or why not? ●

ment and Ethical Mo-

ments boxes
And much more
Asher Jay

●
types of visual aids / 213

xxiv / preface

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
 can
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YouSeeU
● With YouSeeU
YouSeeU, students can upload video files of practice speeches or final per-
formances, comment on their peers’ speeches, and review their grades and in-
structor feedback. Instructors create courses and assignments, comment on and
grade student speeches, and allow peer review. Grades flow into a gradebook that
allows instructors to easily manage their course from within MindTap. Grades
also can be exported for use in learning-management systems. YouSeeU’s flex-
ibility lends itself to use in traditional, hybrid, and online courses.

Outline Builder
● Outline Builder breaks down the speech preparation process into manageable
steps and can help alleviate speech-related anxiety. The “wizard format” pro-
vides relevant prompts and resources to guide students through the outlining
process. Students are guided through topic definition, research and source cita-
tion, organizational structure outlining, and drafting note cards for speech day.
The outline is assignable and gradable through MindTap.

Speech Video Library

● Speech Video Library gives students a chance to watch videos of real speeches
that correspond to the topics in Invitation to Public Speaking. Each chapter be-
gins with a vignette that builds directly on a video of a student speech available
in MindTap, allowing for a quick preview of the chapter topics and skills. The text
also includes several prompts to watch the video of the sample student speeches
that accompany this book. Students find these prompts near the ends of Chap-
ters 3, 8, 9, 12, 13, 14, 15, and 16.
Each video is accompanied by a speech activity that provides a full transcript so
viewers can read along, the speech outline—many in note card and full sentence
form, and evaluation questions so students are guided through their assessment.
While viewing each clip, students evaluate the speech or scenario by completing
short-answer questions and submitting their results directly to their instructor.
preface / xxv

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Sample Speech Videos for Invitation to Public Speaking
Chapter & Speaker Speech Speech type Full or clip Related topics
Chapter 1 Mike Piel “Foothills Gateway: Vote YES on Persuasive Clip ● Remaining audience centered
Referendum 1A” ● Persuasive speaking
Chapter 1 Tiffany “Self-Introduction” Introductory Full ● Giving your first speech
Brisco ● Speeches of self- introduction
Chapter 2 Tiffany “Child Abandonment Laws” Invitational Clip ● Encouraging effective
Brisco listening
● Invitational speaking
Chapter 3 Rebecca “The Case for Graduated Persuasive Clip ● Effective thesis statements
Ewing Licensing” ● Persuasive speaking
Chapter 3 Jesse “Preventing School Violence” Persuasive Clip ● Effective thesis statements
Rosser ● Persuasive speaking
Chapter 3 Ogenna “This Is Dedicated . . . : A Tribute Commemorative Full ● Speech topic and purpose
Agbim to the Women of History” ● Special occasion speaking
Chapter 5 Carol “Fat Discrimination” Persuasive Clip ● Using a variety of sources
Godart ● Persuasive speaking
Chapter 5 Damien “Deceptive Prescription Drug Entertaining Clip ● Oral citation of source
Beasley Advertisements” ● Speaking to entertain
Chapter 5 Tiffany “Child Abandonment Laws” Invitational Clip ● Citing sources
Brisco ● Invitational speaking
Chapter 6 Chelsey “11 Lives a Day: Youth Suicide Informative Clip ● Using narratives
Penoyer in America” ● Informative speaking
Chapter 7 Lisa “Breast Cancer Awareness” Invitational Clip ● Deductive reasoning
Alagna ● Invitational speaking
Chapter 7 Brent Erb “Stay on Designated Hiking Persuasive Clip ● Causal reasoning
Trails” ● Persuasive speaking
Chapter 8 Cindy “U.S. Flag Etiquette” Informative Clip ● Organization of main points
Gardner ● Informative speaking
Chapter 8 Jeff “History of Fort Collins, Informative Clip ● Chronological organization
Malcolm Colorado” ● Informative speaking
Chapter 8 Katy “Why Pi?” Informative Full ● Speech organization
Mazz ● Informative speaking
Chapter 9 Brandi “Feeding the Wildlife: Don’t Do Persuasive Clip ● Story in an introduction
Lafferty It!” ● Persuasive speaking
Chapter 9 Mike Piel “Foothills Gateway: Vote YES on Persuasive Clip ● Preview in an introduction
Referendum 1A” ● Persuasive speaking
Chapter 9 Mike Piel “Foothills Gateway: Vote YES on Persuasive Clip ● Conclusions
Referendum 1A” ● Persuasive speaking
Chapter 9 Chelsey “11 Lives a Day: Youth Suicide Informative Clip ● Credibility in conclusion
Penoyer in America” ● Startling conclusion
● Informative speaking
Chapter 10 Brandi “Feeding the Wildlife: Don’t Do It!” Persuasive Clip ● Casual style of speaking
Lafferty ● Persuasive speaking
Chapter 10 Stacey “Fallen Soldiers” Commemorative Clip ● Language techniques
Newman ● Special occasion speaking
Chapter 11 Eric Daley “Mountain Biking in Colorado” (Eric) Persuasive Clip ● Comparison of written and
and Shelley Weibelt “Preserving Our National conversational styles
Resources” (Shelley) ● Persuasive speaking

