A functional speech handbook for junior high students.

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A FUNCTIONAL SPEECH HANDBOOK FOR JUNIOR HIGH SCHOOL STUDENTS

A P r o je c t P re s e n te d to th e F a c u lty o f th e S chool o f E ducation The U n iv e r s ity of S o u th e rn C a lif o r n ia

I n P a r t i a l F u lf illm e n t o f th e R equirem ents f o r th e Degree M aster o f S c ie n c e in E d u catio n

by B e a tr ic e C re g ie r A ugust

1950

UMI Number: EP46256

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

Dissertation Publishing

UMI EP46256 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

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This project report, written under the direction of the candidate’s adviser and app r o ved by him, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of M a s te r of Science in Education.

Date..

(/

A dvis er

Dean

ii

TABLE OP CONTENTS CHAPTER

PAGE PART I .

STUDENT MEMBERSHIP

HOW TO BE AN ACTIVE MEMBER OF THE STUDENT BODY 1.

2.

YOUR SCHOOL:

SCHOOL L I F E ............................... . .......................................

2

1.

How to l o c a te sch o o l f a c i l i t i e s

• • • • • •

2

2.

How to choose new f r i e n d s

• • • • • • • • •

3

3.

How to make f r ie n d s w ith your te a c h e r

. • •

4

4# How to go to your c o u n s e lo r f o r a d v ic e • • •

6

5« How to t a l k w ith th e p r i n c i p a l • • • « • • •

8

EXTRA-CURRICULAR ACTIVITIES:

HOW TO BECOME A

PART OF YOUR SCHOOL L I F E .....................

11

1.

How to

11

2.

How to make a sp eech prom oting sch o o l

s e l e c t your J u n io r High a c t i v i t i e s .

a ffa irs

13

3.

How to se c u re a sp e a k e r f o r assem bly . * . .

14

4.

How to a c c e p t o r p r e s e n t c l a s s g i f t s and

5.

awards • • • • ..............................

14

How to make an announcement

15

SCHOOL AND CLASS OFFICES:

. . . . • • • •

HOW TO TAKE PART IN

THE 'MOREFORMAL SCHOOL A C T IV IT IE S ...................... .

17

1.

17

.

3.

HOW TO MAKE THE MOST OP YOUR

How to p a r t i c i p a t e in c la s s m eetin g s • • • •

ili CHAPTER

PAGE

2.

How to make a m otion

3.

How to a o t a s chairm an o f a c la s s m eeting • • •

19

4.

How t o se c u re a nom in atio n to a c la s s o f f i c e

20

5.

How to a c c e p t th e r e s p o n s i b i l i t y o f c la s s

6*

• » • • • • • • • • • • •

18

•

p r e s id e n t • • • . • • • • • • • • • • • • • • •

20

How t o make an o f f i c i a l r e p o r t ..........................

21

PAET I I .

CLASS ACTIVITIES

HOW TO IMPROVE YOUR GLASS WORK 4.

INFORMAL DISCUSSIONS:

HOW TO TAKE PART IN

DEMOCRATIC CLASS DISCUSSIONS

5.

...............................

1.

How to a s k q u e s tio n s in c l a s s

..........................

26

2.

How to e x p re s s o p in io n s in c la s s

• • • • • • •

27

3.

How to s e t up c l a s s s ta n d a rd s • • • • • • • • •

28

INDIVIDUAL REPORTING:- HOW TO SPEAK BEFORE THE CLASS . . . . . . . . . . . . . . . . . . . . . . .

6.

26

32

1.

How to

g iv e a

good impromptu t a l k • • • • • • • 32:

2.

How to

makea

fo rm al r e p o r t • • • • • • • • . • 34

3.

How to

g iv e a

book r e p o r t • • • • • • • • • • • 35

4.

How to

choose

good sp e a k e rs f o r p a t t e r n s

FORMAL DISCUSSION:

. . . 36

HOW TO PARTICIPATE IN

ORGANIZED DISCUSSIONS.....................

