1

DR MPS GROUP OF INSTITUIONS

COLLEGE OF BUSINESS STUDIES, AGRA

INSTRUCTIONAL PLAN

Faculty : A. K. Jain

ALLOCATED LECTURES ARE BASED ON STUDENT INTERACTION AND PARTICIPATION.

SESSIONS REQUIRED MAY VARY, DEPENDING ON CLASS ATTENDANCE AND STUDENT

INVOLVEMENT.

First Semester: _August 2016

Course No. _NMAB 017 ___ Course Title: __Communication for Management

Textbook: (Book Bank – Given to Student)

1. Business Communication – Concepts, Cases and Applications, P D Chaturvedi

Mukesh Chaturvedi , Pearson.

Other specific books:(Reference)

1. Communication for Business, Shirley Taylor, Pearson

2. Communication for Management, Urmila Rai & S. M. Rai, Himalaya Publication

3. Essentials of Business communication, Rajendra Pal & J.S. Korlahalli, Sultan Chand

Other readings:

S.No. Journal/Magazine articles as compulsory readings

1. Reliance India Limited(RIL) new Business Pangs, Business World,January 2016volume 34, issue2

2. India has High Potential for High Economic Growth’,interview of Alan Krueger, former former

president of Barack Obama’s Council of Economic advisers, as scripted by Shailesh Menon,

Business World,January 2015 volume 33, issue36.

3. Big Bazar Joins Hands with MobiKwik Wallet, The Economic Times, New Delhi, 27 June 2016

Detailed Plan for Lectures.

Lecture

No. Each

Lecture

of min.

45

minutes

duration

Topic Chapters/

Sections of

Textbook/

other

reference1

Assignment/

Task to be

assigned to

students

Pedagogical aid

Demonstration/

case study/

images/

animations etc.

DOA DOS

1 Introduction, Overview of

communication: what is

communication; characteristics of

communication; Purpose of

communication- Information, advice,

order, suggestion, persuasion,

education, warning, motivating;

Importance of communication

(internal communication and external

communication);

Ch1 & Ch2,

Ch EC2 (R3)

2

2-3 The process of communication;

models of communications - linear,

Aristotle’s, Shannon-Weaver,

Lasswell’s model;

Ch2

4 Barriers to communication –

semantic(denotation; connotation;

abstracting; slanting; inferring);

physical barriers; psychological

barriers (attitude; emotions; closed

mind; conflicting goals; source;

receiver’s consciousness; poor

retention; cultural diversity);

Ch2

5-6 organizational barriers (delays,

filtering and editing, over-

dependence, internal rivalries,

communication culture, cross culture

differences –language; values;

concept of time/space) dealing with

communication barriers –

organizational efforts, personal

efforts;

Ch 1 & 2 A Case Study – to

be given by

faculty

7-9 seven ‘C’(principles of

communication) –clarity of thoughts

and clarity of expression; correct and

credible; completeness; conciseness;

consideration; courtesy; correctness

Ch 1& Ch

EC10 (R3) Case Study – to

be given by

faculty

Faculty

discretion

10 communication across different

cultures, Basic forms of

communication; communication

media – verbal (written and oral),

Ch 2 / Ch 1

11-12 Non-verbal – characteristics;

components/types Paralanguage,

kinesics, body language, listening,

proxemics, chronemics; etc.;

Ch 8 & EC6

(R3) Demonstration

OPTIONAL –

At faculty

discretion

13 Communication flow and structure in

organization: organization structures;

formal vs. informal; formal

communication: downward

communication flow – objective;

merit and limitation, Upward flow -

objective; merit and limitation,

Ch 3 & Ch

EC4 (R3) A

14-16 Horizontal communication –

importance; merits and limitations,

Diagonal communication -

importance; merits and limitations.

Informal communication: Grapevine

- single strand; gossip; cluster;

probability; merits and

demerits/limitations of grapevine.

Ch 3 & Ch

EC4 (R3) 3-Dpresentation

OPTIONAL –

At faculty

discretion

17-18 Oral Communication vs. Written

communication; merits and demerits

of oral and written communication;

essentials of effective oral

communication; using non-verbal

communication to make oral

Ch7&Ch8, Ch 4(R2) &

Ch EC3 (R3)

3

presentation effective.

19 listening: introduction; importance;

barriers to effective listening;

approaches to listening, improving

listening (as speaker and as receiver)

Ch 7 , Ch EC6(R3)

20-21 Written communication: purpose and

importance; writing style; principles

of effective writing.

Ch 4 & Ch

EC10 (R3) A

22 writing process(planning, drafting,

revising, formatting, proof reading), Ch 5 &

lecture

handouts

OPTIONAL –

At faculty

discretion

23-24 Employment communication:

Introduction to application letters –

types – solicited and unsolicited;

qualities of well –written application

letters; letter plan – opening

paragraph – middle paragraph-

closing section

Ch 12 & Ch

ER 1 (R3)

25-27 Résumé/Curriculum Vitae –

Introduction-CV vs. Résumé;

purpose of CV; types formulating

your career plan; planning your CV;

structuring the CV; content of the

CV; Electronic CV; Do’s and Don’ts

of CV writing.

Ch 12 & Ch

ER 1 (R3)

A Class exercise

28-30 Group discussion: Introduction-

definition; characteristics;

advantages; types (based on method,

based on nature of topic-factual;

abstract; case-based); participating in

GD – role of group leader; role of

participants; GD techniques ( skills

evaluated; body language; discussion

techniques)

Ch 6 (R2) &

Lecture

handouts

A Mock drill

31-32 Interview: Introduction;

types(employment; performance

appraisal; counselling; disciplinary;

persuasive); planning an interview;

conducting an interview; ethics of

interview; candidate’s preparation;

interviewer’s preparation.