xxvi / preface

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Sample Speech Videos (continued)
Chapter & Speaker Speech Speech type Full or clip Related topics
Chapter 11 Brandi “Feeding Wildlife: Don’t Do It!” Persuasive Clip ● Comparison of delivery
Lafferty, Amy Wood, (Brandi) methods
Carol Godart, and “Voting Age” (Amy) ● Persuasive speaking
Hans Erian “Fat Discrimination” (Carol)
“No More Sugar” (Hans)
Chapter 12 Cindy “U.S. Flag Etiquette” Informative Clip ● Use of object as visual aid
Gardner ● Informative speaking
Chapter 12 Tony “Springtime for Musicians” Communication Clip ● Use of a poster as visual aid
D’Amico analysis
Chapter 12 Carol “Fat Discrimination” Persuasive Clip ● PowerPoint presentations
Godart ● Persuasive speaking
Chapter 12 Chelsey “11 Lives a Day: Youth Suicide Informative Clip ● PowerPoint presentations
Penoyer in America” ● Informative speaking
Chapter 12 Joshua “The Dun Dun Drum” Informative Full ● Use of visual and audio aids
Valentine ● Informative speaking
Chapter 13 Rachel “Tap” Informative Full ● Informative speaking
Rota
Chapter 13 Chung- “Chinese Fortune Telling” Informative Full ● Informative speaking
yan Man
Chapter 13 Elizabeth “The Three C’s of Down Informative Full ● Informative speaking
Lopez Syndrome”
Chapter 13 Shana “The African Serval” Informative Full ● Informative speaking
Moellmer
Chapter 14 Shelley “Cloning Endangered Animals” Invitational Clip ● Condition of equality
Weibel ● Invitational speaking
Chapter 14 Melissa “Education in Prisons” Invitational Clip ● Condition of
Carroll self-determination
● Invitational speaking
Chapter 14 Amanda “Funding for HIV/AIDS in Africa Invitational Full ● Invitational speaking
Bucknam and the United States”
Chapter 14 Cara “Creationism versus the Invitational Full ● Invitational speaking
Buckley-Ott Big Bang Theory”
Chapter 14 David “Federal Minimum Wage” Invitational Full ● Invitational speaking
Barworth
Chapter 14 Courtney “Four-Day School Week” Invitational Full ● Invitational speaking
Felton
Chapter 14 Jennifer “Bilingual Education” Invitational Full ● Invitational speaking
N. Dragan
Chapter 15 Courtney “Light Pollution” Persuasive Clip ● Persuasive organizational
Stillman patterns
● Persuasive speaking
Chapter 15 Brent Erb “Stay on Designated Hiking Trails” Persuasive Clip ● Immediate action (solutions)
● Persuasive speaking
Chapter 15 Brandi “Feeding Wildlife: Don’t Do It!” Persuasive Clip ● Causes
Lafferty ● Persuasive speaking
Chapter 15 Dana “No Child Left Behind: Addressing Persuasive Full ● Persuasive speaking
Barker the School Dropout Rate among
Latinos”

preface / xxvii

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Sample Speech Videos (continued)
Chapter & Speaker Speech Speech type Full or clip Related topics
Chapter 15 Renee “The U.S. and the World Peace Persuasive Full ● Persuasive speaking
DeSalvo Crisis”
Chapter 15 Hans “No More Sugar!” Persuasive Full ● Persuasive speaking
Erian
Chapter 15 Maria “You Have My Deepest Sympathy: Persuasive Full ● Persuasive speaking
DiMaggio You Just Won the Lottery”
Chapter 15 Jessica “Colorado Prison Reform: A Persuasive Full ● Persuasive speaking
Fuller Solution to Reduce Recidivism and
Overcrowding”
Chapter 15 Carol “Fat Discrimination” Persuasive Full ● Persuasive speaking
Godart
Chapter 15 Amanda “Stop Animal Testing” Persuasive Full ● Persuasive speaking
Konecny
Chapter 16 Tara “My Grandfather, John Flanagan Sr.” Commemorative Full ● Special occasion speaking
Flanagan
Chapter 16 Brandon “Water” Commemorative Full ● Special occasion speaking
Perry

Civic Engagement and Ethical Moments Library

The following library of Civic Engagement in Action and Ethical Moment boxes is featured in the Speech Communication MindTap for Invitation to
Public Speaking. These boxes are in addition to the Civic Engagement in Action and Ethical Moment boxes that appear in this new edition of the text.

Civic Engagement in Action Boxes

Subject Title Synopsis
Ishmael Beah “A Boy Soldier Tells His Ishmael Beah’s story about his experiences as a boy soldier in Sierra Leone
Story” inspires him to speak out for the rights of children around the world.
George Clooney and “In What Area of Your Life Actors use their influence to bring attention to humanitarian causes
Don Cheadle Do You Wield Influence?” around the world.
Shauna Fleming “A Million Thanks” Freshman Shauna Fleming organized a massive letter-writing campaign to
show appreciation for soldiers in the military.
Margaret Gibney “I Always Believed At the age of 13, Margaret Gibney of Belfast, Ireland, wrote a letter
Things Would Change” to British Prime Minister Tony Blair to request peace. Her letter, and
subsequent work for peace, caught the attention of the world’s leaders.
Rodolfo “Corky” Gonzales “Say What You Got to Former boxer Corky Gonzales became a leading voice in “one of the
Say and Say It Directly” most influential and controversial Chicano civil and humanitarian rights
organizations” of the 1960s.
Aung San Suu Kyi “To Care Is to Accept After Kyi’s Democratic Party wins a national election, Kyi spends 15 years
Responsibility” under house arrest in Myanmar before she is allowed to take office.
Daniel Lubetzky “Food for Peace” Entrepreneur Daniel Lubetzky uses food as a vehicle for speaking out
against the violence in the Middle East.

Matt Roloff “Against Tall Odds” Star of TLC’s Little People, Big World, Matt Roloff raises awareness about
the lives of little people in mainstream America.

Lori Weise “To the Rescue” Inspired by the relationship of a homeless man with his dog, Weise
founded a rescue for abandoned city dogs that provides support for the
homeless and their pets.

Wingspread Summit on “The New Student Students assert that they can use both politics and other, nontraditional
Student Civic Engagement Politics” means to campaign for positive change in their communities.

xxviii / preface

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Ethical Moment Boxes
Subject
Animal Liberation Front
Title Synopsis
“How Graphic Is ‘Too Do the militant actions and graphic images used by the animal rights
Graphic’?” group Animal Liberation Front go too far in persuading the public that the
abuse of animals should be stopped?

Barry Bonds “When Must We Speak?” Barry Bonds’s testimony about his use (or not) of steroids in 2003
raised the issue of what our ethical obligations are when we’re required
to speak.

Angelina Grimke “Must We Listen to In 1838, American activist Angelina Grimke broke the law to speak
Others?” out about the wrongs of slavery and the importance of the vote for
women.

Don Imus “Did Don Imus Go How far is too far regarding humor that makes fun of others?
Too Far?”

Marilyn Manson “What’s in a Master Shock rocker Marilyn Manson uses his image to challenge audiences.
Status?”

The Patriot Guard Riders “Free Speech and The actions of the Westboro Baptist Church and the Patriot Guard Riders
Reasoning” at the funerals of soldiers killed in combat raise questions about free
speech and responsibility.

Cindy Sheehan “What Are Good Mother-turned-peace-activist Cindy Sheehan’s participation in the public
Reasons?” dialogue inspires praise and criticism.

Larry Summers “What Evidence Should a Former Harvard University president Larry Summers sparks controversy
Speaker Use to ‘Provoke with his statements about women versus men in the fields of math
a Debate’?” and science.