40

iY

CHAPTER 1.

PACE How to p a r t i c i p a t e a s a sp e a k e r in a p a n e l d is c u s s io n

2.

• • • • • • • • • • . . • • . • •

How to a c t a s a le a d e r o r c o o r d in a to r of p a n e l d is c u s s io n s • • • • • •

7.

40

••

3*

How to d eb a te • • • • • • • • • • • • • • • •

4*

How to ta k e p a r t in a speech c o n te s t

5*

How to l i s t e n c r i t i c a l l y

RHYTHM IN YOUR VOICE;

. • •

40 41 •

....................................

44

HOW TO IMPROVE YOUR

SPEAKINC V O I C E ....................................................................... 1.

8.

43

47

How to g e t yo ur v o ic e an a ly z ed f o r i t s d i f f i c u l t i e s .................................................................

47

2.

Howto c o r r e c t your speech d i f f i c u l t i e s • • •

48

3.

Howto c u l t i v a t e a v o ice p eo p le l i k e to h e a r .

49

4.

Howto make y our v o ice c a r r y

51

POLISH:

• • • • • • • •

HOW TO IMPROVE THE WAY YOU EXPRESS

YOURSELF.............................................* .................................. 1*

How to c o r r e c t your language d i f f i c u l t i e s •

2.

How to a c q u ire a b a s ic framework f o r good o r a l e x p re s s io n

3.

•

54

56

How to improve by l i s t e n i n g to good speech p a tte rn s

4.

. . . . . . . . . .

54

. • • • • • • • • • • • • • • • • •

Howto c o n tin u e to improve

• • • • • • • • •

57 57

V

CHAPTER

PAGE

9 . VOCABULARY:

HOW TO BUILD WORD RESOURCES TO

EXPRESS YOURSELF WELL..............................................................

60

1.

How t o in c re a s e your word power • • • • • • • •

60

2.

How t o d is c r im in a te in y o u r c h o ice of words . •

62

3.

How to a c q u ire a d e s c r ip tiv e and p ic tu re s q u e v o c a b u la ry

. . . . .

. . . . . .

62

HOW TO CARRY ON. A CONVERSATION . . .

68

1.

How to b eg in a c o n v e rs a tio n . • • • • • • • • •

68

2.

How to in c lu d e everyone in a group c o n v e rs a tio n

69

S.

How to co n v erse e n t e r t a i n i n g l y w ith your

PART H I .

SOCIAL ACTIVITIES

HOW TO BE AT EASE SOCIALLY 10.

CONVERSATION:

frie n d s • • • • • • « • • • • • • • • • • • • • 4.

How to c a r r y on a l i v e l y c o n v e rs a tio n w ith th e o p p o s ite sex

5. 11.

70

• • • • • • • • • • • • • • • • •

How t o " l e t o f f steam " in a c o n v e rs a tio n

TELEPHONING:

71

. . .

72

HOW TO MAKE TELEPHONE .CALLS . . . . .

77

1.

How to te le p h o n e

• • • • • • • • • • • • • • .

77

2.

How to make em ergency c a l l s • • • • • . • • • •

78

3.

How to make a b u s in e s s c a l l . . • • • . • • • •

79

4.

How to make a t o l l o r lo n g d is ta n c e c a l l

80

. . .

Vi

CHAPTER 12.

PAGE

INTRODUCTIONS;

HOW TO INTRODUCE...................... .

How t o make an in tr o d u c tio n • • • • • • • • •

85

£•

How to acknowledge an in tr o d u c tio n

86

3.

How to remember th e names o f p eo p le to whom

4*

• • •

• •

• • • • • • • • • • • • •

87

How to in tro d u c e in d iv id u a ls o r sp e a k e rs to groups

. . . . ...........................................

@7

VOCATIONAL EXPERIENCES: HOW TO SPEAK IN BUSINESS SITUATIONS . . . . . . . . 1.

