Why establish credibility and use quality evidence

Why is it important to
establish credibility and
use quality evidence in
your speech presentation?
©McGraw-Hill Education. All rights reserved. Authorized only
for instructor use in the classroom. No reproduction or further
distribution permitted without the prior written consent of
McGraw-Hill Education.
Chapter 11: Being Credible
and Using Evidence
Pearson, Human Communication, 6e
©McGraw-Hill Education.
Objectives
• Explain the importance of source credibility
• Use four dimensions of credibility to improve audiences’
perception of you
• Develop research strategy for finding support
• Identify eight types of supporting materials

• Correctly attribute information to sources, both verbally and
in writing
• Ground your use of research materials in core ethical
principles surrounding honesty
Source Credibility
• Audience perception
of speaker’s
effectiveness
• Earn right to speak
on topic
© Europa Newswire/Alamy
Dimensions of Credibility
• Competence
• Trustworthiness
• Dynamism
• Common ground
© Peter Hvizdak/The Image Works

Common Ground
Strategies for Improving
Credibility (1)
• Use high-quality arguments
• Use the sleeper effect
– Arguments that stay with audience
counteract low credibility
Credibility (2)
• Use self-disclosure
• Dress professionally
• Use referent and expert power
– Referent power built through rapport
– Expert power built through sources

Credibility (3)
• Speak with fluency
• Use evidence and show topic’s
importance
• Plan for being introduced
Research in Speech Preparation
Preparation Step Benefit of Research
1. Selecting a topic Research helps you discover and narrow
topics.
2. Organizing ideas Research helps you identify main and
subordinate points.
3. Researching support
materials
Research provides facts, examples,
definitions, and other forms of support to give
substance to your points.
4. Preparing an introduction
and a conclusion
Research may reveal interesting examples,
stories, or quotes to begin or end the speech.
5. Practicing and delivering the
speech

Because your speech is well researched, you
will feel more confident and will seem more
credible.
Information Sources
• Personal
experience
• People
resources
• Written and
visual
resources
© Photo-Alto/Sigrid Olsson/Getty Images RF
Principles for Effective Research (1)
• Refine topic
• Think of research as process
• Use variety of sources

Principles for Effective Research (2)
• Evaluate sources carefully
– Is it clear?
– Is it verifiable?
– Is the source competent?
– Is the source objective?
– Is the material relevant?
– Is the material current?
Heuristics in Evaluating Research
Heuristic Used by
College Students to
Evaluate Research
Description
1. Reputation Trusting a source because it has a recognizable
name or brand
(For example, you might trust CNN because it is a large media
organization.)
2. Endorsements Believing information because others say it is
believable (For
example, you might trust a source because reader comments
attached to a story are positive.)
3. Consistency Trusting one source because it says something
similar to what
other sources say (For example, you might believe one website
because another website says the same thing.)

4. Expectancy
violation
Mistrusting a source because it says something contrary to what
you thought or contrary to what other sources say
5. Persuasive intent Mistrusting a source because it makes an
obvious attempt to be
persuasive
6. Aesthetic appeal Trusting a source because it is well designed
and visually
appealing
Items 1–5 are adapted from Metzger, M. J., Flanagan, A. J., &
Medders, R. B. (2010). Social and heuristic approaches to
credibility evaluation online. Journal of Communication, 60,
413–439.
Locating Sources of Information
• Personal experience
• Other people
• Written and visual library resources
• Internet
Types of Sources
Source Uses

Fiction books Some plots or characters can be used to illustrate
points you are making in your speech.
Nonfiction
books
Nonfiction books include historical, political, social, and
scientific studies. Research reported in books tends to be
very detailed but can also be somewhat out of date.
Academic
journal articles
Most academic journal articles undergo careful editorial review
and blind peer review, which can help ensure
high-quality information. Academic articles tend to report the
results of very specific studies.
Government
documents
The federal government produces publications ranging from
compilations of congressional testimony to the
results of million-dollar scientific studies. Many university
libraries have a separate department for government
documents.
Trade journal
articles
Trade journals are targeted toward professionals in a particular
profession or discipline. Trade journals tend to be
practical but based on solid research.
Reference
books