Ch OC3 (R3)

Simulation – at

faculty

discretion

33 Impact of technological advancement

on business communication: early

development of communication

technology; merits and demerits of

IT; revolutionary electronic

innovation- the internet and the

intranet- teleconferencing;

videoconferencing.

Ch EL1, EL2

& EL3 (R3)

Video play -

optional

34-35 Business letters: Introduction;

types(good news-routine-persuasive-

bad news); planning a letter –

organizational approaches; layout –

Ch 5 & Ch

BC2,BC3

(R3)

4

structure(parts)-style(format).

36 enquiries; quotations; replies; orders-

execution-defective-delay-inability to

execute orders

Ch BC3,BC5

(R3) Lecture

demo

samples

37 credit – granting-refusing-trade and

bank references; complaints and

adjustments; collection letters

Ch BC6,

(R3) Lecture

demo

samples

OPTIONAL –

At faculty

discretion

38 sales letter.

ChBC10,

(R3) Lecture

demo

samples

39 Reports: Introduction; purpose; types

– formal/informa-

short/long/proposal/lateral/vertical-

internal/external-periodic-functional.

Ch. 6 & Ch

WC 1 (R3) Lecture

demo

samples

39-40 Framework of a report – elements

(transmittal letter-title & fly page-

abstract-table of contents-list of

illustrations-executive summary-

glossary and list of symbols-

appendix-text of report; writing a

report; structuring the report;

concluding the report.

Ch. 6 & Ch

WC 1 (R3) Lecture

demo

samples

41 Group communication: Introduction

to group dynamics; group decision

making

Lecture

discussion

41-42 meetings ( importance; types;

planning a meeting (why; when;

who; what; where); drafting notice –

agenda- minutes-resolution –

memorandum.

Lecture

demo

samples Ch OC 4

(R3)

43 Media management: press release

(features; format; layout; checklist);

press conference (preparing;

conducting

Ch WC7(R3) Class

Discussion

44 Business Etiquette: self preparation;

conversational skills (introducing

yourself; exchanging business cards;

shaking hands; paying complements;

responding to complements

Ch. 13

44-45 agreeing and disagreeing;

interruption); telephone and email

etiquette

Ch.13

5

45 basic table manners – adopting to

other cultures.

Lecture

demo and

discussion

A

46 Presentation skills: Introduction;

speech purposes; techniques of

speaking(manuscript-memory-

impromptu- extempore).

Lecture

simulation

Ch 10 & Ch

OC 7 (R3)

Video Play

47 preparing(length; style);Organizing(

opening; core statement; body;

summary); nonverbal dimensions;

using visual aids(tabulated data-line

graphs-bar charts-Gantt charts-pie

charts-pictograms- cartograms-

flowcharts-computer graphics).

Lecture

simulation &

Ch 10 & Ch

OC 7 (R3)

Details of Assignments Planned: (Sample – actual assignment may differ in content and context)

Assignment

No. Details Nature of Assignment Expected outcome

1 Choose an editorial from the opinion page

of a newspaper (Hindi/English). Underline

the words that are denotative; circle the

words that are connotative. Discuss the

impact of the connotative words and

whether the combination of denotative and

connotative words is effective.

Critical thinking,

Reading &

Comprehension

Appreciation and

understanding of concepts

and problems in

communication.

2 Find an advertisement online for a position

in which you have some interest. (As a last

resort you may write your own ad if you

can’t find an appropriate one, but it must

be realistic). Write a cover letter applying

for that position. Be sure that your

assertions about your self are true, are

backed up by adequate concrete evidence,

and are clearly linked to attributes required

for the job. Since correct spelling,

punctuation and grammar are crucial to

projecting a credible image of yourself,

pay special attention to those aspects of the

letter. (There will be a peer editing session

for the cover letter). Note: please submit the ad with the final

draft of the cover letter. If you have a

resume, give that as well – it will help the

class to judge and learn if you have

overlooked anything that might be a good

selling point.

Practical Learn and understand basics

of writing a sellable cover

letter. Learn to review her/his

cover letter in terms of: 1) Strategy: Is the letter

appropriate for the

job described 2) Content: Does the

introduction provide

an overview of the

contents of the letter?

Have you provided

concrete evidence to

back up your claims?

Have you stressed

what you can do for

the company rather

than what the

company can do for

you? Does your last

paragraph outline”

next steps” as

appropriate. 3) Style & Tone: Are

paragraph coherent

and sentences

concise? 4) Mechanics: Is letter

free from spelling,

punctuation, and

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grammatical

mistakes? 5) Format and design:

Have you used the

correct business

letter format? 3 Apply 03 or 04 of the seven ‘C’s

discussed, as a criteria for evaluating

several different kind of publications.(1)

Do your analysis of one of the

publication/document. (2) Have another

member of the class analyze the same

document. (3) Compare results before

reporting to the class on where you agree

or where you disagree. You may select

your document from the following list or

select one on your own: An annual report of a company Magazine as Business World A story from a popular magazine A letter from the chairperson in a

company A chapter/topic from the text book

provided from book bank.

Understanding reasons

of poor writing. Applications of seven ‘C’s in

making your communication

effective.