...........................

92

How to t a l k c o n v in c in g ly when a p p ly in g f o r a job

14 .

85

1.

you a re in tro d u c e d

1 3.

.

92

2.

Howto sp eak to th e b o ss ab o u t a r a i s e

. . .

93

3.

Howto g iv e a good s a l e s t a l k • • • • • • • •

94

LIFE EXPERIENCES : HOW TO SAT THE RIGHT THING . . 1.

2.

97

How to i n v i t e th e o p p o s ite sex to go some p la c e

97

How to o rd e r fqod on a d a t e .....................

98

3.

Howto ask f o r t h e a t e r t i c k e t s

4.

Howto e x p la in an e m b arrassin g s i t u a t i o n

5.

Howto make ex c u ses in an un av o id ab le circ u m stan c e

• • • • • • • • •

..........................

ORAL ENGLISH COLLECTION..............................................................

99 99

99 108

v ii

PREFACE TO TEACHERS Language i s a way o f l i f e . a c tiv ity .

I t accom panies e v e ry group

The th o u g h t p ro c e s s o f sp ee ch accom panies even th e

s i l e n t o r in d iv id u a l a c t i v i t y .

Language f u n c tio n s , n o t be­

cause naan has an accu m u latio n o f knowledge and words w ith w hich to e x p re s s h im s e lf, b u t because man f e e l s a need to e x p re s s h i s a c t in sp e e c h .

How w e ll he does t h i s , how w e ll

he e x p re s s e s h im s e lf , depends upon how w e ll he h as le a rn e d o r p r a c t ic e d p u t t in g h i s id e a s i n t o spoken w ords. W ith even a v a s t background o f know ledge, he may be unable to e x p re s s h im s e lf w e l l .

I f he h as n o t had th e p r a c ­

t i c e , in f u n c tio n a l s i t u a t i o n s , he w i l l no doubt be lim ite d in h is a b i l i t y to e x p re s s h im s e lf .

F o r t h i s re a s o n , in h is

y e a rs o f sp eech t r a i n i n g , th e s tu d e n t must have th e oppor­ t u n i t y to a p p ly h i s a c q u ire d knowledge in l i f e e x p e rie n c e s . He must have th e e x p e rie n c e o f doing th e a c t , w h ile he i s sa y in g th e words to f i t i t . The aim of modern e d u c a tio n i s to f i t th e sc h o o l p ro ­ gram to th e f u n c tio n a l needs o f boys and g i r l s .

W ith t h i s

aim in m ind, an a tte m p t has been made to f i t th e o r a l speech co u rse f o r J u n io r High sc h o o l s tu d e n ts in to t h e i r d a i l y liv in g need s. T h is handbook i s w r i t t e n t o th e s tu d e n t, and f o r th e s tu d e n t.

I t i s w r i t t e n w ith th e hope t h a t he w i l l a s s o c ia te

v iii

h i s needs f o r s e l f - e x p r e s s io n w ith a d e s ir e to improve h is manner o f e x p r e s s io n ; t h a t he w i l l see th e why f o r c o r r e c t sp ee ch , and t h a t i t w i l l become an in c e n tiv e f o r him to s e t h i s own h ig h s ta n d a rd s f o r se lf-im p ro v e m e n t.

ix

PREFACE TO STUDENTS T h is handbook has been w r i t t e n f o r you and to you. You have become young a d u l t s .

I t w i l l be n e c e s s a ry f o r you

to know and t o be a b le to use s k i l l f u l l y th e everyday cu s­ toms o f l i f e and sp e e c h .

Much o f your su c c e ss in l i f e w i l l

depend upon how w e ll you can e x p re ss y o u r s e l f . I n t h i s handbook an a tte m p t has been made to cover many o f th e r e a l l i f e s i t u a t i o n s in w hich i t w i l l be to your advantage to know what to do and s a y .