Your library reference department will have a number of
reference books ranging from dictionaries and
biographies to atlases. Depending on your speech topic, such
sources can be very useful.
Encyclopedias Encyclopedias are excellent places to start
researching topics about which you know absolutely nothing.
Encyclopedia entries provide short, easy-to-read explanations
but tend to be dated and too general.
Magazine
articles
Magazine articles provide timely information and tend to
provide more in-depth coverage. The disadvantage of
magazine articles is that they are typically written by journalists
with little or no expertise on the topics they write
about.
Newspaper
articles
Newspaper articles are among the timeliest sources of print
information. Although they are up to date, they are
written by journalists who may have little or no expertise on the
topics they write about. They also tend to provide
few details.
Webpages Webpages are hard to describe because they come in
so many variations. Later you will learn about how to locate
effective websites. For now, understand that, although websites
provide easy access to current information, the
quality of information on the web must always be verified

Web Search Tools
Search
Narrowing
Tool
Description Example
Exact-word
searching
By default, browsers return any webpage containing the word
you asked it to
search for. For example, if you want to search for the informal
speech
abbreviation inform, the search engine would return sites with
the words
informative, information, informal, informing, and so forth. To
prevent this
problem, type your search term enclosed in double quotations
marks.
"inform"
Exact-
phrase
searching
If you are looking for a phrase, put the phrase in quotation
marks. For
example, simply typing in public speaking would return all sites
that contain
the two -words anywhere on the site. Placing the phrase in
quote marks will

return only sites using the phrase.
"public
speaking"
Excluding
terms
Sometimes you may want to search for a word or phrase but,
because it is
used in multiple contexts, you need to exclude some types of
pages.
Suppose you wanted to search for the word apple with the
intention of
finding out about the fruit, not the company. One way of
accomplishing that
search is to type in apple followed by words you want to
exclude, preceded
by minus signs.
Apple –
computer –
iPhone –iPad
Using
wildcards
Wildcards, or symbols (usually an asterisk) that stand in for an
unknown
character, can expand your search. For example, suppose you
wanted to
search for state laws pertaining to voter registration. You could
search for
each state separately (e.g., state of Alaska voter registration
laws), or you
could combine the wildcard with quotation marks to search for

all states,
simultaneously, while keeping your search narrowed to
documents
containing the exact phrase you are interested in.
"state of * voter
registration
laws"
Adapted from Google
(www.google.com/support/websearch/?hl=en).
Web Addresses
Jump to long image description
Supporting Materials (1)
• Examples
• Narratives
• Surveys
© Image Source/Getty Images RF

• Testimony
– Lay testimony
– Expert testimony
– Celebrity
testimony
© Evan Yee/ZUMAPRESS/Newscom
• Numbers and
statistics
• Analogies
• Explanations
• Definitions
© Taxi/Getty Images
Think About the Mix
• Balance supporting material
• Match support to topic

• Match supporting material to purpose
• Tie supporting material together
Citing Sources of Information
• Bibliographic references
• Internal references
• Verbal citations
Verbal Citations
Type of Source Example
Magazine article “According to an article by Hannah Beech in
the April 13,
2009, edition of Time magazine, scores of people have
been injured during antigovernment protests in Bangkok,
Thailand."
Research study “Erika Kirby, a communication researcher,
found in a 2006
study that businesses are starting to take on more family-
like roles that blur the separation between family life and
work life.”
Webpage “According to a statement on the American Red Cross

website, which I visited on April 13, 2009, that organization
had to battle three simultaneous disasters—tornadoes,
wildfires, and floods—during the week of April 9th.”
Graphic or
picture
“As you can see in this picture, taken from the ESPN
website yesterday, fans ridiculed players for what they
tweeted prior to their game.”
Ethical Considerations
• Source credibility
• Use of supporting material
– Plagiarism
– Incremental
plagiarism
– Two-sided
argument
© Image Source, all rights reserved.
Can you?
• Explain the importance of source credibility

