Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
COMM 1000 Final
| Question | Answer |
|---|---|
| similarities between public speaking and conversation | 1. organizing thoughts logically 2. tailoring your message to your audience 3. telling a story for maximum impact 4. adapting to listener feedback |
| differences between public speaking and conversation | 1. more structured 2. more formal language 3. requires a different method of delivery |
| strategies for developing public speaking confidence | 1. acquire speaking experience 2. prepare 3. think positive 4. power of visualization 5. know nervousness is not visible 6. don't expect perfection |
| critical thinking | focused, organized thinking about such things as the logical relationships among ideas, the soundness of evidence, and the differences between fact and opinion |
| communication model | how the speaker, message, channel, listener, feedback, interference, and situation interact with each other |
| speaker | the person who is presenting the message to the listener |
| message | whatever a speaker communicates to someone else |
| channel | the means by which a message is communicated |
| listener | the person who receives the speaker's message |
| feedback | the message, usually nonverbal, sent from a listener to the speaker |
| interference | anything that impedes the communication of a message. Interference can be external or internal to listeners |
| situation | the time and place in which speech communication occurs |
| ethnocentrism | the belief that one's own group or culture is superior to all other groups or cultures |
| guidelines for ethical speaking | 1. make sure your goals are ethically sound 2. be fully prepared for each speech 3. be honest in what you say 4. avoid name calling and other forms of abusive language 5. put ethical principles into practice |
| plagiarism | presenting another person's language or idea's as your own |
| global plagiarism | stealing a speech entirely from a single source and passing it off as your own |
| patchwork plagiarism | stealing ideas or language from two or three sources and passing them off as your own |
| incremental plagiarism | failing to give credit for particular parts of a speech that are borrowed from other people |
| causes of poor listening | 1. not concentrating 2. listening too hard 3. jumping to conclusions 4. focusing on delivery and personal appearance |
| how to become a better listener | 1. take listening seriously 2. be and active listener 3. resist distractions 4. don't be diverted by appearance or delivery 5. suspend judgment 6. focus your listening 7. develop note-taking skills |
| appreciative listening | listening for pleasure or enjoyment |
| empathic listening | listening to provide emotional support for a 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. |
| personal inventory | making a quick list of experiences, interests, hobbies, skills, and beliefs. Then choosing a topic from this list |
| clustering | dividing a paper into 9 columns such as people, places, things, events, processes, concepts, natural phenomena, problems, and plans. Then write 5 things that come to mind under each category and pick the best one |
| Reference search | browse through an encyclopedia or periodical database until you come across a topic that interests you |
| Internet search | use a general internet search such as yahoo or google to come up with a topic |
| general purpose | the broad goal of a speech. Example: to inform or persuade |
| specific purpose | a single infinitive phrase that states precisely what a speaker hopes to accomplish in his or her speech. "To inform my audience about the scientific purposes of hot-air balloons" |
| central idea | a one-sentence statement that sums up or encapsulates the major ideas of a speech |
| residual message | what a speaker wants the audience to remember after it has forgotten everything else in the speech |
| audience centeredness | keeping the audience foremost in mind at every step of speech preparation and presentation |
| egocentrism | tendency for people to be concerned above all with their own values, beliefs, and well-being |
| demographics | factors such as age, gender, religion, sexual orientation, group membership, and racial, ethical, or cultural background |
| fixed-alternative questions | multiple choice, or true false questions |
| scale questions | questions that require responses at fixed intervals along a scale of answers |
| open-ended questions | questions that allow respondents to answer however they want |
| catalogue | a listing of all the books, periodicals, and other resources owned by the library |
| call number | a number used in libraries to classify books and periodicals and to indicate where they can be found on the shelves |
| periodical database | a research aid that catalogues articles from a large number of journals or magazines |
| abstract | summary of a magazine or journal article, written by someone other than the original author |
| reference work | a work that synthesizes a large amount of related information for easy access by researchers |
