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Exploring Public Speaking: The Free Dalton State College Public Speaking Textbook, Edition 4.2 (2023): Appendix A: Cultural Diversity in Public Speaking

Exploring Public Speaking: The Free Dalton State College Public Speaking Textbook, Edition 4.2 (2023)
Appendix A: Cultural Diversity in Public Speaking
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  1. Exploring Public Speaking: The Free Dalton State College Public Speaking Textbook, Edition 4.2 (2023)
    1. Exploring Public Speaking: The Open Educational Resource College Public Speaking Textbook, Edition 4.2 (2023)
      1. Introduction to the Edition 4.2 (2022) of Exploring Public Speaking
      2. Authors and Contributors
        1. Amy Burger (Chapter 5, Appendix E and F)
        2. Chad Daniel (Chapter 11/Expert Advice on the Voice from an Acting Instructor)
        3. Jerry Drye (Appendix D)
        4. Cathy Hunsicker (Appendix B, Parts 3, 4, 5, and 6)
        5. Amy Mendes (Appendix B, Part 7)
        6. Matthew LeHew (Editor, Technologist, and Web Designer)
        7. Barbara G. Tucker (Editor and Primary Author)
  2. Chapter 1: The Basics of Public Speaking
    1. Learning Objectives
    2. Chapter Preview
    3. 1.1 – What is Public Speaking?
    4. 1.2 – Anxiety and Public Speaking
      1. Why Anxiety and Public Speaking?
      2. Addressing Public Speaking Anxiety
    5. 1.3 - Understanding the Process of Public Speaking
    6. 1.4 – The Value of Public Speaking in Your Life
    7. 1.5 – Getting Started in Public Speaking
      1. Timing is everything
      2. Public speaking requires muscle memory
      3. Public speaking involves a content and relationship dimension
      4. Emulation is the sincerest form of flattery
      5. Know your strengths and weaknesses
      6. Remember the Power of Story
    8. Conclusion
    9. Something to Think About
  3. Chapter 2: Audience Analysis and Listening
    1. Learning Objectives
    2. Chapter Preview
    3. 2.1 – The Importance of Audience Analysis
    4. 2.2 – Demographic Characteristics
      1. Age
      2. Gender
      3. Race, Ethnicity, and Culture
      4. Religion
      5. Group Affiliation
      6. Region
      7. Occupation
      8. Education
      9. Socio-economic Level
      10. Sexual Orientation
      11. Family Status
      12. Wrap Up on Demographics
    5. 2.3 – Psychographic Characteristics
      1. Beliefs
      2. Attitudes
      3. Values
      4. Needs
    6. 2.4 – Contextual Factors of Audience Analysis
    7. 2.5 – Listening in Public Speaking Settings
      1. Your Audience and Listening
      2. Barriers to Listening
      3. What Can Be Done to Improve Listening?
    8. Conclusion
    9. Something to Think About
  4. Chapter 3: Ethics in Public Speaking
    1. Learning objectives
    2. Chapter Preview
    3. 3.1 – Sources of Ethical Stances on Communication and Public Speaking
      1. Legal Origins of Ethics in Public Speaking
      2. Cultural and Religious Origins of Ethics in Communication
      3. Philosophers and Communication Ethics
    4. 3.2 – Credibility and Ethics
    5. 3.3 – Plagiarism
      1. Types of Plagiarism
      2. Stealing
      3. Sneaking
      4. Borrowing
      5. Ethically Crediting Sources
      6. Ethics of Communication, Civil Discourse, and Venues
    6. Conclusion
    7. Something to Think About
    8. Case study
  5. Chapter 4: Developing Topics for Your Speech
    1. Learning Objectives
    2. Chapter Preview
    3. 4.1 – Getting Started with Your Topic and Purpose
    4. 4.2 – Formulating a Specific Purpose Statement
      1. You