• Use four dimensions of credibility to improve audiences’
perception of you
• Develop research strategy for finding support
• Identify eight types of supporting materials
• Correctly attribute information to sources, both verbally and
in writing
• Ground your use of research materials in core ethical
principles surrounding honesty
©McGraw-Hill EducationCopy
Appendix: Image Long Description
Web Addresses (Appendix)
For the web address www.nws.noaa.gov/om/hazstats.shtml,
www.nws.noaa is the server, .gov is the server extension, and
om/hazstats.shtml is the exact location on the server.
Jump back to slide containing original image
Extension Description Example
.edu Primarily college and university websites www.ohio.edu
website for Ohio
University

.com Primarily commercial or for-profit
websites
www.mhhe.com website for McGraw-
Hill Higher Education
.gov Government websites www.ed.gov website for the U.S.
Department of Education
.net Primarily Internet service provider public
sites, sometimes used as an alternative
when a “.com” name has already been
taken
www.maui.net website for Island of
Maui Tourism Bureau
.org Primarily not-for-profit organizations www.helping.org
resource site for
volunteerism and nonprofit
organizations
Slide Number 1Chapter 11: Being Credible and Using
EvidenceObjectivesSource CredibilityDimensions of
CredibilityCommon GroundStrategies for Improving Credibility
(1)Strategies for Improving Credibility (2)Strategies for
Improving Credibility (3)Research in Speech
PreparationInformation SourcesPrinciples for Effective
Research (1)Principles for Effective Research (2)Heuristics in
Evaluating ResearchLocating Sources of InformationTypes of
SourcesWeb Search ToolsWeb AddressesSupporting Materials
(1)Supporting Materials (2)Supporting Materials (3)Think
About the MixCiting Sources of InformationVerbal
CitationsEthical ConsiderationsCan you?Appendix: Image Long
DescriptionWeb Addresses (Appendix)

Three Strikes and you’re out…Is this effective crime
prevention?
Figure 1: Polly Klaus Memorial Photo. Adapted from, “Polly’s
Story,” (n.d.). Retrieved April 06, 2018, from
http://www.pollyklaas.org/about/
Three Strikes Law: Overview
Polly Klaus abduction and murder by two-time convicted
violent felon Richard Allen Davis in Petaluma, California
ignited an uproar in the community (Fagan, 2013).
Three Strike Law was created on March 4th, 1994 with the
intention of permanently reducing recidivism among violent
felons (Helland & Tabarrok, 2007).
● A third offense (strike) would sentences a convict to a
minimum 25 years to life in prison if found guilty.
Three Schools of thought:
1. Government advocates: help fight crime & reduce
cost
2. Critics: create injustices, overcrowding in prisons
and financial burden
3. Neutrality: “symbolic accomplishment” (Sutton, 2013).

Figure 2. Polly Klaus Reward Poster. Adapted from, “Polly’s
Policy Effectiveness
Mixed result among studies due to variations within the law in
each state. Some states with criminals with two strikes against
them, had an increased chance of a new felony conviction
(Helland & Tabarrok, 2007). Others showed reduced recidivism
while some showed an increase in violence and criminals are
more likely to kill their victims so they are not caught (Marvell
& Moody, 2001).
What is a strike? Variations of the law in each state mean that a
non-felony can constitute a third strike. For example, Norman
Williams stole two hand drills and the theft constituted his third
strike offense (Bazelon, 2010).
8th Amendment Violation? Critics suggest this leads to a
violation regarding a defendant’s eighth amendment right
(Barnes, 2011).
Recommendations
Multi-focused resolution must exist to reduce the chance of an
eighth amendment violation, reduce bias and actually reduce

