Final Exam
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Critical Thinking | The ability to form and defend your own judgements rather than blindly accepting or instantly rejecting what you hear or read
🗑
|
||||
| facts | statements that can be verified by someone other than the speaker.
🗑
|
||||
| opinions | Subjective judgement base on experience or expertise, not capable og being verifed by others.
🗑
|
||||
| strategic planning | The process of identifying your goals and then determine how to achieve them.
🗑
|
||||
| communication | interaction tha builds connection between people that helps them to understand each other.
🗑
|
||||
| Feedback | Responses from the audience to the speaker, often the form of nonverbal cues.
🗑
|
||||
| public | open or accesible by others; affects each other.
🗑
|
||||
| Public forum | A space in which citizens discuss issues affecting themselves. Needs cooperation, decision requires subjective jusdgement, and a decision is required.
🗑
|
||||
| situation | The particular context in which a speech is given.
🗑
|
||||
| Rhetoric | The study of how message affects people.
🗑
|
||||
| Rhetorical situation | A situation in which people's understanding can be changed through messages.
🗑
|
||||
| identification | Formation of common bonds between the speaker and the audience.
🗑
|
||||
| Determinants for rhetorical situation. | Occasion, speaker, speech, Audience.
🗑
|
||||
| ceremonial | Speaking that focuses on the present and is usually concerned with praise.
🗑
|
||||
| deliberative | speaking that focuses on the future and is considered what should be done.
🗑
|
||||
| forensics | Speaking that focuses on the past and deals with justice.
🗑
|
||||
| exigence | A problem that cannot be avoided, but can be solved by a appropriate message.
🗑
|
||||
| informing | Providing listeners with new ideas.
🗑
|
||||
| persuading | influence listeners' attititudes and behavior.
🗑
|
||||
| entertaining | stimulating the sense of community throught the celebration of common bonds among speaker and listeners.
🗑
|
||||
| strategy | A plan of action to achieve stated goals.
🗑
|
||||
| invention | Th generation of materials for the speech.
🗑
|
||||
| arrangement | The structuring of materials within the main ideas, the organization of main idea within the body of a speech, and the overall strucure of introduction, body, and conclusion.
🗑
|
||||
| style | The distinct character that makes a speach recognizable
🗑
|
||||
| delivery | The presentation of the speech to an audience.
🗑
|
||||
| memory | Mental recall of the key ideas and the basic structure of the speech.
🗑
|
||||
| Extemporaneous presentation | A mode of delivery which is planned with the script.
🗑
|
||||
| Manual script | Delivery in which th espeaker reads aloud a prepared text.
🗑
|
||||
| High ethical standards | Respect for Listeners, Respect for topic, Responsibility for your statements concern for the consequences of your speech.
🗑
|
||||
| Responsibility for your statements; Plagiarism | using another person's words as if they were your own.
🗑
|
||||
| purpose | The goal of the speech, the response sought from the listeners.
🗑
|
||||
| thesis | The main idea of the speech, usually stated in one or two sentences.
🗑
|
||||
| ethos | the speakers character as perceived by the audience.
🗑
|
||||
| Logos | substance and structure of a speech's ideas
🗑
|
||||
| pathos | refers to the speaker's evoking of appropriate emotion for the audience.
🗑
|
||||
| introduction | Beginning of a speech. Designed to get the audience's attention, to state the thesis. and to preview the development of the speech.
🗑
|
||||
| body | The largest portion of your speech;includes the development of supporting materials to prov the thesis and any subsidary claims.
🗑
|
||||
| supporting materials | All forms of evidence that lend to the truth of a claim.
🗑
|
||||
| conclusion | The end of a speech; draws together the ,main points and provides a note of finality.
🗑
|
||||
| preparation outline | An outline used developing a speech; main ideas and supporting materials are usually set forth in complete sentences.
🗑
|
||||
| presentation outline | An outline used while presenting a speech; concists of keywords on the index cards.