      2. The Audience
      3. The Context
      4. Putting It Together
    5. 4.3 – Formulating a Central Idea Statement
    6. 4.4 – Problems to Avoid with Specific Purpose and Central Idea Statements
    7. Conclusion
    8. Something to Think About
      1. Case Studies in Specific Purposes and Central Idea Statements
  6. Chapter 5: Researching Your Speeches
    1. Learning Objectives
    2. Chapter Preview
    3. 5.1 – Research
      1. Primary and Secondary Sources
    4. 5.2 – Accessing Information Through a Library
      1. The Library Catalog
      2. Databases
      3. Other Library Resources and Services
    5. 5.3 – Research on the Internet
    6. 5.4 – Conducting Your Own Research
      1. Surveys
      2. Interviews
      3. What to Do With All These Sources
    7. Conclusion
  7. Chapter 6: Organizing and Outlining Your Speech
    1. Learning Objectives
    2. Chapter Preview
    3. 6.1 – Why We Need Organization in Speeches
      1. Grouping
    4. 6.2 - Patterns of Organization
      1. Chronological
      2. Spatial
      3. Topical/Parts of the Whole
      4. Cause/Effect Pattern
      5. Problem-Solution Pattern
      6. Problem-Cause-Solution Pattern
      7. Some Additional Principles of Organization
    5. 6.3 – Connective Statements
      1. Types of connectives and examples
    6. 6.4 – Outlining
      1. Preparation Outlines
      2. Speaking Outlines
    7. Conclusion
    8. Something to Think About
    9. Case study
  8. Chapter 7: Supporting Your Speech Ideas
    1. Learning Objectives
    2. Chapter Preview
    3. 7.1 – Why Supporting Materials are Needed
    4. 7.2 – Types of Supporting Materials
      1. Examples
      2. Narratives
      3. Definitions
      4. Descriptions
      5. Historic and Scientific Fact
      6. Statistics
      7. Testimony
    5. 7.3 – Attention Factors and Supporting Material
      1. What is Attention?
      2. Why Do We Pay Attention?
      3. Attention Factors
    6. Conclusion
    7. Something to Think About
    8. Case Study
  9. Chapter 8: Introductions and Conclusions
    1. Learning Objectives
    2. Chapter Preview
    3. 8.1 – General Guidelines for Introductions and Conclusions
    4. 8.2 – Structuring the Introduction
      1. Element 1: Get the Audience’s Attention
      2. Element 2: Establish or Enhance Your Credibility
      3. Element 3: Establish Rapport
      4. Element 4: Preview Your Topic/Purpose/Central Idea
      5. Element 5: Preview Your Main Points
    5. 8.3 – Examples of Introductions
      1. Informative Speech Introductions
      2. Persuasive Speech Introduction
    6. 8.4 – Structuring the Conclusion
      1. Element 1: Signal the End
      2. Element 2: Restate Main Points
      3. Element 3: Clincher
    7. 8.5 – Examples of Conclusions
      1. Informative Speech Conclusion
      2. Persuasive Speech Conclusion
    8. Something to Think About
  10. Chapter 9: Presentation Aids in Speaking
    1. Learning Objectives
    2. Chapter Preview
    3. 9.1 - What Are Presentation Aids?
    4. 9.2 – Functions of Presentation Aids
      1. Improving Audience Understanding
      2. Aiding Retention and Recall
      3. Adding Variety and Interest
      4. Enhancing a Speaker’s Credibility
      5. Avoiding Problems with Presentation Aids
    5. 9.3 – Types of Presentation Aids
      1. Charts
      2. Graphs
    6. 9.4 – Using Presentation Slides
      1. The Advantages and Disadvantages of Using Presentation Slides
      2. Creating Quality Slide Shows
      3. Tone
      4. Scale and Proportion
      5. Balance
      6. Rhythm in Presenting
    7. 9.5 – Low-Tech Presentation Aids
      1. Dry-Erase Board