recidivism.
1st Step: Create a universal definition of the law relating only
to violent criminals where a strike is defined as causing serious
or potential serious injury or death to a person.
●Kheel (2010) goes further in a recommendation stating that if
a second strike offender gets convicted of a non-felony
conviction, the sentence would only be twice the length of the
original sentence.
Recommendations
2nd Step: What is a violent criminal? The law would only
pertain to a offenders to meet a certain psychological
classification for a violent offender.
Facts
“Psychopathy as measured with the PCL-R was found to be a
strong risk factor for violent reconviction, with twice the risk
relative to that of non-psychopaths” (Grann et al., 1999).
“Most untreated sex offenders released from prison go on to
commit more offenses — indeed, as many as 80 percent do”
(Yoder, 2016).
Recommendations
3rd Step: Create a focused deterrence strategy for violent
offenders
●Commission to keep defendants rights in check (Vitiello,
2004).
●Create focused deterrence: learn what makes a violent offender
tick. Law enforcement, community and social services can
create a strategy to identify and stop that criminal from
pursuing another violent crime (Braga & Weisburd, 2015).

Figure 3. Life of Polly Klaus. Adapted from, “Polly’s Story,”
(n.d.). Retrieved April 06, 2018, from
Resources
Barnes, R. (2011, June 09). Supreme Court continues to define
what constitutes a 'violent felony’. Retrieved February 25,
2018,
fromhttps://www.washingtonpost.com/politics/supremecourt-
continues-to-define-what-constitutes-a-violent-
felony/2011/06/09/AG9O3oNH_story.html?utm_term=.dd33cf3c
bea3
Bazelon, E. (2010, May 21). Arguing Three Strikes. Retrieved
February 25, 2018, from
http://www.nytimes.com/2010/05/23/magazine/23strikes-t.html
Braga, A. A., & Weisburd, D. L. (2012). The Effects of Focused
Deterrence Strategies on Crime: A Systematic Review and
Meta-Analysis of the Empirical Evidence. Journal Of Research
In Crime & Delinquency, 49(3), 323-358.
doi:10.1177/0022427811419368
Fagan, K. (2013, October 02). 20 years after Polly Klaas killing,
attitudes change. Retrieved February 24, 2018, from
https://www.sfgate.com/crime/article/20-years-after-Polly-
Klaas-killing-attitudes-4861976.php
Resources

Grann, M., Långström, N., Tengström, A., & Kullgren, G.
(1999). Psychopathy (PCL-R) predicts violent recidivism among
criminal offenders with personality disorders in Sweden. Law
and Human Behavior, 23(2), 205-217.
doi:10.1023/a:1022372902241
Helland, E., & Tabarrok, A. (2007). Does Three Strikes
Deter? Journal of Human Resources,XLII(2), 309-330.
doi:10.3368/jhr.xlii.2.309
Kheel, R. (2012). Three Strikes debate weighs effectiveness of
law against need for change. The Bakersfield Californian.
Retrieved February 25, 2018, from EBSCOhost .
Sutton, John R., (2013). Symbol and Substance: Effects of
California's Three Strikes Law on Felony Sentencing. Law &
Society Review, (1), 37. doi:10.1111/lasr.12001
Resources
Figure 1: Polly Klaus Memorial Photo. Adapted from, “Polly’s
Figure 2. Polly Klaus Reward Poster. Adapted from, “Polly’s
Figure 3. Life of Polly Klaus. Adapted from, “Polly’s Story,”
(n.d.). Retrieved April 06, 2018, from
CCJ 4497
Professor Leimberg

