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INTERPERSONAL COMMUNICATION: SKILLS FOR REAL LIFE ... provide more skills practice options. .... integrates an interactive e-book with path-breaking.
Interpersonal Communication: Skills for Real Life


r. Kory Floyd wrote his introductory interpersonal communication textbook because he wanted to show students that effective interpersonal communication can improve their lives. The result: Interpersonal Communication, a widely praised, comprehensive text that helps students learn principles they can put into action effectively, every day. This second edition of Interpersonal Communication does more than prepare students for class. Reflecting the rapid changes of the world in which today’s students live and interact—including the increase in computer-mediated communication platforms—it helps them build vital interpersonal skills and make sound choices—academically, personally, and professionally.

Connect to interpersonal essentials. What if your students could bridge theory and practice? The text and digital components of Floyd’s Interpersonal Communication invite students to go beyond superficial ideas about communication: Current communication theory, research, and scholarship. Floyd’s text presents and investigates the interpersonal process systematically, based on the most current research and scholarship. But most important, it uses story-telling to connect those principles and concepts to students’ own experiences.


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Critical thinking opportunities abound both in the text and online in Connect IPC, McGraw-Hill’s groundbreaking, interactive digital learning platform:

L E ARN I T What does it mean to say that self-concepts are partly subjective?

NEW Section-ending “Learn It/Apply

Compare and contrast reflected appraisal and social comparison as influences on the development of a self-concept. What are the advantages and disadvantages of being a low self-monitor?

It/Reflect on It” feature expanded to provide more skills practice options. “Learn It” exercises also appear in Connect IPC, offering students numerous ways to review, apply, and reflect on the principles they are studying and making use of every day.

APPLY I T Create a version of Figure 3.1 for yourself. Around the figure in the middle, draw six to eight small images that represent your different selves. Then draw three or four new selves that represent not the person you are but the person you would like to become. Next to each of those ideal selves, write one statement describing something you can do to become more like that ideal self.

R E F L EC T ON I T How do your friends and relatives affirm and reinforce your perceptions of yourself? If you had to create a time capsule to describe yourself to future generations and could include only five things, what things would you choose? Why?



hen you’ve gone through troubling times, have you ever noticed that you feel better after putting your feelings into words? Some people say they benefit from talking with supportive friends or counselors about their experiences. Others say that even writing about their feelings in a private journal makes them feel better, both mentally and physically. Is that idea fact or fiction? A large body of research suggests that it’s a fact. Multiple experiments by psychologist James Pennebaker and his colleagues have demonstrated that disclosing feelings in writing—particularly feelings related to experiences of trauma— produces measurable benefits in physical and mental health. In a typical study, participants write once a week for 20 minutes at a time over a three-week period about a traumatic event.


neutral topics, such as what they did over the weekend. Pennebaker and his team have found that compared to the control group, participants who disclose about traumatic events experience significant improvements in their mental and physical health, some of which last several months after the experiment has ended. Pennebaker believes that suppressing emotions requires effort that can also impair a person’s health. Expressing emotions in words—even in writing—may relieve people of the effort required to suppress their emotions and cause their health to improve as a result.


How do you notice that you feel better, if at all, after disclosing your emotions?


Are you generally more comfortable self-disclosing to members of one sex than to members of the other, or do you feel equally comfortable disclosing to both women and men?

“Fact or Fiction?” boxes in every text chapter and new online “Misconceptions” quizzes in Connect IPC. These valuable elements prompt students to challenge their assumptions about seemingly self-evident communication questions.

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Connect to interpersonal competence. What if your students could think more critically about all their communication choices, face-to-face and online?

assess your SKILLS PEOPLE , AC T ION, CONTENT, T IME: WHAT ’ S YOUR L ISTENING ST YLE? People listen for various reasons—sometimes to learn, sometimes to evaluate, and sometimes to provide empathy. Researchers have identified four distinct styles, each consisting of a different set of attitudes and beliefs about listening. Research suggests that most of us have one primary style that we use the most often. Which of the following styles best describes you? I

People-oriented style: This style emphasizes concern for other people’s emotions and interests. As the name suggests, someone with a peopleoriented style tries to find common interests with others. For instance, when Palik listens to his middle school students, he tries to understand what they are thinking and feeling so that he can relate to them effectively.