      2. Flipchart
      3. Posters
      4. Handouts
    8. Conclusion
    9. Something to Think About
  11. Chapter 10: Language
    1. Learning Objectives
    2. Chapter Preview
    3. 10.1 – What Language Is and Does
    4. 10.2 – Standards for Language in Public Speaking
      1. Achieving Clarity
      2. Effectiveness
      3. Credibility
      4. Rhetorical Techniques
      5. Appropriateness
      6. Gender-Inclusive Language
      7. Ethnic Identity
      8. Disability
      9. Other Types of Appropriateness
    5. 10.3 – Developing Your Ability to Use Effective Language in Public Speaking
    6. Conclusion
    7. Something to Think About
  12. Chapter 11: Delivery
    1. Learning Objectives
    2. Chapter Preview
    3. 11.1 – The Importance of Delivery
    4. 11.2 – Methods of Speech Delivery
      1. Impromptu Speaking
      2. Manuscript Speaking
      3. Extemporaneous Speaking
      4. Memorized Speaking
    5. 11.3 – Preparing For Your Delivery
      1. Using Lecterns
      2. Speaking in a Small or Large Physical Space
      3. Speaking Outdoors
      4. Using a Microphone
      5. Audience Size
    6. 11.4 – Practicing Your Delivery
      1. Practice Your Speech Out Loud
      2. Practice Your Speech Standing Up
      3. Practice Your Speech with a Lectern
      4. Practice Your Speech with an Audience
      5. Practice Your Speech for Time
      6. Practice Your Speech by Recording Yourself
    7. 11.5 – What to Do When Delivering Your Speech
      1. Hands
      2. Feet
      3. Objects
      4. The Lectern and Posture
      5. Eye Contact
      6. Volume
      7. Pitch
      8. Rate
      9. Pauses
      10. Vocalized pauses
      11. Conclusion
    8. 11.6 - Expert Advice on the Voice from an Acting Instructor
    9. Conclusion
    10. Something to Think About
  13. Chapter 12: Informative Speaking
    1. Learning Objectives
    2. Chapter Preview
    3. 12.1 – What is an Informative Speech?
    4. 12.2 – Types of Informative Speeches
      1. Type 1: History
      2. Type 2: Biography
      3. Type 3: Processes
      4. Type 4: Ideas and Concepts
      5. Type 5: Categories or divisions
    5. 12.3 – Guidelines for Selecting an Informative Speech Topic
      1. Pick a specific or focused topic
      2. Avoid faux or fake informative speech topics
    6. 12.4 – Guidelines for Preparing an Informative Speech
      1. Don’t Be Too Broad
      2. Be Accurate, Clear, and Interesting
      3. Keep in Mind Audience Diversity
    7. 12.5 – Giving Informative Speeches in Groups
    8. Conclusion
    9. Something to Think About
    10. Sample Outline: Informative Speech on Lord Byron
    11. Sample Outline: Informative Speech on Haunted Places in Gettysburg
  14. Chapter 13: Persuasive Speaking
    1. Learning Objectives
    2. Chapter Preview
    3. 13.1 – Why Persuade?
    4. 13.2 – A Definition of Persuasion
    5. 13.3 – Why is Persuasion Hard?
      1. Solutions to the Difficulty of Persuasion
    6. 13.4 – Traditional Views of Persuasion
      1. Ethos
      2. Logos
      3. Pathos
    7. 13.5 – Constructing a Persuasive Speech
      1. Formulating a Proposition
      2. Organization Based on Type of Proposition
      3. Building Upon Your Persuasive Speech’s Arguments
    8. Conclusion
    9. Something to Think About
    10. Sample Outline: Persuasive Speech Using Topical Pattern
    11. Sample Outline: Persuasive Speech Using Monroe’s Motivated Sequence Pattern
  15. Chapter 14: Logical Reasoning
    1. Learning Objectives
    2. Chapter Preview
    3. 14.1 – What is Correct Reasoning?
    4. 14.2 – Inductive Reasoning
      1. Generalization
