PUBLIC SPEAKING
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| Public speaking skills are used informally when | show 🗑
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| show | presentations in classes, at work, or in the community.
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| show | preparing, delivering, and hearing speeches have changed over time.
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| Speakers have many options for | show 🗑
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| show | what public speaking was called at the time.
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| In Aristotle's book Rhetoric, Aristotle emphasized the importance of | show 🗑
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| show | holds true today.
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| show | another foundation of public speaking.
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| Proofs are the | show 🗑
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| show | logos, pathos, and ethos.
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| Logos refers to | show 🗑
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| show | speakers appeal to our emotions.
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| show | the speaker's credibility or character.
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| show | multiple, transferable communication skills.
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| Transferable skills are skills that | show 🗑
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| Learning public speaking skills will help build | show 🗑
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| The process of habituation | show 🗑
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| show | grounded in positive feedback and constructive suggestions.
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| In time, the positive experiences encountered in a public speaking course can transfer to | show 🗑
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| Public speaking students will become | show 🗑
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| show | listen reciprocally, which is listening to others with full attention and an open mind and they do the same with you.
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| Public speaking students are able to adapt to | show 🗑
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| Public speaking students learn how to build | show 🗑
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| show | reliable information that can be useful in all aspects of life.
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| show | listeners can follow and understand the speaker's message.
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| Patterns of speech organization include | show 🗑
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| show | developing their speeches.
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| show | the ideas greater impact with an audience.
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| show | communication process visually.
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| show | portrays human communication as information flowing in a single direction from sender to receiver.
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| show | expands on the transmission model by adding two key elements, channel and feedback.
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| Messages pass from a sender through a | show 🗑
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| show | feedback.
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| show | two-way, with messages going back and forth between the source and the receiver.
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| The transactional model added three important elements | show 🗑
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| show | any interference that prevents messages from being understood.
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| show | the setting for the communication.
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| The environment includes all | show 🗑
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| Channel refers to the | show 🗑
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| The audience is | show 🗑
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| show | any interference in the understanding of a message. May be internal to the speaker, or external, as a result of environmental sounds.
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| Feedback provides the | show 🗑
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| show | physical setting for the speech and the occasion for the speech.
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| show | external surroundings that may influence a public speaking event.
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| All of these elements work together to from a | show 🗑
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| show | uneasiness, panic, and dread.
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| show | fear of speaking in front of an audience.
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| Speech anxiety begins with | show 🗑
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| show | seven different sources of uncertainty.
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| show | speech anxiety.
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| show | thinking through the sequence of events that make up the speech in a positive, detailed, concrete, and step by step way.
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| Visualization involves three main steps | show 🗑
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| show | physical and emotional reactions associated with speech anxiety.
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| Relaxation techniques reduce the | show 🗑
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| show | help you gain confidence and reduce speech anxiety.
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| show | delivering the speech and during the speech.
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| There are several useful strategies you can use prior to delivering your speech including | show 🗑
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| There are several strategies you can use as you deliver your speech including | show 🗑
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| There are several strategies you can use to manage your anxiety after delivering your speech | show 🗑
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| show | future public speaking situations.
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| show | the moral dimensions of speaking and listening.
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| show | framework for understanding the relationship between communication and ethics as it provides principles for facilitating ethical communication in public speaking contexts.
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| Plagiarism refers to | show 🗑
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| Plagiarism violates | show 🗑
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| Copyright laws protect | show 🗑
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| show | limited portions of an author's work as long as the source of information is credited.
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| show | putting a source's information into your own words in order to capture the essence of the information.
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| show | the ideas did not originate with you.
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| Effective public speakers provide | show 🗑
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| The speaker should tell the audience | show 🗑
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| show | visual and audio materials, speakers must cite the source of the material just as they do with written sources.
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| To help avoid plagiarism, keep careful records of | show 🗑
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| show | cultural differences.
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| Culture is | show 🗑
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| show | communication with family, friends, neighbors, the media, and other social institutions.
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| Cultural diversity refers to | show 🗑
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| show | explicit and implicit rules for how members of a culture should behave.
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| Analyzing your audience will help you | show 🗑
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| show | avoided in communication situations.
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| Ethnocentrism is the | show 🗑
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| show | evaluations of other speakers' competence and credibility.
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| Ethnocentrism can prevent us from | show 🗑
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| Listening is important in a | show 🗑
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| Listening involves | show 🗑
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| Understanding the basic characteristics of listening helps to | show 🗑
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| There are different reasons for listening and different | show 🗑
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| show | involves listening for the speaker's feelings and emotions.
