(eBook PDF) Invitation to Public

Speaking Handbook by Cindy L. Griffin

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 vi CONTENTS

Speaker Interference Caused by Language 48

Speaker Interference Caused by Differences 55
How to Listen Carefully 56
Listen for the Speaker’s Purpose 57
Listen for the Main Ideas 57
Listen for Supporting Evidence and Sources 57
Listen for Consistency of Delivery and Content 57
Write Down New Words, Ideas, and Questions 57
Offer Nonverbal Feedback 57
Listen for the Conclusion 58
How to Listen Critically 59
How to Listen Ethically 59
Suspend Judgment 59
Assess Information and Respond to the
Speaker’s Ideas 61

APPENDIX A: BUILDING SKILLS

AND CONFIDENCE A-1
PART 2 TOPIC AND AUDIENCE 65
5 Your Speech Topic and Purpose 66
Goals for Different Speaking Contexts 67
Deciding to Speak 67
Being Asked to Speak 68
Being Required to Speak 70
Choosing Your Speech Topic 71
The Classroom Setting 71
Choosing a Topic When You Are Required to Speak 72
Brainstorming 75
Narrowing Your Topic When You Are Asked to or Decide
to Speak 79
Articulating Your Speech Purpose 80
General Purpose 80
Specific Purposes 81
Stating Your Thesis 84
Commemorative Speech with Commentary:
This Is Dedicated. . .: A Tribute to the Women
of History by Ogenna Agbim 88

6 Your Audience and Speaking Environment 91

What Is an Audience? 92
Considering an Audience as a Group
of Diverse People 93
Master Statuses 94
Standpoints, Attitudes, Beliefs, and Values 96
Demographic Audience Analysis 97
Considering an Audience as a Community 99
Voluntary Audiences 99
Involuntary Audiences 100
Considering Your Speaking Environment 101

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 CONTENTS vii

Audience Size and Physical Arrangement 101

Technology 103
Time Factors 105
Adapting to Audience Expectations 108
Expectations About the Speaker 108
Expectations About the Form of a Speech 110

PART 3 RESEARCH 113

7 Gathering Supporting Materials 115
Determine What Types of Information You Need 116
Start with Your Personal Knowledge and Experience 118
Techniques for Organizing Your Research 119
Begin by Filling Out Your Research Inventory 119
Set Up a Filing System 119
Take Notes and Make Copies 120
Begin Your Bibliography with Your First Source 121
Gather More Material Than You Think You’ll Need 122

8 Research Online and at the Library 123

Search for Materials on the Internet 124
The Ethics of Internet Research 124
Evaluating Internet Information 125
Research Materials at the Library 127
Library Orientations and Librarians 127
Library Catalogs 128
Databases and Indexes 129
Government Documents 132
Reference Works 132
Evaluate Library Resources 134
Avoid Plagiarism 134
Citing Sources in Your Speech 135
Citing Sources Is Ethical 135
Citing Sources Adds Credibility 135
Guidelines for Citing Sources 136

9 Conducting Research Interviews 138

Determine Who to Interview 139
Schedule the Interview 139
Prepare for the Interview 140
Designing Interview Questions 140
Recording the Interview 141
Conduct the Interview 142
Follow Up the Interview 142
Ethical Interviewing 143

PART 4 ORGANIZATION 145

10 Organizing Your Speech 148
Organize for Clarity 149
Main Points 150

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 viii CONTENTS

Identify Your Main Points 150

Use an Appropriate Number of Main Points 151
Order Your Main Points 153
Guidelines for Preparing Main Points 159
Connectives 161
Transitions 162
Internal Previews 162
Internal Summaries 163
Signposts 163

11 Outlining Your Speech 166

The Preparation Outline 166
Title, Specific Purpose, and Thesis Statement 167
Introduction 167
Main Points, Subpoints, and Sub-Subpoints 168
Conclusion 169
Connectives 170
Works Cited 170
Guidelines for the Preparation Outline 171
Preparation Outline with Commentary: Why Pi?
by Katy Mazz 177
The Speaking Outline 182
Guidelines for the Speaking Outline 182
Note Cards 184
Speaking Outline with Commentary: Why Pi?
by Katy Mazz 186

12 Introductions and Conclusions 190

The Introduction 191
Catch the Audience’s Attention 191
Reveal the Topic of Your Speech 191
Establish Your Credibility 191
Preview Your Speech 192
Preparing a Compelling Introduction 192
Ask a Question 192
Tell a Story 193
Recite a Quotation or a Poem 194
Give a Demonstration 195
Make an Intriguing or Startling Statement 196
State the Importance of the Topic 198
Share Your Expertise 199
State What’s to Come 200
Guidelines for Your Introduction 200
The Conclusion 202
End Your Speech 202
Reinforce Your Thesis Statement 203
Preparing a Compelling Conclusion 203
Summarize Your Main Points 204
Answer Your Introductory Question 204
Refer Back to the Introduction 205

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 CONTENTS ix

Recite a Quotation 205

Guidelines for Your Conclusion 206
Introduction and Conclusion with Commentary:
Foothills Gateway: Vote YES on Referendum
1A by Mike Piel 208