      2. Causal reasoning
      3. Sign Reasoning
      4. Analogical reasoning
    5. 14.3 – Deductive Reasoning
    6. 14.4 – Logical Fallacies
      1. False Analogy
      2. False Cause
      3. Slippery Slope
      4. Post hoc ergo propter hoc
      5. Hasty Generalization
      6. Straw Man
      7. Argument from Silence
      8. Statistical fallacies
      9. Non Sequitur
      10. Inappropriate Appeal to Authority
      11. False Dilemma
      12. Appeal to Tradition
      13. Bandwagon
      14. Red Herring
      15. Ad Hominem
      16. Ad Misericordium
      17. Plain Folks
      18. Guilt by Association
    7. Conclusion
    8. Something to Think About
  16. Chapter 15: Special Occasion Speaking
    1. Learning Objectives
    2. Chapter Preview
    3. 15.1 – Understanding Special Occasion Speeches
      1. Be Prepared
      2. Adapt to the Occasion
      3. Adapt to Your Audience
      4. Be Mindful of the Time
    4. 15.2 – Types of Special Occasion Speeches
      1. Speeches of Introduction
      2. Speeches of Presentation
      3. Speeches of Acceptance
      4. Speeches of Dedication
      5. Toasts
      6. Roasts
      7. Eulogies
      8. Speeches of Farewell
      9. Speeches for Commencements
      10. After-Dinner Speeches
      11. Motivational Speeches
      12. Summary
    5. 15.3 – Special Occasion Language
    6. 15.4 – Special Occasion Delivery
    7. Conclusion
  17. Appendix A: Cultural Diversity in Public Speaking
    1. Benefits and Challenges
    2. Implications
  18. Appendix B: Succeeding as a College Student
    1. Part 1: How To Be a College Student
      1. The Journey
      2. Why College?
      3. Preparation
      4. Getting the Big Picture of College
      5. Advising and Your Classes
      6. Values
      7. College Faculty
      8. Parting thoughts
    2. Part 2: Learning to Learn
    3. Part 3: Reading Your Textbooks and Other Resources
      1. College Reading
      2. Concentration
    4. Part 4: Effective Memorization
      1. Effective Memorization
      2. General Principles:
    5. Part 5: Test Anxiety/Speech Anxiety
    6. Part 6: Test-taking
      1. General Tips for Studying for Exams
      2. Additional Tips for Multiple Choice Questions
      3. Additional Tips for Matching Questions
      4. Additional Tips for True and False Questions
      5. Additional Tips for Essay Questions
    7. Part 7: Avoiding Plagiarism
      1. How do we teach about plagiarism?
      2. References
  19. Appendix C: Public Speaking Online
    1. Preparation for Online Speaking
    2. During the Web Speech
    3. Ending
    4. Speaking for an Online Class
    5. Conclusion
  20. Appendix D: Funny Talk: The Art and Craft of Using Humor in Public Address
    1. Humor and Audiences: Positives and Negatives
    2. Humorous Speaking Tips
      1. Positive Aspects
      2. Negative Aspects
  21. Appendix E: APA Citation
    1. Learning Objectives
    2. Appendix Preview
    3. E.1 – Citation
    4. E.2 – When to Cite
    5. E.3 – Elements of citation
      1. In-Context Citation
      2. Quotation
      3. Paraphrasing
    6. E.4 - APA Resources
    7. E.5 - Reference List
      1. Sample References
  22. Appendix F: Research with Dalton State Library Resources
    1. “GIL-Find,” the Library Catalog
    2. GALILEO
  23. Appendix I: Sample Outlines and Formats
    1. Informative Speech on Types of Coffee Around the World
    2. Persuasive Speech on Reading During Leisure Time
    3. Sample Format 1
    4. Sample Format 2
    5. Sample Format 3
  24. Appendix J: Case Studies
    1. Chapter 3
    2. Chapter 4
    3. Chapter 6
    4. Chapter 7