🗑
|
||||
| communication apprehension | Fears and worries about communicating with each other.
🗑
|
||||
| anticipation reaction | increase anxiety felt by whil thinking in advance about giving a speech
🗑
|
||||
| confrontation reaction | increase anxiety when beginning to speak.
🗑
|
||||
| Hearing | A sensory process in which sound waves are transmitted to the brain.
🗑
|
||||
| listening | A mental operation involving processing sound waves, interpreting their meaning, and storing their meaning and in memory.
🗑
|
||||
| attention span | The length of time a person will attend to a message without feeling distracted.
🗑
|
||||
| assimilation | The tendency to regard two similar messages as basically identical, blurring the distinction between them.
🗑
|
||||
| mapping | Diagramming the relationship between the thesis of a speech and its main idea.
🗑
|
||||
| critical listening | Listening that enables you to offer both an accurate rendering of the speech and an interpretation and assesment of it.
🗑
|
||||
| assumptions | unstated, taken-for granted beliefs in a particular situation.
🗑
|
||||
| reflective | considered, thoughtful
🗑
|
||||
| critical judgements | Judgements that can be articulated and defended by providing the reasons for them.
🗑
|
||||
| expediency standard | Evaluation of a speech according to the effects it produced.
🗑
|
||||
| atistic standard | Evaluation of a speech according to its ethical execution of principles of public speaking without regard to its actual effects.
🗑
|
||||
| rhetorical crticism | The analytical assessment of messages that are intended to affect other people.
🗑
|
||||
| empathy | feeling what listeners feel and knowing what they think.
🗑
|
||||
| volume | loudness of voice.
🗑
|
||||
| pitch | placement of the voice on the musical scale, ranging from high to low.
🗑
|
||||
| monotone | a very narrow, unchanging the pitch range.
🗑
|
||||
| rate | the speed at which a person speaks, measured in words per minute.
🗑
|
||||
| pauses | periods of brief silence within a speech.
🗑
|
||||
| vocalize pauses | uh or um
🗑
|
||||
| articulation | Precision and clarity in the production of individual vocal sounds.
🗑
|
||||
| enunciation | Precision and distinctness in sounding words.
🗑
|
||||
| prononciation | sounding of a word in the accepted way.
🗑
|
||||
| dialect | A prononciation pattern that characterizes a particular geographic area,economic or socal class, or cultural factors.
🗑
|
||||
| inflection | Prononciation pattern for a sentence as whole.
🗑
|
||||
| gesture | Movement of hands and arms during the speech for emphasis.
🗑
|
||||
| anticipation step | First step of gesture; bring the hands to the middle before making the gesture.
🗑
|
||||
| implementation step | execution of gesture
🗑
|
||||
| relaxation step | returning hands to a normal posiiton.
🗑
|
||||
| eye contact | looking directly at members of the audience.
🗑
|
||||
| distributed practice | practice spread over time.
🗑
|
||||
| massed practice | A long practice before delivering the speech.
🗑
|
||||
| topic | The subject area of the speech.
🗑
|
||||
| brain storming | A mental free-association exercise which identifies without evaluation.
🗑
|
||||
| topoi | common or typical categories for organizing subject matter.
🗑
|
||||
| perspective | The point of view from which one approaches a topic.
🗑
|
||||
| agenda setting | Causing listeners to be aware of and to think about a topic that previously had escaped their attention.
🗑
|
||||
| conversion | The replacement of one setof beliefs by another that is inconsistent with the first.
🗑
|
||||
| general purpose statement | Statement of the overall goal of the speech
🗑
|
||||
| specific purpose statement | Statement of the particular outcome sought from the audience; a more specific version of a general purpose.
🗑
|
||||
| issue | A question raised by the thesis statement that must be addressed in order for the thesis itself to be addressed effectively.
🗑
|
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.
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.
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.
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
Created by:
1682298726
Popular Miscellaneous sets