1. Katherine E. Rowan subdivides informative communication into informatory discourse, in which the primary aim is to represent reality by increasing an audience’s awareness of some phenomenon, and explanatory discourse, with the aim to represent reality by deepening understanding. See Katherine E. Rowan, “Informing and Explaining Skills: Theory and Research on Informative Communication,” in Handbook of Communication and Social Interaction Skills, ed. J. O. Greene and B. R. Burleson (Mahwah, NJ: Erlbaum, 2003), 403–38.

2. Nick Morgan, “Two Rules for a Successful Presentation,” Harvard Business Review Blog (“The Conversation”), May 14, 2010, http://blogs.hbr.org/cs/2010/05/two_rules_for_a_successful_pre.html; H. E. Chambers, Effective Communication Skills for Scientific and Technical Professionals (Cambridge, MA: Perseus Publishing, 2001).

3. Vickie K. Sullivan, “Public Speaking: The Secret Weapon in Career Development,” USA Today, May 2005, 24.

4. E. Thompson, “An Experimental Investigation of the Relative Effectiveness of Organization Structure in Oral Communication,” Southern Speech Journal 26 (1966): 59–69.

5. Howard K. Battles and Charles Packard, Words and Sentences, bk.6 (Lexington, MA: Ginn & Company, 1984), 459.

6. Katherine E. Rowan, “A New Pedagogy for Explanatory Public Speaking: Why Arrangement Should Not Substitute for Invention,” Communication Education 44 (1995): 236–50.

7. S. Kujawa and L. Huske, The Strategic Teaching and Reading Project Guidebook, rev. ed. (Oak Brook, IL: North Central Regional Educational Laboratory, 1995).

8. Shawn M. Glynn et al., “Teaching Science with Analogies: A Resource for Teachers and Textbook Authors,” National Reading Research Center, Instructional Resource no. 7, Fall 1994, 19.

9. Ibid., 19.

10. Altoona List of Medical Analogies, “How to Use Analogies,” Altoona Family Physicians Residency Web site, accessed August 5, 2010, www.altoonafp.org/analogies.htm.

11. Tina A. Grotzer, “How Conceptual Leaps in Understanding the Nature of Causality Can Limit Learning: An Example from Electrical Circuits” (paper presented at the annual conference of the American Educational Research Association, New Orleans, April 2000), http://pzweb.harvard.edu/Research/UnderCon.htm.

12. Neil D. Fleming and C. Mills, “Helping Students Understand How They Learn,” Teaching Professor 7, no. 4 (1992).

13. Thompson, “An Experimental Investigation,” 59–69.