4 Writing a letter refusing a claim.

Writing a letter rejecting a job

applicant.

Practical/Analytical Development of analytical

skills and writing effective

letters.

5 Writing to head office, a

recommendation-justification report

concerning a foreign country

investment.

Practical/Analytical To understand the

coherence between

theoretical and practical

ways of communicating

persuasively and

effectively

Scheme for Class Assessment: (out of 100) :

Component Frequency Marks out of 100 Attendance

Continuous 20 Quiz

Two 10 Case Study (evaluative )

Two 20 Term paper/Sessional Tests/Internal

Exams Two 20

Assignments Three 30

P.S.:

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No class notes will be given (only handouts when deemed necessary will be given), as all the classes will be based on

analytical interaction. Students are expected to come prepared in class with their own understanding and notes written

by them based on suggested chapter readings.

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http://glencoe.mheducation.com/sites/0078616204/student_view0/chapter1/assessment.html

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The Basics of Speech

The Basics of Speech

Chapter 1: The Communication Process

Overview

Communication is the process of sending and receiving messages in order to share meanings. Messages may be communicated orally, in writing, or through gestures. This course emphasizes oral communication, which involves speaking and listening.

Meaning is the interpretation conveyed in verbal and nonverbal messages. Verbal messages are expressed in speech or writing. Nonverbal messages are expressed without words and rely on the use of facial expressions, vocal tone, body movements, and appearance. Common meanings from words and nonverbal signals make it possible for people to communicate.

Communication affects every area of your life. Communicating effectively can help you develop good relationships with your family members, friends, schoolmates, coworkers, and fellow citizens.

This course discusses four major types of oral communication. When you talk one-on-one to a friend or a family member, you are taking part in interpersonal communication. When you participate in a study circle or a student council meeting, you are part of group communication. When you deliver a public speech or an oral book report, you are engaging in pubic communication. When you present a story or other pieces of literature in front of an audience, you are involved in interpretive communication.

Chapter 1: The Communication Process

Short Answer

Read each question below and answer accordingly.

1.

Give three examples of oral communication that you participated in today. Explain how each is an example of the communication process. What do all the examples have in common?

2.

Provide an example of a positive verbal or nonverbal interaction between you and a family member or a friend that was important to you. Explain how the interaction made you feel and the importance of good communication between family and friends.

3. Why do you think oral communication is important at school and work?

4.

In which oral communication situation—interpersonal, group, public, or interpretive—are you the most comfortable? The least comfortable? Explain.

Check Answ ers

The Basics of Speech

Chapter 1: The Communication Process

True or False

10

Decide which of the following statements are True and which are False. Select True for correct statements and False for incorrect statements.

1. Communication is a process of sending and receiving messages.

A) True

B) False

2. Verbal communication may be oral or written.

A) True

B) False

3. Shaking the head up and down to mean yes is a verbal message.

A) True

B) False

4. It is as important to be a good listener as it is to be a good speaker.

A) True

B) False

5. Context is often important in determining the meaning of a message.

A) True

B) False

6. Nonverbal messages have the same meanings in all cultures.

A) True

B) False

7. Oral communication is used at home, at school, at work, and in the community.

A) True

B) False

8. When giving a speech, you are participating in group communication.

A) True

B) False

9. Talking to your friend on the phone is a type of public communication.

A) True

B) False

10. A poet who reads a poem for an audience is engaging in interpretive communication.

A) True

B) False

Chapter 2: Elements of Communication

Overview

Chapter 2 discusses the following essential elements of communication: verbal messages, nonverbal messages, individual perceptions, channels of communication, feedback, and context.

Verbal messages involve both the choice of words and the order of words in a sentence.

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Nonverbal messages are expressed without words. How you are understood by others depends not only on the words you use but also on your appearance, facial expression, eye contact, posture, gestures, and voice, as well as on environmental factors such as space, time, and place.

Perception is the process of giving meaning to the information gained through the five senses. Because every person perceives the world differently, no two people interpret the same message in the same way.

A communication channel is the means by which a verbal or nonverbal message is sent through the use of the human senses.

Feedback is the verbal and nonverbal messages that speakers receive in response to their messages. Feedback may be positive or negative. Context is the setting and people that surround a message. Context provides the background that helps reveal the real meaning of a message.

Chapter 2: Elements of Communication

Web Quest

Introduction

In this chapter, you have studied both verbal and nonverbal communication. We probably think more about

the verbal messages we send than the nonverbal messages we send. In this chapter you will explore the

meanings of several different nonverbal messages using an online dictionary called The Nonverbal

Dictionary of Gestures, Signs, and Body Language Cues , by David B. Givens

Destination Title:

The Nonverbal Dictionary of Gestures, Signs, and Body Language Cues by David B. Givens

Note: Clicking on the link above will launch a new browser window.

Need help using your browser for this activity? Click here for tips.

Directions

Click on the above link

Scroll down and click on the link "Entries."

Browse the list and click on appropriate entries to answer the following questions.

1. What fashion statement does Givens say blue jeans make?

2. What nonverbal message does a "chin jut" indicate?

3. What's the difference between an eyebrow raise and an eyebrow lower?

4. What's a zygomatic smile?

5. Why do people use the "arm-cross?" How is it interpreted by others?

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Chapter 2: Elements of Communication

Multiple Choice Quiz

Select the letter that correctly completes the sentence or answers the question.