These s u g g e s tio n s and

d i r e c ti o n s w i l l h e lp you a v o id many e m b arrassin g moments. They w i l l h e lp you h an d le many s i t u a t i o n s s k i l l f u l l y .

How

w e ll you su cceed w i l l depend upon how much e f f o r t you have expended. Remember, to be a happy and s u c c e s s f u l a d u lt you must be p re p a re d t o g e t o u t and ta k e p a r t in l i f e . to t a l k yo u r way i n t o and o u t o f s i t u a t i o n s .

You must le a r n P re p a re y o u r­

s e l f w e l l , and you w i l l have l i t t l e d i f f i c u l t y in h a n d lin g any s i t u a t i o n t h a t a r i s e s . How p eo p le judge us when we speak i s w e ll e x p re sse d in th e fo llo w in g q u o ta tio n from Ben Jo n so n : shows th e man: sp eak t h a t I may see th e e ."

"Speech most

1

PART I .

STUDENT MEMBERSHIP

HOW TO BE AN ACTIVE MEMBER OF THE STUDENT BODY You a re em barking upon a new and w o n d erfu l adv en tu re* A d u lt l i f e i s opening up to you.

You a re a young a d u lt*

You

a re fa c in g new r e s p o n s i b i l i t i e s w hich you must meet w ith dig* n ity .

i

Your a d v e n tu re s can b rin g you Joy and s u c c e s s , i f you

ta k e th e r i g h t p a th and fo llo w i t c a r e f u l l y .

P a rt I of th is

s'

handbook i s a g u id e f o r making c o r r e c t c h o ic e s .

C hoices

w hich may le a d t o h ig h ly s u c c e s s f u l outcom es, o r o th e rw is e , ' ; . 1 depending upon you. Choose w e ll!

2

CHAPTER 1 .

YOUR SCHOOL

HOW TO MAKE THE MOST OF YOUR SCHOOL LIFE A.

MOTIVATION: ,

The sc h o o l dan o f f e r you m a n y 'o p p o rtu n itie s

•

•

-

^

t o have a v e ry happy and f a l l U f a , i f you a re w i l l in g to become an a c ti v e member* 1.

FEELING AT HOME:

When you have met and become a c ­

q u a in te d w ith your t e a c h e r s , c o u n s e lo r and th e p r i n c i ­ p a l , and you a re a b le t o f in d your

wayaround th e

s c h o o l, you w i l l f e e l a t home* 2.

NEW FRIENDS:

You w i l l f in d t h a t th e te a c h e r s and

your c o u n s e lo r a re your frie n d s *

You can go to them

f o r h e lp and a d v ic e when you wish* 3*

SECURITY: -.1

You f e e l a s i f you have r e a l l y become a

'

member o f a g ro u p , when you know a l l ab o u t th e sc h o o l and have made many new frie n d s * B*

DIRECTIONS:

Some d i r e c t i o n s t o h elp you le u r n about

your sch o o l and how to make new f r i e n d s . 1*

How to lo c a te sc h o o l f a c i l i t i e s . a*

Take y o u r assig n m en t c a rd from

th e s c h o o l, w ith

you th e f i r s t day. b*

R ep o rt to th e room s t a t e d on your assignm ent card*

(Ask someone i f you c a n f t lo c a te th e room;

everyone w ants t o h e lp you*) c*

Be f r i e n d l y w ith th e b ig b r o th e r o r s i s t e r

3

a s s ig n e d you. d.

Ask n e c e s s a ry q u e s tio n s re g a rd in g ; (1 ) Tour c la ssro o m s. (2 ) Tiie n u rs S . (3) Tlie p r i n c i p a l 's o f f i c e . (4 ) Your c o u n s e lo r 's room i f you know who i t w ill be. (5 ) The c a f e t e r i a . (6) The l i b r a r y . (7 ) The s tu d y h a l l . (8 ) The r e s t room s. (9 ) P lay g ro u n d eq u ip m en t. (10} The a u d ito riu m .

e.

