| If we are well-informed, then the goal in | | | | Contribute materials that are needed to bring |
| conversation is to select subjects in which all | | | | others into the conversation. Suppose the subject |
| those taking part have an interest. When two | | | | is fishing, and the group has been concentrating |
| people meet, the overlapping of their experiences | | | | on salt-water fishing. If you know that one of the |
| produces subjects for conversation. Mutual | | | | group fishes mainly in Minnesota's freshwater |
| experiences develop interest. How enjoyable it is | | | | lakes, you might ask: "How does this compare |
| to talk to someone who visited Mexico last | | | | with fishing in Minnesota, Harry?" |
| summer as you did! What fun it is to talk to | | | | Contribute what you believe to be your special |
| someone who is interested in fly-casting, as you | | | | knowledge. Perhaps in Maine last summer you |
| are! | | | | learned some special information about whaling |
| So, the good conversationalist is, first, | | | | customs from an old sea captain. Such new |
| well-informed, and, second, one who chooses | | | | information should appeal to the group. |
| from his information a subject that is interesting | | | | Answer the questions asked of you, but keep |
| to the person or persons to whom lie is talking. | | | | your answers short. For example, someone might |
| The technique of a good conversation begins with | | | | ask, "Didn't you catch big bass up in Michigan last |
| the selection of a topic in which you believe | | | | summer?" Answer the question but do not go on |
| others have an interest. Then, make a sincere | | | | and on, putting in all the details. Give someone else |
| effort to determine if others participating in the | | | | a chance to talk. |
| conversation are really interested. Finally, if they | | | | Contribute ideas and information on the |
| are not interested and cannot participate, change | | | | conversation at hand. Change the subject only |
| the subject to something in which the interest is | | | | when the group will benefit. If the subject is |
| more general. | | | | fishing, do not abruptly shift the topic to sailing |
| A conversation must not be one-sided; everyone | | | | unless you ask permission of the group to do so. |
| participating must contribute information and | | | | You might say, "If you don't mind, I'd like to shift |
| interest. | | | | the subject of conversation to sailing." |
| Conversation can be improved if those taking part | | | | When stating an opinion, give your reasons for |
| will contribute good information and ideas. Just | | | | holding such an opinion. There is nothing more |
| because you know a lot about a subject does not | | | | deadly to conversation than the person who is |
| insure a successful conversation. | | | | "for" or "against" something but will not say why. |
| Those concerned must correctly choose appealing | | | | He may say, "I do not believe in having any fish |
| topics to make a conversation interesting. | | | | and game laws." When asked why not, and told |
| The selection of what to say in a conversation is | | | | that this might lead to a serious shortage of fish |
| a different kind of skill from those discussed | | | | and game, he simply says, "I'm just against them, |
| above. It requires making a choice between the | | | | that's all." This refusal to clarify is harmful to |
| things that are available to say. How can your | | | | constructive conversation. |
| choices be improved? | | | | If these suggestions are kept in mind when talking |
| Draw others into conversation with topics of | | | | to others, you will find that conversation can be a |
| interest to which they can contribute. | | | | very enjoyable pastime. |