Additional MindTap Study Tools

Flashcards is a classic learning Notebook Integrating

tool. Digitally reimagined, Evernote technology is an app
Flashcards detect the chapter a that aggregates student
student last opened, then shows annotations and notes into a
cards for that chapter. single consolidated view.

Flashnotes.com is an online ReadSpeaker Text-to-speech

marketplace full of study guides, technology offers varied
notes, flash cards, and video reading styles and the option
help created by students, for to select highlighted text to
students. reinforce understanding.

Merriam-Webster Dictionary NetTutor® staffed with

enriches the learning experience U.S.-based tutors and
and improves users’ facilitated by a proprietary
understanding of the English whiteboard created for online
language. collaboration in education.

preface / xxix

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
 Sharing and Collaboration
Google Docs Instructors and Inline RSS Feed Send timely,
students share dynamically valid feeds to students—within
updated text documents, the Learning Path or as a
spreadsheets, presentations, separate reading—with the
and PDFs. option to add remarks.

Kaltura Simple video, audio, Web Video Easily incorporate

and image uploading tools YouTube videos as a separate
opens a wealth of instructional, viewing activity within the
testing, and engagement Learning Path or directly within
opportunities. a reading assignment.
ConnectYard This MindApp
social media platform fosters
communication among
students and teachers without
the need to “friend” or “follow”
or join a social network.

Additional Resources for Instructors

Instructor’s Resource Manual. The Instructor’s Resource Manual provides a com-
prehensive teaching system. The Instructor’s Manual contains tips and tools, includ-
ing suggested teaching goals, sample course schedules, in class activities, service
learning opportunities, speaking assignments, performance evaluations, and sug-
gestions for using technology in the classroom. Included in the manual are suggested
assignments and criteria for evaluation, chapter outlines, and in-class activities.
PowerPoint slides also are included.
Instructor Companion Website. The password-protected Instructor Companion
Website includes Computerized Testing via Cognero®, ready-to-use PowerPoint®
presentations (with texts and images that can also be customized to suit your course
needs), Join In for Turning Point Clicker questions, and an electronic version of the
Instructor’s Manual. Visit the Instructor Website by accessing http://login.cengage
.com or by contacting your local sales representative.
The Teaching Assistant’s Guide to the Basic Course. Written by Katherine G. Hendrix,
University of Memphis, this resource was prepared specifically for new instructors.
Based on leading communication teacher-training programs, this guide discusses
some of the general issues that accompany a teaching role and offers specific strate-
gies for managing the first week of classes, leading productive discussions, managing
sensitive topics in the classroom, and grading students’ written and oral work.
Instructor Workbooks: Public Speaking: An Online Approach, Public Speak Speak-
ing: A Problem-Based Learning Approach, and Public Speaking: A Service-
Learning Approach for Instructors. Written by Deanna Sellnow, University of
Kentucky, these instructor workbooks include a course syllabus and icebreak-
ers; public speaking basics such as coping with anxiety, learning cycle, and learn-
ing styles; outlining; ethics; and informative, persuasive, and ceremonial (special
occasion) speeches.
Teaching the Invitational Speech Resource Guide and Accompanying Video and
DVD. This resource, featuring an introduction by author Cindy L. Griffin, shows you
how to effectively teach the invitational speech to your students.
Cengage Communication Video and DVD Library. Cengage’s video and DVD series
for Speech Communication includes Student Speeches for Critique and Analysis as
well as Communication Scenarios for Critique and Analysis.
Videos for Speech Communication 2016: Public Speaking, Human Commu-
nication, and Interpersonal Communication. These videos provide footage
xxx / preface

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
of news stories from BBC and CBS that relate to current topics in communica-
tion, such as teamwork and how to interview for jobs, as well as news clips about
speaking anxiety and speeches from contemporary public speakers, such as
Michelle Obama and Hillary Clinton.
ABC News DVD: Speeches by Barack Obama. This DVD includes nine famous
speeches by President Barack Obama, from 2004 to present day, including his speech
at the 2004 Democratic National Convention; his 2008 speech on race, “A More Perfect
Union”; and his 2009 inaugural address. Speeches are divided into short video seg-
ments for easy, time-efficient viewing. This instructor supplement also features critical
thinking questions and answers for each speech, designed to spark class discussion.
Guide to Teaching Public Speaking Online. Written by Todd Brand of Meridian
Community College, this helpful online guide provides instructors who teach public
speaking online with tips for establishing “classroom” norms with students, utilizing
course management software and other eResources, managing logistics such as de-
livering and submitting speeches and making up work, discussing how peer feedback
is different online, strategies for assessment, and tools such as sample syllabi and
critique and evaluation forms tailored to the online course.
Service Learning in Communication Studies: A Handbook. Written by Rick Isaac-
son and Jeff Saperstein, this is an invaluable resource for students in the basic course
that integrates or will soon integrate a service learning component. This handbook
provides guidelines for connecting service learning work with classroom concepts
and advice for working effectively with agencies and organizations. It also provides
model forms and reports and a directory of online resources.
Digital Course Support. Get trained, get connected, and get the support you need
for the seamless integration of digital resources into your course. This unparalleled
technology service and training program provides robust online resources, peer-to-
peer instruction, personalized training, and a customizable program you can count
on. Visit http://www.cengage.com/dcs/ to sign up for online seminars, first days of
class services, technical support, or personalized, face-to-face training. Our online
and onsite trainings are frequently led by one of our Lead Teachers, faculty members
who are experts in using Cengage Learning technology and can provide best prac-
tices and teaching tips.
Custom Chapters for Invitation to Public Speaking. Customize your chapter coverage
with bonus chapters on impromptu speaking, civic engagement, and service learn-
ing. You can access these chapters online within the Instructor Website, or you can
order print versions of the student text that include the extra chapter of your choice.
Contact your local sales representative for ordering details.
Flex-Text Customization Program. With this program you can create a text as unique
as your course—quickly, simply, and affordably. As part of our flex-text program, you
can add your personal touch to Invitation to Public Speaking with a course-specific
cover and up to 32 pages of your own content—at no additional cost.
Cengage Learning Testing, powered by Cognero. Accessible through cengage.
com/login with your faculty account, this test bank contains multiple-choice, true/
false, and essay questions for each chapter. Cognero is a flexible, online system that
allows you to author, edit, and manage test bank content. Create multiple test ver-
sions instantly and deliver through your LMS platform from wherever you may be.
Cognero is compatible with Blackboard, Angel, Moodle, and Canvas LMS platform.