Draw a map o f th e grounds and mark th e p la c e s on i t , o r mark th e map th e sc h o o l may g iv e you. (T h is g u id e sh o u ld be k e p t in your f o ld e r .}

f.

L earn where your classro o m s a r e .

g.

Be on tim e to y o u r c l a s s e s .

(T h is shows your

te a c h e r s you a r e t r y in g .} 2.

How to choose new f r i e n d s . a.

Be f r i e n d l y w ith everyone you meet* (1) Be happy, and s m ile .

b.

G et a c q u a in te d w ith many p e o p le in th e s c h o o l. (1) Ask them to e ra-*-t lu n c h w ith you.

4

(2 ) Walk to c la s s w ith someone. (3) T alk to o la ssm a te s o u ts id e o f . c l a s s . c.

D ecide w hich p eo p le you l i k e b e s t and f in d out a l l you can ab o u t them .

(How n e a r t h e i r l i k e s

and d i s l i k e s , and c h o ic a o f o u ts id e a c t i v i t i e s , a re l i k e y o u r s .) d.

Choose b o th boys and g i r l s f o r f r i e n d s .

e.

D ecide w hich f r i e n d s you would l i k e to I n v i t e home f o r d in n e r , f o r m other and f a t h e r t o m eet.

f.

A ct th e e q u a l o f your f r i e n d s . (1) Observe how o th e r s a c t . (2) E x p ress y o u r s e lf w ith a s s u ra n c e . (3) Do n o t t r y t o dom inate o t h e r s . (4 ) Develop a m ature way o f e x p re s s in g y o u r s e lf . 1


You

can g iv e good re a s o n s why you f e e l you do

have th e c a p a b i l i t y to do th e jo b when you make y o ur a p p l i c a t i o n .

97

CHAPTER 1 4 .

LIFE EXPERIENCES

HOW TO SAY THE RIGHT THING A.

MOTIVATION:

I t i s v e ry Im p o rta n t t o know what t o say up­

on e v e ry o c c a s io n .

Below a re some o f th e re a s o n s yog

sh o u ld know. 1.

SAVES EMBARRASSMENT:

I f you know w hat t o sa y when

u n fo re s e e n th in g s happen, you a v o id em b arrassm en t. 2.

A BETTER TIME:

W&en you know s o c i a l custom s w e ll

enough to j|o o r sa y th e r i g h t th in g a t th e r i g h t tim e , you w i l l be a t e a s e and w i l l have a much b e t t e r tim e . 3.

MORE BATES:

No one w ants t o be on a d a te w ith a b o re,

a p e rs o n who does n o t know w hat to do o r s a y .

I f you

a r e f a m i l i a r w ith s o c i a l cu sto m s, you w i l l have a l o t more d a t e s . B.

DIRECTIONS:

Here a r e some d i r e c t i o n s t o h e lp you become

more f a m i l i a r w ith s o c i a l cu sto m s, and to be a t e a s e . 1.

How t o i n v i t e th e o p p o s ite se x t o go some p l a c e . a.

G et t o know boys and g i r l s b e t t e r by i n v i t i n g them to * y o u r h o u se .

b.

Have y o u r p a r e n ts m eet y o u r f r i e n d s .

c.

I n v i t e y o u r g i r l o r boy f r i e n d t o d in n e r .

(If

y o u r p a r e n ts a r e n o t a c q u a in te d w ith him o r h e r , o r w ith h i s o r h e r p a r e n t s , have y o u r m other c a l l th e o th e r m other and co n firm th e i n v i t a t i o n . )

d.

I n v i t e y o u r f r i e n d to y o u r home w ith a g ro u p , o r to a p a r t y , to h e lp g e t a c q u a in te d .

e.

I n v i t e a g i r l to an a fte rn o o n m atin ee f o r th e f i r s t d a te a lo n e .

f.

Be w i l l i n g to t e l l your m other w here you a re g o in g and when you p la n t o be home.

g.