Oral Presentation
Directions
The purpose of the oral presentation is for you to demonstrate
effective oral communication skills through your subject
knowledge of criminal justice, organization of ideas, efficient
delivery, and appropriate use of communication aid.
· You will prepare a short (5-7 minutes) PowerPoint
presentation (with audio) on your assigned topic.
· Your presentation should consist of 4-6 slides. A reference
slide is required but is not counted toward the minimum number
of slides.
· The presentation should begin with a brief overview of your
policy. You should provide a synopsis of some of the recent
research that supports your position on the policy. A
recommendation for policymakers or criminal justice agents to
implement is also required.
· The grades will be assigned based upon a rubric which can be
found on Canvas.
Additional Information
· Do not read from your paper when you are recording voice-
overs. The recordings should be your own words.
· Citations should be stated orally and in-text.
©McGraw-Hill Education. All rights reserved. Authorized only
for instructor use in the classroom. No reproduction or further
distribution permitted without the prior written consent of
McGraw-Hill Education.
Chapter 8: Small-Group
Communication

Pearson, Human Communication, 6e
Have you ever had to do a
group project for school or
work? What was your
experience like?
Objectives
• Explain what characterizes small groups
• Explain how culture develops in small groups
• Clarify the two functions of small groups
• Compare/contrast task, maintenance, and self-centered roles
• Discuss two technology tools that can help facilitate
communication in small groups
• Utilize skills necessary for effective and ethical group comm.
Why Study Small-Group
Communication? (1)

• Groups
– Meet needs
• Inclusion
• Affection
• Control
– Are everywhere
© BananaStock/JupiterImages, RF
Why Study Small-Group
Communication? (2)
• Group skills needed
• Effective group skills
require training
• Participation in
democratic process
© Hybrid Images/Cultura/Getty Images RF
Small-Group Communication

• Collective entity
(usually 3–9
members)
• Interaction
between
members
• Interdependence
© Hill Street Studios/Crystal Cartier/Blend Images/Getty
Images, RF
Types and Functions of
Small Groups
• Assigned
• Emergent
• Task-oriented
• Relationship-
oriented
© Rachel Frank/Corbis/Glow Images
Establishing Culture
in Small Groups (1)

• Group norms
• Group roles
– Types of roles
• Formal
(positional)
• Informal
(behavioral)
© Pixel/AGE Fotostock
Establishing Culture
in Small Groups (2)
• Behaviors that define
roles
– Task functions
– Maintenance
functions
– Self-centered
functions
© John Fedele/Blend Images LLC

Functions and Statements (Task)
Task Function Statement
Initiating and Orienting “Let’s make a list of what we still need
to do.”
Information Giving “Last year, the club spent $150 on
publicity.”
Information Seeking “John, how many donations did the Child
and Family Advocacy
Center report last year?”
Opinion Giving “I don’t think the cost of parking stickers is the
worst parking
problem students have.”
Clarifying “Martina, are you saying that you couldn’t support a
proposal that
increased student fees?”
Extending “Another thing that Toby’s proposal would let us do
is…”
Evaluating “One problem I see with Cindy’s idea is…”
Summarizing “So we’ve decided that we’ll add two sections to
the report, and
Terrell and Candy will write them.”
Coordinating “If Carol gets everyone’s sources by Monday, then
Jim and I can
prepare the references page for Tuesday’s meeting.”
Consensus Testing “We seem to be agreed that we prefer the
second option.”

Recording “I think we decided at our last meeting. Let me check
the minutes.”
Functions and Statements (Maintenance)
Maintenance Function Statement
Establishing Norms “It doesn’t help to talk about other group
members
when they aren’t here. Let’s stick to the issues.”
Gatekeeping “Pat, you look like you want to say something
about
the proposal.”
Supporting “I think Victoria’s point is well made, and we
should
look at it more closely.”
Harmonizing “Jared and Sally, I think there are areas where you
are in agreement, and I would like to suggest a
compromise that might work for you both.”
Tension Relieving “We’re getting tired and cranky. Let’s take a
10-
minute break.”
Dramatizing “That reminds me about one time last year
when…”
Showing Solidarity “We’ve really done good work here!” or
“We’re

getting this done!”
Functions and Statements (Self-
Centered)
Self-Centered Function Statement
Withdrawing “Do whatever you want; I don’t care” or not
speaking at all.
Blocking “I don’t care if we’ve already voted; I want to
discuss it again!”
Status and Recognition
Seeking
“I have a lot more experience fund-raising than
many of you, and I think we should do it the
way I know works.”
Combined Functions Create
Roles
Copyright © 2017 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written
consent of McGraw-Hill Education.

