ABSTRACT
A great deal of what constitutes school-community relations involves the spoken word and the internalization of it by other people. Earlier chapters have focused on the communication process and all of the potential for breakdowns at any point in the process. These chapters have also paid attention to the many different groups that constitute a school’s publics. Some of the groups are considered “internal” groups because they spend the majority of their time within the school’s walls. Still others constitute those publics who are “external” because of the fact that most of their time is spent outside of the school’s walls. These chapters have also focused on ways in which our writing can communicate effectively with groups and individuals and how important clear writing is to effective school-community relations.