Action-oriented style: This style emphasizes organization and precision. An action-oriented listener likes neat, concise, error-free presentations. For example, Monica approves when her interns fill her in on the week’s activities in a clear, straightforward way, and gets frustrated when she can’t understand them.


Each style has its distinctive strengths and weaknesses, so none is inherently better than the others. If you’re primarily a people-oriented listener, for example, you’re likely to get to know other people well, but you might not be able to work as efficiently as a time-oriented listener. Action-oriented listeners might do best in majors that emphasize clarity and precision, such as engineering and computer science, whereas content-oriented listeners might prefer majors that involve greater ambiguity and room for debate, such as art and political science. Regardless of your primary listening style, research demonstrates that we adopt different styles for different situations. For instance, you might prefer a time-oriented style when you’re in a rush but a peopleoriented style when you’re visiting loved ones. Similarly, you might adopt a content-oriented style when listening to your professor give a lecture but an actionoriented style when listening to the evening news. Sources: Imhof, M. (2004). Who are we as we listen? Individual listening profiles in varying contexts. International Journal of Listening, 18, 36–45; Watson, K. W., Barker, L. L., & Weaver, J. B. (1995). The listening styles profile (LSP-16): Development and validation of an instrument to assess four listening styles. International Journal of Listening, 9, 1–13.

Skills self-assessment. “Assess Your Skills” features in each textbook chapter and “Skills Self-Assessments” in Connect IPC ask students to evaluate their tendencies and competence at a particular IPC skill.

NEW Technology, computer-mediated communication (CMC), and IPC. With embedded technology-related examples in every chapter, as well as up-to-date coverage of social networking, e-mail, texting, IMing, and more, Interpersonal Communication explores the implications, opportunities, and challenges individuals encounter as they rely more and more on new technologies for interpersonal communication.

NEW “Get Connected” feature. In every chapter, “Get Connected” boxes focus on interpersonal issues that arise within CMC-based platforms—in people’s personal lives, in their workplaces, and in online classrooms.

NEW Online Video Activities in Connect IPC. High-interest video clips from current popculture sources illustrate and test students’ understanding of communication concepts.





hen interacting online, many people use avatars as representations of themselves. Although avatars are not “real” people, they signify real people, and so we become accustomed to perceiving them in many of the same ways we perceive the people around us. Including an avatar alongside an e-mail message or chat room posting can make our words seem more personal to others—but how is our avatar really being perceived? To find out, communication researchers Kristine Nowak and Christian Rauh had college students evaluate a series of avatars and report on their perceptions. The researchers learned that I

Avatars should look as human as possible. Some people create avatars that are based on images of animals or inanimate objects. Nowak and Rauh found, however, that human-looking avatars were perceived to be more credible and more attractive.


Avatars should have a defined gender. Many avatars appear androgynous, meaning that it is difficult to tell whether the avatar is intended to be female or male. According to the research, people prefer interacting with avatars that they perceive as clearly male or female rather than androgynous.

If you create an avatar to use in computer-mediated communication, remember that others will perceive it as a representation of you. Consider the perceptions you want your avatar to create when you’re communicating interpersonally, and notice the perceptions you form of others’ avatars.

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What if your students had an online tool that identified the gaps in their learning and created a personal study plan? NEW LearnSmart, McGraw-Hill’s adaptive learning system, for assessing student knowledge of course content and mapping out a personalized study plan for success. Accessible within Connect IPC, LearnSmart uses a series of adaptive questions to pinpoint the concepts students understand—and those they don’t. The result is an online tool that helps students learn faster and study more efficiently and that enables instructors to customize classroom lectures and activities to meet their students’ needs.