A void em barrassm ent by p la n n in g w hat t o sa y b e ­ f o r e you ap p ro ach th e p e rso n you a r e a s k in g . {"Jo h n , my m o th er and I would l i k e to have you come t o d in n e r S a tu rd a y n i g h t .

Do you th in k

you can come?” ; o r "M ary, I would l i k e t o have you go to th e show w ith me, S a tu rd a y a f te r n o o n . Would you c a re to go?") h.

Answer an i n v i t a t i o n by s a y in g : "Y es, 1 would l i k e v e ry much t o g o ." o r "Thank youJ

I s h a ll

be g la d t o com e." How t o o r d e r fo o d on a d a t e . a.

Help th e g i r l , know how much you m ight have to sp en d .

(S u g g est w hat you th in k she m ight l i k e

on th e d in n e r , p r ic e d a t th e amount you f e e l you can sp e n d . b.

Have h e r make h e r c h o ic e , and t e l l you b e fo re th e w a i t r e s s r e t u r n s .

(The w a i tr e s s u s u a lly

w a its u n t i l you l a y th e menus a s i d e . ) c.

Give b o th o r d e r s to th e w a i t r e s s .

( I f she

99

r e t u r n s b e fo re you have d e c id e d , a sk y o u r com­ p a n io n h e r c h o ic e , and g iv e b o th o r d e r s t o th e w a i t r e s s •} 3.

How t o a sk f o r t h e a t e r t i c k e t s . a.

C o n su lt th e p r i c e l i s t i n g s a t th e t i c k e t o f f i c e r e g a rd in g p r i c e s o f s e a t s in v a r io u s l o c a t i o n s .

b.

D ecide w hich t i c k e t s you can a f f o r d .

(Ask f o r

th e b e s t a v a ila b le t i c k e t s in t h i s s e c t i o n , o r f o r a c e n te r lo c a t i o n in t h i s s e c t i o n .

T e l l how

f a r b ack you w ish t o s i t . ) c.

Be p re p a re d f o r th e p r i c e s you w i l l pay b e fo re you g o .

(Do n o t em b arrass your companion by

f u s s in g ab o u t th e p r i c e s a t th e t h e a t e r . ) 4.

How t o e x p la in an e m b a rra ssin g s i t u a t i o n . a.

Remember: "The l e a s t s a i d ; th e so o n er fo rg o tte n .'*

b.

S ay : "Excuse me, p lease .* * ; **I*m sorry.** o r **I beg y o u r pardon.**

c. 5.

6.

Drop th e s u b je c t and do n o t b rin g i t up a g a in .

How t o make e x c u se s in an u n a v o id a b le c irc u m s ta n c e . a.

E x p la in b r i e f l y th e c irc u m s ta n c e s .

b.

Ask t o be e x c u se d .

c.

E x p re ss th a n k s i f th e s i t u a t i o n r e q u ir e s su c h .

d.

Do n o t e v e r gush o v e r th e s i t u a t i o n .

Where to go f o r f u r t h e r a s s i s t a n c e . a.

O ra l E n g lis h C o lle c tio n :

9 :2 0 1 -2 2 8 ; 1 :2 6 -3 1 ;

100

1 7 :1 1 -2 0 ; 1 8 :4 , 7 , 14; 1 9 :1 1 9 , 2 42-248. b.

S p e c ia l books:

c.

Community s o u rc e s :

L e a d e rs o f ch u rch g ro u p s,

Y.M .O.A., Y.W .C.A., S c o u ts , and C am pfire G i r l s ; c o u n s e lo rs and g u id an ce p e o p le . d.

E d u c a tio n a l f i l m s :

Are You P o p u la r?

r e e l , s a l e , l e a s e - s a l e , b&w o r c o l o r .

Sound, 1 (A p r e ­

s e n t a t i o n o f a v i t a l c in e m a tic g u id e t o boy and g i r l r e la tio n s h ip s .}

C oronet F ilm s , C oronet

B u ild in g , Chicago 1 , I l l i n o i s . Sh.v Guy.

