Which of the following suggestionsis NOT helpful for Susan to solve the dilemma?
A. To understand the professor’s real intention by communicating with him.
B. To make sense of the professor’s words that she is not sure of.
C. To let the professor know her feelings and request an apology.
D. To double-check if she had interpretedthe message of the professor appropriately.
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What’s Peggy’s actual intention when she replied to Anne: “I’m sure glad you didn’t know what was in the box”?
A. She meant that Anne was untrustworthy and regretted having requested the delivery service to leave the parcel with her.
B. She wanted to express that if Anne had known there were diamond earrings in the box, she might have been unwilling to beresponsiblefor such a valuable package.
C. She thought Anne was dishonest and would have stolen the package if she had known it was valuable.
D. Sheintendedto offend Anne, for she was sure Anne would have stolen the package if she had known it was valuable.
What should you do if you are upset or confused about somebody’s message?
A. Jump to a conclusion and blame your misunderstandings on speakers without first finding out theiractualintention.
B. Ignore it or say it doesn’t make any sense.
C. Feel offended but do nothing to clarify.
D. Ask directly that you’re not sure what he/she meant and askhim/herto explain.
What could we learn from Susan’s and Anne’s stories?
A. We could avoid miscommunication with some skills.
B. Jumping to conclusion will give rise to miscommunication.
C. They are very successful in dealing with interpersonal communication.
D. Interpersonal communication is allaroundus.
What may lead to incorrect conclusionsaccording to the last paragraph?
A. When one is blind to the lack of sufficient information he/she has received.
B. When one is watching, listening,and reading something he/she is not familiar with.
C. When one is analyzing the speaker’s words.
D. When one is not in the mood.
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