Connect to culture. What if your students had more insight into the role culture plays in communication? A strong, integrated emphasis on culture, gender, and diversity throughout the text. In addition to a full chapter on culture and gender and communication, Interpersonal Communication weaves coverage of culture and gender throughout the text. The communication priorities and challenges of socially marginalized groups (e.g., the elderly, economically disadvantaged individuals, immigrants, sexual minorities, persons with psychological disorders, and those with physical disabilities) are also addressed across chapters.

NEW Groundbreaking “Dark Side” coverage expanded to a broader “Light Side/Dark Side” lens. To give students a holistic view of the IPC spectrum, alternating “Communication: Dark Side” and “Communication: Light Side” boxes examine interpersonal communication issues that people commonly experience respectively as either negative or positive. Through this practical feature, students gain insight into how best to navigate various choices and challenges they might encounter in everyday life situations.


dark side



here’s little question that being physically attractive is an advantage. Because of the halo effect, we think attractive people are nicer, smarter, friendlier, more honest, and more competent than unattractive people, and we treat them accordingly. From childhood, most of us are taught to prize physical attractiveness. Unfortunately, this emphasis on physical looks can create enormous social and psychological pressures for people to make themselves as attractive as possible. Because of the pressure to be attractive, and because being attractive often means being thin, an alarming number of people suffer from eating disorders. The U.S. National Institute of Mental Health identifies two major types of eating disorders: anorexia nervosa and bulimia nervosa. Anorexia nervosa derives from the


health problems, including gastrointestinal disorders, clinical depression, and tooth decay (stemming from frequent purging). Even people without eating disorders can take extreme measures to achieve thinness. Some undergo a procedure called vertical banded gastroplasty—better known as stomach stapling—that surgically alters the stomach to restrict food intake so that they will lose weight. A different procedure called abdominoplasty—or a tummy tuck—surgically removes excess skin and fat from the abdomen to make a person appear thinner.

FROM ME TO YOU If you’ve never had an eating disorder, it might be easy to dismiss anorexia and bulimia as merely a symptom of

NEW “Know Yourself” activities in Connect IPC . Students’ understanding of the range of views of different communication concepts is enhanced and deepened as they apply those varying perspectives to their own thoughts.

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Connect to interpersonal skills. What if your students had more ways to sharpen their skills? NEW “Got Skills?” activities in every chapter. These allnew boxes serve as a bridge between theory and practice, enabling students to apply IPC concepts to real-world situations.

[A P P E A L I N G T O L O G O S] Use logical arguments to persuade others.

Learn to persuade through the use of logic and reason.

To encourage individuals to think or act in a particular way by appealing to their sense of reason, as when you are trying to get someone to end a dangerous practice (such as drinking and driving) or to persuade a person to contribute to a cause you support.

1. Select someone you want to persuade and an issue on which you want to persuade the person. For example, suppose you want to persuade your father to pay for your study abroad next summer. 2. In a letter, lay out two specific reasons why the person should do as you suggest. Remember, your goal is to show why your suggested action makes sense. So, be sure to appeal to logic, not emotion. 3. For each reason, give evidence for your claims. For the study-abroad example, you might explain how study abroad helps students get better-paying jobs when they graduate. You might support that claim using information from your school’s studyabroad office.

1. Write your persuasive letter, but don’t send it to the addressee. Rather, share it with a small group in your class or with your instructor, for feedback on ways to make the logic in your arguments more persuasive. 2. Once you have received feedback on your letter, you may either keep it or send it and see if it is persuasive. CONSIDER: In what instances is it more persuasive to appeal to reason than to emotion?

NEW Digital Learning Solutions that assess and improve students’ knowledge. Connect IPC integrates an interactive e-book with path-breaking online activities and assignments that help students study more effectively and efficiently. This flexible platform also makes the management and grading of assignments easier for instructors. Connect IPC includes the following features: ■ LearnSmart, an adaptive study tool ■ A fully integrated e-book ■ Integration with the BlackBoard CMS ■ Chapter quizzes ■ “Misconceptions” tests ■ “Situation Analysis” activities geared to developing students’ understanding of communication concepts and applying their learning to realistic scenarios ■ Skills self-assessments ■ “Know Yourself” exercises prompting students to look at communication concepts from multiple viewpoints ■ “Self-Reflection” activities ■ Video-based activities


