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Title Page
Student Workbook for
Communicating with Credibility and Confidence
Diverse People, Diverse Settings
Second Edition
Mark E. Lewis
Riverside Community College District
Norco Campus
Copyright Page
 iii
Preface
Welcome to the Student Workbook for Communicating with Credibility and Confidence. Using this
workbook should help you to learn more, remember more, and use more of what you learn.
Your benefits might be:
 a higher grade
 a practical way to keep up with the assigned readings – and remember more of what you read
 better scores on exams
 seeing more ways you can improve your communication
 stronger relationships
 and, of course, increased credibility and confidence.
A few words on features…
Learning Objectives – Each chapter begins with a reminder of the learning objectives that you will also
find at the start of each chapter in the textbook. Taking just a moment to review these prior to reading the
text, or completing the chapter outline, is time well spent and will orient you to the content to come.
Interactive Chapter Content Outlines – The outlines are a study tool designed to give you the chance
to show yourself what you know, the chance to use what you know, and a way to find what you need –
fast!
The outline gives you the chance to show what you know as you complete the interactive opportunities
with examples from you own experience or use information gained from reading the chapter. Completing
the outline shortly after reading the corresponding chapter will test your recall and reinforce the overall
message and structure of the chapter.
An alternative approach is to look over the outline before reading the chapter. This can give you an
overview and a framework of the chapter and provide more time to reflect and consider examples from
your own experience. This also gives you a chance to guess at the meaning of new terms and concepts
before getting details in the reading thus focusing your attention as you read.
The outline also gives you the chance to use what you know. By thinking of examples from your own
experience you have the opportunity to integrate the concepts into your life, and many times you will
have the chance to consider – “So, what?” “How can I use this?”
Finally, the outline gives you a tool to quickly review information as you study for exams. The outline
captures in 3-6 pages what is covered in the text in 25-30 pages. Of course, using the outline is no
substitute for reading the text, but used effectively it can be a great review tool for understanding,
remembering, and applying what you have read.
Key Terms - The key terms should look familiar. You will also find them at the beginning of each
chapter, listed in bold in the text of each chapter, and at the end of the textbook in the Glossary. They are
listed here as a study tool with page numbers so you can easily find where they have been used in the
reading.
 iv
Activities - The activities are designed to give you a chance to interact with the course content and
people. A number of the activities ask you to use online resources. All the activities are great to read over
and try even if they aren’t assigned because they will increase your exposure to the subject, challenge
you to think and try new behavior, and encourage you to interact with others and improve your skills.
As this is the first edition of the Student Workbook, I am particularly interested in your feedback. Good
luck to you as you study Communication and as you use what you learn to shape your life, your
relationships, and the world we share.
Mark E. Lewis
Department of Communication, Humanities & Social Sciences
Riverside Community College District
Norco Campus
2001 Third Street
Norco, CA 92860-2600
[email protected]
v
Table of Contents
Chapter 1 Communication Dynamics: Exploring Concepts and Principles ........................1
Learning Objectives ......................................................................................................................... 1
Interactive Chapter Content Outline ................................................................................................ 1
Key Terms........................................................................................................................................ 8
Activities .......................................................................................................................................... 9
Self Test ......................................................................................................................................... 14
Chapter 2 Your Communication: Developing Credibility and Confidence ........................16
Learning Objectives ....................................................................................................................... 16
Interactive Chapter Content Outline .............................................................................................. 16
Key Terms...................................................................................................................................... 21
Activities ........................................................................................................................................ 22
Self Test ......................................................................................................................................... 28
Chapter 3 Perception and Thought: Making Sense ............................................................30
Learning Objectives ....................................................................................................................... 30
Interactive Chapter Content Outline .............................................................................................. 30
Key Terms...................................................................................................................................... 36
Activities ........................................................................................................................................ 37
Self Test ......................................................................................................................................... 44
Chapter 4 Listening and Questioning: Negotiating Meaning ............................................46
Learning Objectives ....................................................................................................................... 46
Interactive Chapter Content Outline .............................................................................................. 46
Key Terms...................................................................................................................................... 51
Activities ........................................................................................................................................ 52
Self Test ......................................................................................................................................... 60
Chapter 5 Nonverbal Communication: More than Words Can Say ...................................62
Learning Objectives ....................................................................................................................... 62
Interactive Chapter Content Outline .............................................................................................. 62
Key Terms...................................................................................................................................... 68
Activities ........................................................................................................................................ 69
Self Test ......................................................................................................................................... 75
Chapter 6 Verbal Communication: Connecting with Language ........................................77
Learning Objectives ....................................................................................................................... 77
Interactive Chapter Content Outline .............................................................................................. 77
