Public Speaking Test #2
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Created by:
laurenwinterrrrr on April 11, 2011
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71 terms
Terms | Definitions |
|---|---|
 Similarities Between Public Speaking and Conversation | -Organize your thoughts logically -Tailor your message to your audience -Telling a story for maximum impact -Adapt to listener feedback |
| Differences Between Public Speaking and Conversation | -Public speaking is more highly structured -Public speaking requires more formal language -Public speaking requires a different method of delivery |
| Why is nervousness normal? | Your body is responding as it would to any stressful situation- by producing extra adrenaline. |
| Lucas' methods of dealing with nervousness | -Acquire speaking experience. -Prepare, prepare, prepare. -Think positively. -Use the power of visualization. -Know that most nervousness is not visible. -Don't expect perfection. |
| Seven elements of the speech communication process | -Speaker -Message -Channel -Listener -Feedback -Interference -Situation |
| Importance of cultural diversity | The speaker needs to take into account that the meanings attached to gestures, facial expressions, and other nonverbal signals vary from culture to culture. |
| How to avoid ethnocentrism? | -Speakers must show respect for the cultures of the people they address. -They need to adapt their message to the cultural values and expectations of their listeners. |
| Why is a strong sense of ethical responsibility is vital for public speakers? | Questions of ethics arise whenever we ask whether a course of action is moral or immoral, fair or unfair, just or unjust, and honest or dishonest. |
| 5 Guidelines for ethical speech making | -Make sure your goals are ethically sound -Be fully prepared for each speech -Be honest in what you say -Avoid name-calling and other forms of abusive language -Put ethical principals into practice |
| Plagiarism | Presenting another person's language or ideas as one's own |
| Various types of plagiarism | -Global plagiarism -Patchwork plagiarism -Incremental plagiarism -Plagiarism and the internet |
| 3 Guidelines for ethical listening | -Be courteous and attentive -Avoid prejudging the speaker -Maintain the free and open expression of ideas |
| Appreciative listening | Listening for pleasure or enjoyment. |
| Empathic listening | Listening to provide emotional support for the speaker. |
| Comprehensive listening | Listening to understand the message of a speaker. |
| Critical listening | Listening to evaluate a message for purposes of accepting or rejecting it. |
| 4 Causes of poor listening | -Not concentrating -Listening too hard -Jumping to conclusions -Focusing on delivery and personal appearance |
| How to become a better listener? | -Take listening seriously -Be an active listener -Resist distractions -Don't be diverted by appearance or delivery -Suspend judgment -Focus your listening -Develop note-taking skills |
| Why the effective use of language is vital to a public speaker? | Every word has shades of meaning that distinguish it from every other word. |
| Connotative meaning | The meaning suggested by the associations or emotions triggered by a word or phrase. |
| Denotative meaning | The literal or dictionary meaning of a word or phrase. |
| The importance of using language accurately in public speeches | Each right word and almost right word means something a little different from the other, and each says something special to listeners. |
| Imagery | The use of vivid language to create mental images of objects, actions, or ideas. |
| Concrete words | Call up mental impression of sights, sounds, touch, smell, and taste. |
| Simile | An explicit comparison, introduced with the word "like" or "as," between things that are essentially different yet have something in common. |
| Metaphor | An implicit comparison, not introduced with the word "like" or "as," between two things that are essentially different yet having something in common. |
| Rhythm | The pattern of sound in a speech created by the choice and arrangement of words. |
| Parallelism | The similar arrangement of a pair or series of related words, phrases, or sentences. |
| Repetition | Reiteration of the same word or set of words at the beginning or end of successive clauses or sentences. |
| Alliteration | Repetition of the initial consonant sound of close or adjoining words. |
| Antithesis | The juxtaposition of contrasting ideas, usually in parallel structure. |
| Why should speakers use inclusive language? | It is language that does not stereotype, demean, or patronize people on the basis of gender, race, religion, disability, sexual orientation, or other factors. |
| Ways to use inclusive language | -Avoid the generic "he" -Avoid the use of "man" when referring to both men and women -Avoid stereotyping jobs and social roles by gender -Use names that groups use to identify themselves |
| Why is good delivery important for successful speaking? | It conveys the speaker's ideas clearly, interestingly, and without distracting the audience. |
| 4 Methods of delivering a speech | -Reading from a manuscript -Reciting from memory -Speaking impromptu -Speaking extemporaneously |
