{"id":63,"date":"2022-02-22T16:17:18","date_gmt":"2022-02-22T16:17:18","guid":{"rendered":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/chapter\/conducting-audience-analysis\/"},"modified":"2026-07-21T16:40:17","modified_gmt":"2026-07-21T16:40:17","slug":"conducting-audience-analysis","status":"publish","type":"chapter","link":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/chapter\/conducting-audience-analysis\/","title":{"raw":"5.4 Conducting Audience Analysis","rendered":"5.4 Conducting Audience Analysis"},"content":{"raw":"<h2 class=\"chapter-title\" style=\"text-align: center;\">5.4 Conducting Audience Analysis<\/h2>\r\n<div class=\"ugc chapter-ugc\">\r\n\r\n[caption id=\"attachment_62\" align=\"aligncenter\" width=\"300\"]<img class=\"wp-image-62 size-medium\" src=\"http:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-content\/uploads\/sites\/107\/2022\/02\/drawning-of-person-with-magnifying-glass-300x169.png\" alt=\"Person using a magnifying glass to examine information.\" width=\"300\" height=\"169\" \/> Person using a magnifying glass to examine information. Illustration from <em>It\u2019s About Them: Public Speaking in the 21st Century<\/em> by LOUIS: The Louisiana Library Network, licensed under CC BY-NC-SA 4.0.[\/caption]\r\n\r\nNow that we have described what audience analysis is and why it is important, let\u2019s examine some details of how to conduct it. Exactly how can you learn about the people who will make up your audience?\r\n<h3 style=\"text-align: center;\">Direct Observation<\/h3>\r\nOne way to learn about people is by watching how they act. You can pick up a lot just by paying attention to body language and behavior\u2014but be careful not to jump to conclusions. For example, do people greet each other with handshakes, hugs, smiles, or just a nod? Do men and women interact physically, or do they keep more distance? Does the environment feel formal or casual?\r\n\r\nYou can also learn by listening to conversations. If you\u2019re in a campus center and hear people talking about things like political issues or financial aid, that tells you what\u2019s on their minds. But it\u2019s important to think about the ethics of listening in. Are you overhearing a public conversation, or are you invading someone\u2019s privacy by listening to something personal?\r\n<h3 style=\"text-align: center;\">Interviews and Surveys<\/h3>\r\nBecause your demographic analysis will be limited to your most likely audience, your most accurate way to learn about them is to seek personal information through interviews and surveys. An <strong>[pb_glossary id=\"515\"]interview[\/pb_glossary]<\/strong> is a one-on-one exchange in which you ask questions of a respondent, whereas a <strong>[pb_glossary id=\"531\"]survey[\/pb_glossary]<\/strong> is a set of questions administered to several\u2014or, preferably, many\u2014respondents. Interviews may be conducted face-to-face, by phone, or by written means, such as texting. Interviews let you dive deeper into a topic than surveys do, but they take more time to conduct. Surveys, on the other hand, are quicker and easier to distribute. While some surveys are done in person or over the phone, online surveys are becoming more popular. You can create one using free or paid tools like SurveyMonkey or Zoomerang.\r\n\r\nOne big advantage of online surveys is that people can respond anonymously. That can make them more willing to participate and answer personal questions honestly. Surveys are great for collecting information fast, but unlike interviews, you can\u2019t ask follow-up questions to understand why someone gave a certain answer.\r\n\r\nWhen you use interviews and surveys, there are several important things to keep in mind:\r\n<ul>\r\n \t<li>Make sure your interview and survey questions are directly related to your speech topic. Do not use interviews to delve into private areas of people\u2019s lives. For instance, if your speech is about the debate between creationism and evolution, limit your questions to their opinions about that topic; do not meander into their beliefs about sexual behavior or their personal religious practices.<\/li>\r\n \t<li>Create and use a standard set of questions. If you \u201cad lib\u201d your questions so that they are phrased differently for different interviewees, you will be comparing \u201capples and oranges\u201d when you compare the responses you\u2019ve obtained.<\/li>\r\n \t<li>Keep interviews and surveys short, or you could alienate your audience long before your speech is even outlined. Tell them the purpose of the interview or survey and make sure they understand that their participation is voluntary.<\/li>\r\n \t<li>Don\u2019t rely on just a few respondents to inform you about your entire audience. In all likelihood, you have a cognitively diverse audience. In order to accurately identify trends, you will likely need to interview or survey at least ten to twenty people.