Group Cohesiveness
• Establishing group climate
– Trust
– Supportiveness
– Cohesiveness
• Groupthink
© Caia Image/Glow Images
https://www.youtube.com/watch?v=SBw0ased8Sw
https://www.youtube.com/watch?v=SBw0ased8Sw
Defensive Behaviors and Statements
Defensive Behavior Description Sample Statement
Evaluation Judging another person “That’s a completely
ridiculous idea.”
Control Dominating or insisting
on your own way
“I’ve decided what we need
to do.”
Manipulation Trying to verbally push
compliance

“Don’t you think you should
try it my way?”
Neutrality Not caring about how
others feel
“It doesn’t matter to me what
you decide.”
Superiority Pulling rank, maximizing
status differences
“As group leader, I think we
should…”
Certainty Being a “know-it-all” “You guys are completely off
base. I know exactly how to
handle this.”
Supportive Behaviors and Statements
Supportive Behavior Description Sample Statement
Description Describing your own feelings
without making those of
others wrong
“I prefer the first option
because…”
Problem Orientation Searching for the best
solution without

predetermining what that
should be
“We want to produce the best
results, and that may mean some
extra time from all of us.”
Spontaneity Reacting honestly and
openly
“Wow, that sounds like a great
idea!”
Empathy Showing you care about the
other members
“Jan, originally you were skeptical.
How comfortable will you be if the
group favors that option?”
Equality Minimizing status differences
by treating members as
equals
“I don’t have all the answers.
What do the rest of you think?”
Provisionalism Expressing opinions
tentatively and being open to
others’ suggestions
“Maybe we should try a different
approach…”

Effect of Diversity on Group
Culture
• Small groups develop cultures
– Group culture
– Within-group diversity
Within-Group Diversity
• Observable
– Within-group diversity based on physical
characteristics that can be seen
– Example: Ethnicity, sex, able/non-able-bodiedness
• Implicit
– Within-group diversity based on individual’s
worldviews, perspectives, and other personality
characteristics
– Example: Religious orientation, educational
background
Leadership (1)

• Enacted through communication
and persuasion
• Types of leaders
– Designated
– Emergent
© Ariel Skelley/Blend Images LLC
Leadership (2)
• Types of power used
– Distributive
– Integrative
– Designated
© Andrew Rich/Getty Images
Leadership (3)
• Sources of leader power
– Reward
– Punishment
– Referent
– Expert
– Legitimate
© Image Source/Getty Images

Tensions for Group Leaders
Tension Description
Leader-centered versus group-
centered
Does the leader maintain complete control over
the group, or are aspects of group control given to
members of the group?
Listening versus talking Does the group leader spend more time
talking, to
set an agenda for group action, to build trust and
cohesiveness?
Task versus nontask emphasis Does the group focus primarily
on task-related
behaviors or primarily on nontask behaviors? One
focus could get the job done quicker; the other
could build cohesiveness
Process versus outcome focus Does the group focus only on
outcomes, r does it
also focus on getting tasks done “the right way”?
Based on Galanes, G. (2009). Dialectical tensions of small
group leadership. Communication Studies, 60, 409-425.

Leadership Styles
• Democratic
• Laissez-faire
• Autocratic
© Image Source, all rights reserved.
Communication Competencies of
Leaders (1)
• Clearly and appropriately
communicate ideas
• Communicate the task
• Facilitate discussion
• Encourage open dialogue
Communication Competencies
of Leaders (2)
• Place group needs over personal
needs
• Respect others
• Share in successes and failures

Group Agenda
Problem Solving and Decision Making (1)
• Effective group problem solving
– Wording discussion questions:
types of questions
• Fact
• Value
• Policy
© Juice Images/Cultura RF/Getty Images
Types of Discussion Questions
(top): ©Burke/Triolo/Brand X Pictures/PunchStock RF
(middle): © Comstock/ Jupiterimages RF; (bottom): © Siede
Preis/ Photodisc/Getty Images RF