Sound, l - § r e e l s , s a l e , l e a s e - s a l e ,

b&w o r c o l o r .

(G ives p o i n t e r s on how t o o v e r­

come sh y n ess among j u v e n il e s .}

C oronet F ilm s ,

C oronet B u ild in g , C hicago 1 , I l l i n o i s . e. C.

R e c o rd in g s:

ACTIVITY ASSIGNMENT:

Some th in g s t o do w hich w i l l

accustom you to h a n d lin g th e s i t u a t i o n s t h a t may come

up

in your l i f e . 1.

A CLASS PARTY: th e c l a s s .

P la n a t h e a t e r and d in n e r p a r t y f o r

(T h is can be "D utch t r e a t . ” )

L e t th e

p la n s c o v e r th e v a r io u s p h a s e s t h a t a re co v ered in th e d i r e c t i o n s . 2.

GROUP PRACTICE:

D ivide th e c l a s s i n t o groups and

p r a c t i c e a c t i v i t i e s co v ered in th e d i r e c t i o n s s e c t i o n .

101

D.

EVALUATION:

Here a r e some t e a t s to check: how w e ll yog

oan use th e In fo rm a tio n i n th e d i r e c ti o n s s e c t i o n . 1.

TRUE-FALSE:

P a t an X in th e T sp ace i f th e s ta te m e n t

i s tr u e and in th e F sp ace i f th e s ta te m e n t i s f a ls e * T F a* ( ) ( ) L e t th e g i r l o rd e r h e r food f i r s t in th e re s ta a ra n t* b . ( ) ( ) S ay to a g i r l , ^How ab o u t g o in g to th e show tom orrow ?” c . ( ) ( ) Have y o u r m other a sk th e boy i f he would l i k e t o come t o d in n er* d . ( ) ( } Have y o u r m other and f a t h e r m eet y o u r boy and g i r l f r i e n d s • e . ( ) I } You s h o u ld keep t a l k i n g ab o u t an embar­ r a s s in g s i t u a t i o n . f . ( } ( ) You sh o u ld e x p la in an u n av o id ab le circum ­ s ta n c e , b r i e f l y , and excuse y o u r s e lf i f i t i s n e c e ssa ry * 2.

BEST ANSWER:

3.

RATING- SCALE:

ORAL ENGLISH COLLECTION

103

ORAL ENGLISH COLLECTION A SPECIAL RESERVE SHELF FOR TEACHERS AND STUDENTS The t i t l e s below in c lu d e p u b l i c a t i o n s f o r th e use o f s tu d e n ts and te a c h e r s to d ev elo p th e f u n c tio n a l sp eech needs d is c u s s e d in th e c h a p te rs o f t h i s book. The t i t l e s a r e g iv e n code num bers f o r th e p u rp o se o f co n d en sin g th e c i t a t i o n s in e a c h c h a p te r .

T i t l e s a re n o t in

t h i s c o l l e c t i o n a r e th o se w hich a re c i t e d under s p e c ia l book h e a d in g s in th e c h a p te r s o u r c e s .

Those p a r t i c u l a r books

a p p ly o n ly t o in fo rm a tio n needed a t t h a t p o i n t . CODE NUMBER 1.

Chapman, Luey H .:

U sing Language S k i l l s »

H a rc o u rt

B race and Company, I n c . , New Y ork, 1945. 3.

C hase, Naomi; O lso n , H elen F . , and Huseby, H aro ld : H o lt. E n g lis h Language S e r i e s . J u n io r Book 1 •

Henry

H o lt and Company, I n c . , New York, 1950. 3.

C hase, Naomi; O lso n , H elen F . , and Huseby, H aro ld : H o lt. E n g lis h Language S e r i e s . J u n io r Book 2 .

Henry

H o lt and Company, I n c . , New York, 1950. 4.