| general encyclopedia | comprehensive reference work that provides information about all branches of human knowledge |
| special encyclopedia | comprehensive reference work devoted to a specific subject, such as religion, art, law, science, music, etc. |
| yearbook | a reference work published annually that contains information about the previous year |
| biographical aid | reference work that provides information about people |
| virtual library | search engine that combines internet technology with traditional library methods of cataloging data |
| example | specific case used to illustrate or to represent a group of people, ideas, conditions, or experiences |
| brief example | specific case referred to in passing to illustrate a point |
| extended example | story, narrative, or anecdote developed at some length to illustrate a point |
| hypothetical example | example that describes an imaginary or fictitious situation |
| Statistics | 1. quantify ideas 2. should be representative of your topic 3. from reliable source 4. cite source 5. use mean, median, and mode correctly 6. round off complicated statistics 7. use visual aid to clarify trends 8. explain and relate statistics to audience |
| testimony | quotations or paraphrases used to support a point |
| expert testimony | testimony from people who are recognized experts in their field |
| peer testimony | testimony from ordinary people with first hand experience or insight in a topic |
| verbal citation | requires the author, name of article, date it was published, and the publication name |
| chronological order | method of speech organization in which the main points follow a time pattern |
| spatial order | method of speech organization in which the main points follow a directional pattern |
| causal order | method of speech organization in which the main points show a cause-effect relationship |
| problem-solution order | speech organization where the first main point deals with the existence of a problem and the second main point presents the solution |
| topical order | method of speech organization in which the main points divide the topic into logical and consistent subtopics |
| Tips for main points | 1. 2-5 points 2. organized in a certain order 3. main points clearly separate from another 4. use the same pattern of wording 5. balance time for each point 6. support each point 7. use connectives between points |
| connective | word or phrase that connects the ideas of a speech and indicates the relationship between them |
| transition | word or phrase that indicates when a speaker has finished one thought and is moving to another |
| internal preview | statement in the body of the speech that lets the audience know what the speaker is going to discuss next |
| internal summary | statement in the body of the speech that summarizes the speakers preceding point or points |
| signpost | brief statement that indicated where a speaker is in the speech or that focuses attention on key ideas. "the FIRST CAUSE of this problem is inefficient agricultural production" |
| functions of introduction | 1. gain audience attention 2. introduce relevancy of topic 3. establish credibility of speaker 4. preview your main points |
| how to gain audience attention | quotation, anecdote, ask a question, startle your audience, refer to the occasion |
| Functions of conclusion | signal the speech is coming to an end, review or summarize your main points, have a closing statement that is memorable |
| signaling the end of the speech | in conclusion, to close, in closing, etc. |
| preparation outline | detailed outline developed during the process of speech preparation that includes the title, specific purpose, central idea, introduction, main points, subpoints, connectives, conclusion, and bibliography of a speech |
| speaking outline | brief outline used to jog a speaker's memory during the presentation of a speech |
| denotative meaning | the literal or dictionary meaning of a word or phrase |
| connotative meaning | the meaning suggested by the associations or emotions triggered by a word or phrase |
| concrete words | words that refer to tangible objects |
| abstract words | words that refer to ideas or concepts |
| simile | a comparison using the words "like" or "as" between things that are essentially different yet have something in common |
| metaphor | comparing things NOT using "like" or "as' |
| alliteration | repetition of the initial consonant sound of close or adjoining words "peace is essential for progress, but progress is no less essential for peace" |
| antithesis | the juxtaposition of contrasting ideas, usually in parallel structure "Ask not what your country can do for you; ask what you can do for your country." |
| speaking from manuscript | where a speaker writes out a speech and delivers it word for word from the paper |
| speaking from memory | speaker memorizes an entire speech and delivers it without notes |
| impromptu | speech is delivered with little or no preparation |
| extemporaneous speech | a prepared and rehearsed speech where the speaker relies only on a few notes |
| volume | how loud or soft a speaker's voice is |