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| Appreciative listening is | show 🗑
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| Content listening involves | show 🗑
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| show | evaluation of the speaker's credibility, ideas, and supporting evidence.
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| show | using the different types of listening.
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| Becoming a more effective listener requires | show 🗑
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| show | the overall goal of the speech.
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| There are three | show 🗑
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| show | describe, explain, or demonstrate something and are designed to increase the audience's knowledge about a topic.
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| Speeches to persuade attempt to | show 🗑
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| show | seek to provide enjoyment to the audience.
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| The speaker should focus on | show 🗑
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| The speaker should always | show 🗑
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| show | select a topic.
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| Brainstorming is an effective strategy for | show 🗑
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| Consider your interests and | show 🗑
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| Consider the audience when | show 🗑
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| show | selecting a speech topic.
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| Consider time when | show 🗑
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| Consider the setting for your speech and | show 🗑
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| show | you want to achieve in your speech.
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| Your specific purpose merges your | show 🗑
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| The specific purpose focuses on a | show 🗑
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| The specific purpose will typically begin with the following words | show 🗑
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| show | summarizes the plan for achieving the specific purpose.
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| A working outline guides the speaker during | show 🗑
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| show | specific audiences.
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| Audience analysis will show you how much you | show 🗑
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| show | sorts of varieties.
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| show | individuals that gather in a semipublic setting such as a public plaza, theater, or stadium, also radio, television, and internet have audiences.
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| The development of new communication technologies allows | show 🗑
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| show | partners in public speaking.
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| show | make a connection between what the speaker says, and themselves.
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| show | crucial for all types of communicators.
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| For public speakers, the target audience includes the | show 🗑
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| The diversity that you are faced with when presenting a speech can work to your | show 🗑
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| Successful speakers assess the | show 🗑
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| show | demographics to identify their target audiences.
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| Psychographics focus on | show 🗑
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| A value of psychographic information serves as | show 🗑
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| Beliefs flow from an | show 🗑
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| An attitude is | show 🗑
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| Audience research questionnaires are | show 🗑
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| show | provide data and comments that can be used in your speech.
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| show | audience adaptation.
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| The location or physical place for your speech influences | show 🗑
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| show | where you will be speaking.
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| Analyze the | show 🗑
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| show | be no speech.
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| show | also an importnat element in your speaking event.
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| Appearing credible to your audience is | show 🗑
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| show | how you found out about it is the first step in developing a plan to research your topic.
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| The information sources you access when preparing a speech should | show 🗑
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| Once you establish your knowledge of the topic you are | show 🗑
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| show | not available from any other source.
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| Events related to your topic also provide | show 🗑
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| show | Information must be reliable, valid, and current.
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| Information must be reliable | show 🗑
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| show | can be tested by examining the author's conclusions.
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| show | up to date.
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| Public speakers must | show 🗑
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| Written citations include bibliographic information in | show 🗑
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| Supporting materials provide the | show 🗑
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| Pathos appeals to | show 🗑
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| Logos appeals to | show 🗑
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| Mythos appeals to | show 🗑
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| Narratives draw the audience into the | show 🗑
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| Examples make ideas more | show 🗑
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| Definitions explain or describe | show 🗑
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| A speaker's testimony relies on an | show 🗑
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| show | must be done with care.
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| The credibility of your supporting materials depends on | show 🗑
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| Every speech has | show 🗑
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| The first part of the speech is | show 🗑
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| During the introduction the speaker must | show 🗑
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| show | the body.
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| show | the speaker's main points and subordinate points.
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| show | tranisitions.
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| Transitions are used to | show 🗑
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| The fourth part of the speech is the | show 🗑
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| show | wraps up the speech, reviews the main points, restates the thesis , and provides closure.
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| Developing your main points is an | show 🗑
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| show | important when organizing your speech.
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| Your main points should | show 🗑
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| show | clearly support your specific purpose and be consistent with your thesis.
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| show | relevant.
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| show | directly relevant to your topic.
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| show | purpose and thesis, and ensure the points that are relevant.
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| Main points must also be | show 🗑
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| show | balanced.
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| While not all of your points will be exactly equal, one should not be | show 🗑
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| If some points are not equal in importance, a rough balance may | show 🗑
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| show | points to include in your speech.
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| Organize the main points in a | show 🗑
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| Speakers generally rely on | show 🗑
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| Chronological pattern | show 🗑
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| show | allows you to link points together based on their physical relationships.