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Changes for the Second Edition Chapter-by-Chapter Changes CHAPTER 1: ABOUT COMMUNICATION New table describing uses of computer-mediated communication I “Got Skills?” boxes focusing on relational dimensions of communication and on cognitive complexity I Inclusion of impersonal communication in description of communication types I New “Fact or Fiction?” box addressing the connection between online communication and happiness I “Get Connected” feature exploring netiquette I

CHAPTER 2: CULTURE AND GENDER I “Got Skills?” boxes examining cultural norms and expressive talk I “Get Connected” feature focusing on Facebook culture I Expanded coverage of cultural influences on gender roles CHAPTER 3: COMMUNICATION AND THE SELF I Expanded application of Johari window I “Got Skills?” boxes focusing on self-fulfi lling prophecies and on facework I “Assess Your Skills” box on managing one’s online image I New “Fact or Fiction?” box probing the health benefits of self-disclosure I “Get Connected” feature looking at Internet addiction as a component of self-concept CHAPTER 4: INTERPERSONAL PERCEPTION I “Get Connected” feature examining perceptions of avatars I “Communication: Light Side” feature on seeing lovers through rose-colored glasses I “Got Skills?” boxes on self-serving biases and on direct perception checking CHAPTER 5: LANGUAGE I Expanded treatment of loaded language I Updated table of popular names I Replacement of social influence strategies with rhetorical strategies for persuasion: ethos, pathos, logos I New table offering examples of emotional appeals I “Got Skills?” boxes offering practice on appeals to logos and on I-statements I “Get Connected” feature focusing on gender and language in blogs I New “Communication: Light Side” box on websites offering words of comfort to bullying victims CHAPTER 6: NONVERBAL COMMUNICATION I “Get Connected” feature on immediacy behaviors in online classrooms I Streamlined presentation of nonverbal communication functions I New section on culture, sex, and nonverbal communication I “Got Skills?” boxes on adapting to sex differences and on generating interpretations for nonverbal behaviors

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CHAPTER 7: LISTENING I New “Communication: Dark Side” feature on cell phone snooping I “Got Skills?” boxes on paraphrasing and on listening empathically during times of grief I “Get Connected” feature looking at the effects and management of information overload online CHAPTER 8: EMOTION I Emotion chapter moved to earlier place in chapter sequence I Expanded treatment of depression I “Got Skills?” boxes on reducing social anxiety and on reframing negative situations I New “Communication: Light Side” feature addressing the health benefits of positive emotion I “Get Connected” box focusing on emotional contagion in cyberspace CHAPTER 9: INTERPERSONAL COMMUNICATION IN FRIENDSHIPS AND PROFESSIONAL RELATIONSHIPS I “Get Connected” feature on using social comments in an online course I New “Communication: Light Side” feature on Facebook friends I “Got Skills?” boxes on giving assurances and on separating social and task dimensions in superior/subordinate relationships I New “Assess Your Skills” box on identifying sexual harassment in the workplace CHAPTER 10: INTERPERSONAL COMMUNICATION IN ROMANTIC AND FAMILY RELATIONSHIPS I “Got Skills?” boxes focusing on responding to negative emotional expressions and on giving evaluative feedback I “Get Connected” feature looking at how adopted children are finding their birth parents online I Entirely new section on creating a positive communication climate, addressing use of confirming and disconfirming messages, avoiding defensiveness, fostering supportiveness, and providing effective feedback I “Assess Your Skills” feature on spotting confirming messages CHAPTER 11: INTERPERSONAL CONFLICT I New “Assess Your Skills” feature on avoiding online disinhibition I “Got Skills?” boxes focusing on one-across messages and on compromising I Updated table with female heads of state I “Get Connected” feature on using social media to spread power CHAPTER 12: DECEPTIVE COMMUNICATION I “Got Skills?” boxes on identifying deceptive forms and on detecting deception I “Get Connected” feature examining office e-mail I New “Communication: Dark Side” box on deception and trust