preface / xxxi

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
 Acknowledgments
I believe writing and scholarship are both individual and collaborative efforts. Ac-
knowledging the individuals who assisted me throughout the process of writing this
book is one small way of recognizing that collaboration and thanking those who
offered invaluable assistance and endless support. To Monica Eckman, product di-
rector; and Greer Lleuad, senior content developer, two key individuals in the early
stages of this project, I express my deepest and heartfelt appreciation. For their in-
vitation to embark on this journey, their incredible vision and talent, their endless
guidance, support, kindness, and laughter, I am honored and grateful. My writing
process and life are richer because of the two of them. To Kelli Strieby, product man-
ager; Daniel Saabye, senior content production manager; Janine Tangney, manag-
ing content developer; Leslie Taggart, senior content developer; Lisa Moore, content
developer; Erin Bosco, associate content developer; Sarah Seymour, marketing
manager; Ann Hoffman, IP (Intellectual Property) rights analyst; Kathy Kucharek, IP
(Intellectual Property) project manager; Marissa Falco, senior art director; and Ed
Dionne, our compositor, I express my sincerest thanks. These amazing people shared
their talents, time, and energy, enhancing the book every step of the way. They also
generously offered insight, wisdom, and expertise in response to my never-ending
requests and questions.
To Dr. T. M. Linda Scholz, associate professor at Eastern Illinois University, and
Dr. Jennifer Emerling Bone, Instructor of Communication, Leeds School of Busi-
ness, University of Colorado; friends in every way and collaborators on various
aspects during various stages of this book, I am forever indebted. Their excellent
ideas and insights, love and support, steady stream of laughter, smiles, and hugs,
and willingness to test out the early versions of this book in their own classes are
acts of courage and connection that never went unnoticed or unappreciated. The
speeches of their students grace the chapters of this book, which reflect not only the
talents of those students but also the extraordinary skill Linda and Jennifer possess
as teachers. I am lucky to have them in my life.
To Kristen Slattery, Matt Petrunia, Anne Trump Evans, and Beth Bonnstetter,
lecturers and former graduate students at Colorado State University, many, many
thanks. Their hours and hours in the library, on the Internet, and in my office as-
sisting me with research in the early stages of the life of this book are invaluable.
Working with the four of them gave me confidence and the assurance that the
ideas in this book are supported by the very best of scholarship, both historical and
contemporary.
Many thanks to all the reviewers of this sixth edition and also to those who
reviewed the fifth edition. Their feedback and support of this book have been
invaluable. They are Sharon Askew, Halifax Community College; Karl Babij,
DeSales University; Constance Berman, Berkshire Community College; Ellen
Bland, Central Carolina Community College; Kendra Bolen, Mountwest Commu-
nity College; Ferald Bryan, Northern Illinois University; Tim Chandler, Hardin-
Simmons University; Linda Crumley, Southern Adventist University; David J.
Eshelman, Arkansas Tech University; Gina Firenzi, San Jose State University;
Tonya Forsythe, Ohio State University; Patrick Gagliano, Newberry College; Gary
Graupman, Taft College; Larry Haapanen, Lewis-Clark State College; Patricia Hill,
University of Akron; Shaorong Huang, University of Cincinnati, Blue Ash College;
Dejun Liu, Prairie View A&M University; Laurie Metcalf, Blinn College; Laura
Morrison, College of the Albemarle; Daryle Nagano, Los Angeles Harbor College;
Rasha Ramzy, Georgia State University; Tiffany Sarkisian Rodriquez, California
State University, Fresno; Nedra Shamberger, Ocean County College; Kim Smith,
Bishop State Community College.

xxxii / preface

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Another random document with
no related content on Scribd:
upon the scene in their absence. The minute she saw Billy she made
a rush at him, flung her arms around him, and kissed him heartily
again and again.

"Oh, the dear little fellow!" she cried, hugging him and half crying. "To
think of all he's gone through—the poor, motherless lamb!"

"Elizabeth," said Mrs. Brown sternly, "show more sense! If you go on

like that you'll upset him! This is my daughter, Mrs. Dingle, Billy."

"Aunt Elizabeth to you, my dear!" said Mrs. Dingle, kissing the little
boy once more before she released him.

Billy looked at her with glowing eyes. He liked her, he had no doubt
about that. She had a fresh, rosy face, and eyes as deeply blue as
her little daughter's; but what won his heart so quickly was her
expression—it was so motherly and kind.

"Well, tea's ready!" exclaimed Mrs. Brown, rather impatiently. "If you
won't stay, Elizabeth—"

"I'd best go at once," interrupted Mrs. Dingle. "All right, mother! Oh,
you've put May on her coat and hat! Ready, my birdie?"

May nodded. She kissed her grandmother and "dear grandfer" as

she called William Brown, then came to Billy, put her arms around
his neck and kissed him, too.

"The poor little boy's lost his mother, mummy," she said, as her
mother took her by the hand to lead her away.

"I know, dear, I know!" Mrs. Dingle answered. "Come!"

She hurried the child out of the kitchen, and shut the door quickly.

Mrs. Brown was already seated at the head of the table. She
motioned Billy to a chair on her left, whilst her husband took one on
her right. William Brown said grace very reverently, and the meal
began.
After tea Mrs. Brown took Billy upstairs with her, and unpacked his
box. She showed him where he was to keep his belongings, and told
him she would be seriously displeased if he was not tidy. Then, as
he was very tired, she advised him to go to bed, and left him,
returning later to take away his candle. He was just going to get into
bed.

"Good-night, Billy," she said. "I'll call you in the morning."

"Thank you," Billy answered. "Good-night!"

As soon as she was gone he crept into bed. A sense of utter

loneliness had taken possession of him, and, putting the bedclothes
over his head, he gave way to a fit of weeping.

"Oh, mother, mother, mother!" he sobbed, "it's dreadful to think I

shall never see you again."

Then suddenly he remembered how Tom Turpin had reminded him

that he would be with his mother through all Eternity, and the load of
desolation and grief was lifted from his heart.

"'The gift of God is eternal life through Jesus Christ our Lord,'" he
whispered to himself, and was comforted.

