Table Of Contentﱾ
The Audience
The Message
The Speaker
ﱾ
The Audience
The Message
The Speaker
E E
IGHTH DITION
J H
OHN ASLING
Professor Emeritus
Foothill College
THE AUDIENCE, THE MESSAGE, THE SPEAKER
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Library of Congress Cataloging-in-Publication Data
Hasling, John.
The audience, the message, the speaker / John Hasling.—8th ed.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-07-338504-4 (alk. paper)
ISBN-10: 0-07-338504-2 (alk. paper)
1. Public speaking. I. Title.
PN4129.15.H38 2009
808.5’1—dc22
2008051894
A B O U T T H E A U T H O R
ﱾ
J ohn (Jack) Hasling earned the title of Professor Emeritus after teaching for
27 years at Foothill College in Los Altos Hills, California. He received his
MA in 1963 from Sacramento State University, where he later taught and
coached the debate team. He came to Foothill College in 1966 to teach public
speaking and serve as faculty adviser for the college radio station. In the years
following, he contributed to the speech curriculum by writing and develop-
ing courses in group discussion, interpersonal communication, and broadcast
journalism. Teaching was his second career, his first being broadcasting. From
1952 to 1961 he worked as an announcer and engineer for several radio stations
in northern California. In 1980 he published a book with McGraw-Hill entitled
Fundamentals of Radio Broadcasting.
During his years at Foothill College, Jack was actively involved in faculty
affairs at the state and local levels. He served as chair of the Improvement of
Instruction committee and later as president of the Academic Senate. He is a
former member of the Commission on Instruction for the California Associa-
tion of Community Colleges and is a charter member of the Bay Area Speech
Teachers Association. He has also served as parliamentarian at conventions of
the California State Academic Senate.
Since his retirement Jack has extended his interest in writing to include
adult fiction and children’s literature. He has published two novels, both con-
cerning social issues in recent history, and two children’s books. He reads his
works to third- and fourth-grade classes and speaks to adult groups on the
importance of reading aloud to children.
C O N T E N T S
Preface xv
Prologue: Theory of Oral Communication 1
The Fundamentals of Communication 2
Making Ourselves Understood 3
Communication Models 4
ﱾ
I
P A R T The Audience 9
1 Communication Begins with an Audience 11
The Communication Process 12
The Audience 12
The Message 12
The Speaker 13
Value to the Speaker 14
Speaker–Audience Relationship 15
Getting Started 16
Exercise 17
Questions for Discussion and Review 17
Progress Management Checklist 18
2 Preparing to Meet the Audience 19
Receiving an Invitation to Speak 20
Logistics 20
Demographics 21
Adapting Your Speech to the Audience 21
Particular Interests 21
Possible Opposition 22
Political Perspectives 23
vii
viii CONTENTS
Religious Influences 24
Cultural Differences 24
The Relevance Factor 25
Stepping into the Listener’s Shoes 26
Speaking So That People Will Listen 27
Gain the Audience’s Attention 27
Have a Clear Purpose Statement 27
Emphasize Key Words and Important Points 28
Provide Connecting Phrases 28
Build Attention Features into the Speech 28
Ease the Strain of Listening 29
Penetrate Stereotyped Notions 29
Observe the Time Limit 31
Respect for the Audience 31
Exercise 31
Questions for Discussion and Review 32
Progress Management Checklist 32
3 Finding Common Ground 33
Connecting with the Audience 34
Framing an Issue 35
Avoiding Divisiveness 35
Basic Agreement 37
The Qualified Meaning of Common Ground 37
The Audience in a Pluralistic Society 40
Diverse Perceptions of Communication Skills 41
Learning about Yourself and Others 42
Common Characteristics 44
The Cultural Effects of Diversity 44
Diversity in the Workplace 44
Social Implications of Diversity 45
The Speaker’s Dilemma 46
Overcoming Cultural Barriers 46
The Challenge of Pluralism 47
Exercise 47
Questions for Discussion and Review 47
Progress Management Checklist 48
4 Listening and Reacting 49
Choosing to L isten 50
Listening Models 50
Learning to L isten 51