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| show | divides a topic into subtopics that address its components, elements, or aspects.
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| Narrative pattern | show 🗑
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| Cause-and-effect pattern | show 🗑
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| show | acceptable when attempting to convince audience members that a specific dilemma or problem requires a particular course of action or solution, and must demonstrate that the proposed solution will address the issue described and can be implemented.
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| Monroe's Motivated Sequence | show 🗑
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| show | speakers connect ideas with transitions.
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| Include a brief transition or signpost to show the | show 🗑
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| show | points.
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| When you shift main points within the body of the speech, use internal transitions that | show 🗑
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| show | one point to the next.
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| Use connectors to lead the audience to the | show 🗑
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| show | end of your speech.
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| show | content of the conclusion as seamlessly as possible.
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| The complete sentence outline provides a | show 🗑
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| You will use complete sentences that clearly reflect your | show 🗑
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| The complete sentence outline clearly identifies all pieces of information for the peach puts | show 🗑
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| Outlines show the | show 🗑
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| Using roman numerals, capital letters, and arabic numbers provide | show 🗑
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| show | you on track as you develop the outline.
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| show | develop your thoughts more fully.
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| show | key differences between the two types of outlines.
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| show | each point is developed.
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| show | order.
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| show | importance.
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| show | equally important in relation to a main point.
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| show | those that are under your main points, providing evidence and information that support your main ideas.
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| Identify at least two pieces of information to | show 🗑
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| show | introduction, conclusion, and transitions.
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| show | symbols and indentation.
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| List | show 🗑
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| show | attention getter.
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| Attention getter is | show 🗑
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| show | the amount of time you have to present your introduction, how creative you can be, proven techniques, and presentation me media related to your topic.
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| show | call attention to your topic.
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| Tell an emotionally arousing but brief | show 🗑
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| Use the information you have collected about | show 🗑
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| Tell a joke to introduce the topic and | show 🗑
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| show | answer or consider.
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| show | move directly from the last word of your attention getter to a clear statement of your speech's purpose and thesis.
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| Once you have your audience's attention you need to | show 🗑
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| show | be said in the body of the speech.
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| Present the main points and | show 🗑
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| show | conclusion.
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| Developing your conclusion is equally important to the | show 🗑
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| Once you present your main points you are | show 🗑
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| Review your | show 🗑
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| show | your purpose.
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| Provide | show 🗑
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| show | create images in the minds of listeners.
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| The images created using language | show 🗑
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| The words you choose to use also challenges your audience to | show 🗑
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| Words are symbols that trigger | show 🗑
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| show | arbitrary.
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| show | what it represents, different groups of people have different words that stand for the same things.
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| There is a direct link between the object that led to your | show 🗑
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| show | words you choose.
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| show | ambiguous.
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| Words have | show 🗑
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| show | formal meaning, such as what is found in dictionaries.
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| show | based on people's experiences.
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| show | meanings for words and the concepts those words stand for.
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| Language is | show 🗑
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| show | active.
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| show | new words.
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| Specific events change the | show 🗑
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| Communicators continually alter the | show 🗑
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| show | appropriate for them.
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| show | topic, occasion, and audience.
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| Choose meaningful words avoid | show 🗑
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| Presentation media are | show 🗑
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| When used appropriately presentation media can become a core feature of | show 🗑
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| show | just learning technical procedures.
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| show | enhance their understanding and retention of your presented information.
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| There must be valid reasons for | show 🗑
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| show | visual presentation media that you use in your speech.
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| Avoid too much information on a single | show 🗑
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| Choose your visual materials carefully, making sure they are | show 🗑
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| show | images will say more than words.
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| show | images.
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| show | coherence.
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| Use large | show 🗑
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| Prepare the images you want to display | show 🗑
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| show | improve their ability to recall aspects of your speech.
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| show | contribute something truly important to your speech.
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| show | 10 percent of overall speech time.
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| Treat the video as an | show 🗑
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| Embed the video within | show 🗑
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| Make sure the video is not | show 🗑
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| Cite the | show 🗑
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| show | clip is legitimate.
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| show | describing and explaining topics that involve a physical structure.
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| Computers can be used to | show 🗑
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| Carefully develop your speech and then consider how | show 🗑
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| Balance creativity with | show 🗑
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| Presentation media can enhance your | show 🗑
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| Consider the room and | show 🗑
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| Be sure you have easy access to the equipment | show 🗑
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| Project yur images at a height and distance that will | show 🗑
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| show | images are projected.