CHAPTER III.
BILLY HAS A FRIGHT.
BILLY'S grandfather was a prosperous market-gardener now-a-days,
but before his second marriage he had been only a farm labourer.
He had married the widow of the former tenant of Rowley Cottage,
and together they had worked hard to save money, and were now in
a comfortable position. Billy's father had not got on with his
stepmother, so he had never gone home after he had settled in
London and married.

Rowley Cottage, which was really a fair-sized house, was situated

far down the side of a steep hill, with a hill equally steep facing it.
Before the house sloped a flower garden, at the end of which was a
shallow, rippling stream, spanned by a wooden footbridge, and
beyond the stream was a large vegetable and fruit garden.
Surrounding the house and gardens were apple orchards.

Billy's first morning in his new home was a dull one. It rained hard,
so he had to stay indoors. After breakfast his grandfather, clad in
oilskins, went out, and did not return till dinner-time. He then said
that there was a prospect of the weather clearing.

"If it does I'll show you about a bit," he said to Billy. "We might get as
far as the post office—Elizabeth will give us some tea. Won't you
come with us, Maria?" he asked his wife.

"No, thank you," answered Mrs. Brown. "I've work to do at home if

you haven't. Besides, I've no liking for traipsing about in the mud."

About three o'clock the rain began to cease, and a little later the sun
shone out. Billy and his grandfather left the house by the front door.
They stood for a minute under the porch, whilst William Brown
pointed out a house—the only human habitation in sight—almost on
the summit of the opposite hill.

"That's Mount Farm," he said, "farmer Turpin's place. You can see
Exeter from there. I used to work for farmer Turpin's father when I
was a lad. Ah, the wind's rising! We shall have no more rain for a bit!
Come along, Billy!"
He led the way to a little green gate in the garden hedge, by which
they passed into an orchard. There was a footpath through the
orchard to steep ploughed fields beyond, and a footpath through the
fields to a gateway which led into the high road.

Billy was panting when at length the high road was reached, so that
his grandfather had to wait for him to regain his breath.

"Oh, look at my boots!" exclaimed the little boy, as they moved on

again; "they're all over mud!"

William Brown laughed.

"You'll get accustomed to mud," he said; "but you must have thicker
boots. I must take you to Exeter one day and get you fitted out
properly for bad weather."

"Oh, thank you!" Billy answered, gratefully. "Shall I have leather

leggings like yours, Grandfather?" he asked.

"We'll see!" was the smiling response.

A ten minutes' walk brought them to the village—a few thatched

cottages dotted around the church and churchyard. The railway-
station, Billy learnt, was half a mile distant in the valley, and the
vicarage was midway between the church and the railway-station.

"That's the post office," said William Brown, pointing at a semi-

detached cottage with several bottles of sweets and some groceries
in the window. "And there's Elizabeth!" he added, as a stout figure, in
a dark stuff gown nearly covered by a big white apron, appeared in
the doorway.

Mrs. Dingle nodded to her stepfather, and kissed Billy, telling them
she had been on the look-out for them ever since dinner.

"And here's Uncle John!" she cried, pulling Billy inside the door and
presenting him to a little dark man wearing spectacles, who came
from behind the shop counter and peered at him in a near-sighted
way.

"Very glad to make your acquaintance, my boy!" declared John

Dingle, shaking Billy's hand heartily. "Yes," he said, "I see he's like
his father, Elizabeth; but he looks very pale—"

"He's been through enough to make him pale!" broke in his wife.
"Come into the parlour, Billy, and talk to me whilst I get tea."

Leaving his grandfather with the postmaster, Billy followed Mrs.

Dingle into a tiny parlour behind the shop. It was divided from the
shop by a door, the top half of which was of glass with a lace curtain
across it. Mrs. Dingle put the kettle on the fire and laid the table for
tea. The children were at school, she said, but would be home very
shortly, and she did hope he and her boy, Harold, would be friends.
Very soon Billy felt quite at ease with her, and began telling her
about himself and how sadly he missed his mother. She shed tears
when he spoke of his mother, whilst an expression of deep regret
settled on her rosy face.

"I wish I'd known her!" she sighed. "Often I used to think I'd write to
her, but I never did—not being much of a hand with my pen. And
now it's too late! Hark! The children are out of school!"

Billy listened. He heard a babel of children's voices mingled with

merry laughter in the road outside the shop. A few minutes later the
door between the shop and parlour opened softly, and little May
came in. The instant she caught sight of her mother's visitor her look
became eager.

"Have you found her?" she cried, her blue eyes fixed anxiously on
Billy's face.

"Found who?" Billy inquired, not understanding.

"She's thinking of your poor mother," Mrs. Dingle explained hastily;

"she doesn't realise she's dead." Then, addressing her little
daughter, she asked: "Where's Harold?"

"In the road, mummy," was the reply.

"Run and fetch him, there's a dear!"

After the child had gone Mrs. Dingle said—

"You mustn't mind if she questions you about your mother. May is
backward for her age—there are many things she can't understand,
though she's sharp enough in some ways. She learns hardly
anything at school. She can't read, or write, or do sums. The
mistress doesn't bother her to learn, for she knows she can't. Still, it's
good for her to be with other children. By-and-by, perhaps, but God
only knows—"

She broke off abruptly, May having returned, followed by her brother.

Harold was very like his mother in appearance, being a stout, rosy-
cheeked boy. His blue eyes had a merry twinkle in them, and he
looked full of fun.

Tea now being quite ready the two men were called from the shop,
the lace curtain was pulled back from the glass-top door, and, grace
having been said, the meal began.

"Now, make yourself at home, my boy," the postmaster said to Billy,

"and let me tell you once for all that you'll always find a welcome
here."

"Thank you, Mr. Dingle!" Billy replied, his eyes alight with gratitude.

"Uncle John, please!" corrected Mr. Dingle.

Billy smiled, and flushed with pleasure.

"Thank you, Uncle John!" he said, adding: "Oh, I wish mother knew
how kind you all are to me!"
Twice during tea customers came to the shop, and the postmaster
had to go to serve them. On the second occasion Billy thought he
recognised the customer's voice, and glanced quickly at his
grandfather.

"Yes!" nodded William Brown, "it's Master Tom! Why, here he

comes!"

A smiling face peeped around the half-open glass-top door, whilst its
owner said—

"What a jolly tea-party! Mrs. Dingle, won't you please give me a cup
of tea?"

Mrs. Dingle was answering that she would be delighted, when there
was the sound of a loud report at no great distance, and Billy sprang
to his feet with a terrified shriek.

"Oh! Oh!" he gasped, horror-stricken; "it's a bomb!—it's a bomb!"