<\/li>\r\n<\/ul>\r\nIn addition, when you conduct interviews and surveys, keep in mind that people are sometimes less than honest in describing their beliefs, attitudes, and behavior. This widely recognized weakness of interviews and survey research is known as socially desirable responding: the tendency to give responses that are considered socially acceptable. Marketing professor Ashok Lalwani divides socially desirable responding into two types: (1) impression management, or intentionally portraying oneself in a favorable light, and (2) self-deceptive enhancement, or exaggerating one\u2019s good qualities, often unconsciously (Lalwani, 2009).\r\n\r\nYou can reduce the effects of socially desirable responding by choosing your questions carefully. As marketing consultant Terry Vavra advises, \u201cone should never ask what one can\u2019t logically expect respondents to honestly reveal\u201d (Vavra, 2009). For example, if you want to know audience members\u2019 attitudes about body piercing, you are likely to get more honest answers by asking \u201cDo you think body piercing is attractive?\u201d rather than \u201cHow many piercings do you have, and where on your body are they located?\u201d\r\n<h3 style=\"text-align: center;\">Focus Groups<\/h3>\r\nA <strong>[pb_glossary id=\"509\"]focus group[\/pb_glossary]<\/strong> is a small group of people who give you feedback about their perceptions. As with interviews and surveys, in a focus group, you should use a limited list of carefully prepared questions designed to get at the information you need to understand their beliefs, attitudes, and values specifically related to your topic.\r\n\r\nIf you conduct a focus group, part of your task will be striking a balance between allowing the discussion to flow freely according to what group members have to say and keeping the group focused on the questions. It\u2019s also your job to guide the group in maintaining responsible and respectful behavior toward each other.\r\n\r\nIn evaluating focus group feedback, do your best to be receptive to what people had to say, whether or not it conforms to what you expected. Your purpose in conducting the group was to understand group members\u2019 beliefs, attitudes, and values about your topic, not to confirm your assumptions.\r\n<h3 style=\"text-align: center;\">Existing Data about Your Audience<\/h3>\r\nSometimes you can find useful info about your audience ahead of time. For example, if you\u2019re speaking to students, you might know their majors or what year they\u2019re in. Seniors have likely worked hard and care about their education, while sophomores are still figuring things out. Knowing this can help you choose a topic and tone that connects with your audience.\r\n\r\nIn other cases, you may be able to use demographics collected by public and private organizations. Demographic analysis is done by the U.S. Census Bureau through the American Community Survey, which is conducted every year, and through other specialized demographic surveys (Bureau of the Census, 2011; Bureau of the Census, 2011). The Census Bureau analysis generally captures information about people in all the regions of the United States, but you can drill down in census data to see results by state, by age group, by gender, by race, and by other factors.\r\n\r\nDemographic information about narrower segments of the United States, down to the level of individual ZIP codes, is available through private organizations such as the Nielsen Company and Sperling\u2019s Best Places. Sales and marketing professionals use this data, and you may find it useful for your audience analysis as well.\r\n\r\n<\/div>\r\n<h3>Licenses and Attribution<\/h3>\r\n<h4>CC Licensed Content, Original<\/h4>\r\n<em>Speech Communication<\/em> was created by Lana Iapicco and Marie Torres. Independently created original and AI-assisted content developed specifically for this book is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.\r\n\r\nThis educational material includes content generated or revised with the assistance of large language models. Lana Iapicco and Marie Torres reviewed, edited, and take responsibility for the final published content.\r\n<h4>CC Licensed Content, Previously Shared<\/h4>\r\n<strong>\u201cConducting Audience Analysis\u201d<\/strong> is adapted from <a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/chapter\/conducting-audience-analysis\/\">\u201c3.4 Conducting Audience Analysis\u201d<\/a> by Douglas Marshall, James Yeargain, June Pulliam, Sara Kim, and Victoria VanNest, published in <em><a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/\">It\u2019s About Them: Public Speaking in the 21st Century<\/a><\/em> by LOUIS: The Louisiana Library Network.\r\n\r\nThe source material is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>. The material was revised, reorganized, condensed, updated, and supplemented with original and AI-assisted content for this edition.\r\n\r\nAdapted portions derived from this source, including revisions to those portions, are licensed under the <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>. Independently created portions developed specifically for <em>Speech Communication<\/em> are licensed under the book\u2019s <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.