Key Terms...................................................................................................................................... 83
Activities ........................................................................................................................................ 84
Self Test ......................................................................................................................................... 91
 vi
Chapter 7 Relationship Climates: Creating Communication Environments .....................93
Learning Objectives ....................................................................................................................... 93
Interactive Chapter Content Outline .............................................................................................. 93
Key Terms...................................................................................................................................... 99
Activities ...................................................................................................................................... 100
Self Test ....................................................................................................................................... 106
Chapter 8 Personal Relationships: Growing with Another ..............................................108
Learning Objectives ..................................................................................................................... 108
Interactive Chapter Content Outline ............................................................................................ 108
Key Terms.................................................................................................................................... 115
Activities ...................................................................................................................................... 116
Self Test....................................................................................................................................... 124
Chapter 9 Professional Relationships: Transacting for Success ......................................126
Learning Objectives ..................................................................................................................... 126
Interactive Chapter Content Outline ............................................................................................ 126
Key Terms.................................................................................................................................... 130
Activities ...................................................................................................................................... 131
Self Test ....................................................................................................................................... 135
Chapter 10 Groups and Teams: Communication and Leadership ...................................137
Learning Objectives ..................................................................................................................... 137
Interactive Chapter Content Outline ............................................................................................ 137
Key Terms.................................................................................................................................... 143
Activities ...................................................................................................................................... 144
Self Test ....................................................................................................................................... 149
Chapter 11 Problem Analysis and Decision Making: Achieving Group
and Team Goals ....................................................................................................................151
Learning Objectives ..................................................................................................................... 151
Interactive Chapter Content Outline ............................................................................................ 151
Key Terms.................................................................................................................................... 155
Activities ...................................................................................................................................... 156
Self Test ....................................................................................................................................... 159
Chapter 12 Research and Development: Creating Public Speeches ................................161
Learning Objectives ..................................................................................................................... 161
Interactive Chapter Content Outline ............................................................................................ 161
Key Terms.................................................................................................................................... 167
Activities ...................................................................................................................................... 168
Self Test ....................................................................................................................................... 174
Chapter 13 Rehearsal and Delivery: Speaking to Audiences ............................................176
 vii
Learning Objectives ..................................................................................................................... 176
Interactive Chapter Content Outline ............................................................................................ 176
Key Terms.................................................................................................................................... 180
Activities ...................................................................................................................................... 181
Self Test ....................................................................................................................................... 187
Chapter 14 Public Presentations: Speaking to Inform .....................................................189
Learning Objectives ..................................................................................................................... 189
Interactive Chapter Content Outline ............................................................................................ 189
Key Terms.................................................................................................................................... 192
Activities ...................................................................................................................................... 193
Self Test ....................................................................................................................................... 199
Chapter 15 Public Presentations: Speaking to Persuade ..................................................201
Learning Objectives ..................................................................................................................... 201
Interactive Chapter Content Outline ............................................................................................ 201
Key Terms.................................................................................................................................... 206
Activities ...................................................................................................................................... 207
Self Test ....................................................................................................................................... 213
Self Test Answers ..................................................................................................................215
1
Chapter 1:
Communication Dynamics: Exploring
Concepts and Principles
Learning Objectives
Knowledge
1.
2.
3.
4.
Know how communication affects success in relationships and careers.