"No, no, no!" Tom Turpin assured him, "nothing of the kind! It's
blasting—that is, blowing up rock with dynamite—at the stone
quarry. Don't be frightened! Really, there's nothing to be alarmed at.
You won't hear the noise, this afternoon, again."

Billy sank into his chair. He was white to the lips, and shaking. The
elders of the party looked at him with sympathy and much concern.
May's eyes expressed only wonderment, but Harold's sparkled with
amusement and scorn.

"The stone quarry's only a couple of miles away, so you'll get

accustomed to the sound of blasting," Tom Turpin continued, "and
you'll not be scared another time, for you'll know what the sound
means."

"Yes—oh, yes!" murmured Billy. He was ashamed of the terror he

had felt and exhibited. Everyone would consider him such a coward.
His lips quivered, whilst tears rose to his eyes.
"Did you think the Germans were coming?" asked Harold, with a
wide grin.

"I thought a German airship might be dropping bombs," admitted

Billy. "I—I'm ashamed of myself."

"You've no call to be that!" Mrs. Dingle told him. "It's no wonder

you're nervy, I'm sure. There, you're all right now, aren't you? Have
another cup of tea, won't you? It'll do you good."

Billy shook his head. It was with difficulty he kept from crying. He sat
in miserable silence whilst Tom Turpin talked with the others and
took his tea, and, when the young soldier left, his voice was
unsteady as he said "good-bye" to him. He was sure Tom must
despise him for having shown such fear.

It was dark long before Billy and his grandfather started for home. A
walk in complete darkness was a novel experience for the little boy,
but he was not timid, because his grandfather was with him. He said
so, adding, as the hand which held his tightened its clasp—

"I know you'll look after me, Grandfather!"

"Aye," William Brown assented, "to the best of my power. And there's
One above, Billy, Who'll look after us both. You'll soon learn to find
your way about in the darkness, and won't mind it—why, even little
May doesn't."

"Doesn't she?" cried Billy in surprise. "How brave of her!"

"You know it says in one of the psalms, 'The Lord my God shall
make my darkness to be light,'" his grandfather said thoughtfully;
"and I think that, though there's a sort of cloud over May's mind,
behind the cloud there's God's own light. The soul that has that light
knows no fear."
 CHAPTER IV.
SUNDAY.

BILLY'S first Sunday in Devonshire was a beautiful day, with

sunshine and a soft westerly breeze. The little boy accompanied
"Grandfer," as he had decided to call his grandfather in imitation of
the Dingle children, to church in the morning, and, after the service,
lingered with him in the churchyard to speak to the Dingles, all of
whom had been to church, too. Then Tom Turpin, his mother on one
side of him, his father on the other, came out of church, and stopped
and spoke, afterwards introducing Billy to his parents.

"I hope to call at Rowley Cottage to-morrow," the young soldier told
William Brown; "I want to go around your garden and see everything.
Father tells me you're doing your 'bit' to help win the war."

On their way home Billy asked his grandfather what Tom Turpin had
meant by this remark. William Brown explained that food was likely
to be very short on account of the German submarines, which were
torpedoing so many food ships, and that he was doing his "bit" to
help win the war by cultivating every inch of his garden, and growing
as many vegetables as he could.

"The worst of it is I can get so little help," he said; "there isn't a fit
man left in the village for me to employ. That means that I shall have
to work doubly hard during the coming winter and spring."

"Don't you think I could help you, Grandfer?" Billy inquired eagerly.
"You?" William Brown looked at his grandson with a slightly amused
smile. "Well, I don't know about that," he said doubtfully. "Harold
helps his father in his allotment garden, but he's very strong for his
age, whilst you're such a delicate little chap—"

"Oh, Grandfer," Billy burst in, "I do believe I'm stronger than I look!
Oh, let me help you! Let me try, at any rate! I want so much to do
something to help win the war!"

"Well, we'll see what you're fit to do," was the cautious response.

With that Billy had to be satisfied for the time. They were descending
the hill to Rowley Cottage by way of the pathfields now, and a few
minutes later found them in the orchard, where Jenny was browsing
contentedly. She allowed Billy to put his arm around her neck and
caress her. His grandfather looked on, rather anxiously at first, then
with great satisfaction.

"She's taken to you very well, Billy," he said. "You'll be able to do

anything with her, you'll find."

"Shall I?" cried Billy, delighted. "Do you think she'd let me ride her,
Grandfer?"

"I shouldn't wonder! You shall try one of these days, perhaps!"

They entered the house by the back door. Mrs. Brown was in the
kitchen, dishing dinner. She was very hot, and looked exceedingly ill-
tempered.

"Well, Maria, my dear!" her husband said cheerfully.

"Oh, it's well for you, I daresay," she retorted, "you who've had an
easy morning; but what about me who's been cooking all the time
you've been at church? There, take your seats! Dinner's ready!"

"I often wish you'd manage to do your cooking on a Saturday and

have a cold dinner on Sunday like Elizabeth," William Brown
remarked; "then you'd be able to go to church—we'd such a nice
service this morning, and—"

"Oh, no doubt Elizabeth's a better manager than her mother!"

interrupted his wife sarcastically. "I've always cooked on Sundays,
and I always shall."

It was a very good dinner, but Billy did not enjoy it, for Mrs. Brown,
who carved, gave him a thick slice of fat mutton which he could not
eat. Noting this, his grandfather remarked that he was not getting on,
and he admitted that he did not like fat meat.

"Can't you give him a cut of lean, Maria?" William Brown suggested.

"No, I can't—not without disfiguring the joint, and I'm certainly not
going to do that," Mrs. Brown answered. "Billy must learn not to be
so particular. If we can eat fat meat he can."

Her husband looked troubled, but said no more. As soon as the meal
was over he rose and went out, while Mrs. Brown began to put
together the dinner things with a clatter of plates and dishes. Billy
watched her in silence for a minute, then asked timidly: "Can I help
you, Granny?"

"Help me? You?" cried Mrs. Brown, raising her eyebrows in a

contemptuous fashion. "What can you do to help me, I should like to
know?"

"I could wash up," Billy answered, flushing, "or I could wipe the
things as you wash them—I always did that for mother. If you'll say
what you'd like me to do—"

"I'd like you to keep out of my way and leave me to do my work as I

please!" Mrs. Brown interrupted. "Stay, though, you can give these
scraps to the fowls."