C raw ford, C .; C ooley, E th e l G ., and T rillin g h a m , C. C .: L iv in g your L i f e . 1940.

D. C. H eath and Company, B o sto n ,

104

5.

C ra ig , E v elyn:

The S peech A r t s .

The M acm illan Company,

New York, 1937. 6.

E a s t b u rn , L acey A .; K e lle y , H arold V ., and F o lk , C. J . : P la n n in g Your L if e f o r S ch o o l and S o c i e t y .

C h a rle s

S c r i b n e r 's and S o n s, New Y ork, 1939. 7.

Gough, H arry B .; B o sseau , L . , and Cram er, M ary: E ffe c tiv e Speech.

8.

Jo h n so n , Hoy I . , and M cGregor, L au ra A .: Your W orld.

9.

E n g lis h f o r

G inn and Company, B o sto n , 1944.

Moore, B e rn ic e , and L eahy, D orothy M .: F a m ily .

10.

H arp ers and B r o th e r s , New Y ork, 1930.

You and Your

D. C. H eath and Company, B o sto n , 1948.

N o ar, F ra n c e s M*; T h r e lk e ld , A. L . ; Hach, C laren c e W ., and Murphy, A lla n F . :

E n g lis h f o r Today. 8 .

J. P.

L ip p in c o tt Company, P h ila d e lp h ia , 1948. 11.

N o ar, F ra n c e s M .; T h r e lk e ld , A. L . ; Haeh, C la re n c e W ., and Miirphy, A lla n F . :

E n g lis h f o r Today. 7 .

J . P*

L ip p in c o tt Company, P h i la d e l p h ia , 1948. 12.

O sborn, L o ra in e :

Your V oice P e r s o n a l i t y .

G. P . P u t­

n am 's S o n s, New Y ork, 1938. 13.

P a i n t e r , M a rg a re t:

Ease in S p eec h .

Company, B o sto n , 1937

D. C. H eath and

105

14.

S t e r l i n g , Edna L . ; O lso n , H elen F . , and Huseby, H aro ld : H o lt.- E n g lis h Language S e r i e s . S e n io r Book I *

Henry

Hold and Company, I n c . , New Y ork, 1950. 15.

S to d d a rd , A lex a n d er J . ; B a ile y , M a th ild a , and i

M ePherson, Rosamond:

E n g lis h F i r s t C o u rse.

Am erican

Book Company, New Y ork, 1955. 16.

T r e s s l e r , J . C .:

J u n i o r E n g lis h in A c tio n .

B. C.

H eath and Company, B o sto n , 1941. 17.

T r e s s l e r , J* C .t

E n g lis h in A c tio n .

Course I I .

D. C.

H eath and Company, B o sto n , 1950. 18.

T re s s le r, J .

0 . ‘s

E n g lis h i n A c tio n .

C ourse I I I .

D. C. H eath and Company, B o sto n , 1950* 19.

T re s s le r, J .

C .:

E n g lis h in A c tio n .

Course IV .

D. G.

C ourse I I .

B. C.

H eath and Company, B o sto n , 1950. 20.

T re s s le r, J .

0*:

E n g lis h in A c tio n .

H eath and Company, B o sto n , 1940. 21.

T re s s le r, J .

C .s

E n g lis h in A o tio n .

C ourse I I I .

B. C. H eath and Company, B o sto n , 1940. 22.

T r e s s l e r , J* C .:

E n g lis h in A o tio n . t

’'

H eath an d Company, B o sto n , 1940.

C ourse IV . •'

D. 0 .

106

£3.

T r e s s l e r , J . C .:

E n g lis h in A o tio n , Book I .

D. C*

H eath and Company, B o sto n , 1935* 24*

T r e s s l e r , J* C ., and Lipm an, M aurice C«: E n g lis h in A c tio n .

B u sin e ss

D. C. H eath and Company, B o sto n ,

1949.

University of Southern