Understand the concepts of communication processes.
Explain the components of a model of human communication.
Know the qualities of effective communication.
Feelings and Approaches
1.
2.
3.
Appreciate the challenge and potential satisfaction of communicating effectively.
Want to create transactional communication with others.
Approach communication as a dialogically ethical process.
Communication Abilities
1. Involve yourself in communication transactions.
2. Begin monitoring and adapting your communication to people and situations.
3. Consider the receiver when planning to send messages.
Interactive Chapter Content Outline
I.
Communication occurs in five basic contexts.
A.
Intrapersonal communication is communication with you. An example of a time when I
used intrapersonal communication today was
B.
Interpersonal communication is a dynamic process between two people that touches
people emotionally and psychologically. An example of a time when I communicated
with one other person today was
This example ______ (is/is not) “dyadic” because
2
This example ______ (is/is not) “interpersonal” because
C.
Group and team communication involves socializing and/or working with a small
number of others. An example of a time when I participated in group or team
communication was
D.
Presentational communication is when you address a small group, a class of 20 students,
or an auditorium full of people and involves organizing, planning and rehearsing
communication. An example of a time when I participated in presentational
communication was
E. Mediated communication is communication channeled through a written or electronic
medium such as newspapers, telephone, radio, television, or the Internet. An example of
a time when I used mediated communication today or yesterday was
II.
Understanding the basic principles regarding communication contexts can help improve
communication across communication contexts.
A.
Intrapersonal communication is ongoing and interacts with all other types and contexts
of communication at all times. An example of a time when I used intrapersonal
communication during interpersonal, group/team, presentational, or mediated
communication was
B.
We adapt our communication abilities to the context in order to communicate effectively.
An example of a time when I adapted my skill in interpersonal communication to a
group/team context was
3
C.
The characteristics, needs and goals of the other person(s) should influence our
communication choices and how we adapt our message(s). An example of a time when I
adapted my communication choices based on the needs or goals of another person was
D.
As the number of people increases, the degree of intimacy and face-to-face interaction
with each person tends to decrease, and yet we must still use our communication skills to
maintain a sense of contact and relationship.
III.
Communication is a central ability that influences your success in a number of areas of your life.
A.
Do a quick self-evaluation of the results you are creating through your communication in
the following areas.
For each area mark :
1
if you think you have used your communication to create satisfactory outcomes
2
if you have created outcomes that are somewhat satisfactory
3
if you feel your communication has created outcomes you find unsatisfactory
Mark NA (not applicable) if you don’t feel the area applies to you.
Life area
1
2
3
Personal relationships
Professional relationships
Physical health
Self-esteem
Accomplishing personal goals
Accomplishing career goals
B.
Families and personal relationships are affected by rapid and profound changes. The
challenge is to communicate so relationships and families are close and supportive for
every member.
C.
Organizations expect employees to take on more responsibility and involve themselves
and communicate at all levels in many ways.
4
D.
Understanding people whose backgrounds differ from yours requires thinking more
deeply about how they see things, express ideas, listen, and respond.
How much experience have you had working or interacting with people different than you?
low level of experience
1-----2-----3-----4-----5
high level of experience
How challenging do you find your work and/or interaction with those different than you?
low level of challenge
1-----2-----3-----4-----5
high level of challenge
How satisfied are you with your past communication with those who are different than you?
low level of satisfaction
1-----2-----3-----4-----5
high level of satisfaction
How willing are you to learn about those different than you so you can improve your work or
communication?
low level of willingness
III.
1-----2-----3-----4-----5
high level of willingness
The definition of communication is characterized by being a process, the use of verbal and
nonverbal cues, being transactional, creation of mutually understood meanings between two or
more people, occurring in a particular environment, and in a particular context.
A.
Communication is a process, constantly developing and changing.
B.
Verbal cues use words and structure, listening and questioning to convey and interpret
ideas. Nonverbal cues rely on vocal characteristics, speech patterns, body postures, facial
expressions, space, time, touch, and other personal behaviors or objects to communicate.