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New Features and Changes Throughout the Text MORE EMPHASIS ON THE REAL-WORLD RELEVANCE AND APPLICATION OF INTERPERSONAL SKILLS. Interpersonal Communication 2/e offers more real-world examples of interpersonal communication in action, as well as more skills-building activities that concretely apply IPC concepts to practical experiences. I




A new, real-world introductory vignette opens every chapter; and many new, updated, and refreshed examples enliven the chapter narratives. New “Got Skills?” activities in each chapter bridge theory and practice, enabling students to apply IPC concepts to everyday situations. These brief exercises walk students through the purpose of a specific IPC skill, present an example of that skill in action, and then give step-by-step directives on applying the skill. “Got Skills?” puts students in the driver’s seat by asking them to practice the skill they’ve just learned through a range of activities. A critical-thinking question, encouraging students to reflect on the experience and the impact of the activities, rounds out this valuable new feature. “Learn It/Apply It/Reflect on It”—This widely praised review/critical thinking feature that closes every main text section now gives greater emphasis to the application of IPC concepts. Each box offers additional opportunities for skills practice by way of concrete, hands-on activities in the “Apply It” segment. The entries in the “Research Library” ending the “Master the Chapter” review sections have all been revised and updated for currency.

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THE EXPANSION OF FLOYD’S GROUNDBREAKING “DARK SIDE” COVERAGE TO A BROADER “LIGHT SIDE/DARK SIDE” LENS. Floyd’s text was the first in its field to devote meaningful coverage to “dark side” interpersonal communication topics. The second edition builds on that “dark side” focus by recognizing that IPC is a spectrum and that it is to students’ advantage to understand all the dimensions of interpersonal communication. To this end, “Communication: Dark Side” boxes and “Communication: Light Side” boxes examine one interpersonal communication issue per chapter that people commonly experience as either negative or positive—and, in doing so, give students a foundation for understanding how their own choices impact the way a given interpersonal scenario plays out. Topics include electronic eavesdropping, eating disorders, and deception, as well as positive social connections online and the health benefits of positive emotion. MORE ON TECHNOLOGY AND COMPUTER-MEDIATED COMMUNICATION (CMC), INCLUDING COVERAGE OF ONLINE EDUCATION. In keeping with Floyd’s holistic approach to IPC, the text’s CMC-focused content is not limited to its misuses but also includes the positive implications and opportunities CMC presents for better and increased interpersonal communication. In addition to new, integrated CMC coverage of social networking, texting, gaming, e-mailing, and IMing in the text narrative, new “Get Connected” boxes in every chapter focus on interpersonal issues that arise within CMC-based platforms—in people’s personal lives, in their workplaces, and in online classrooms. The inclusion of the latter context makes Floyd’s Interpersonal Communication 2/e the first text to acknowledge the rapid increase in college courses being taught online, with little or no face-to-face contact—including IPC courses. MORE COVERAGE IN TOPIC AREAS IPC INSTRUCTORS SAY ARE MOST IMPORTANT TO THEM AND MOST CHALLENGING FOR STUDENTS. Added coverage includes I I


Extensive new section on communication climate New material on Greek and Roman approaches to persuasion, exploring the concepts of ethos, pathos, and logos A section on power Expanded treatment of appreciative listening More consideration of evaluative and non-evaluative feedback types Integration of many additional examples from contemporary pop culture and actual world events

FRESH NEW DESIGN, PLUS ORGANIZATIONAL ENHANCEMENTS, FOR ENGAGEMENT, CLARITY, AND EASE OF USE. A vibrant new design showcases the book’s many new photographic and other images and makes the text’s pedagogy easy to use. At instructors’ request, the “Emotion” chapter has been moved from the end of the text to follow Chapter 7, “Listening.” To differentiate the functions of the text’s chapters, they have been organized into three overarching parts in the table of contents. ONLINE ACTIVITIES AND TOOLS THAT HELP STUDENTS STUDY MORE EFFECTIVELY—AND MAKE THE MANAGEMENT OF ASSIGNMENTS EASIER FOR INSTRUCTORS. The content of Connect IPC, an innovative online learning platform, includes the following: I I I I