Appendix A: Cultural Diversity in Public Speaking

It goes without saying that the United States is becoming more and more diverse. The millennial generation, those born between 1980 and 2000, are described the most diverse generation in American history. Forty-three percent are “non-white” due, in part, to increased immigration from Asia and Latin America in the recent past (Lilley, 2014). Even more, news stories and research indicate that the majority in the U.S. is not White, male, Protestant, and middle class, but multi-racial and ethnic, of different religions, 51% female, and of varying socio-economic groups.

Some issues related to the U.S.’s growing diversity were addressed in Chapter 2. In this appendix, we will look at how diversity can be a help and sometimes a challenge to a speaker.

Benefits and Challenges

The first way that diversity can be a help is if the speaker has been exposed to diverse groups of people. Diversity should also be understood as not just ethnic or racial, although those tend to be in the forefront of many minds. Diversity of thought is often a more important type of diversity than what might appear on the surface. Your audience may “look” and “sound” like you, but have a completely different world view.

However, diversity can be a challenge because the more diverse an audience, the harder audience analysis and accommodating one’s speech to the audience become. Also, one must be sure that he or she truly understands the diversity of a group. For example, it is assumed that all Arabic speakers are Muslims; however, persons of Lebanese and Palestinian background may be of a Christian faith. Likewise, many erroneously equate Muslims with Arab speakers and people of Arabic background, but the largest Muslim majority country is Indonesia. As mentioned in Chapter 2, “Latino” is a broad term that involves many distinct cultures that often observe or utilize very different customs, holidays, political views, foods, and practices. The historical experience of African-Americans is not that of Afro-Caribbeans. A white person from South Africa considers herself “African,” although we in the U.S. might scratch our heads at that because of how we traditionally think of “African.” (Elon Musk is an example.)

The more one can study cross-cultural communication issues, the more sensitive one can become. It is, of course, next to impossible to know every culture intimately; some of us are still working on learning our own! What one should recognize is the basic ways that cultures are categorized or grouped, based on certain characteristics, while at the same time appreciating cultural uniqueness. Even more, appreciating cultural uniqueness leads one to see predominant communication patterns or behaviors.

One common method for categorizing or discussing cultures is by “collectivist” or “individualistic.” The United States, Germany, Israel, and a few other countries are highly individualistic, while Asian, some Latino, and some African cultures are highly collectivistic. While we in the U.S. value family, we generally are expected and encouraged to make our own life choices in career, education, marriage, and living arrangements. In more collectivist cultures, the family or larger community would primarily decide those life choices. In some cases, the individual makes decisions based on what is better for the community as a whole rather than what he or she would personally prefer.

Closely related to the distinction between collectivistic and individualistic cultures is the distinction between high-context and low-context cultures. High-context cultures are so closely “tied together” that behavioral norms are implicit; they are just understood and have been learned through close observation. These customs and norms do not need to be talked about or explained explicitly. High-context cultures can be challenging for newcomers who feel they need explanation. For example, if you and your friends have a routine of watching football every Sunday, saying, “I’ll see you guys this weekend for the game” implies that the “when” and “where” of the game is so ingrained that it doesn’t even need to be explicitly stated. Variations from the norms are so rare that learning them is easy; there is no confusion.

Low-context cultures have to be more explicit because individual freedoms and wider diversity of behavioral norms make learning through observations more difficult. Continuing the example from above, in these cases you might be gathering with a new group of friends who need explicit, low-context communication to know what is going on: “We’ll meet at Jay’s house on Bleaker Street at 11:30 on Sunday morning.”