Imagine a toddler who is hungry. How might this toddler use verbal and nonverbal cues
to tell her mother she is hungry?
Verbal cues
Nonverbal cues
C.
A transactional process entails each person giving and taking bits of meaning. Think of
the toddler and mother from B. (above). How are the toddler and the mother both giving
and taking bits of meaning?
Communicator
Toddler
Mother
Giving meaning
Taking meaning
5
D. Words don’t have meanings – people do. A listener’s background and experiences with the
language shapes understanding of messages. If someone tells you, “We have to talk,” what
does it mean to you?
What are other meanings it could have?
E.
Context can refer to whether an interaction is intrapersonal, interpersonal, group, public,
or mediated communication. Context also refers the effects of the purpose or goals, the
occasion, and the communicators on communication.
F.
III.
Physical conditions influence the social and emotional environment.
The transactional model illustrates that we are communicators who can send and receive
messages simultaneously. An example of an interpersonal communication situation I participated
in today was
Use the example you just identified to respond to prompts A-I.
A.
The sender in the above example was
B.
The sender encodes ideas into verbal and/or nonverbal symbols. The sender encoded by
C.
Through speaking and/or action symbols enter a channel. The channels used were
D.
While carried by the channel the message may encounter noise. Possible noise in the
channel was.
Possible noise within the receiver was
F.
Receiving takes place when the receiver perceives the verbal and/or nonverbal
symbols in the channel that travel to the receiver’s brain as nerve impulses.
6
G.
The receiver decodes the nerve impulses into verbal and/or nonverbal symbols and gives
these symbols meaning.
H.
The receiver’s ideas are derived from the meaning of the symbols and may or may not
match the sender’s original idea. The meaning decoded by the receiver was
I.
III.
Feedback is the receiver’s response to the sender’s message. The receiver’s feedback was
The transactional model illustrates that we are communicators who can send and receive
messages simultaneously.
A.
Communication is not transferring ideas.
1.
Sending does not guarantee receiving. An example of a time when I sent a
message that wasn’t received the way I expected was
2.
Ideas cannot be “given” to another person because receivers create their own
version of ideas from the symbols they receive.
3.
Communication cues are not always intentional. Think of someone who is in one
of your classes who you do not know. List five nonverbal communication cues
you remember seeing him or her use. Identify each cue as intentional or
unintentional.
Nonverbal cue
Intentional
Unintentional
7
B.
Communicating can be a dilemma – a conflict between the need to communicate and the
desire to avoid the risk involved. An example of a time when I experienced the dilemma
of needing to communicate but not wanting to take the risk was
III.
Effective communication involves responsibility for process and outcomes, ethics of process,
ethics of content, and credibility.
A.
Transactional communication is effective when participants are willing to cooperate and
share responsibility for the process and outcomes of communication.
1.
We support effective communication when we exercise process responsibility.
An example of a time when I did not exercise process responsibility was
a.
Coorientational accuracy demands that you listen carefully, watch how
others respond, seek feedback, and check your perceptions. An example
of a time when I really worked to achieve coorientational accuracy was
b.
Self-monitoring is when we are aware of how our own behavior affects
others. What percent of the time do you use self-monitoring?
___ 0%
___ 1 - 25%
___ 26 - 50%
___ 51 - 75%
___ 75 - 99%
___ 100%
One way that communication improves when I use self-monitoring is
c.
Adaptability is being flexible in responding to the other person. An
example of a time when I was flexible in my response to someone was
2.
We support effective communication when we exercise outcome responsibility.
An example of a time when I did not exercise outcome responsibility was
8
B.
Communication involves conscious or unconscious responses to ethical questions about
the transactional process and content of messages.
1.
Individuals engage in a dialogical ethic (ethic of process) when they
communicate in such a way to create a climate of authenticity, respect, and
protection of the right to be heard. An example of a time when I violated the
dialogical ethic was
2.
