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201 Cards in this Set
- Front
- Back
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Why is listening important in public speaking for both the speaker andthe audience? |
how you listen as an audience member can strongly affect your ability to absorb the information the speaker is imparting to you. Will help you interpret and use more of what you hear form others in a wide variety of situations. |
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What are the differences between hearing and listening? |
Hearing is passive reception. Listening means actively payingattention. |
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Can you name and explain the two steps of effective listening? |
1. Processing - actively thinking about bothverbal & nonverbal messages/cues 2. retention - ability to remember the message. |
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What are the six causes of ineffective listening? |
unprocessed note taking, non listening, interruptive listening, agenda-driven listening, argumentative listening,nervous listening |
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unprocessed note taking |
copying the speaker's words verbatim without considering what you're writing down. Physically hear words but don't listen |
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Non-listening |
simply do not pay attention to what they're hearing. |
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interruptive listening |
one person consistently interrupts another. |
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Agenda-driven listening |
Public speakers who focus generally on the mechanics of their speaking |
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Argumentative listening |
selective listening. listening to only as mush as they need to in order to fuel their own arguments |
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nervous listening |
feel compelled to talk through silences because they're uncomfortable with conversational pauses |
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What are the three steps to becoming a better listener? |
interactive listening: filter out distractions, focus on speaker, show that you are listening |
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What are the ways you can maximize your audience’s listening? |
defeated listening, superficial listening |
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defeated listening |
audiences cannot understand/follow message |
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superficial listening |
audience acts like they are listening |
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What are the five guidelines for listening when you are in the audience? |
Consider your listener's attention and energy levels. Assess your audience's knowledge and ability. Watch for argumentative listeners. Tailor your delivery. Effectively use audiovisual aids. Front and back-loading your main message |
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action-oriented listening |
Focus on immediately getting to the meaning of a message and deterring what response is required. These listeners indicate a preference for messages that are direct, concise, and error-free. These listeners get frustrated by those who ramble or take a while to get to the point. |
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content-oriented listening |
Favor depth and complexity of information and messages. They are willing to spend more time listening, pay careful attention to whats being said, and enjoy discussing and thinking about the message afterwards. opposite of action-oriented listeners |
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people-oriented listening |
Like content-oriented listeners, people-oriented listeners are willing to invest time and attention in communications, yet they are differentiated by their interest in being supportive of friends and strengthening relationships.
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time-oriented listening |
the major identifying element of this listening style is time or more precisely, a concern with managing time. These listeners see time as a precious resource to be conserved and protected.Thus, they can exhibit impatience and rush interactions
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external noise |
external distractions. include: street noise, a flashy visual aid left up during an entire presentation or chattering audience members. |
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internal noise |
internal distractions. Are any thoughts that make it hard for you to concentrate- such as worrying about how well you're doing in class or pondering aspects of your personal life.
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audience surveillance |
paying attention to an audiences nonverbal and verbal responses while giving a speech- you may notice some audience members act as if they are listening but who you can are not
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speech critique |
written or oral feedback offered after a presentation
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constructive criticism |
feedback a speaker can use to improve his or her skills - strive to understand what the presenter is trying to accomplish. |
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What are the steps in selecting your main points? |
rhetorical purpose who's your audience? Select an appropriate number of points structure your speech around your main points. |
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Whatare the principles for organizing your supporting materials? |
Explain, prove and expand your main points subordination/hierarchy coordination/support |
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Whatare the five organizational patterns mentioned in this chapter? |
spatial, chronological, causal, comparison, categorical/topical |
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spatial pattern |
geographically/physically |
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chronological pattern |
temporally (tim-based) |
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causal pattern |
cause and effect |
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comparison pattern |
similarities and differences |
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categorial/topical pattern |
important aspects |
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What are the types of organizing words and sentences? |
transitions, signpost, internal previews and summaries |
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body |
the part where you present your main points and support them with examples, narratives, testimony and other materials |
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main points |
those few ideas that are most important for your listeners to remember |
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supporting points |
materials designed to prove pr substantiate your main points
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subordination |
creating a hierarchy of points and their supporting materials in your speech
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subpoints |
materials that support main points
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sub-subpoint |
materials that support subpoints
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coordination |
each main point is coordinate with other main points- that is they are at the sam level of significance- just as sub points are coordinate with other sub points and so on.
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transition |
is a sentence that indicates you are moving from one part of your speech to the next
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signpost |
is a word or phrase within a sentence that helps your audience understand your speech's structure.
