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SPCM Unit 1
| Question | Answer |
|---|---|
| civility | care and concern for others, thoughtful language, flexibility to see other sides of an issue |
| public dialogue | the ethical and civil exchange of ideas and opinions among communities about topics that affect the public |
| ethical public speaker | one who considers the moral impact of their ideas and arguments on others when one enters a public dialogue |
| intrapersonal communication | communication with oneself |
| interpersonal communication | communication with other people |
| group communication | communication among members of a team |
| mass communication | communication directed at large audiences |
| public communication | communication in which someone gives a speech to many people |
| audience centered | consideration of the positions, beliefs, values, and needs of an audience |
| speaker | one who stimulated public dialogue by delivering an oral message |
| message | the information conveyed by the speaker to the audience |
| encoding | translating ideas into words |
| decoding | translating words into ideas |
| audience | the complex and varied group of people the speaker addresses |
| channel | the means by which the message is conveyed |
| noise | anything (internal or external) that interferes with understanding the message being communicated |
| feedback | the verbal and nonverbal signals the audience gives the speaker |
| context | the environment or situation in which a speech occurs |
| communication apprehension | the level of fear or anxiety associated with either real or anticipated communication with another person |
| trait anxiety | apprehension about communicating with others in any situation |
| in situ anxiety | apprehension about communication with others in specific situations |
| overcoming nervousness (5) | systematic desensitization, cognitive restructuring (visualization/affirmations), realistic expectations, do your research, connect with audience |
| hearing | vibration of sound waves on our eardrums and the impulses that are then sent to the brain |
| listening | giving thoughtful attention to another person's words and understanding what you hear |
| interference | anything that stops of hinders a listener from receiving a message |
| listenable speech | considerate and delivered in an oral style |
| considerate speeches | speech that eases the audience's burden of processing information |
| jargon | language that is too technical |
| slang | informal nonstandard vocabulary |
| colloquialism | local or regional informal dialect or expression |
| euphemism | an agreeable or inoffensive expression for one that may offend or suggest something unpleasant |
| gender-inclusive language | recognizes that both men and women are active participants in the world |
| culturally inclusive language | respectfully recognizes the differences among the many cultures in our society |
| spotlighting | highlighting a person's race or ethnicity (when not necessary) |
| verbal clutter | extra words in a sentence that don't add meaning |
| careful listener | overcomes listener interference to better understand a speaker's message |
| critical listeners | listen for the accuracy of a speech's content and the implications of a speaker's message |
| ethical listeners | considers the moral impact of a speaker's message on oneself and one's community |
| speech topic | the subject of your speech |
| brainstorming | the process of generating ideas randomly and uncritically, without attention to logic, connections, or relevance |
| general purpose (6) | to inform, invite, persuade, introduce, commemorate, accept |
| specific purpose | a focused statement that identifies exactly what a speaker wants to accomplish |
| behavioral objectives | the actions you want your audience to take at the end of your speech |
| thesis | summarizes the main ideas, assumptions, or arguments |
| Communication Model | speaker ==>(message) ==>(channel) audience encoding <-feedback<- decoding *internal/external noise* CONTEXT |
| understanding the classroom setting (5) | preselected purpose, time, highly structured, instructor, class members |
| types of brainstorming (4) | free association, clustering, categories, brainstorming w/ technology |
Created by:
melaniebeale
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