| 8 Aspects of voice usage | -Volume -Pitch -Rate -Pauses -Vocal Variety -Pronunciation -Articulation -Dialect |
| 4 Aspects of bodily action that are most important to a public speaker | -Personal appearance -Movement -Gestures -Eye contact |
| 5 Guidelines for improving delivery | -Go through your preparation outline aloud to check how what you have written translates into spoken discourse. -Prepare your speaking outline. -Practice the speech aloud several times using only the speaking outline. -Now begin to polish and refine your delivery. -Give your speech a dress rehearsal under conditions as close as possible to those you will face in class. |
| Preparing for the question-and-answer session | -Formulate answers to possible questions. -Practice the delivery of your answers. |
| Managing the question-and-answer session | -Approach questions with a positive attitude. -Listen carefully. -Direct answers to the entire audience. -Be honest and straightforward. -Stay on track. |
| Question of fact | A question about the truth or falsity of an assertion. |
| Question of value | A question about the worth, rightness, morality, and so forth of an idea or action. |
| Question of policy | A question about whether a specific course of action should or should not be taken. |
| Need | The first basic issue in analyzing a question of policy: Is there a serious problem or need that requires a change from current policy? |
| Plan | The second basic issue in analyzing a question of policy: If there is a problem with current policy, does the speaker have a plan to solve the problem? |
| Practicality | The third basic issue in analyzing a question of policy: Will the speaker's plan solve the problem? Will it create new and more serious problems? |
| Ways to organize types of persuasive speeches on questions of policy | -Problem-solution order -Problem-cause-solution order -Comparative advantages order -Monroe's motivated sequence |
| 5 Steps of Monroe's motivated sequence | -Attention -Need -Satisfaction -Visualization -Action |
| Factors that affect credibility | -Competence- how an audience regards a speaker's intelligence, expertise, and knowledge of the subject. -Character- how an audience regard's a speaker's sincerity, trustworthiness, and concern for the well-being of the audience. |
| Initial credibility | The credibility of a speaker before she or he starts to speak. |
| Derived credibility | The credibility of a speaker produced by everything she or he says and does during the speech. |
| Terminal credibility | The credibility of a speaker at the end of the speech. |
| How can you enhance your credibility? | You should say and do everything in a way that will make you appear capable and trustworthy. |
| How does evidence affect persuasive speaking? | It supports materials used to prove or disprove something. |
| Reasoning from specific instances | Reasoning that moves from particular facts to a general conclusion. |
| Reasoning from principle | Reasoning that moves from a general principle to a specific conclusion. |
| Casual reasoning | Reasoning that seeks to establish the relationship between causes and effects. |
| Analogical reasoning | Reasoning in which a speaker compares two similar cases and infers that what is true for the first case is also true for the second. |
| Red herring | A fallacy that introduces an irrelevant issue to divert attention from the subject under discussion. |
| Ad hominem | A fallacy that attacks the person rather that dealing with the real issue in dispute. |
| Either-or | A fallacy that forces listeners to choose between two alternatives when more than two alternatives exist. |
| Bandwagon | A fallacy that assumes that because something is popular, it is therefore good, correct, or desirable. |
| Slippery slope | A fallacy that assumes that taking a first step will lead to subsequent steps that cannot be prevented. |
| What are the roles of appealing to emotions in persuasive speeches? | -Use emotional language. -Develop vivid examples. -Speak with sincerity and conviction. |
| The guidelines for an effective speech of introduction | -Be brief. -Make sure your remarks are completely accurate. -Adapt your remarks to the occasion. -Adapt your remarks to the main speaker. -Adapt your remarks to the audience. -Try to create a sense of anticipation and drama. |
| Purpose of a commemorative speech | A speech that pays tribute to a person, a group of people, an institution, or an idea. |
| Why does the use of creative language lead to a successful commemorative speech? | Your success will depend on your ability to put into language the thoughts and emotions appropriate to the occasion. |
| Acceptance speech | A speech that gives thanks for a gift, an award, or some other form of public recognition. |
| Speech of presentation | A speech that presents someone a gift, an award, or some other form of public recognition. |
| How do audiences engage in a mental dialogue with the speaker as they listen to a persuasive speech? | While listening, they assess the speaker's credibility, delivery, supporting materials, language, reasoning, and emotional appeals. |
| Target audience | The portion of the whole audience that the speaker most wants to persuade. |
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