Problem Solving and Decision
Making (2)
– Wording discussion questions:
appropriate wording
• Concrete terms
• Problem question vs.
solution question
Problem Questions versus
Solution
Questions

– Discussing criteria
• Absolute
(must be met)
• Important
(should be met)
© Caia Image/Glow Images
Absolute Criteria versus
Important Criteria
© Thinkstock/Jupiterimages RF

• Effective group
problem solving
– Identifying
alternatives
• Brainstorming
– Evaluating
alternatives
© John Fedele/Blend Images LLC
Other Work to
Accomplish in Groups

• Make decisions
• Effect change
• Negotiate conflict
• Foster creativity
• Maintain ties between stakeholders
Technology and Group Communication
Processes (1)
• Resources
– Facebook
– Dropbox
– Evernote
– Google Documents
– Skype and Google Hangout
– Asana

– Texting
– Mural.ly
Technology and Group
Communication Processes (2)
• GDSS
– Group decision support system
© Stockbroker/AGE Fotostock
Communicating in Small Groups
• Relate statements to previous
remarks

• Use clear, common language
• Speak concisely
• State one point
Ethical Group Members
• Willing to share perspectives
• Honest and truthful
• Evaluate information thoroughly and
be unbiased
• Behave with integrity
• Manage group conflict

Can you?
• Explain what characterizes small groups
• Explain how culture develops in small groups
• Clarify the two functions of small groups
• Compare/contrast task, maintenance, and self-centered roles
• Discuss two technology tools that can help facilitate
communication in small groups
• Utilize skills necessary for effective and ethical group comm.
©McGraw-Hill EducationCopy
Appendix: Image Long Descriptions
Combined Functions Create Roles

(Appendix)
The role of Information Specialist is made up of the
functions of giving information, supporting, seeking
information, elaborating ideas, clarifying ideas, and
giving opinions.
The role of Storyteller is made up of the functions
of dramatizing, clarifying, summarizing, supporting
others, and relieving tension.
Group Agenda (Appendix)
Group Agenda
Date
I. Approval of minutes from previous meeting(s). The group
facilitator should determine if there
are any changes to the minutes and have group members vote to

approve the minutes.
II. Announcements. Members of the group should make
announcements relevant to the group
but not necessarily tied to group business. For example, a group
member might read a thank-
you note from a person the group helped or might provide
personal announcements that may be
of interest to group members. Such announcements should be
brief.
III. Reports. Individuals assigned to collect information or carry
out tasks should report on their
progress. If a report results in an action item—that is,
something the group should discuss and
vote on—the report should be included under new business.
Reports in this segment of the
meeting should be informative, but they do not necessarily
require action at this time.
IV. New business. Items in this part of the agenda can include
important discussions and/or
action items. Discussions may or may not result in a vote, but
action items should be voted on
by the group.

V. Old business. Occasionally, action items and discussion from
previous meetings may not be
complete. In such cases those items should be listed under old
business and approached in the
same way as new business, with appropriate discussion and
voting as necessary.
Types of Discussion Questions (Appendix)
Questions of Fact:
How has the divorce rate changed in the past 15 years?
How many Hispanic students graduate from high school each
year?
What percentage of college students graduate in four years?
How often, on average, does a person speak each day?

What occupations earn the highest annual income?
Questions of Value:
Why should people seek higher education?
How should Americans treat international students?
Does our legal system provide “justice for all”?
How should young people be educated about AIDS?
What is the value of standardized tests for college admission?
Questions of Policy:
What courses should students be required to take?
Should the state’s drunk driving laws be changed?
What are the arguments for and against mandatory retirement?
Should the United States intervene in foreign disputes for
humanitarian reasons?

What advantages should government provide for businesses
willing to develop in high-risk areas of a city?
Problem Questions versus

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