PART 5 DEVELOPMENT 211

13 Developing and Supporting Your Ideas 214
Examples 215
Examples to Clarify Concepts 216
Use Examples to Reinforce Points 217
Use Examples to Bring Concepts to Life or to Elicit
Emotions 217
Use Examples to Build Your Case or Make Credible
Generalizations 217
Guidelines for Using Examples Ethically
and Effectively 218
Narratives 219
Use Narratives to Personalize a Point 220
Use Narratives to Challenge an Audience to Think
in New Ways 220
Use Narratives to Draw an Audience in Emotionally 221
Use Narratives to Unite with Your Audience 222
Guidelines for Using Narratives Ethically
and Effectively 222
Statistics 224
Types of Statistics 225
Use Statistics to Synthesize Large Amounts
of Information 228
Use Statistics When the Numbers Tell a Powerful Story 229
Use Statistics When Numerical Evidence
Strengthens a Claim 229
Guidelines for Using Statistics Ethically
and Effectively 229
Testimony 233
Use Testimony When You Need the Voice of an Expert 234
Use Testimony to Illustrate Differences or Agreements 234
Use Your Own Testimony When Your Experience
Says It Best 235
Paraphrase Testimony to Improve Listenability 235
Guidelines for Using Testimony Ethically
and Effectively 236
Definitions 238
Use Definitions to Clarify and Create Understanding 239
Use Definitions to Clarify an Emotionally
or Politically Charged Word 240
Use Definitions to Illustrate What Something Is Not 240
Use Definitions to Trace the History of a Word 240
Guidelines for Using Definitions Ethically
and Effectively 241

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 x CONTENTS

14 Introduction to Reasoning 243

Patterns of Reasoning 244
Induction, or Reasoning from Specific Instances 244
Deduction, or Reasoning from a General Principle 248
Causal Reasoning 250
Analogical Reasoning 253
Reasoning by Sign 254
A Map of Reasoning 257
Guidelines for Reasoning Ethically 260
Build Your Credibility 260
Use Accurate Evidence 260
Verify the Structure of Your Reasoning 261
15 Audience-Centered Language 262
Language Is Ambiguous 263
Language and Culture 265
Language and Gender 266
Language and Accuracy 269
Language and Public Speaking 270
Spoken Language Is More Interactive 271
Spoken Language Is More Casual 271
Spoken Language Is More Repetitive 272
16 Language and Style 273
Language That Creates Memorable Imagery 274
Simile 274
Metaphor 274
Personification 276
Language That Creates a Pleasing Rhythm 276
Parallelism 276
Repetition 277
Alliteration 278
Antithesis 278

PART 6 DELIVERY AND VISUAL AIDS 281

17 Methods of Delivery 284
Methods of Delivery 285
Extemporaneous Delivery 285
Impromptu Delivery 287
Manuscript Delivery 288
Memorized Delivery 290
Speakers as Listeners: Adapting to Your Audience 292
Audiences Who Are Uninterested 293
Audiences Who Are Distracted or Disruptive 293
Audiences Who Are Distracted by the Speaker 294
Audiences Who Are Confused 294
Audiences Who Plan Their Responses Rather
Than Listen 294
18 Verbal and Nonverbal Components of Delivery 296
Verbal Components of Delivery 296

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 CONTENTS xi

Volume 297
Rate 297
Pitch and Inflection 298
Pauses 299
Articulation 300
Pronunciation 301
Dialect 301
Nonverbal Components of Delivery 303
Personal Appearance 303
Eye Contact 304
Facial Expressions 305
Posture 306
Gestures 307
Proxemics 308
Rehearsing Your Speech 309
19 Visual Aids: Purposes and Contents 311
Why Visual Aids Are Important 312
Visual Aids Help Gain and Maintain
Audience Attention 312
Visual Aids Help Audiences Recall Information 312
Visual Aids Help Explain and Clarify Information 313
Visual Aids May Increase Persuasiveness
and Enhance Credibility 313
Visual Aids May Reduce Nervousness 313
What to Show on a Visual Aid 314
Lists 314
Charts 315
Graphs 316
Drawings 320
Photographs 321
Maps 322
Guidelines for Effective and Ethical Use of Visual Aids 324
Preparation Outline with Commentary: The Dun
Dun Drum by Joshua Valentine 326
20 Visual Aids: Types and Formats 331
Types of Visual Aids 332
Objects, Models, and Demonstrations 332
Handouts 334
Chalkboards and White Boards 336
Poster Boards and Flip Charts 337
Overhead Projectors 339
Photographic Slides 340
Videotapes and Audiotapes 341
PowerPoint and Other Computer-Projected
Presentations 342
Formats for Visual Aids 344
Font Style and Size 344
Color 346
Balance 348

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 xii CONTENTS

PART 7 TYPES OF SPEAKING 351

21 Informative Speaking 355
Types of Informative Speeches 356
Speeches About Processes 357
Speeches About Events 358
Speeches About Places and People 360
Speeches About Objects 361
Speeches About Concepts 362
Organizational Patterns for Informative Speeches 364
Chronological Pattern 364
Spatial Pattern 366
Causal Pattern 367
Topical Pattern 368
Guidelines for Giving Effective Informative Speeches 369
Bring Your Topic to Life 369
Tailor Your Information to Your Audience 370
Use Language That Is Clear and Unbiased 371
Ethical Informative Speaking 372
Preparation Outline with Commentary:
Tap by Rachel Rota 375