1. Verbal messages can involve the use of _______________.

A) perception

B) slang

C) gesture

D) posture

2. One reason that a language changes is _______________.

A) the difficult pronunciation of some words

B) the creation of new words to name new things

C) the existence of too many words in the language

D) the publication of new dictionaries

3. The word _______________ is an example of slang.

A) Internet

B) love

C) awesome

D) enchilada

4. Nonverbal messages do NOT involve _______________.

A) denotative meaning

B) voice

C) appearance

D) feelings

5. The use of voice does NOT include _______________.

A) pitch

B) rate

C) volume

D) time

6. You use a gesture when you use _______________ to communicate.

A) words

B) eye contact

C) voice

D) hands

7. Nonverbal messages are important for communicating _______________.

A) feelings

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B) connotative meanings

C) context

D) channels

8. The perception process does NOT involve _______________.

A) information acquired through the senses

B) sending messages through a channel

C) interpreting a sensation

D) explaining a sensation

9. Applause is an example of _______________.

A) positive feedback

B) negative feedback

C) self-feedback

D) cultural feedback

10. Context is the _______________ that surround a message.

A) setting and people

B) setting and feedback

C) people and feedback

D) perception and feedback

Chapter 3: The Work of Speaking and Listening

Overview

To become a skillful communicator, you need to know about vocal production and listening. Vocal production involves breath and sound, pitch, resonance, and articulation. Breathing is the first step in creating sound. The length of the vocal cords affects the pitch—the highness or lowness of the sound. The resonators—the pharynx, mouth, and nasal cavities—increase the sound. Speech occurs when the articulators—the tongue, teeth, jaws, hard and soft palate, and lips—form sounds into words. The next step in the communication process— listening—includes receiving, interpreting, evaluating, and responding to messages. Receiving involves hearing and seeing. Interpreting involves understanding what the speaker intended to say. Evaluating involves connec ting the message to one’s own ideas and feelings. Responding involves acknowledging the message.

The four types of listening are informational, empathic, critical, and creative. Informational listening involves listening to information such as directions, explanations, or news. Critical listening involves listening to an informative or persuasive message and making decisions about its content. Creative listening means using active imagination while interpreting a message. Empathic listening involves listening to another’s feelings. Three major barriers to listening are external barriers, speaker barriers, and listener barriers. Learning to listen well is important for better communication.

Chapter 3: The Work of Speaking and Listening

Web Quest

Introduction In Chapter 3, you've studied guidelines for good listening, tips for note taking and common barriers to

listening. In this activity, you will listen to a radio feature story by NPR's Robert Smith, "Julliard Students

Learn to Avoid Stage Fright." In the story, Smith reports on a course given at the Julliard School in New

York City called "Performance Enhancement 675." While you listen, be sure to practice using the guidelines

for good listening and think about any barriers to listening that you encounter.

Destination Title: National Public Radio: Julliard Students Learn to Avoid Stage Fright

Note: Clicking on the link above will launch a new browser window.

Need help using your browser for this activity? Click here for tips.

Directions

14

Click on the above link

Click on the Listen icon to hear Robert Smith's story, "Julliard Students Learn to Avoid Stage Fright."

Take notes while you are listening; then, answer the questions that follow.

You may need to listen more to the story more than once to get all the information you need to

answer the questions that follow.

Note: You will need to use a media player to complete this activity.

1. Why do Julliard students take Performance Enhancement 675?

2. What did Professor Don Greene study at West Point?

3. According to Greene should a performer "just relax" before their performance?

4. What strategies are taught in Performance Enhancement 675?

5. What kinds of distractions does Greene use in class?

6. What's on Performance Enhancement 675's final exam?

7. What barriers to listening did you encounter while listening to this story? What did you do to remove or overcome each barrier?

(http://www.npr.org/templates/story/story.php?storyId=4269706)

Chapter 3: The Work of Speaking and Listening

Adapted True or False

Select the letter that correctly completes the sentence or answers the question.

15

1. ______ Breathe through your mouth for better air quality to create sound.

A) Don't

B) Do

2. ______ Use good articulation so that your message will be understood.

A) Do

B) Don't

3. ______ Respond to all speakers' messages to be an effective listener.

A) Do

B) Don't

4. ______ Criticize the speaker constructively to be a good critical listener.

A) Don't

B) Do

5. ______ Ignore, remove, or adapt to external barriers.

A) Do

B) Don't

6. ______ Wear unusual clothing to call attention to yourself while speaking.

A) Don't

B) Do

7. ______ Interrupt a speaker if necessary so you don't forget your thoughts.

A) Don't

B) Do

8. ______ For effective listening, watch a speaker closely.

A) Don't

B) Do

9. ______ To keep from being bored, look for distractions while listening.

A) Don't

B) Do

10. ______ Avoid listening for repetition and focus on new information.

A) Don't

B) Do

Chapter 4: The Competent Communicator

Overview

Competent communicators have the knowledge and skills to communicate well. There are five communication acts: sharing information, discussing feelings, managing persuasion, following social rituals, and using imagination. Communicating to share information is the basis for all speaking and listening. To discuss feelings, you have to reveal information about yourself. You should analyze persuasive messages so that you can make careful judgments about how to respond to them. You need to understand social rituals in order to know how you are expected to act in certain situations.

Using your imagination allows you to entertain, to create new worlds, and to predict. To perform these communication acts well, you need to follow four specific competency steps: think of strategies, select a strategy, act on the strategy, and evaluate the strategy's effect. First you should think of a number of communication strategies, or verbal and nonverbal messages created to reach a specific goal, that could help you deal with a situation. Thinking about the who, what, when, and where of a situation will help you choose an effective strategy. Next you should visualize, or picture in your mind, every single move and then act on the strategy.