New hands-on learning activities, including chapter quizzes Videos An adaptive diagnostic A fully integrated e-book

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Additional Resources for Instructors NEW Easier online course management through Connect–Blackboard integration. Full integration between Connect IPC and the Blackboard CMS features single sign-on capability. Annotated Instructor’s Edition. Written and revised by the author, the AIE features a plethora of marginal notes to help instructors make use of the full range of the text’s coverage and activities: I I I I I



Outside of Class notes present out-of-class activities. Talking Points provide examples or extensions of a particular point. Focus on Ethics probes ethical questions on a specific issue. Focus on Scholarship gives examples of relevant studies or research programs. In Everyday Life shows how specific concepts can be observed in ordinary interactions. Writing Notes present suggested shortrtwriting assignments. Media Notes demonstrate how instrucctors can use the text’s—and other— media tools and resources.

Online Learning Center. Interpersonal Communication’s Online Learning Center at includes an array of comprehensive resources to aid instructors: Instructor’s Manual. Written and updated by the author, the Instructor’s Manual provides chapter outlines, discussion questions, key terms and their definitions, and examples of in-class and out-of-class assignments for every chapter. Test Bank. The Test Bank, also written and updated by the author, offers multiple-choice questions, true/false ssay quesquestions, short-answer questions, and essay tions for each chapter. The preparation off these materials by the book’s author i kkey term, and d llearning i objective bj i di ensures that every assignment, test questions, directly reflects the book’s content. PowerPoints for each chapter, created by the author. Video clips. Interpersonal Communication offers 30 video clips that illustrate core concepts of the text, including such topics as cultural differences, social construction of gender roles, nonverbal communication, listening, conflict, harassment, and self-disclosure.

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Tegrity Campus Tegrity Campus is a service that makes class time available around the clock. It automatically captures every lecture in a searchable format for students to review when they study and complete assignments. With a simple one-click start-and-stop process, you capture all computer screens and corresponding audio. Students replay any part of any class with easy-to-use browser-based viewing on a PC or Mac. With Tegrity Campus, students quickly recall key moments by using Tegrity Campus’s unique search feature. This search helps students efficiently find what they need, when they need it, across an entire semester of class recordings. Help turn all your students’ study time into learning moments immediately supported by your lecture. To learn more about Tegrity, watch a 2-minute Flash demo at http://

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CREATE, because customization for your course needs matters. Design your ideal course materials with McGraw-Hill’s Create, www! Rearrange or omit chapters, combine material from other sources, upload your syllabus or any other content you have written to make the perfect resource for your students. Search thousands of leading McGraw-Hill textbooks to find the best content for your students; then arrange it to fit your teaching style. You can even personalize your book’s appearance by selecting the cover and adding your name, school, and course information. When you order a Create book, you receive a complimentary review copy. Get a printed copy in 3 to 5 business days or an electronic copy (e-Comp) via e-mail in about an hour. Register today at www.mcgrawhill, and craft your course resources to match the way you teach.


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Contributors I am most grateful to have had exceptional, astute groups of instructors across the country who served as reviewers and offered insights and suggestions that improved Interpersonal Communication immeasurably: MANUSCRIPT REVIEWERS Courtney Allen, University of Florida Amy Arellano, Kansas City Kansas Community College Jacob Arndt, Kalamazoo Valley Community College Suzanne Atkin, Portland State University Cameron Basquiat, College of Southern Nevada Carol L. Benton, University of Central Missouri Leah E. Bryant, DePaul University Nanci Burk, Glendale Community College Jack Byer, Bucks County Community College Judy Carter, Amarillo College Donetta Cooper, Ivy Tech Community College Tasha Davis, Austin Community College–Northridge Jennifer Del Quadro, Northampton Community College Donna Ditton, Ivy Tech Community College Jean Dolan, Bucks County Community College Katrina M. Eicher, Kentucky Community & Technical College Jodi Gaete, Suff olk County Community College Colleen Garside, Weber State University Jill Gibson, Amarillo College Ava Good, San Jacinto College Stacy Gresell, Lone Star College CyFair Neva Kay Gronert, Arapahoe Community College Anneliese M. Harper, Scottsdale Community College Tina M. Harris, University of Georgia Terry Helmick, Johnson County Community College John Hyatt, Trident Technical College Jacob Isaacs, Ivy Tech Community College–Lafayette Jacqueline Luongo, Johnson County Community College Jessica Moore, North Carolina State University Mark Morman, Baylor University Thomas Morra, Northern Virginia Community College David Moss, Mt. San Jacinto College Susan Olson, Mesa Community College Dr. Lisa M. Orick-Martinez, Central New Mexico Community College Daniel Paulnock, Saint Paul College Amber Reinhardt, University of Missouri–St. Louis Sarah Riley, University of Kentucky Barbara Rochon, Bay de Noc Community College Paul Schrodt, Texas Christian University