\r\n<h4>CC Licensed Image<\/h4>\r\n<h5><strong>Person using a magnifying glass to examine information<\/strong><\/h5>\r\nIllustration from <a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/chapter\/conducting-audience-analysis\/\">\u201c3.4 Conducting Audience Analysis\u201d<\/a> in <em>It\u2019s About Them: Public Speaking in the 21st Century<\/em> by LOUIS: The Louisiana Library Network.\r\nLicense: <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>.\r\nChanges: The illustration was resized, and its alternative text and caption were revised for this edition. The source chapter does not identify a separate creator or license for the illustration.\r\n<h4>Third-Party References and Links<\/h4>\r\nSurvey platforms, government data sources, commercial data services, scholarly publications, quotations, trademarks, and other third-party resources referenced in this section remain the property of their respective authors, organizations, publishers, and copyright holders. Their inclusion as citations, links, or examples does not place them under the Creative Commons licenses applied to <em>Speech Communication<\/em>.\r\n\r\nReferences to SurveyMonkey, Zoomerang, the U.S. Census Bureau, the American Community Survey, Nielsen, and Sperling\u2019s Best Places are provided for informational purposes and do not imply endorsement.\r\n\r\nUnless a separate license is specifically identified, third-party content may not be copied, redistributed, or adapted independently of the permissions provided by its copyright holder or applicable law.","rendered":"<h2 class=\"chapter-title\" style=\"text-align: center;\">5.4 Conducting Audience Analysis<\/h2>\n<div class=\"ugc chapter-ugc\">\n<figure id=\"attachment_62\" aria-describedby=\"caption-attachment-62\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-62 size-medium\" src=\"http:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-content\/uploads\/sites\/107\/2022\/02\/drawning-of-person-with-magnifying-glass-300x169.png\" alt=\"Person using a magnifying glass to examine information.\" width=\"300\" height=\"169\" srcset=\"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-content\/uploads\/sites\/107\/2022\/02\/drawning-of-person-with-magnifying-glass-300x169.png 300w, https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-content\/uploads\/sites\/107\/2022\/02\/drawning-of-person-with-magnifying-glass-1024x576.png 1024w, https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-content\/uploads\/sites\/107\/2022\/02\/drawning-of-person-with-magnifying-glass-768x432.png 768w, https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-content\/uploads\/sites\/107\/2022\/02\/drawning-of-person-with-magnifying-glass-65x37.png 65w, https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-content\/uploads\/sites\/107\/2022\/02\/drawning-of-person-with-magnifying-glass-225x127.png 225w, https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-content\/uploads\/sites\/107\/2022\/02\/drawning-of-person-with-magnifying-glass-350x197.png 350w, https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-content\/uploads\/sites\/107\/2022\/02\/drawning-of-person-with-magnifying-glass.png 1280w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-62\" class=\"wp-caption-text\">Person using a magnifying glass to examine information. Illustration from <em>It\u2019s About Them: Public Speaking in the 21st Century<\/em> by LOUIS: The Louisiana Library Network, licensed under CC BY-NC-SA 4.0.<\/figcaption><\/figure>\n<p>Now that we have described what audience analysis is and why it is important, let\u2019s examine some details of how to conduct it. Exactly how can you learn about the people who will make up your audience?<\/p>\n<h3 style=\"text-align: center;\">Direct Observation<\/h3>\n<p>One way to learn about people is by watching how they act. You can pick up a lot just by paying attention to body language and behavior\u2014but be careful not to jump to conclusions. For example, do people greet each other with handshakes, hugs, smiles, or just a nod? Do men and women interact physically, or do they keep more distance? Does the environment feel formal or casual?<\/p>\n<p>You can also learn by listening to conversations. If you\u2019re in a campus center and hear people talking about things like political issues or financial aid, that tells you what\u2019s on their minds. But it\u2019s important to think about the ethics of listening in. Are you overhearing a public conversation, or are you invading someone\u2019s privacy by listening to something personal?<\/p>\n<h3 style=\"text-align: center;\">Interviews and Surveys<\/h3>\n<p>Because your demographic analysis will be limited to your most likely audience, your most accurate way to learn about them is to seek personal information through interviews and surveys. An <strong><button class=\"glossary-term\" aria-describedby=\"63-515\">interview<\/button><\/strong> is a one-on-one exchange in which you ask questions of a respondent, whereas a <strong><button class=\"glossary-term\" aria-describedby=\"63-531\">survey<\/button><\/strong> is a set of questions administered to several\u2014or, preferably, many\u2014respondents. Interviews may be conducted face-to-face, by phone, or by written means, such as texting. Interviews let you dive deeper into a topic than surveys do, but they take more time to conduct. Surveys, on the other hand, are quicker and easier to distribute. While some surveys are done in person or over the phone, online surveys are becoming more popular. You can create one using free or paid tools like SurveyMonkey or Zoomerang.