22 Invitational Speaking 380

The Invitational Speaking Environment 382
The Condition of Equality 384
The Condition of Value 385
The Condition of Self-Determination 385
Types of Invitational Speeches 386
Speeches to Articulate a Position 386
Speeches to Explore an Issue 389
Organizational Patterns for Invitational Speeches 392
Chronological Pattern 392
Spatial Pattern 394
Topical Pattern 395
Multiple Perspectives Pattern 396
Guidelines for Giving Effective Invitational Speeches 400
Know Your Position 400
Use Invitational Language 400
Allow Time for Discussion 401
Ethical Invitational Speaking 402
Student Speech with Commentary: Funding
for HIV/AIDS in Africa and the United States
by Amanda Bucknam 404

23 Persuasive Speaking 409

Types of Persuasive Speeches 410
Questions of Fact 411
Questions of Value 411
Questions of Policy 412
Organization of Speeches on Questions of Fact 412

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 CONTENTS xiii

Organization of Speeches on Questions of Value 414

Organization of Speeches on Questions of Policy 416
Problem-Solution Organization 417
Problem-Cause-Solution Organization 419
Comparative Advantages Organization 421
Monroe’s Motivated Sequence 423
Guidelines for Giving Effective Persuasive Speeches 424
Be Realistic About Changing Your Audience’s Views 424
Use Evidence Fairly and Strategically 425
Use Language That Encourages an Audience
to Change 428
Ethical Persuasive Speaking 429
Preparation Outline with Commentary: No Child
Left Behind: Addressing the School Dropout
Rate Among Latinos by Dana Barker 432

24 Persuasion and Reasoning 438

Evidence and Persuasion 440
Use Specific Evidence 440
Present Novel Information 440
Use Credible Sources 441
Credibility and Persuasion 442
Types of Credibility 443
Enhancing Your Credibility 444
Emotion and Persuasion 447
Stay Audience Centered 448
Use Vivid Language 450
Balance Emotion and Reason 451
Mythos and Persuasion 452
A Part of the Story Can Tell the Whole Story 453
Mythos Has a Logic 453
Different Cultures Have Different Myths 455
Fallacies 456
Ad Hominem: Against the Person 456
Bandwagon: Everyone Else Agrees 457
Either-Or: A False Dilemma 457
Red Herring: Raising an Irrelevant Issue 458
Slippery Slope: The Second Step Is Inevitable 459
Preparation Outline with Commentary: You
Have My Deepest Sympathy: You Just Won
the Lottery by Maria DiMaggio 461

PART 8 SPEAKING IN SPECIFIC CONTEXTS 467

25 Speaking on Special Occasions 470
Speeches of Introduction 471
Be Brief 472
Be Accurate 473
Be Appropriate 473
Speeches of Commemoration 474

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 xiv CONTENTS

Share What Is Unique and Special 477

Express Sincere Appreciation 477
Tell the Truth 478
Speeches of Acceptance 478
Understand the Purpose of the Award 479
Recognize Others 479
Respect the Time Limitations 480
Speeches to Entertain 480
Use Humor Carefully 483
Speak About Meaningful Issues 483
Pay Careful Attention to Your Delivery 484
Preparation Outline with Commentary: My
Grandfather, John Flanagan Sr. by
Tara Flanagan 485

26 Speaking in Small Groups 488

What Are Small Groups? 489
Why Do People Speak in Small Groups? 490
Deciding to Speak in Groups 490
Being Asked to Speak in Groups 490
Being Required to Speak in Groups 491
Formats for Small Group Speaking 491
Oral Reports 491
Panel Discussions 492
Symposiums 493
Team Presentations 493
Problem-Solving Sessions 494
Meetings 496
Question-and-Answer Sessions in Small Group Formats 498
Expectations About Speaker-Audience Discussions 499
Preparing for Questions 501
Managing the Question-and-Answer Session 502
Guidelines for Speaking Effectively and Ethically
in Small Groups 505
Consider the Group’s Purpose and Audience When
Selecting a Presentation Format 505
Use Appropriate Delivery Style and Skills 505
Organize Your Presentation 505
Use Effective Visual Aids as Needed 506

Appendix B: Recording Your Research Sources B-1

Glossary G-1

Notes N-1

Index I-1

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 PREFACE

Our best public speaking courses focus their efforts and energies on
teaching students the skills needed to speak effectively in public settings.
To accomplish this goal, public speaking texts follow a familiar and
practical framework that teaches students to give informative, persuasive,
and special occasion speeches. Public speaking texts are designed to expose
students to the wide array of steps and components involved in public
speaking and to allow students to practice these various elements in the
classroom.
Invitation to Public Speaking Handbook not only grounds itself in
this successful approach but expands it to focus on public speaking as
public dialogue, encouraging students to see themselves as significant
contributors to their larger communities. In this expanded context, public
speaking reflects the many changes that have been taking place in our
communities and our larger society; changes that call for public dialogue
and an exploration of the many perspectives offered on a number of
important topics (Ellinor & Gerard, 1998). When framed as a public
dialogue, public speaking emphasizes the right to be heard and the
responsibility to listen to others (Public Dialogue Consortium, 1998).
Thus, Invitation to Public Speaking Handbook explores public speaking in
relation to a modern definition of eloquence, in which differences, civility,
narratives, visual aids, and even self-disclosure play a larger role than they
tend to in traditional rhetoric.
Invitation to Public Speaking Handbook encourages students to see
public speaking as a meaningful and useful skill beyond the classroom
setting by expanding the range of venues for public speaking. The text
prompts students to speak not only in required classroom speaking
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 cause us to assume the public platform and contribute to the public
dialogue. It also allows instructors, if they desire, to incorporate a service
learning component into their course without preventing them from
teaching public speaking using the familiar required speech format.
Additionally, the text’s pragmatic approach—in combination with
numerous dynamic, real-life examples—allows working students to design
speeches with their employment settings in mind.
Invitation to Public Speaking Handbook also frames the act of speaking
in public to emphasize the ethical and audience-centered nature of