Alan Shiller, Southern Illinois University, Edwardsville Jamie Stech, Iowa Western Community College Brigit K. Talkington, George Mason University Calvin L. Troup, Duquesne University Joseph M. Valenzano III, University of Nevada, Las Vegas Aimee Zadak, Nova Southeastern University Lori Zakel, Sinclair Community College Kent Zimmerman, Sinclair Community College

CONNECT CONTRIBUTORS Courtney Allen, University of Florida Leah Bryant, lead subject matter expert, DePaul University Nanci Burk, Glendale Community College Stacy Gresell, Lone Star College CyFair Jacqueline Luongo, Johnson County Community College

DIGITAL SURVEY REVIEWERS Courtney Allen, University of Florida Cameron Basquiat, College of Southern Nevada Jack Byer, Bucks County Community College Jean Dolan, Bucks County Community College Tina M. Harris, University of Georgia Jacqueline Luongo, Johnson County Community College Thomas Morra, Northern Virginia Community College Susan Olson, Mesa Community College Amy Poteet, Ashland Community & Technical College, Kentucky Amber Reinhardt, University of Missouri–St. Louis Alan Shiller, Saint Louis Community College Jamie Stech, Iowa Western Community College

DESIGN REVIEWERS Hilary Altman, Merritt College Amy Arellano, Kansas City Kansas Community College Jacob Arndt, Kalamazoo Valley Community College Jack Byer, Bucks County Community College Donna Ditton, Ivy Tech Community College–Northeast Indiana James C. Duncan, Ivy Tech Community College-Central Indiana Nicole Juranek, Iowa Western Community College Steven King, Ivy Tech Community College–Southern Indiana Brian Lempke, University of Phoenix Richard Morales, Sinclair Community College Jorge Mota, San Jacinto College Joanne Tucker, Dutchess Community College

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Acknowledgments One of my favorite parts about writing books is that so many people play key roles in helping a new book come together. This one was no exception, and it’s my pleasure to thank those whose contributions and support are responsible for the book you are now reading. First and foremost, my sincere gratitude goes to everyone at McGraw-Hill Higher Education. They are a true joy to work with and to know. Steve Debow, Mike Ryan, Rhona Robbin, Leslie Oberhuber, Mika De Roo, Susan Gouijnstook, David Patterson, Erika Lake, and Elena Mackawgy have also been a constant source of inspiration, energy, humor, and warmth, and I value immensely my relationship with each of them. Special thanks also to production editor Holly Irish and to Cassandra Chu and her design team for their exceptional creativity. Sylvia Mallory is as good as development editors get. She has offered countless hours to the task of making this book as fresh and interesting as possible, and she has done so with an extraordinary measure of grace. Every page of this book is better because of her involvement, and I cannot thank her enough. I also want to express enthusiastic thanks to the entire sales team at McGraw-Hill Higher Education. Those are the professionals who visit your campus and make sure students and instructors have everything they need to succeed in the classroom. It’s a demanding and sometimes thankless job, but the McGraw-Hill representatives are truly dedicated to your success, and I appreciate all they do. Finally, I will always be grateful for the support of my family and friends. The more I learn about interpersonal communication, the more appreciative I become of the people who accept, value, challenge, and love me. You know who you are, and I thank you.


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