Finally, you should decide how well the strategy worked.

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Chapter 4: The Competent Communicator

Fill in the Blank

Choose the best word, words, or phrase from the bank to correctly complete each sentence.

Word List

visualize competent communicators

communication acts imagination information competency steps social rituals evaluate persuasion communication strategies

1.

There are five that describe the major reasons for communicating.

2.

These include sharing _______________________,

3.

discussing feelings, managing .

4.

Following social rituals, and using _____________________.

5.

are rules for interacting with others.

6.

Courses of action that a competent communicator follows are .

7.

Competent communicators also apply , or verbal and nonverbal messages created to reach a specific goal.

8.

Before acting on a strategy, it is a good idea for a competent communicator to it first, or picture in her or his mind.

9.

Finally, a competent communicator should the strategy's effect.

10.

use both competency steps and communication strategies to be effective.

Chapter 5: Communication and Yourself

Overview

The way you see yourself affects your communication. Communication affects your self-concept and self-esteem, and your self-concept and self-esteem affect how you communicate. Your self-concept is your picture of yourself. It is made up of four parts: how you see yourself, how you would like to be, how you think others see you, and how others actually see you. How you see yourself involves three sides of self: physical, intellectual, and social. The physical side of self includes how you look and how you use your body for physical activities. The intellectual side of self includes how you handle ideas, values, and beliefs. The social side of self refers to how you relate to other people.

Self-esteem is your opinion of yourself, which is based on your self-concept. You can improve your self-concept by evaluating yourself honestly, setting realistic goals, supporting yourself, and supporting others. To evaluate yourself honestly, you should review your limitations and strengths. Based on this information, you can set realistic goals. Finally, it is important to praise yourself and others for doing things well. By doing so, you will improve your own self-concept and the self-concepts of others.

Chapter 6: Communication with Others

Overview

A competent communicator uses a variety of interpersonal communication skills to build and maintain relationships with others. Interpersonal communication refers to the voluntary, ongoing interaction that takes place between individuals who want to create and maintain long-lasting relationships.

Interpersonal communication is the type of communication shared between friends. The qualities of a friend include the ability to keep secrets, loyalty, warmth, support, honesty, and humor. The four stages of friendship include first meetings, becoming acquaintances, becoming friends, and becoming best friends. Friendships that endure over time are characterized by effective communication.

Interpersonal communication skills include six building blocks: sharing personal information, sharing feelings, empathizing, listening, supporting, and giving and receiving constructive criticism. The purpose of constructive criticism is to remove problems and make the relationship stronger. Friends can strengthen their relationship by learning how to talk and listen to each other.

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Overview

Group members and their leader(s) need to be competent communicators and need to know how to work with one another within their group. A group consists of people who share an interest in the same things or share a common purpose, communicate regularly among themselves, participate in planning and decision making, and feel connected to each other. A group is characterized by its structure, purpose, norms, roles, and subgroups. Group structure is the amount of organization a group needs to carry out its business. A group purpose is the group's reason for existing. Group norms are the standards for action within the group. A role is a pattern of communication that characterizes one's place in a group. A subgroup is a smaller unit within a group.

Most groups experience a four-stage life cycle: forming, storming, norming, and performing. Effective groups use a five-step problem solving process: identifying the problem, analyzing the problem, setting criteria for a solution, developing solutions, and selecting a solution. Problem solving is most effective if group members fulfill their speaking and listening responsibilities. In addition, members should understand the role(s) and responsibilities of the leader(s). Lastly, evaluating a group discussion helps members retain helpful behaviors and change behaviors that do not work well.

Chapter 8: Forms of Group Discussion

Overview

Group members discuss, share ideas, and reach conclusions by communicating in discussion formats such as committees, panel discussions, and symposiums. A committee is formed to study or manage a specific task. During a panel discussion, group members explore a subject in front of an audience. A symposium is a discussion during which members give short speeches to an audience. If the audience participates in a panel discussion or symposium, the discussion is called a forum. When speakers in a forum have used only a portion of their allotted time, audience members are sometimes asked to get into small groups called buzz groups. Each buzz group is expected to discuss the ideas presented by the speakers and decide on some solution to the problem. Large groups often use a set of rules called parliamentary procedure to govern their meetings. Parliamentary procedure, based on Robert's Rules of Order Newly Revised, helps keep order in large group meetings. This procedure has a specific set of principles and a definite process. When

parliamentary procedure is used, each officer of the group performs certain duties.

Chapter 9: Introduction to Public Speaking

Overview

Public speaking occurs when one person addresses a group for a specific purpose. The main purposes for public speaking are to inform and to persuade. A speech to inform is designed to increase the knowledge of the listeners. A speech to persuade is designed to convince the listeners to hold a certain belief or to act in a certain way. In preparing to speak, public speakers follow three important steps: select a topic, analyze the audience, and set an audience goal. When selecting a topic, you should choose one that interests you and will interest your audience.

As an effective public speaker, you want to connect your audience and your message. To do this, you need to gather information about your audience that includes basic data, beliefs or opinions, knowledge of topic, and expectations. After you think about your purpose for giving a speech and consider your audience, you must decide on your specific audience goal. Your audience goal describes what your listeners should be able to do after you give your speech. Your audience goal helps you decide what you should include in your speech and what parts of your speech you should emphasize

Chapter 10: Finding and Using Information

Overview

Effective speech is formed from solid ideas and information. Through research, you can acquire information to support your topic. To gather information, you can turn to your own experience, interviews, surveys, printed materials, electronic media materials, and cyberspace resources. Beginning with your own experience allows you to examine your connection to your topic.