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| Remain facing your audience while | show 🗑
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| Practice with your | show 🗑
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| Incorporate your presentation media when | show 🗑
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| Include reminders on your note cards indicating when | show 🗑
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| Arrive early and check on the technical equipment to | show 🗑
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| Speak to your audience, not your | show 🗑
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| show | the audience.
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| show | delivery methods.
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| show | enhances the content of your speech and does not distract your audience.
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| show | little or no preparation.
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| show | impromptu speaking.
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| Impromptu speaking is | show 🗑
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| show | requires careful research, organization, and rehearsal before delivery.
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| Extemporaneous speaking provides maximized connection with your | show 🗑
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| show | exact composition of the language you wish to youse for our speech.
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| Manuscript speaking is more difficult to | show 🗑
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| Memorized speaking can be | show 🗑
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| show | external factors that help determine how you will deliver your speech.
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| show | voice during your speech.
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| show | strain to hear you.
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| Vary your rate, pitch, and | show 🗑
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| show | fit your topic and evoke emotion in the audience.
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| Avoid vocalized | show 🗑
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| Articulate your words clearly and | show 🗑
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| show | strain to understand you and may hurt your credibility.
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| show | reduce speech anxiety.
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| Adjust your facial expression according to | show 🗑
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| Managing your audience begins with | show 🗑
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| I you have developed a speech that your audience finds useful and interesting and you present the speech in an | show 🗑
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| Involve your | show 🗑
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| show | time.
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| Being fully prepared does not mean that the speech you give to your audience will be | show 🗑
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| show | your speech.
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| An informative speech is personally | show 🗑
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| show | accurate information.
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| show | clearly and is easily followed.
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| show | primary focus that you will highlight in your speech.
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| Speeches about objects and | show 🗑
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| Almost anything that is important or interesting to you can be | show 🗑
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| Speeches about people or other living creatures can | show 🗑
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| Speeches about processes facilitate | show 🗑
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| show | deciding whether you want them to simply understand the process or enact it themselves.
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| show | specific personal occurrences.
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| Speeches about ideas and concepts can be | show 🗑
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| show | concept.
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| show | general purpose.
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| show | clarify your topic for your audience, make it meaningful, express the main idea accurately and pique the audience's interest.
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| Chronological pattern allows | show 🗑
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| show | describe the physical or directional relationship between objects or places.
🗑
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| show | divides your topic into subtopics that address the components, elements, or aspects of the topic.
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| show | main points of the speech.
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| show | retell events as a story or a series of short stories.
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| Narrative pattern emphasizes the | show 🗑
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| The cause and effect pattern shows how | show 🗑
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| Success of your speech greatly depends on | show 🗑
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| show | informative.
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| show | views.
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| show | information sharing.
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| Describe, explain, or demonstrate something without | show 🗑
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| Demonstrate a positive attitude which will | show 🗑
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| Establish a context for your topic that | show 🗑
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| show | your audience.
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| show | you and your audience.
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| Informative speaking involves more than | show 🗑
|
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| Demonstrate the relevance of your speech topic to your | show 🗑
|
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| show | concept of success.
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| show | language, images, and other means of communication to influence people's attitudes, beliefs, values, or actions.
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| show | promoter or proponent, and advocate a particular view on a topic they want the audience to adopt.
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| show | position on a topic.
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| show | fact, value, and policy.
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| show | whether something is true or false.
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| show | persuade an audience that something did or did not occur, or that one event caused another.
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| show | what is observed or known, how the observations were made, whether new observations have changed hat people once thought of as fact.
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| Persuasiveness of a speech addressing a question of fact relies on | show 🗑
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| Facts and statistics provide the | show 🗑
|
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| show | believe or agree with you that something is true or false.
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|
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| show | qualitative judgements about something's significance.
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|
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| Question of value addresses individual opinions and cultural beliefs rather than | show 🗑
|
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| show | concerns.
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|
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| show | course of action should be taken or how a problem should be solved.
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|
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| show | current controversies or less contentious topics.
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|
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| Speeches on questions of policy ask the audience to | show 🗑
|
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| show | focus on audience outcomes when organizing ideas.
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|
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| show | identify and respond to what will motivate the audience to pay attention.
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|
||||
| There are specific strategies persuasive speakers use to address the attitudes, values, and beliefs of the | show 🗑
|
||||
| The negative audience is | show 🗑
|
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| show | establish your credibility, take a common ground approach, help your audience visualize your topic in positive ways, and prepare for your audience's negative reaction to your position.