<\/p>\n<p>One big advantage of online surveys is that people can respond anonymously. That can make them more willing to participate and answer personal questions honestly. Surveys are great for collecting information fast, but unlike interviews, you can\u2019t ask follow-up questions to understand why someone gave a certain answer.<\/p>\n<p>When you use interviews and surveys, there are several important things to keep in mind:<\/p>\n<ul>\n<li>Make sure your interview and survey questions are directly related to your speech topic. Do not use interviews to delve into private areas of people\u2019s lives. For instance, if your speech is about the debate between creationism and evolution, limit your questions to their opinions about that topic; do not meander into their beliefs about sexual behavior or their personal religious practices.<\/li>\n<li>Create and use a standard set of questions. If you \u201cad lib\u201d your questions so that they are phrased differently for different interviewees, you will be comparing \u201capples and oranges\u201d when you compare the responses you\u2019ve obtained.<\/li>\n<li>Keep interviews and surveys short, or you could alienate your audience long before your speech is even outlined. Tell them the purpose of the interview or survey and make sure they understand that their participation is voluntary.<\/li>\n<li>Don\u2019t rely on just a few respondents to inform you about your entire audience. In all likelihood, you have a cognitively diverse audience. In order to accurately identify trends, you will likely need to interview or survey at least ten to twenty people.<\/li>\n<\/ul>\n<p>In addition, when you conduct interviews and surveys, keep in mind that people are sometimes less than honest in describing their beliefs, attitudes, and behavior. This widely recognized weakness of interviews and survey research is known as socially desirable responding: the tendency to give responses that are considered socially acceptable. Marketing professor Ashok Lalwani divides socially desirable responding into two types: (1) impression management, or intentionally portraying oneself in a favorable light, and (2) self-deceptive enhancement, or exaggerating one\u2019s good qualities, often unconsciously (Lalwani, 2009).<\/p>\n<p>You can reduce the effects of socially desirable responding by choosing your questions carefully. As marketing consultant Terry Vavra advises, \u201cone should never ask what one can\u2019t logically expect respondents to honestly reveal\u201d (Vavra, 2009). For example, if you want to know audience members\u2019 attitudes about body piercing, you are likely to get more honest answers by asking \u201cDo you think body piercing is attractive?\u201d rather than \u201cHow many piercings do you have, and where on your body are they located?\u201d<\/p>\n<h3 style=\"text-align: center;\">Focus Groups<\/h3>\n<p>A <strong><button class=\"glossary-term\" aria-describedby=\"63-509\">focus group<\/button><\/strong> is a small group of people who give you feedback about their perceptions. As with interviews and surveys, in a focus group, you should use a limited list of carefully prepared questions designed to get at the information you need to understand their beliefs, attitudes, and values specifically related to your topic.<\/p>\n<p>If you conduct a focus group, part of your task will be striking a balance between allowing the discussion to flow freely according to what group members have to say and keeping the group focused on the questions. It\u2019s also your job to guide the group in maintaining responsible and respectful behavior toward each other.<\/p>\n<p>In evaluating focus group feedback, do your best to be receptive to what people had to say, whether or not it conforms to what you expected. Your purpose in conducting the group was to understand group members\u2019 beliefs, attitudes, and values about your topic, not to confirm your assumptions.<\/p>\n<h3 style=\"text-align: center;\">Existing Data about Your Audience<\/h3>\n<p>Sometimes you can find useful info about your audience ahead of time. For example, if you\u2019re speaking to students, you might know their majors or what year they\u2019re in. Seniors have likely worked hard and care about their education, while sophomores are still figuring things out. Knowing this can help you choose a topic and tone that connects with your audience.<\/p>\n<p>In other cases, you may be able to use demographics collected by public and private organizations. Demographic analysis is done by the U.S. Census Bureau through the American Community Survey, which is conducted every year, and through other specialized demographic surveys (Bureau of the Census, 2011; Bureau of the Census, 2011). The Census Bureau analysis generally captures information about people in all the regions of the United States, but you can drill down in census data to see results by state, by age group, by gender, by race, and by other factors.