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 xvi PREFACE

public speaking. Throughout the text, students are reminded that they
speak to and for an audience, and they are encouraged to consider this
audience at every step of the speechmaking process. This audience-
centered approach reminds students of the responsibilities associated
with speaking publicly and the importance of advance planning and
preparation. It also eases 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 public speaking.
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 Handbook includes this focus
but also introduces students to invitational speaking, a type of speaking
that is becoming increasingly common. In invitational speaking, speakers
enter into a dialogue with an audience in order 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 early in the text,
when other speech types are defined and discussed, and is included in
discussions of the speechmaking process throughout the text.
Finally, Invitation to Public Speaking Handbook emphasizes
interconnections not only among each of the components of the
speechmaking process but also between the speaker and the audience.
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. Additionally, the text’s audience-centered approach,
focus on ethics, and thorough integration of diversity help students
better understand their audiences so they can establish credibility and
communicate effectively.

Features of This Handbook

Easy-to-Use Handbook Format
Adapted from the third edition of the Invitation to Public Speaking
textbook, this handbook offers a handy alternative for public speaking
classes and a reference for speakers outside the classroom. Several features
specific to the Invitation to Public Speaking Handbook make it an easy-to-
use tool: The handbook is divided into color-coded sections that allow

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 PREFACE xvii

readers to easily find the information they’re looking for. Each chapter
stands on its own and so, if desired, can be referenced only when needed.
Checklists, tips, and highlighted content throughout the book provide
quick, accessible advice. And the titles of the key speeches and feature
boxes in the handbook are listed on the inside back cover so readers can
find and use them quickly and easily.

Extensive Coverage of Civility and Civic Engagement

By emphasizing the “how” and the “why” of public speaking, Invitation to
Public Speaking Handbook demonstrates the impact that participating in
the public dialogue can have on students’ lives and on the communities
in which they live. Civility and the importance of civic engagement are
emphasized throughout the handbook. For example, Civic Engagement
in Action boxes, featured at the beginning of each part, highlight the ways
in which students, average citizens, and celebrities have used their public
speaking 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 communities. 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 and Confidence-Building

Invitation to Public Speaking Handbook prepares students to give speeches
and enter the public dialogue confidently via a solid, pragmatic, skills-
based foundation in public speaking. Skills and confidence-building are
emphasized right from the beginning, with an overview of the public
speaking process (Chapter 2, “Entering the Public Dialogue: Your
First Speech”) and a discussion of practical strategies for dealing with
public speaking anxiety (Chapter 3, “Coping with Speech Anxiety”).
Continuing through Chapter 20, “Visual Aids: Types and Formats,”
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’ expectations for skill training. Speech
models included throughout the text are consistent with the principles
presented.
Speech Checklist boxes in each chapter highlight key skills that
students can apply directly to their own speeches, such as how to evaluate
Internet sources. And Speech Tip boxes throughout the text highlight
useful suggestions, such as tips for brainstorming speech topics.

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 xviii PREFACE

In addition, Appendix A, “Building Skills and Confidence,” appearing

near the beginning of the handbook as a homework resource, offers
chapter-by-chapter opportunities to build skills via key concepts review,
Practicing the Public Dialogue activities, interactive video activities, and
Web Connect resources. Designed specifically for skill-building, the
Practicing the Public Dialogue activities frame and highlight critical
instructions, exposing students to each component of the speechmaking
process and giving them strategies for tackling the informative,
invitational, persuasive, special occasion, and group speeches found in
Chapters 21 through 26. Homework icons throughout the text let students
know which of these resources in Appendix A apply to the concepts they’re
learning.

Speaking Venues and Service Learning

Invitation to Public Speaking Handbook covers a variety of speaking
venues and provides ample opportunity to incorporate a service learning
component into the course. The text’s flexible organization allows
instructors who do not want to include service learning to easily maintain
the traditional classroom-based speaking situation throughout the term.
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. This
allows students and instructors to step outside the speech classroom
if they desire and take the public speaking skills taught and learned in
the classroom into their communities. If they choose to stay with the
traditional classroom speech format, the service learning information can
be used to prompt students to select and deliver speeches that address
larger social issues and dilemmas.
Public Speaking and Service Learning: Engaging Community boxes
appear in the online resources for the handbook. Based on actual projects,
these narratives reinforce for students the role and power of public
speaking outside the classroom and in the public dialogue. The Instructor’s
Manual for Invitation to Public Speaking Handbook 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.
Additionally, Speaking at Work boxes throughout the handbook
highlight concepts students can apply to a very specific speaking venue,
the workplace. Topics featured in these boxes include the importance
of listening in the workplace, the necessity of adapting speeches to
involuntary workplace audiences, and the variety of informative speeches
that speakers typically give at work.