Individuals engage in an ethic of content when they provide messages that
respect the listener’s need for truth, individual freedom, fairness, and respect. An
example of a time when someone with whom I have relationship violated an
ethic of content was
3.
We have credibility when people see us as having character deserving of belief
and when we are seen as presenting a message worthy of acceptance. An
example of someone who has credibility with me is
because
Key Terms are boldfaced and defined in the margin of your textbook and are included in a glossary
at the end of the textbook. The numbers here correspond with the pages in the text where the terms are
introduced in their respective chapters.
Intrapersonal communication 4
Interpersonal communication 4
Dyadic communication 4
Group and team communication 5
Presentational communication 5
Mediated communication 5
Communication 8
Process 8
Verbal cues 8
Nonverbal cues 8
Transactional process 9
Sender 11
encode 11
transmit 12
channel 12
noise 12
receiver 12
decode 12
feedback 13
communication dilemma 15
effective communication 18
ethics 20
dialogical ethic 20
credibility 21
ethos 22
9
Name _____________________________________
Activity 1 .1: Me, Unique?
Purpose: To consider yourself and others as unique individuals and to use communication to familiarize
yourself with other students in the class.
Instructions
1.
2.
3.
4.
5.
On the form below, legibly write your name in letters big enough for others to read.
Next to your name write one thing (characteristic, experience, etc.) that is unique to you,
probably not true of anyone else in the class. Choose something others would not know
simply by observing you.
Stand and greet others to learn their names and uniqueness. Take notes on the form below.
Feel free to ask additional questions after you have gathered names and uniqueness. This
may naturally lead to a conversation.
Meet as many people as you can in the allotted time (10-20 minutes).
I am ___________________. Something unique about me is _____________________
Name
What’s unique?
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
10.
10.
 10
Name _____________________________________
Activity 1.2: Get to Know Infotrac
(Using Infotrac)
Purpose: To familiarize yourself with the Infotrac College Edition research tool and broaden your
understanding of key terms in the chapter.
Instructions:
1.
2.
3.
4.
Use your Infotrac College Edition find and read articles in the online library. Go to
http://www.infotrac-college.com (or the current address that accompanied your text book).
Entering your password should take you to the search field. Enter one of the terms below and
select the key word function.
Browse the articles until you find three of interest. Record their titles and a brief description
below.
Be ready to discuss what you discovered in class.
Key Terms
mediated communication
interpersonal communication
ethics communication
ethos communication
Title
Description
 11
Name _____________________________________
Activity 1.3: Lainguage
(Using the Internet)
Purpose: To examine the challenges of communication in light of a poem by R. B. Laing.
Instructions:
1.
2.
3.
4.
Read and reflect upon the poem, knots, by R. D. Laing, following the links found in your text
at the end of Chapter 1, Cyberpoints #1.
Take notes (below) on your responses to the questions. Bring these notes to class for
discussion.
Join with two to three other classmates and discuss your responses to the questions.
Be prepared to report the highlights of your discussion to the class.
Notes on Laing
1. What are similar feelings you have had when trying to communicate with another?
2. What are ways that Laing’s poem reflects:
 communication as process

the transactional model of communication

communicating is not automatic transfer

communicating can be a dilemma

responsibility
 12
Name _____________________________________
Activity 1.4: Who is to Blame?
Purpose: To promote the value and challenges of process and outcome responsibility and the benefits of
applying a dialogical ethic.
Instructions:
1.
2.
3.
4.
5.
Complete the questionnaire below by reading each scenario and identifying which
communicator is responsible for the communication outcome.
Join together with 2-3 classmates.
Review each scenario and discuss your reasons for answering as you did.
How would the application of a dialogical ethic have changed each scenario.
After your discussion and use of the dialogical ethic, as a group, decide on a more fitting
name for this exercise.
1.
Scenario One – Whenever Louise comes home from school or work she walks right through
the house with out speaking because every time her mother talks to her they end up in a fight.
Every time Louise comes home her mother wants to talk but Louise always seems so distant.
2.