<\/p>\n<p>Demographic information about narrower segments of the United States, down to the level of individual ZIP codes, is available through private organizations such as the Nielsen Company and Sperling\u2019s Best Places. Sales and marketing professionals use this data, and you may find it useful for your audience analysis as well.<\/p>\n<\/div>\n<h3>Licenses and Attribution<\/h3>\n<h4>CC Licensed Content, Original<\/h4>\n<p><em>Speech Communication<\/em> was created by Lana Iapicco and Marie Torres. Independently created original and AI-assisted content developed specifically for this book is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.<\/p>\n<p>This educational material includes content generated or revised with the assistance of large language models. Lana Iapicco and Marie Torres reviewed, edited, and take responsibility for the final published content.<\/p>\n<h4>CC Licensed Content, Previously Shared<\/h4>\n<p><strong>\u201cConducting Audience Analysis\u201d<\/strong> is adapted from <a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/chapter\/conducting-audience-analysis\/\">\u201c3.4 Conducting Audience Analysis\u201d<\/a> by Douglas Marshall, James Yeargain, June Pulliam, Sara Kim, and Victoria VanNest, published in <em><a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/\">It\u2019s About Them: Public Speaking in the 21st Century<\/a><\/em> by LOUIS: The Louisiana Library Network.<\/p>\n<p>The source material is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>. The material was revised, reorganized, condensed, updated, and supplemented with original and AI-assisted content for this edition.<\/p>\n<p>Adapted portions derived from this source, including revisions to those portions, are licensed under the <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>. Independently created portions developed specifically for <em>Speech Communication<\/em> are licensed under the book\u2019s <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.<\/p>\n<h4>CC Licensed Image<\/h4>\n<h5><strong>Person using a magnifying glass to examine information<\/strong><\/h5>\n<p>Illustration from <a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/chapter\/conducting-audience-analysis\/\">\u201c3.4 Conducting Audience Analysis\u201d<\/a> in <em>It\u2019s About Them: Public Speaking in the 21st Century<\/em> by LOUIS: The Louisiana Library Network.<br \/>\nLicense: <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>.<br \/>\nChanges: The illustration was resized, and its alternative text and caption were revised for this edition. The source chapter does not identify a separate creator or license for the illustration.<\/p>\n<h4>Third-Party References and Links<\/h4>\n<p>Survey platforms, government data sources, commercial data services, scholarly publications, quotations, trademarks, and other third-party resources referenced in this section remain the property of their respective authors, organizations, publishers, and copyright holders. Their inclusion as citations, links, or examples does not place them under the Creative Commons licenses applied to <em>Speech Communication<\/em>.<\/p>\n<p>References to SurveyMonkey, Zoomerang, the U.S. Census Bureau, the American Community Survey, Nielsen, and Sperling\u2019s Best Places are provided for informational purposes and do not imply endorsement.<\/p>\n<p>Unless a separate license is specifically identified, third-party content may not be copied, redistributed, or adapted independently of the permissions provided by its copyright holder or applicable law.<\/p>\n<div class=\"glossary\"><div class=\"glossary__tooltip\" id=\"63-515\" hidden><p>a one-on-one exchange in which you ask questions of a respondent<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"63-531\" hidden><p>a set of questions administered to several\u2014or, preferably, many\u2014respondents<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"63-509\" hidden><p>a small group of people who give you feedback about their perceptions<\/p>\n<\/div><\/div>","protected":false},"author":2,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["liapicco","mtorres54"],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[],"contributor":[61,62],"license":[57],"class_list":["post-63","chapter","type-chapter","status-publish","hentry","contributor-liapicco","contributor-mtorres54","license-cc-by-nc-sa"],"part":51,"_links":{"self":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters\/63","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":13,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters\/63\/revisions"}],"predecessor-version":[{"id":1899,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters\/63\/revisions\/1899"}],"part":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/parts\/51"}],"metadata":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters\/63\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/media?parent=63"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapter-type?post=63"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/contributor?post=63"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/license?post=63"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}