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 PREFACE xix

Expansive Coverage of Speech Types

Some courses emphasize particular speech types, but Invitation to
Public Speaking Handbook was specifically developed to cover and
support the entire array of public speaking types. The text’s coverage
of multiple speaking forms invites students to discuss audience
centeredness and difference, as well as the ways in which speakers can
acknowledge, incorporate, and respond to difference with respect and
integrity.
Beginning in Chapter 2, “Entering the Public Dialogue: Your First
Speech,” the text presents a synopsis of five types of speaking: informative,
invitational, persuasive, speaking on special occasions, and speaking in
small groups. Each type of speech previewed in Chapter 2 is covered in
depth in Chapters 21 through 26 and is given equal attention with regard
to examples and tips in Chapters 3 through 20, furthering the text’s goal
of preparing readers for public speaking in a range of venues beyond the
classroom.
The text features several full-length student speeches, presented
as either a transcript, a preparation outline, or a speaking outline
so that students can read the speeches in a variety of formats.
These and several additional speeches are included in the Invitation
to Public Speaking Handbook interactive video activities. All the full-
length interactive video activities are accompanied by a transcript, a
preparation outline, a speaking outline, sample note cards, and critical
thinking questions. In addition, the interactive video activities feature
dozens of clips of specific speech elements that students can read,
watch, and critique.

Coverage of Social Diversity

Through reviewer-praised examples and discussion of key concepts, the
text makes a comprehensive yet subtle integration of diversity. Invitation
to Public Speaking Handbook offers meaningful coverage of diversity by
exploring culture and speaking styles, culture and listening styles, speaking
to diverse audiences, and language and culture.
Rather than isolate issues of diversity into separate chapters, Invitation
to Public Speaking Handbook presents ideas and issues of diversity in
examples, discussions, Speaking Across Differences boxes, activities, and
exercises throughout the text. In the process, the text provides sufficient
information so that instructors do not need to do additional research in
order to have meaningful conversations with their students. This “learn-
as-you-go” approach benefits students and instructors as they add to their
layers of knowledge about diversity.

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 xx PREFACE

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 example, the importance of practicing ethics
in regard to listening, Internet research, interviewing, reasoning, citing
sources, and in informative, invitational, and persuasive speaking are
covered thoroughly. In addition, select chapters of this edition feature
Ethical Moment boxes, which highlight well-known ethical dilemmas
related to the public dialogue.

Coverage of Reasoning
The text emphasizes the important skill of reasoning in informative,
invitational, and persuasive speaking situations. Chapter 14, “Introduction
to Reasoning,” encourages students to recognize the validity of sound
reasoning and evidence in any speaking context, while Chapter 24,
“Persuasion and Reasoning,” provides superior coverage of the critical
importance of sound reasoning in persuasion.

Resources for Students

Invitation to Public Speaking Handbook features an outstanding array of
supplements to assist in making this course as meaningful and effective as
possible.
• The Premium Website for Invitation to Public Speaking
Handbook provides students with one-stop access to all the
integrated technology resources that accompany the handbook.
These resources include an enhanced eBook, Audio Study Tools
chapter downloads, Speech Builder Express™ 3.0, InfoTrac College
Edition, Public Speaking and Service Learning: Engaging Community
vignettes, interactive versions of the Practicing the Public Dialogue
activities, interactive video activities, Web Connect links, and self-
assessments. All resources are mapped to show both key discipline
learning concepts as well as specific chapter learn lists.
Note to faculty: If you want your students to have access to the
online resources for this handbook, please be sure to order them for
your course. The content in these resources can be bundled with every
new copy of the text or ordered separately. If you do not order them,
your students will not have access to the online resources. Contact your
local Wadsworth Cengage Learning sales representative for more details.
• Invitation to Public Speaking Handbook interactive video
activities feature 75 video examples of student and professional

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 PREFACE xxi

speeches, in full-length and clip form. This multimedia tool helps

students prepare for their own speech performances and provide
effective feedback to their peers by evaluating and critiquing
introductory, informative, invitational, persuasive, and special occasion
speeches. Students can compare their evaluation with the author’s and,
if requested, submit their response electronically to their instructor.
• Many of the Practicing the Public Dialogue activities can be completed
with Speech Builder Express 3.0 organization and outlining
program. This interactive Web-based tool coaches students through the
speech organization and outlining process. By completing interactive
sessions, students can prepare and save their outlines—including a
plan for visual aids and a works cited section—formatted according
to the principles presented in the text. Text models reinforce students’
interactive practice.
• InfoTrac College Edition with InfoMarks. This virtual library
features more than 18 million reliable, full-length articles from
5,000 academic and popular periodicals that can be retrieved almost
instantly. They also have access to InfoMarks—stable URLs that can
be linked to articles, journals, and searches to save valuable time when
doing research—and to the InfoWrite online resource center, where
students can access grammar help, critical thinking guidelines, guides
to writing research papers, and much more.
• Audio Study Tools for Invitation to Public Speaking Handbook.
This text’s mobile content provides a fun and easy way for students
to review chapter content whenever and wherever. For each chapter
of the text, students will have access to a brief speech example and
a five- to seven-minute review consisting of a brief summary of the
main points in the text and five to seven review questions. Students
can purchase the Audio Study Tools for Invitation to Public Speaking
Handbook through iChapters (see below) and download files to their
computers, iPods, or other MP3 players.
• Cengage Learning Enhanced eBook. This version of the handbook
is a Web-based, multimedia text that offers ease of use and maximum
flexibility for students who want to create their own learning
experience. The enhanced eBook includes advanced book tools such
as a hypertext index, bookmarking, easy highlighting, and faster
searching, easy navigation, and a vibrant Web-based format. Students
get access to the enhanced eBook with the printed text, or they can
just purchase access to the stand-alone enhanced eBook.
• Speech Studio Online Video Upload and Grading Program.
Speech Studio improves the learning comprehension of your public

Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 xxii PREFACE

speaking students. This unique resource empowers instructors with a

new assessment capability that is applicable for traditional, online, and
hybrid courses. With Speech Studio, students can upload video files
of practice speeches or final performances, comment on their peers’
speeches, and review their grades and instructor feedback. Instructors
create courses and assignments, comment on and grade student
speeches with a library of comments and grading rubrics, and allow
peer review. Grades flow into a gradebook that allows instructors to
easily manage their course from within Speech Studio.
• iChapters.com. This online store provides students with exactly
what they’ve been asking for: choice, convenience, and savings. A 2005
research study by the National Association of College Stores indicates
that as many as 60 percent of students do not purchase all required
course material; however, those who do are more likely to succeed.
This research also tells us that students want the ability to purchase
“à la carte” course material in the format that suits them best.
Accordingly, iChapters.com is the only online store that offers eBooks
at up to 50 percent off, eChapters for as low as $1.99 each, and new
textbooks at up to 25 percent off, plus up to 25 percent off print and
digital supplements that can help improve student performance.
• ABC News DVD: Speeches by Barack Obama. This DVD includes
nine famous speeches by President Barack Obama, from 2004 to the
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
segments for easy, time-efficient viewing. This instructor supplement
also features critical thinking questions and answers for each speech,
designed to spark class discussion.
• ABC News DVDs: Public Speaking. With a combination of ABC
News clips, famous speeches from the last 35 years, and presidential
campaign footage, these DVDs provide instructors with informative
and historic footage to use within the classroom. The DVDs feature
news video, including a Ted Koppel interview with a panel of White
House speechwriters talking about how Presidents Bill Clinton and
George W. Bush prepared for their speeches; speeches such as Al Gore’s
address to NYU about global climate change, Margaret Thatcher’s
eulogy at Ronald Reagan’s funeral, and Lee Bollinger’s introduction
for Iranian President Mahmoud Ahmadinejad at Columbia University;
and presidential campaign footage such as Barack Obama’s and Mitt
Romney’s presidential announcements, John McCain’s address to the
Values Voter Summit, and the 2008 Republican and Democratic debates.

Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 PREFACE xxiii

• BBC News and CBS News DVD: Speech Communication.

This DVD provides footage of famous historical and contemporary
public speeches, as well as clips that relate to current topics in speech
communication. Available Spring 2010.
• Special-Topic Instructor’s Manuals. Written by Deanna Sellnow,
University of Kentucky, these three brief manuals provide instructor
resources for teaching public speaking online, with a service-learning
approach, and with a problem-based learning approach that focuses
on critical thinking and teamwork skills. Each manual includes
course syllabi; icebreakers; information about learning cycles and
learning styles; and public speaking basics such as coping with anxiety,
outlining, and speaking ethically.
• A Guide to the Basic Course for ESL Students. This item can be
bundled and is designed to assist the nonnative speaker. The Guide
features FAQs, helpful URLs, and strategies for accent management
and speech apprehension.
• Service Learning in Communication Studies: A Handbook. 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.

Resources for Instructors

Invitation to Public Speaking Handbook also features a full suite of resources
for instructors. To evaluate any of these instructor or student resources,
please contact your local Wadsworth Cengage Learning representative for
an examination copy, contact our Academic Resource Center at 800-423-
0563, or visit us at http://www.cengage.com.
• Instructor’s Resource Manual, by Cindy L. Griffin, Linda
Scholz, and Jennifer Emerling Bone, all of Colorado State University.
The Instructor’s Resource Manual provides a comprehensive teaching
system. Included in the manual are suggested public speaking
assignments and criteria for evaluation, chapter outlines, and in-class
activities. The manual also includes Public Speaking and Service
Learning: Engaging Community vignettes. Based on actual projects,
these narratives reinforce for students the role and power of public
speaking outside the classroom and in the public dialogue. In addition,

Copyright 2009 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Another random document with
no related content on Scribd:
 Making a Coasting Toboggan
By A. M. PARKER

Essentials of a good toboggan, whether for coasting or use in

transportation, are strength and lightness, and when it is to be
made in the home shop, the construction must be simple. That
shown in the illustration, and detailed in the working sketches, was
designed to meet these requirements. The materials for the
toboggan proper and the forms over which it is bent, may be
obtained at small expense.
Smoothness of finished surface, freedom from tendency to
splinter, and ability to stand up under abuse being requisite qualities
in the wood used to make a toboggan, three varieties may be
mentioned in their order of merit: hickory, birch, and oak. Birch is
softer than hickory and easily splintered, but acquires an excellent
polish on the bottom. Oak stands bending well, but does not become
as smooth on the running surface as close-grained woods. Do not
use quarter-sawed oak because of the cross-grain flakes in its
structure.
While the best toboggan is made of a single board, both the
securing of material and its construction are rather difficult. Narrow
strips are easily bent to shape, but do not make a durable article. A
toboggan made of four boards is practical. The mill bill for one 7¹⁄₂ ft.
long by 16 in. wide and for the bending frame, is as follows:
4 pieces, ⁵⁄₁₆ by 4 in. by 10 ft., hard wood.
7 „ 1 by 1 in. by 16 in., „ „
2 „ ¹⁄₂ by 1 in. by 16 in., „ „
2 „ 1 by 6 in. by 6 ft., common boards.
6 „ 1 by 2 in. by 18 in., „ „
1 cylindrical block, 12 in. diameter by 18 in. long.
 This Toboggan Is Strong and Light; It will
afford the Maker Much Pleasure Both in the
Interesting Process of Construction and in
the Use for Coasting or Transportation. It
may be Made as an Individual Project or as
a Joint Undertaking by Several Boys

