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UVI COM120 MidTerm
midterm exam study guide- ch 1-8, 10-12
Question | Answer | |||||||
---|---|---|---|---|---|---|---|---|
what are the ways that speakers can get feedback? | friends/colleagues for critique of your speech | evaluation forms to all your listeners | after speech have a small group share their reactions | videotape presentation | ||||
What is a hormone, triggered by stress that stimulates "fright, flight, fright" | adrenaline | |||||||
what rights Royalty-free materials affords a buyer? | right to use it in publication, speech, or video production w/o having to ask permission or pay anything extra | |||||||
What question permits a broad range of responses? | open-ended question | |||||||
What question requires only a short, specific response? | closed question | |||||||
What question is designed to stimulate elaboration after the initial question? | follow-up question | |||||||
A device that alerts listeners to important points | spotlight | |||||||
A concise review of material covered during the body of speech | internal summary | |||||||
an explicit statement of the place that a speaker has reached | signpost | |||||||
a transitional device that links what went before with the next part of the speech | bridge | |||||||
what term does the text use for evidence that illustrates or substantiates a point? | support material | |||||||
which part of the speech do many experienced speakers recommend that you create first? | the body | |||||||
an instance that seems to illustrate a point | example | |||||||
a description that evokes a lifelike picture within the mind of the listener | vivid image | |||||||
showing how two or more items are alike | comparison | |||||||
showing how two or more items are different | contrast | |||||||
resemblance in some respects between things that are otherwise dissimilar | analogy | |||||||
a story that illustrates a point | narrative | |||||||
numerical facts assembled to present significant information about a subject | statistics | |||||||
statement by acknowledge person | testimony | |||||||
what is adjusting one's material & delivery to meet listener's needs? | adaptation | |||||||
what is to restate material, using different to words? | paraphrase | |||||||
what is the main advantage of using testimony from a reputable source? | instant credibility | |||||||
what is an act, word, or object that is forbidden on grounds of morality or taste? | taboo | |||||||
subject of a speech | topic | |||||||
the broad objective of a speech | general purpose | |||||||
the precise goal that a speaker wants to achieve | specific purpose | |||||||
criteria for high-quality information | factual | reliable | well-supported | current | verifiable | fair | comprehensive | |
what is pretending to listen; tuning speakers out | fake-listening | |||||||
steps in the speech communication process | speaker | message | channel | listener | feedback | interference | situation | |
the originator of a message sent to a listener | speaker | |||||||
the receiver of the speaker's message | listener | |||||||
whatever is communicated verbally and nonverbally to the listener | message | |||||||
the pathway used to transmit a message | channel | |||||||
verbal and nonverbal responses made by a listener to a speaker | feedback | |||||||
anything that obstructs accurate communication of a message | interference | |||||||
the setting in which communication takes place | situation | |||||||
your neighbor's German Shepherd barks whenever someone shouts a command in German at him. A friend's German Shepherd has a knowing look whenever she hears German being spoken. If you conclude (without doing further research)..you are making which mistake? | a.accepting a claim based soley on anecdotes | |||||||
when you ask a question of a listener (to break the monotony of a long presentation), which technique should you use? | ask a question to on individual of audience | |||||||
when are pauses unacceptable in a speech | when used as fillers? | |||||||
interference that arises outside the listener: coughing, baby crying, ect | external | |||||||
interference comes from within the listener: daydreaming, worrying | internal | |||||||
interference occurs when the speaker uses unfamiliar words; wears bizzare clothing | speaker-generated | |||||||
the setting in which communication takes place; time of day | situational | |||||||
what is generating many ideas quickly and uncritically | brainstorming | |||||||
who is a specialist in information retrieval | reference librarian | |||||||
what should you include in an outline? | title | purpose and central idea | intro & conclusion | body | transitions | bibliography | visual aids | |
what are some disadvantages to using a full sheet of paper for speaking notes? | many speakers succomb to the temptation of copious notes which harms them in speech- too little eye contact too much looking at notes | a full sheet of paper can a speaker's eyes to glide over key points because the "map" is so large | if sheet is handheld due to no lectern, it tends to shake and rustle distracting listeners | harder to make corrections on paper than notecards | ||||
what is judging other cultures as inferior to one's own culture | ethnocentrism | |||||||
why should we not have hidden objectives in a speech? | eliminate ulterior purposes that make is self-centered and insensitive to our listeners' needs? | |||||||
what are you required to do if you want to reproduc a U.S. Weather Bureau pamphlet on how to protect oneself in tornado? | nothing; source is federal gov and not copyrighted' no permission/fee needed | |||||||
what are different types of support materials? | definition | vivid image | examples | narrative (hypothetical) | comparison/contrast | analogy | testimony | statistics |
what are the main goals of the introduction of your speech | capture & hold audience interest/attention | prepare listeners for the body of the speech | ||||||
list the pitfalls you need to avoid when asking questions. | avoid questions that can fizzle | don't drag out suspense | never ask embarrassing or personal questions | don't divide audience into camps w/ loaded questions | don't expect universal participation for over-response questions | make sure audience understands whether or not question is overt-response or rhetorical | ||
an arrangement of information that explores a problem and then offers a solution | problem-solution | |||||||
a scheme that links outcomes (effects) and the reasons for them (causes) | cause-effect | |||||||
an arrangement of information in terms of physical space, such as top to bottom | spatial | |||||||
an arrangement of information in a time sequence | chronological | |||||||
list of websites categorized by subject | subject directory | |||||||
the key concept of a speech | central idea | |||||||
what are the techniques for evaluating speeches | establishing criteria | listen objectively | take notes | concentrate on one criterion at a time | look for both positive & negative aspects | give positive comments first | couple negative comments w/ positive alternatives | ignore nervousness and be specific |