An interview allows you to design a conversation to obtain specific information. Through a survey, you can gather information and opinions from a large number of people. Other valuable resources include printed materials such as books, magazines, and journals, as well as electronic media resources such as radio, TV, and video. You can also gather a wide range of information from Internet resources, which are sometimes referred to as cyberspace resources. Part of the process of conducting your research is recording your information. It is important to cite your resources carefully and properly to avoid plagiarism. As you sift through your notes, it is important to choose material that will support your main points. It is also important to evaluate your supporting material by determining whether it is fact or opinion, is from a credible source, is relevant to the goal of your speech, is timely, and is a representative example.

Chapter 11: Constructing the Speech

Overview

Constructing a well-written and well-organized speech requires planning. Most formal speeches have a three-part structure: introduction, body, and conclusion. The body of a speech contains the organizational pattern. The patterns of organization include time order, space order, process order, topical order, and problem-solution order. Time order refers to arranging the points of a speech into a time-related pattern. Space order refers to organizing a speech on the basis of physical relationships between people, places, or objects. Process order refers to explaining the way something works or the way something is made. Topical order refers to dividing a speech topic into its natural parts. Problem-solution order refers to organizing information around a problem or set of problems and the possible solutions.

In addition to the organizational structure, the use of language is important in a speech. To make sure the audience understands the message, a speaker should use language that is accurate, clear, appropriate, and original. Figures of speech, such as similes, metaphors, personification, and hyperbole are ways of making language more imaginative and memorable. Transitional language forms links between ideas, thereby helping listeners follow the message. Successful speakers take the time to carefully plan and organize their thoughts and words.

Chapter 12: Delivering the Speech

Overview

The success of your speech depends on what you say and also on how you say it. Your delivery—the way you use your voice and body to present a speech—includes your confidence, methods and delivery, personal delivery, rehearsal of the speech, and use of media aids. To develop self-confidence, you should learn how to think on your feet. There are four methods of delivery: extemporaneous, manuscript, memorized, and impromptu. When using the extemporaneous method, you use a prepared outline but do not plan each word or sentence. When using the manuscript method, you write out the entire speech and deliver it from your typed or handwritten paper. When using the memorized method, you write out a manuscript and memorize it word for word. When using the impromptu method, you talk without notes and with very little preparation.

You also need to control the nonverbal aspects, or personal delivery, of your speech. Personal delivery involves how you use your appearance, voice, facial expressions, eye contact, gestures, and body movements during your speech. In final preparation, you must rehearse your speech by ordering the ideas in your mind, polishing your delivery, and preparing media aids that support your message.

Chapter 13: Creating the Informative Speech

Overview

Speaking to inform is the most familiar type of public speaking. An informative speech presents or describes information. When creating an informative speech, it is important to remember certain principles about sharing information. Audiences are more attentive and receive information better when they need to know the information, the information is connected to something they already know, the information is well organized, the information is repeated, the information is tied to feelings, and the information is focused. In the most common types of informative speeches, a speaker describes something or someone, explains a word or concept in great detail, uses a media aid to explain or demonstrate a particular concept or thing, or explains the step-by-step process by which something is created or operated.

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A social-ritual speech is a special kind of speech to inform. Social-ritual speeches include introductions, welcomes, award presentations, acceptance speeches, nominations, announcements, stories, and eulogies. Since public speaking is two-way communication, listeners may give informal or formal feedback to a speaker. Informal feedback consists of verbal and nonverbal messages given spontaneously to a speaker. Formal feedback consists of planned written or oral comments. Formal and informal constructive feedback helps speakers reach their audience goals.

Chapter 14: Creating the Persuasive Speech

Overview

Whenever you try to convince an audience of certain beliefs or of the need to take certain actions, you are involved in persuasive speaking. To give an effective persuasive speech, you need to carefully select a topic and adapt it to the needs and beliefs of your audience. To make listeners believe in you, you should demonstrate your knowledge of, connection to, and interest in the topic. In addition, you need to develop arguments based on evidence and ethics.

There are three types of supportive reasoning: inductive, deductive, and cause-effect. Inductive reasoning involves using specific pieces of information to reach a general conclusion. Deductive reasoning involves using a general idea to reach conclusions about specific instances. Cause-effect reasoning suggests that one event produces a second event. You should create a strong case with accurate information, careful reasoning, and ethical strategies. The next step is to present your evidence and reasoning in an organized format. Finally, it is important to obtain critical reactions to your persuasive speech. Feedback can show you the strengths and weaknesses of your speech and suggest ways in which you can improve.

Chapter 15: Learning about Debate

Overview

Debate is a special type of persuasive communication. Debate involves creating a proposition, researching the topic, and arguing the issues. A proposition is a statement of a problem that is worded so that there are clearly two sides to the argument. There are three types of propositions: propositions of fact, propositions of value, and propositions of policy. A proposition of fact is a statement that something is or is not true. A proposition of value is a statement that something is good or bad, right or wrong, useful or useless. A proposition of policy is a statement that something should or should not be done. Most formal debates center on propositions of policy. Arguments are based on evidence such as examples, expert testimony, statistics, logic, and analogies. There are two major types of debate formats: policy debate and Lincoln-Douglas debate. In a policy debate, two teams debate a proposition of policy. In a Lincoln-Douglas debate, two speakers debate a proposition of value. Learning the debate process will help you develop valuable research, organizational, critical-listening, and speaking skills.