Scenario Two – John works for Jocelyn. John thinks that Jocelyn doesn’t trust him to do his
job on his own and is always checking up on him and giving him very little responsibility.
Jocelyn is concerned about John because he rarely reports progress or asks questions in his
very important role with the company.
3.
Scenario Three – Bridgett and Maureen are high school friends who now live 50 miles apart
and both are married with children. Even though they say they are best friends it seems
whenever Maureen calls Bridgett, she never returns the call. Whenever they try to get
together, Maureen has a conflict and Bridgett always seem to have to drive the farthest.
Neither trusts the other really cares about the relationship.
 13
Name _____________________________________
Activity 1.5: The Worst That Can Happen
Purpose: To examine your own communication dilemmas and consider ways of proactively choosing
communication in the face of risk(s).
Instructions:
1.
2.
3.
4.
5.
6.
7.
Example
1
2
3
Identify three examples where you make communication choices based on risk
involved. For example, maybe you choose not to participate in your classes. Maybe
you choose to get out of conflict or avoid conflict altogether by giving in to what the
other person wants. Maybe you avoid a career path or major because you want to
avoid the communication challenges or the struggles it would take to accomplish the
goal. These are just three possibilities. List your examples below.
For each example you identify, name the risk that you perceive exists. For example, in
the conflict instance above you might risk feeling uncomfortable during the conflict or
risk saying something you will regret or risk hurting someone you care about.
Refer to the discussion in the text about communication dilemma. Review the section
that explains the risk of obligation, change, irreversibility, and failure. Identify which
category best fits the risk(s) you have previously identified. For example: fearing you
might say something you will regret fits the category of irreversibility.
Consider what would be the worst thing that could happen if you took the risk.
Record it below. For example: if I don’t give in to what the other person wants it
might destroy the relationship.
Consider the best possible outcome that could emerge if you took the risk. Record it
below. For example: if I speak for what I want in conflict I might get it and grow
closer to the other person. They might even help me get what I want.
Think for a moment about the best possible outcome for each example. What would
be the first step you would need to take to move in the direction of the best outcome.
Be ready to discuss your results and observations in class.
Risk
Risk
category
Worst that
could
happen
Best that could happen
First step toward the
best
 14
Self Test Chapter 1
Multiple Choice
____
A.
B.
C.
D.
1.
Which of the following is not one of the risks we face when communicating?
Rejection
Obligation
Change
Irascibility
____
A.
B.
2.
Which of the following definitions best defines communication?
A verbal process of exchanging messages between two people or more.
The process of using verbal and nonverbal cues to transact mutually understood meanings
between two or more people within a particular context and environment.
The process of directly delivering meaning to a receiver.
The process of using verbal and nonverbal cues to exchange meanings between two or more
people within a particular context and environment.
C.
D.
____
A.
B.
C.
D.
Which of the following is NOT one of reasons effective communication may be
important to you?
Changing relationships and families.
Organizational demands.
Mutually understood meanings.
Diversity at work and in the community.
____
A.
B.
C.
D.
4.
Which of the following best describes feedback?
The only way to ensure that the receiver’s understanding matches the sender’s intention.
A message.
Anything that interferes with the message.
The means by which the message is carried.
____
5.
A.
B.
C.
D.
3.
The three characteristics you can employ to show your interaction involvement and
demonstrate process responsibility are
coorientational accuracy, self-delusion, malleability
coorientational accuracy, self-concept, susceptibility
attentiveness, perceptiveness, receptiveness
attentiveness, perceptiveness, responsiveness
True/False
____
6.
Communicating can be a dilemma.
____
7.
Communication cues are always intentional.
____
8.
Expectations and roles for men and women are relatively stable, and so are family
structures and ways of living.
 15
____
9.
Mediated communication is communication channeled through written or electronic
medium.
____
10.
Ethics of content refers simply to how participants treat one another as they
communicate.
Essay
11.
Explain the transactional model of communication by using an example from your own
experience.
12.
Explain the differences between the five basic contexts of communication