High-context cultures are described as more

…relational, collectivist, intuitive, and contemplative. This means that people in these cultures emphasize interpersonal relationships. Developing trust is an important first step to any business transaction. . . . These cultures are collectivist, preferring group harmony and consensus to individual achievement. And people in these cultures are less governed by reason than by intuition or feelings. (Chaturvedi & Chaturvedi, 2013)

Unfortunately, due to cultural biases, this description may to some make individuals from high-context cultures sound “less than” in some ways compared to Western cultures, which are low-context cultures. This is something we should be very careful about in addressing an audience or developing relationships with those of other cultures. Low-context cultures are often described as more rational, action-oriented, practical, clear in their communication, efficient, precise, and factual. In contrast, high-context cultures spend more time on interpersonal trust, are less direct and straightforward, and may use more polite and flowery language. These descriptions can be problematic. Let us be clear that these descriptions are about generalized differences, but not about “better” or “worse” and definitely not about every individual member of the culture. A person from a high-context culture is perfectly capable of being rational, action-oriented, practical, etc., and a person from a low-context culture still values interpersonal trust and politeness.

Another way to distinguish cultural groups is how decisions are made and the predominant communication modes. As mentioned in Chapters 1 and 3, public speaking—a logical, rational, straightforward, individualistic mode of communication, where traditionally one person attempts to exert influence over others through verbal means—is at the core of Western communication history. Public speaking exists in the context of debate, two opposing views being presented either for one side to “win” or for the audience to choose a compromised, hybrid position. Other cultures have traditionally taken a more narrative communication mode, with storytelling being the way the important information is conveyed, more indirectly. Others value group discussion and keeping the harmony of the group, while others value almost exclusively the advice of elders in decision making. They believe the past and those who have experienced more of it have a wisdom all their own and are worthy of more respect.

In reference to cultural differences, we see the differences most obviously in nonverbal communication. While we Westerners may think of these nonverbal communication differences (such as the traditional Asian practice of greeting with a bow instead of shaking hands) as simply quaint or only superficial, they reveal deep difference in the world views of each culture. It would be worth your time to look into (easily done on the Internet) why Asians traditionally bow and Westerners shake hands. The practices say a lot about our shared histories and our views of the past, religion, and interpersonal trust. Likewise, it is not unusual for adult men friends of the same age to walk hand-in-hand in some Middle Eastern countries, but that is less common in the United States and has a totally different interpretation. In the two places, the same practice means two entirely different things.

Nonverbal communication, which is what is most obvious and visible to us when we experience a new culture, is divided into categories such as:

  • Oculesics (eye behavior)
  • Haptics (touch behavior)
  • Proxemics (distance and space from others)
  • Vocalics (voice characteristics)
  • Chronemics (use of time in communication)
  • Kinesics (use of the arms, legs, and posture)
  • Olfactics (the meaning of smell in communication)
  • Objectics (the use of objects to convey or interpret meaning)

Each of these has unique patterns in various cultures, and the differences in nonverbal communication behavior are often not understood to have deeper cultural meanings. Some cultures may avoid eye contact out of respect; their high-context nature means direct confrontation is discouraged. Westerners, however, tend to judge low eye contact rather harshly, as either dishonesty, disinterest, or low self-esteem. Likewise, Westerners value punctuality sometimes over relationships, although the higher the status of the individual, the more tolerant we can be of tardiness. The CEO of the company can be 15 minutes late for a meeting, but the employees would be disciplined for such tardiness. Other cultures simply do not understand the Western love affair with the hands on the clock. People from the United States are sometimes seen by other cultures as loud (vocalics), too direct and forward (oculesics), taking up too much space (kinesics and proxemics), and uncomfortable with touch or close spaces (haptics and proxemics).

Of course, most audiences of different cultural backgrounds may include those for whom English is a second (or third or fourth) language. Humor columnist Dave Barry ironically wrote, “Americans who travel abroad for the first time are often shocked to discover that, despite all the progress that has been made in the last 30 years, many foreign people still speak in foreign languages” (“Dave Barry Quotes,” 2013). Often second language speakers’ use of correct English is as good as or better than some native speakers in the United States[^1], but there will be some areas of concern here.