The form for the bending of the pieces is made of the common
boards and the block. A block sawed from the end of a dry log is
excellent. Heat it, if convenient, just before bending the strips. The
boards for the bottom should be selected for straightness of grain
and freedom from knots and burls. Carefully plane the side intended
for the wearing surface, and bevel the edges so that, when placed
together, they form a wide “V” joint, half the depth of the boards. The
1 by 1-in. pieces are for cross cleats and should be notched on one
side, 1 in. from each end, to receive the side ropes. The two ¹⁄₂ by 1-
in. pieces are to be placed one at each side of the extreme end of
the bent portion, to reinforce it.

The Boards for the Bottom are Steamed or Boiled at the Bow Ends and Bent
over the Form. As the Bending Operation Progresses, the Boards are Nailed
to the Form with Cleats, and Permitted to Dry in This Position

Bore a gimlet hole through the centers of the 1 by 2 by 18-in

pieces, and 4¹⁄₄ in. each side of this hole, bore two others. Nail the
end of one of the 6-ft. boards to each end of the block, so that their
extended ends are parallel. With 3-in. nails, fasten one of the bored
pieces to the block between the boards, inserting, temporarily, a ¹⁄₂-
in. piece to hold it out that distance from the block.
Steam about 3 ft. of the ends of the boards, or boil them in a tank.
Clamp, or nail, the boards together, at the dry ends, edge to edge,
between two of the 1 by 2-in. pieces, leaving about ¹⁄₄-in. opening
between boards. Thrust the steamed ends under the cleat nailed on
the block, the nails which hold it slipping up between the boards.
Bear down on the toboggan carefully, nailing on another of the bored
cleats, when the toboggan boards have been curved around the
block as far as the floor will permit. The nails, of course, go between
the boards.
Now, turn the construction over and bend up the toboggan,
following the boards around the block with more of the nailed cleats,
until the clamped end is down between the two 6-ft. boards, where it
can be held by a piece nailed across. More of the cleats may be
nailed on if desired; in fact, the closer together the cleats are the less
danger there is of splintering the boards, and the more perfect the
conformity of the boards to the mold.
Allow at least four days for drying before removing the boards from
the form. Clamp the ¹⁄₂ by 1-in. pieces one each side of the extreme
ends of the bent bows, drill holes through, and rivet them. A 1 by 1-
in. crossbar is riveted to the inside of the bow at the extreme front
and another directly under the extremity of the curved end. These
cleats are wired together to hold the bend of the bow. The tail end
crossbar should be placed not nearer than 2¹⁄₂ in. from the end of the
boards, while the remainder of the crossbars are evenly spaced
between the front and back pieces, taking care that the notched side
is always placed down. Trim off uneven ends, scrape and sandpaper
the bottom well, and finish the toboggan with oil. Run a ³⁄₈-in. rope
through the notches under the ends of the cross pieces, and the
toboggan is completed.
Screws are satisfactory substitutes for rivets in fastening together
the parts, and wire nails, of a length to allow for about ¹⁄₄-in. clinch,
give a fair job. Indians overcome the lack of hardware by the use of
rawhide, laced through diagonally staggered holes bored through the
crosspieces and bottom boards. Rawhide, which they sometimes
stretch over the bow as a protection, affords an opportunity for
elaborate ornamentation.
 Wooden Lock with Combination Key

This Lock is Made Entirely of Wood and cannot be Picked Easily

The lock shown in the sketch and detailed drawings is made

entirely of wood, and it is nearly impossible to pick or open it without
the use of the key. The casing of the lock is 5 by 5 in. and 1 in. thick,
of hard wood, oak being suitable for this as well as for the other
parts. Three tumblers, a bolt, and a keeper are required. The key is
shown inserted, indicating how the tumblers are raised by it. The bolt
is slotted and a screw placed through it to prevent it from being
moved too far. The lock and keeper are bolted into place on a door
with carriage bolts, the heads being placed on the outer side.
The Details of Construction must be Observed Carefully and the Parts Made
Accurately to Insure Satisfactory Operation

The detailed drawing shows the parts, together with the

dimensions of each, which must be followed closely.
The lock casing is grooved with two grooves, extending the length
of the grain and connected by open mortises, all ¹⁄₂ in. in depth. The
spacing of the mortises and the grooves is shown in the views of the
casing. Three tumblers, ¹⁄₂ in. square and 2¹⁄₂ in. long, are required.
The bolt is ¹⁄₂ by 1 by 8 in., and the key ¹⁄₄ by ³⁄₄ by 5¹⁄₂ in., and
notched as shown. All the parts of the lock must be fitted carefully,
sandpapered smooth, and oiled to give a finish that will aid in the
operation, as well as protect the wood. Aside from its practical use,
this lock is interesting as a piece of mechanical construction.—B.
Francis Dashiell, Baltimore, Md.
 Variety of Uses for an Electric Iron