Chapter 16: Preparing for Oral Interpretation

Overview

Oral interpretation involves performing literature aloud to communicate meaning to an audience. There are many sources of good pieces of literature that are appropriate for oral interpretation. Quality literature pieces can come from your favorite authors, literature collections, biographies, autobiographies, plays, screenplays, oral histories, and your own or a friend's writing. When selecting material, it is important to consider four standards: the quality of the literature, its audience appeal, the oral possibilities of the literature, and your feelings about the piece. After you have chosen a piece, you should consider its setting, plot, mood, theme, conflict, characters, and culture. As an interpreter, you will need to study the word choice, style, rhythm, and rhyme of the literature. You should also learn about the author of the piece in order to more effectively convey his or her message to the audience.

Chapter 17: Performing Oral Interpretation

Overview

Two important steps in preparing material for oral interpretation are cutting the literature and creating an introduction. If a piece is too long, then it is necessary to cut the literature, or shorten it by taking out parts without changing its meaning. A strong introduction grabs the listeners' attention and prepares them for the performance to come. After a selection has been chosen, analyzed, and cut, it is time to decide how the voice and body will be used while presenting the piece. An oral interpreter prepares a performance script by ordering the pieces, marking the script, creating the structure, and creating the stage script. An effective oral interpretation needs to be rehearsed. The interpreter needs to order the piece in his or her mind, polish the delivery, and practice relaxation techniques. An important form of oral communication is storytelling. Effective storytellers learn stories and develop their delivery skill. Like all other oral communicators, a storyteller needs evaluation in order to improve his or her next storytelling performance.

Chapter 18: Group Interpretation

Overview

Two important types of group interpretation are choral speaking and reader's theatre. Choral speaking involves speakers blending and combining their individual voices to create a group voice. Reader's theatre involves speakers presenting literature in a dramatic form. To create a choral-speaking performance, you need to select material that works well in a group reading and create script patterns that use voices in different ways. As a choral speaker, you need to know how to speak precisely, use scripts uniformly, use space effectively, and use media supports.

To create a reader's theatre performance, you need to understand the use of suggestion. You also need to know the performance techniques of scripting, staging, eye focus, movement, and technical support. When selecting literature for reader’s theatre, you need to look for strong characters, a clear theme, picturesque language, and obvious conflict. Like all other public speakers, both choral speakers and reader’s-theatre performers need constructive criticism in order to improve their skills. Group interpretation will help you develop self-confidence, performance and analysis skills, and literary knowledge.

--http://www.glencoe.com/sites/georgia/teacher/languageart/assets/index1_litlib.html

LINKS FOR PARENTS

CLASSROOM TOOLS

State

Georgia Calendar State Resources

Correlations

National Correlations

State Correlations

Student

Online Learning Centers

Media Center Annotated Writing Models

Letter to Parents

Links for Parents

Writing Web links Literature Library

Literature Classics

Communication Web links Vocabulary Web links

Language Arts Web links

Workbooks

Teacher

Writing Professional Resources

Writing Lesson Plans

Writing Assessment and Rubrics

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Parents Guide to the Internet

This U.S. Department of Education online brochure introduces parents to the Internet's use

as an important educational tool. In addition to basic tips, you'll find suggestions for using the Internet for school projects and information about how the Internet can enrich the

learning experiences of children with special needs. This site also includes Internet safety

guidelines, an Internet glossary, and links to a number of fascinating Web sites that are designed with you and your children in mind.

ERIC Parent Information Center The U.S. Education Resource Information Center (ERIC) created this site to provide "educational materials and services to parents who take an

active role in their children's education." Here you'll find online brochures and magazines, links to education and parent-friendly sites, and ideas

for learning activities. Parents can search the ERIC database or use the AskERIC question-answering service for research-based answers to

education questions.

Family Education.com

This site is loaded with information and activities for you and your children—organized under such categories as Parenting Challenges, Activities, Special Needs, Expert Advice, Software Downloads, and Family Finance.

The New York Times Learning Network With its "Word of the Day" and crossword puzzles, this site provides vocabulary and spelling practice. In addition, you and your children can

reflect on the past with daily historical facts, stay current with news summaries, and test your memory with current-events quizzes. Click on the

"Parent Connections" link to browse education news and educational product reviews.

U.S. Department of Education

This home page for the U.S. Department of Education contains a wide array of information, including programs and services, publications and

products, and sources for student financial aid. Included are links to important education articles and to the most popular pages on the Web site.

Britannica.com

This is an invaluable site for Internet research. Through this site, you can access the entire Encycloæpdia Britannica, read articles selected from more than seventy of the world's top magazines as well as daily news postings from the Washington Post, and link to thousands of the Web's

best sites.

Cornell Theory Center Language Arts Page

This language arts page provides links to a variety of online reference works, including dictionaries, biographical encyclopedias, thesauri, and

Virtual Facts on File. Also included are links to excellent elementary, middle, and high school literature book lists.

Internet Public Library

With an extensive selection of reference tools, online exhibits, and online texts, this site is a great starting point for any research or writing

project. Through this site, you can access newspapers from every state and many countries as well. The Teachers' and Parents' Corner, located in the section for youth, is devoted to topics concerning students and education.