The little boy took the plate of scraps she offered him and went out
into the yard. When he returned with the plate empty Mrs. Brown had
cleared the table and was washing up.

"So your mother used to make you useful?" she remarked

inquiringly.

"Yes, Granny," he answered, "and I liked helping her. She used to be

so tired sometimes—she worked very hard, you know."

"Humph! She'd have been wiser if she'd gone into a situation when
your father died instead of starting a business of her own."

Billy was silent. His mother—she had been a milliner's apprentice

before her marriage—had opened a little business of her own when
his father, who had been employed in a warehouse, had died. She
had earned enough to support her child and herself, but there had
been nothing over.

"Mother didn't want to be parted from me," the little boy said, in a
faltering voice; "and now—and now—oh, I can't bear it! Oh, what
shall I do?"

He flung himself on the settle by the fire, covered his face with his
hands, and wept.

"Don't go on like that, child," Mrs. Brown said hastily; "perhaps we'd
better not talk of your mother any more. Come, stop crying, like a
sensible boy! Why, here's May! You don't want to upset her, do you?"

Billy sat up, struggling to regain composure. He was wiping his eyes
with his pocket-handkerchief when May, entering by the back door,
appeared upon the scene. She ran to her grandmother and kissed
her, then, turning to Billy, was struck with dismay at his woe-begone
look.

"Billy's been crying," she said, in an awed tone. "Why, Billy, why?"
she asked, stealing softly to his side. Then, as the little boy's only
answer was a suppressed sob, she cried, "I know! You haven't found
your mother yet!"
"Oh, May, you don't understand!!" Billy exclaimed, with a wail of grief
in his voice. "Mother's dead!"

"Dead?" May echoed, a faintly troubled look disturbing the usual

sweet serenity of her face. "But I thought Granny said she was lost?"

"That's often said of folks who are dead," explained Mrs. Brown.

"But it isn't true, Granny," May said gravely. "If people are good and
love Jesus they go to Jesus for always when they die, don't they?"

"Oh, yes," agreed Billy. "I know my mother's safe with Jesus, May."

"Then," said May, triumphantly, the faintly troubled expression

passing from her face, "she can't be lost!"

At that minute Harold came in, looking flushed and heated. Mrs.
Brown immediately accused him of having been teasing Jenny. He
did not admit it, only laughed, and hastened to tell her that he and
May had come to take Billy to church with them.

"Yes, he shall go," Mrs. Brown decided. "Hurry and wash your hands
and brush your hair, Billy."

The Vicar of Ashleigh always held a children's service in the church

on Sunday afternoons. This afternoon the service had commenced
before the Dingle children and Billy got there. They slipped
noiselessly into a back seat and joined in the hymn which was being
sung. After the hymn the Vicar—an old man with a kind, gentle face
—gave an address, and then moved about the church, questioning
the children. More than once Billy saw his eyes fixed on him with
sympathy and interest.

"I like the Vicar very much," he said to Harold in the churchyard
afterwards.

"So does May," Harold replied; "she thinks there's no one like Mr.
Singleton. Can you find your way home by yourself, Billy?"
"Oh, yes," assented Billy, "of course I can."

"That's all right, then," smiled Harold, adding: "you'll meet nothing
you need be afraid of, and hear nothing—being Sunday there's no
blasting going on at the stone quarry to-day."

CHAPTER V.
BILLY'S PRESENT.

NEXT morning Billy came downstairs looking heavy-eyed and poorly.

He had had bad dreams, he said, when his grandfather asked him if
he had not slept well; but he did not say that in them he had lived
again through the night of the air raid and the grievous time which
had followed, so that the hours of darkness had been a horror to
him.

"You'd better spend the morning out-of-doors," remarked Mrs.

Brown. "It couldn't be finer weather—a good thing, too, as it's
washing-day. I hope Mrs. Varcoe will come early, then we shall get
the clothes dried during the day."

Mrs. Varcoe was a woman from the village, Billy learnt, who came to
Rowley Cottage every Monday morning to do the washing. He met
her in the yard, after breakfast, where he was waiting for his
grandfather, who was getting his wheel-barrow and gardening tools
from an out-house, and she paused to look at him. She was a tall,
muscular, red-headed woman, with a big freckled face and small
greenish eyes.
"Good morning!" he said politely, thinking that she was certainly the
ugliest woman he had ever seen.

"Good morning," she answered gruffly, turning towards the house.

"Mrs. Varcoe is very ugly, Grandfer," Billy remarked, as, his

grandfather having joined him, they went around the house towards
the vegetable garden.

"Aye," William Brown agreed, "but she's a good sort—a widow who's
brought up a family of boys and made men of 'em!—men of the right
kind, I mean. Four are serving their country—two in the Navy, one in
Mesopotamia, and one in France. There was another, but he was
killed in action at the beginning of the war. The eldest he was. His
death must have been a big blow to his mother; but I've never heard
her mention it except once."

"What did she say?" Billy asked, much interested.

"She said, 'It's a grief, but there's no bitterness with it. My boy died
fighting for the right, and I shan't be ashamed of him when I meet
him before God.' It was a brave speech, wasn't it?"

"Yes," agreed Billy, "I think it was."

"Now the first thing I mean to do this morning is to make a bonfire,"

William Brown said, as they entered the vegetable garden. "You can
help me collect all the dead leaves and rubbish lying about. We'll
make the bonfire in this corner where there's nothing growing at
present."

So Billy set to work with his grandfather. It took them more than an
hour to make the bonfire—a huge one. The little boy was allowed to
light it, and gave a shout of pleasure as the flames leaped up
followed by a volume of smoke.

"Oh, this is splendid!" he cried, "splendid!" A tinge of colour had

come into his pale cheeks, and his eyes were sparkling.
"It's burning very well," his grandfather said, smiling at his
excitement, "and the smoke's blowing right away from the house—
fortunately. I'd forgotten till this moment about the washing—it's
always hung out in the orchard at the right side of the house. If the
wind had not been blowing the smoke away from that direction the
clean clothes might have had smuts on them by this time, and I don't
know what Granny would have said—not more than I should have
deserved, though, of course. Ah, here comes Master Tom!"

Billy looked at Tom Turpin rather shyly as he greeted him. He wished

he had not shown himself such a coward before this young soldier,
who, he imagined, did not know what fear meant. He was very quiet
as he followed him and his grandfather about the garden, but he
listened with the greatest attention to all that was said. William
Brown showed where he intended sowing his various crops in the
spring, and the bit of orchard he meant to take into the garden.