A milliner, in addition to using her electric iron for ordinary

purposes of ironing and pressing, inverts it between two hollow tiles
and thus makes use of it in steaming velvet trimmmings. The tiles
not only hold the iron securely in this position, but also insulate it
from overheating or scorching adjoining objects or surfaces. The iron
is also used inverted for heating water, cooking coffee, and other
liquids, as well as in providing a warm lunch.
 Renewing Dry Batteries with Sal Ammoniac

Finding that dry batteries had increased in price, and requiring a

number for experimental purposes, I devised the following method
by which I was able to use the old batteries for a considerable
period: When the dry cells were nearly exhausted, I punched holes
through the zinc covering with a nail, as shown in the sketch. The
holes were placed about 1¹⁄₂ in. apart, and care was taken not to
punch them near the upper edge of the container, or the black
insulation might thus be injured. The cells were then placed in a
saturated solution of sal ammoniac. The vessel containing the liquid
must be filled only to within ¹⁄₂ in. from the top of the cell, otherwise
the binding posts will be corroded, and the cell probably short-
circuited. The cells were left in the solution six hours, and then
became remarkably live. They must not be connected or permitted to
come into contact with each other while in the solution.—H. Sterling
Parker, Brooklyn, N. Y.
 A Sliding Board for Coasting

The simple device shown in the sketch can afford youngsters

much amusement in coasting down inclines or small hills, either on
the snow or on surfaces slightly crusted with ice. The board is
intended for individual use only and should be about 10 in. wide and
26 in. long. It is reinforced underneath by a strip of wood, about ¹⁄₄ in.
thick and smoothed on its lower side. This piece is fastened in the
form of a bow by placing a small cleat between it and the upper
piece. The strip should be about 3 in. wide, and aids in keeping the
sliding board in its course.—John F. Long, Springfield, Mo.
 Electrical Device Transmits Striking of Clock
Converting an ordinary parlor, or mantel, clock into a master clock,
from which the striking of the gong is transmitted to various parts of
the home, may be accomplished by fitting it with a simple electrical
device, as shown in the sketch. The general arrangement of the
batteries, single-stroke bells, and the contact device within the clock
case is shown in Fig. 1; a detail of the silk cord and other
connections of the contact key and the gong hammer, is shown in
Fig. 2. This arrangement has been in operation for several years,
and has been found practical.
 Fig. 1

Fig. 2
The General Arrangement of the Apparatus for Transmitting the Striking of a
Clock Gong is Shown in Fig. 1, and a Detail of the Contact Device in Fig. 2

The various rooms to which the striking of the gong is to be

transmitted are wired with No. 18 annunciator wire, run carefully
behind picture moldings and in corners. Where the wires must be
carried through a partition, a ¹⁄₄-in. hole is sufficiently large for the
purpose. The single-stroke bells are wired up as shown in the
sketch. The number of dry batteries necessary varies with the
number of bells in the circuit, and also depends on the length of wire
through which the current is carried. A trial should be made with
several batteries and more added until the bells are rung properly.
 The connecting device may be fitted into the clock case without
defacing it by boring holes in its side, and the binding posts are fixed
into place neatly. The two sections of the contact key, shown in detail
in Fig. 2, are fastened to the back of the clock case with bolts. The
upper member is fitted with an adjustable thumbscrew and is
stationary on the bolt fastening. The lower arm is made of covered
wire and is pivoted on the supporting bolt. Attached to its lower edge,
at the pivot, is a small lever arm. This is connected to the hammer
rod of the gong with a silk cord. The length of the cord must be
determined by careful adjustment so that it will not hinder the action
of the hammer H, but will bring the swinging arm into proper contact
with the thumbscrew. The contact should be made at the instant the
hammer strikes the bell. The contact of the platinum point of the
thumbscrew and the swinging arm must be close, but not too strong.
Metal posts or tubes fitted over the bolts, at the points where the
arms are attached to the back of the clock case, may be used to
bring the arms the proper distance forward in the case, so that they
will be in alinement with the hammer rod. The silk cord must not
interfere with the action of the pendulum P. To hold the silk cord in
place on the hammer rod, drop a small piece of melted sealing wax
or solder on the rod.—W. E. Day, Pittsfield, Mass.
 Antique Signboard Made of Headboard of Bed
Some old headboards of beds are of such a pattern that they lend
themselves readily for use as signboards, with only slight alteration.
Such an adaptation is shown in the sketch, and was fitted to a
bracket of ornamental iron, the whole producing a striking effect. The
sign was made of black walnut and was, by reason of its age, well
seasoned. It was treated with several coats of linseed oil to
withstand the action of the weather better.
A Signboard Which Attracts Attention was Made of the Headboard of a
Walnut Bed
 Auto Horn for Child’s Play Vehicle
A baking-powder, or other tinned, can may be used to make the
small automobile horn shown in the illustration, for use on a child’s
coaster wagon. The device consists of a toothed wheel operating
against several metal pawls within the can, and the warning sound is
produced by turning a small crank at the end of the can. The can is
fixed to the side of the vehicle by means of a wire or strap-iron
bracket, as shown in the sketch at E.

This Small Auto Horn was Made of a Tinned Can Fitted with a Notched Wheel
and Pawls