Awesome Library This online library's more than 14,000 resources are carefully screened to be child-safe, current, and useful. Sites are organized for students,

parents, teachers, and librarians. To search the library, click on a topic (or customize your own search) and then view a list of search results

categorized by source, such as periodicals, discussion groups, or lists.

Bilingual Parenting

The National Clearinghouse on Bilingual Education maintains this site dedicated to school issues and research regarding linguistically and

culturally diverse learners. In addition to providing strategies for parenting a bilingual child and fostering bilingualism, this site provides information about incorporating technology into bilingual education.

Colleges and Universities At this site, you and your college-bound student can begin to narrow the field of choices for a college or university. Schools are ranked in a

variety of orders, including academically by subject, best value, and location. You can also find information on community colleges as well as tips

on identifying interests and skills, obtaining financial aid, and finding internships.

Teacher Forum - Language Arts

Teacher Forum - Communication Applications

Exhibits and Conferences

Teaching Today

Career Opportunities

Language Arts Mailbox

LITERATURE LIBRARY

CLASSROOM TOOLS

This collection of hardcover books allows you to extend the study of literature to your choice

of full–length novels and plays. Each Literature Library book consists of a complete novel or

play accompanied by several related readings, such as short stories, poems, essays, or

informational articles. A separate Study Guide for each title in the Glencoe Literature Library provides teaching notes and reproducible activity pages for students.

A B C D E F G H I J K L M N O P Q R S TU V W X Y Z

A

Across Five Aprils Irene Hunt

The Adventures of Huckleberry Finn Mark Twain

The Adventures of Tom Sawyer Mark Twain

All Quiet on the Western Front Erich Maria Remarque

. . . And the Earth Did Not Devour Him Tomás Rivera

Animal Farm George Orwell

The Autobiography of Benjamin Franklin Benjamin Franklin

State

Georgia Calendar State Resources

Correlations

National Correlations

State Correlations

Student

Online Learning Centers

Media Center Annotated Writing Models

Letter to Parents

Links for Parents Writing Web links

Literature Library

Literature Classics

Communication Web links Vocabulary Web links

Language Arts Web links

Workbooks

Teacher

Writing Professional Resources

Writing Lesson Plans

Writing Assessment and Rubrics

Teacher Forum - Language Arts

Teacher Forum - Communication Applications

Exhibits and Conferences

Teaching Today

Career Opportunities

Language Arts Mailbox

20

The Autobiography of Miss Jane Pittman Ernest Gaines

Top

B

Bearstone Will Hobbs

Beowulf a translation by Burton Raffel

Bridge to Terabithia Katherine Paterson

The Brothers Karamazov Fyodor Dostoyevsky

Top

C

The Call of the Wild Jack London

The Canterbury Tales Geoffrey Chaucer

Cezanne Pinto Mary Stolz

The Christmas of the Phonograph Records Mari Sandoz

The Chosen Chaim Potok

The Clay Marble Minfong Ho

Cyrano de Bergerac Edmond Rostand

Top

D

Dragonwings Laurence Yep

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E

Ethan Frome Edith Wharton

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F

Frankenstein Mary Shelley

The Friends Rosa Guy

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G

The Glory Field Walter Dean Myers

Great Expectations Charles Dickens

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H

Hamlet William Shakespeare

Hatchet Gary Paulson

Heart of Darkness Joseph Conrad

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High Elk’s Treasure Virginia Driving Hawk Sneve

A House for Mr. Biswas V. S. Naipaul

The House of Dies Drear Virginia Hamilton

Top

I

I, Juan de Pareja Elizabeth Borton de Treviño

Island of the Blue Dolphins Scott O’Dell

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J

Jane Eyre Charlotte Brontë

Johnny Tremain Esther Forbes

Julie of the Wolves Jean Craighead George

Top

K

Top

L

Top

M

The Metamorphosis Franz Kafka

A Midsummer Night’s Dream William Shakespeare

Missing May Cynthia Rylant

My Ántonia Willa Cather

Top

N

Nectar in a Sieve Kamala Markandaya

Night Elie Wiesel

Number the Stars Lois Lowry

Top

O

One Day in the Life of Ivan Denisovich Aleksandr Solzhenitsyn

Top

P

Picture Bride Yoshiko Uchida

The Pigman Paul Zindel

Pride and Prejudice Jane Austen

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Top

Q

Top

R

The Red Badge of Courage Stephen Crane

Top

S

The Scarlet Letter Nathaniel Hawthorne

The Secret Sharer Joseph Conrad

A Separate Peace John Knowles

Shabanu: Daughter of the Wind Suzanne Fisher Staples

Shiloh Phyllis Reynolds Naylor

The Slave Dancer Paula Fox

So Far from the Bamboo Grove Yoko Kawashima Watkins

Sounder William H. Armstrong

The Strange Case of Dr. Jekyll and Mr. Hyde Robert Louis Stevenson

The Summer of the Swans Betsy Byars

Top

T

A Tale of Two Cities Charles Dickens

The Tempest William Shakespeare

To Kill a Mockingbird Harper Lee

The Tragedy of Julius Caesar William Shakespeare

True Confessions of Charlotte Doyle Avi

Tuck Everlasting Natalie Babbitt

Top

U

Top

V

Top

W

Walk Two Moons Sharon Creech

Where the Red Fern Grows Wilson Rawls

Winter Thunder Mari Sandoz

The Witch of Blackbird Pond Elizabeth George Speare

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A Wrinkle in Time Madeleine L’Engle

Wuthering Heights Emily Brontë

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X

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Y

The Yearling Marjorie Kinnan Rawlings