Watch out for metaphors, slang, and figurative language that simply have no meaning to non-native speakers of English. Many American expressions have to do with sports—everything from poker to football—and have no significance to those who have not grown up around those sports.[^2] Some of our expressions actually have a racist past, without our knowing or recognizing it because we do not know the origin of the phrase. When we say “bury the hatchet,” “go on the warpath,” “put you in the paddy wagon,” “let’s hear from the peanut gallery,” or “I was gipped,” we are inadvertently referring to ethnic stereotypes as well as using references those of non-U.S. cultures would not understand.

Implications

What does all this mean to you, a college student taking a public speaking class? Well, as emerging technology makes communicating with people around the world easier and more common, there is a good chance you might find yourself communicating or interacting with persons from other cultures in your future careers. The ten items that follow should help you begin to navigate any such situations more effectively.

  • Dealing with persons of other cultures may mean that the straightforward, supposedly “rational” approach expected from traditional public speaking may be too forceful for other cultures. More descriptive, more narrative, and more relational forms of communication may be of service. As mentioned in chapter 1, stories may be your most powerful form of communication, especially with audiences of diverse cultures. At the same time, choose your stories carefully (see the next bullet point below).

  • Primarily, recognize the underlying values of the culture. The value and place of family stands out here. You would want to be sure to show respect to parents and grandparents in everything you say; if you cannot do that, do not mention them at all. Other values may have to do with how genders are treated, modesty in clothing, or criticism of the government.

  • Do not jump to judge speakers of other cultures by Western standards. Time limits are a good example. While this book stresses speaking within time limits, a speaker from a high-context culture may not see strict time limits as a standard for speaking and may go “overtime” in our Western way of thinking.

  • Know your audience. Know what they appreciate (positive) and what would concern them (negative).

  • Approach humor very carefully. Humor is highly contextual, personal, and cultural. Test your humor on a group representative before the presentation.

  • Show knowledge of their culture. If speaking to an audience made up predominantly of persons who speak a certain language, learning a greeting or phrase in that language is a way to gain rapport. You could also use appropriate holiday references. Two presidents known for their oratorical abilities used this technique. When John F. Kennedy spoke in Berlin in 1963, he famously said, “Ich bin ein Berliner.” (Although many have claimed he was actually saying the equivalent of “I am a Danish pastry” instead of “I am a person from Berlin,” that myth has been debunked.) Either way, it did not matter; the crowd appreciated it. Ronald Reagan did much the same at the beginning of his historic “Tear Down This Wall” speech at the Brandenburg Gate in 1986. His accent was not great, but his grammar and message were clear.

  • If the group is diverse, don’t leave out or marginalize someone by assuming all share exactly the same values or practices.

  • Never “tokenize” someone by drawing attention to his or her difference, at least not without asking permission.

  • Use the term preferred by the group to refer to them. Not all persons of Latin American descent want to be called “Latino/a,” according to the Pew Research Center (Lopez, 2013). In fact, more prefer Hispanic, which is the term used by the U.S. Census Bureau since the 1970. Recently the term “Latinx” was created to be gender neutral; however, some research has indicated that the term has not been widely accepted.

  • Always seek for commonalities over differences.

Below we have included some references sent to us by a professor in Zhuhai, People’s Republic of China. He shared them with us in reference to public speaking in Asian cultures. As the world becomes “smaller” and we are confronted with diversity more and more every day, we should continue to build our knowledge and skill in intercultural communication.

Oliver, R.T. (1976). Rhetoric and the social matrix: Reflections from the Asian classics. Communication: A Journal of the Communication Association of the Pacific, 4(2), 134-151.

Oliver, R.T. (2009). The rhetorical tradition in China: Confucius and Mencius. Today’s Speech, 17(1), 3-8.

Gunaratne, S.A. (2009). Emerging global divides in media and communication theory: European universalism versus non-Western reactions. Asian Journal of Communication, 19(4), 366-383.

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Appendix B: Succeeding as a College Student
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