"I don't know how I'm going to do all I want to," he remarked, "but I
shall just plod on bit by bit from day to day and do my best."

"That's what we're doing across in France and Flanders," Tom

replied gravely.

"I want to help Grandfer," Billy said eagerly. "I do wish I was bigger
and stronger. I tried just now to use Grandfer's spade, but I couldn't
—I couldn't drive it more than an inch or two into the ground." He
sighed, looking at his thin arms ruefully.

"I've some light garden tools at home my father gave me when I was
a boy no bigger than you, and you shall have them," Tom told him.
"I'd like to know they were being used. I'll give them to you, Billy, if
you'll accept them."

"Oh, Mr. Turpin!" cried the little boy. He could say no more for a
minute, so overcome was he with surprise and gratitude; then he
added earnestly: "Oh, thank you—thank you!"
"It's too kind of you, Master Tom, really, but if you'll lend the tools to
him—" William Brown was beginning, when he was interrupted.

"No, no!" Tom Turpin said decidedly, "I wish him to have them for his
own—I'm sure he'll make good use of them."

"Oh, yes, yes!" cried Billy, his face aglow with delight and
excitement.

Tom Turpin had stopped to see William Brown's garden on his way
to the village. When he left, Billy went with him through the pathfields
to the gate leading into the high road. There they were to part.

"I don't suppose I shall see you again this time I'm home," the young
man said, as he looked back at Rowley Cottage, then let his eyes
wander to his home on the opposite hill, "so this will be 'good-bye,'
Billy. I'll send the garden tools this evening by one of our men who
lives in the village."

"Oh, thank you!" cried Billy. Then, suddenly, his face, which had
been bright, clouded. "Mr. Turpin," he said, "you weren't ever afraid
of anything, were you?"

"What a question!" smiled the young man. "Why, yes, indeed," he

answered, becoming serious as he saw this was a serious matter to
his little companion. "The first night I spent in the trenches, for
instance, I was afraid," he admitted. "Oh, God knows I was awfully
afraid!"

Billy gazed at the soldier with amazement. "I should never have
thought it!" he declared; "I wouldn't have believed it if anyone but
yourself had told me! But you didn't show you were afraid?"

"I don't think I did."

"You didn't scream as I did when I heard the blasting?"

"No. I asked God to strengthen me and take my fear away. I prayed,
'Be not Thou far from me, O Lord,' and by-and-by I began to feel His
presence, and then wasn't afraid any more."

Billy drew a deep breath. "I couldn't help being afraid when I heard
the blasting," he said in an ashamed tone.

"No, nor could I help being afraid that first night in the trenches. But I
found help in my weakness, and that same help is for you if you ask
it. Now I must really be off. Good-bye!"

The young soldier vaulted over the gate, greatly to Billy's admiration,
waved his hand, and disappeared from view.

Billy hurried back through the path fields, intending to return to his
grandfather immediately; but in the orchard, hanging out clean
clothes, was Mrs. Brown, and the thought struck him that he would
tell her about the gardening tools.

"Oh, Granny," he began, running up to her, "I've had a present—at

least I'm to have it by-and-by. A set of gardening tools!"

"Oh!" exclaimed Mrs. Brown. "And who's going to give you that?" she
asked sharply. "Not your grandfather, I hope?"

"No, Mr. Turpin—Mr. Tom Turpin," Billy replied. "It's a set he had
when he was a boy. Now I shall be able to help grandfather, shan't
I?"

Mrs. Brown looked at Billy without answering, and smiled. There was
something so contemptuous in her smile that the little boy turned
from her with reddening cheeks. Of course she thought he was too
small and weak to do gardening, he told himself.

Tom Turpin sent the tools in the evening, as he had promised. Mrs.
Brown barely gave them a glance, but her husband pronounced
them to be "first-rate" and just the right weight for his grandson's use.
"I may start using them to-morrow, mayn't I, Grandfer?" asked Billy.

"Yes, if all's well," William Brown answered, smiling; "that means if

you sleep well, and come down looking better to-morrow morning
than you did to-day."

That night Billy had no bad dreams to disturb him. He added the
young soldier's prayer—"Be not Thou far from me, O Lord—" to his
usual evening prayers, and fell asleep very quickly. He did not awake
till morning—the morning of another beautiful day.

CHAPTER VI.
GARDENING.

"THINK you've been at it long enough, Billy; you'd better rest a bit."

Billy was having his first lesson in gardening. His grandfather had
shown him the proper way to use his spade, and for the last half
hour he had been labouring on a patch of ground which had to be
dug up and prepared for spring tillage. Now, as his grandfather
spoke, he ceased work and stood leaning on his spade, viewing the
freshly turned soil with great satisfaction.

"It's very warm," he remarked, "but it's grand weather, isn't it,
Grandfer?"

"That it is!" agreed William Brown. "We often get fine weather like
this hereabouts in November; it gives one an opportunity of
preparing for the winter. Golden days I call these, and one must
make the most of them, for there are days coming when there'll be
no working on the land. The leaves are hanging late on the trees this
year, but the first night's sharp frost will bring them down in a hurry—
they're ripe to fall. Why, who's this I see?"

As if he did not recognise the little figure that had entered the garden
and was hastening towards them with light, tripping steps.

"It's May," said Billy. "Do you think she has come all the way from the
village by herself?"

"Yes," nodded his grandfather. "I thought she might be here to-day,
for I knew the fine weather would make her restless and long to be
out-of-doors. When she's like that she doesn't want to go to school,
and the teacher agrees it's better not to send her. Well, May, my pet!
Come and look at Billy's beautiful tools. Show them to her, Billy."

Billy was very proud and pleased to do so. May examined each tool
separately with the greatest interest.

"Are they your very, very, own, Billy?" she inquired.

"Yes," he answered, "my very, very own. And I can use them quite
easily—they're so light. Mr. Tom Turpin gave them to me. Wasn't it
kind of him? I turned up that ground—look!"

"I think you've done enough for this morning," remarked William
Brown. "You'd better clean off your spade, and put your tools away."

Billy obeyed. His arms and shoulders were aching, but he had no
intention of admitting that. Accompanied by May he left the garden,
and put his tools in the out-house where he had been told to keep
them. He intended returning at once to his grandfather, but May took
him by the hand and led him into the orchard, saying that she
wanted to speak to Jenny and he must come with her. When Jenny
saw the children she began to bray and walk towards them.