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|
||||
| The positive audience is | show 🗑
|
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| show | rely on narratives to elaborate on your points, incorporate engaging evidence that further reinforces the audience's commitment to the topic, use vivid language and images to heighten your audience's enthusiasm for the topic, rally your audience.
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|
||||
| The divided audience is | show 🗑
|
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| show | demonstrate that you recognize the arguments for and against the issue, establish your credibility, establish common ground, address objection, and reinforce the position of those who agree with you.
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|
||||
| show | unfamiliar with your topic and has no opinion about it.
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|
||||
| show | motivate your audience to learn more, demonstrate your expertise on topic and fairness in addressing all perspectives, use repetition and redundancy to reinforce your points, keep your persuasion subtle.
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|
||||
| show | informed about your topic but not interested in it.
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|
||||
| When speaking to an apathetic audience you must | show 🗑
|
||||
| show | deceive or manipulate the audience.
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|
||||
| show | ethical communication.
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|
||||
| show | freedom of expression, appreciate the diversity of perspectives, and tolerate opposing viewpoints.
🗑
|
||||
| Arguments provide | show 🗑
|
||||
| show | persuassion.
🗑
|
||||
| show | evidence and reasoning.
🗑
|
||||
| show | the evidence presented.
🗑
|
||||
| Claims lay the groundwork for | show 🗑
|
||||
| Arguments include two | show 🗑
|
||||
| show | primary claim or assertion a speaker makes.
🗑
|
||||
| A premise gives a | show 🗑
|
||||
| show | the audience will figure out the premise or conclusion on their own.
🗑
|
||||
| An enthymeme invites audience | show 🗑
|
||||
| Evidence provides the | show 🗑
|
||||
| Logical appeal can be the | show 🗑
|
||||
| Appeals to speaker credibility can be | show 🗑
|
||||
| show | likeable to sociable.
🗑
|
||||
| show | emotional evidence and stimulation of feelings to influence an audience.
🗑
|
||||
| show | the values and beliefs embedded in cultural narratives or stories to influence an audience.
🗑
|
||||
| show | the bridge between the claim and evidence.
🗑
|
||||
| show | a general principle to a specific instance or case.
🗑
|
||||
| Speakers use inductive reasoning when | show 🗑
|
||||
| Inductive reasoning asks the audience to | show 🗑
|
||||
| Speakers use analogical reasoning when they | show 🗑
|
||||
| show | erroneous argument.
🗑
|
||||
| show | errors in basic assumptions or assertions.
🗑
|
||||
| False dilemma fallacy occurs | show 🗑
|
||||
| show | speakers imply the truth of the conclusion in the premise or simply assert the validity of the conclusion is self evident.
🗑
|
||||
| Slipper slop fallacy occurs | show 🗑
|
||||
| Ad ignorantiam fallacy suggests that | show 🗑
|
||||
| Fallacies in evidence occur when | show 🗑
|
||||
| show | the speaker presents evidence that has nothing to do with the claim.
🗑
|
||||
| show | speakers use statistics or compare numbers in way that mislead the audience and misrepresent the evidence included to support the argument.
🗑
|
||||
| Ad populum fallacy plays on | show 🗑
|
||||
| Speakers using the appeal to tradition fallacy argue that | show 🗑
|
||||
| show | errors in how the speaker links the evidence and the claims.
🗑
|
||||
| The division fallacy is an | show 🗑
|
||||
| The hasty generalization fallacy occurs when | show 🗑
|
||||
| show | concluding that a causal relationship exists simply because one event follows another in time.
🗑
|
||||
| show | two things have important dissimilarities that make the comparison inaccurate and the analogy faulty.
🗑
|
||||
| show | listeners make errors in argument when critiquing a speaker's arguments.
🗑
|
||||
| show | a claim is rejected based on the speaker's character rather than the evidence.
🗑
|
||||
| show | something is wrong with the speaker's character.
🗑
|
||||
| Caricature fallacy involves | show 🗑
|
||||
| Loaded word fallacy uses | show 🗑
|
||||
| Speech of introduction is a | show 🗑
|
||||
| Acceptance speech is | show 🗑
|
||||
| Tributes and eulogies | show 🗑
|
||||
| Speeches of nomination | show 🗑
|
||||
| show | last name of the author, and the year of publication.
🗑
|
||||
| In text citations can come before or after | show 🗑
|
||||
| References include the | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
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If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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