| pitch | the highness and lowness of a speakers voice |
| rate of speech | how fast a speaker talks |
| pronunciation | the correct saying of sounds and syllables in a word |
| articulation | the physical production of certain speech sounds |
| gestures | using arms and hands during a speech to convey a point |
| eye contact | looking directly at audience members |
| objects | great way to clarify ideas and give dramatic impact. make sure the object isn't too big or too small |
| models | on object, usually built to scale to represent an object that is usually too big to bring to a presentation. Make sure the model isn't too small |
| photographs | make sure they are large enough for the audience to see. you can also use a powerpoint to show a picture |
| graphs | visual aid used to show statistical trends and patterns |
| guidelines for preparing a visual aid | 1. prepare well in advance 2. make them clear and easy to comprehend 3. only contain necessary information 4. large enough 5. colors work together 6. contrast between lettering 7. use graph types correctly 8. <8 items on chart 9. limited clear fonts |
| informative speech | speech designed to convey knowledge and understanding |
| speeches about objects | speech about anything that is visible, tangible, and stable in form. "The human eye" |
| speeches about processes | speech about a systematic series of actions that lead to a specific result or product. "How chocolate it made" |
| speeches about events | speech about anything that happens or is regarded as happening. "The Holocaust" or "4th of July" |
| speeches about concepts | a speech about a belief, theory, idea, notion, principle, or the like. "Confucianism" |
| Guidelines for informative speaking | 1. don't overestimate audience knowledge 2. relate subject directly to audience 3. don't be too technical 4. avoid abstractions 5. personalize your ideas |
| question of fact | a question about the truth or falsity of an assertion "Who will win the superbowl this year?" |
| question of value | a question about the worth, rightness, morality, and so forth of an idea or action. "Is it morally justifiable to clone humans?" |
| question of policy | a question about whether a specific course of action should or should not be taken "Should Auburn introduce agriculture into the core curriculum" |
| persuasion | the process of creating, reinforcing, or changing people's beliefs |
| speech to gain passive agreement | a persuasive speech in which the speaker's goal is to convince the audience that a given policy is desirable without encouraging the audience to take action in support of the policy |
| speech to gain immediate action | persuasive speech in which the speaker's goal is to convince the audience to take action in support of a given policy |
| 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? |
| burden of proof | the obligation facing a persuasive speaker to prove that a change from current policy is necessary |
| problem-solution order | method of organizing a persuasive speech in which a first main point deals with the existence of a problem and the second main point presents a solution to the problem |
| problem-cause-solution order | method of organizing persuasive speeches in which the first main point identifies a problem, the second main point analyzes that cause of the problem, and the third main point presents a solution to the problem |
| comparative advantages order | method of organizing persuasive speeches in which each main point explains why a speaker's solution to a problem is preferable to other proposed solutions |
| Monroe's motivated sequence | 1. Attention 2. Need 3. Satisfaction 4. Visualization 5. Action |
| ethos | credibility |
| initial credibility | the credibility of a speaker before he or she starts to speak |
| derived credibility | the credibility of a speaker produced by everything she or he say and does during the speech |
| terminal credibility | the credibility of a speaker at the end of a speech |
| logos | evidence and reasoning |
| reasoning | the process of drawing a conclusion on the basis of evidence |
| 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 |
| causal 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 cause is also true for the second |
| hasty generalization | an error in reasoning from specific instances, in which a speaks jumps to a general conclusion on the basis of insufficient evidence |
| false cause | an error in causal reasoning in which a speak mistakenly assumes that because one event follows another, the first event is the cause of the second. POST HOC ERGO PROPTER HOC |
| invalid analogy | an analogy in which the two causes being compared are not essentially alike |
| fallacy | an error in reasoning |
| red herring | fallacy that introduces an irrelevant issue to divert attention from the subject under discussion |
| ad hominem | a fallacy that attacks the person rather than dealing with the real issue in the dispute |
| either-or | a fallacy that forces listeners to choose between 2 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 |
| pathos | emotional appeal |
Created by:
asculpepper