"one cause..." "another cause..." "an additional cause..." |
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internal preview |
a short list of the ideas that will follow.
EX: The four steps for test preparation that i will cover are as follows: plan your study time in advance, follow your study schedule, get a good night's sleep and eat a healthy breakfast. |
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internal summary |
To help the audience remember a particularly detailed point EX: To preview my proposed solutions: first, never use loans for nonessential items such as dorm furniture. Second, limit total borrowing to your expected first-year salary. Finally, use federal loans which have a fixed interest rate whenever possible. |
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Whatare the five parts of a good introduction? |
gain your audience's attention signal your thesis show the importance of your topic establish your credibility preview your main points |
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gain your audience's attention |
attention-getter, tell a story or anecdote, offer a striking or provocative statement, build suspense, let listeners know you're one of them, use humor, ask a rhetorical question, provide a quotation, |
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attention-getter |
material that will capture your audience's attention and interest at the start of the speech |
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tell a story or anecdote |
stories personalize a speech and entertain listeners. Use a story that is relevant to your main message. Make sure the story comes across as believable |
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Offer a striking or provocative statement |
Surprise listeners by presenting a fact or startling idea that is: new, ironic, counterintuitive. Use vivid language to grab the audience's attention |
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Build suspense |
Build suspense by providing an ambiguous or unfinished example to increase your audience's curiosity |
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Let listeners know you're one of them |
highlighting similarities helps: listeners trust you, bridge the audience-speaker gap |
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Use humor |
joke, amusing story, funny anecdote. Make the humor relevant to your topic, audience, and the occasion. Avoid offensive humor. A high risk/high reward approach |
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Ask a rhetorical question |
Ask a rhetorical question that has an obvious answer and does not require a response. When using a rhetorical question: ensure that the question gets listeners thinking, avoid overly general questions that do not address audience's real concerns and issues |
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Provide a quotation |
quote someone with high credibility whom your audience likes and respects. consider using a though-provoking or counterintuitive quotation |
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Signal your thesis |
The thesis statement should reveal the speech's "bottom line". Make it clear that your attention-getter is over and you are about to reveal the main points of your real topic. The thesis should clearly convey your topic and your purpose in delivering the presentation. |
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Show your audience "what's in it for them" |
motivate audience members to believe that you have their best interests in mind |
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establish credibility |
demonstrate your knowledge and competence. Briefly and modestly emphasize your recent, most relevant credentials |
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preview your main points |
Signal what main ideas the audiences can expect, and in what order, with a preview. Use signposts to help listeners understand the structure of your speech: First, Next, Finally |
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Whatis the purpose of a good conclusion? |
To help you sum up the message you developed in the body of your speech and leave memorable impression in your audience members mind |
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an overview |
conclusions should take one minute or less. Sum up the speech body's message and leave a memorable impression. Conclusion format: -Transition to your conclusion -summarize your main points Finish with a memorable clincher |
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Transition to your conclusion |
use transitional language that signals you are wrapping things up. |
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summarize your main points |
a conclusion begins with a summary that reminds the audience of your theses and reviews all the main ideas. summarize your main ideas in a compound sentence covering each main point or restate each point in a complete sentence |
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Finish with a memorable clincher |
a clincher should be about 30 seconds long and leave an imprint on audience members' minds. Ties your clincher to the introduction. End with a striking sentence or phrase that sums up your speech. conclude with an emotional message, particularly if you are delivering a persuasive or commemorative speech. End with a story or anecdote that illustrates your message |
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Whyis language and word choice important? |
Words convey ethos to listeners words can have positive effects Words can have negative effects |
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Whatare the differences between oral and written language? |
Oral is more adaptive: can observe audience during presentation Oral language tends to be less formal Oral language incorporates repetition |
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Whatare the differences between denotative and connotative meaning? |
Denotative meaning: exact, literal dictionary definition Connotative meaning: various associations that comes to minds when people hear or read the word |
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Whatare the four ways you can make your message clear? |
understandable language: recognizable, appropriateness, avoid technical Concrete words: specific not abstract. Proper use of words: clarity and credibility Use concise language: be succinct, avoid verbal clutter |
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Whatare the five suggestions for expressing your ideas effectively? |
repetition hypothetical examples personal examples vivid language similes and metaphors |
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Whyis it important to choose respectful and unbiased language? |
your audience members remain open to your ideas and view you as trustworthy and fair |
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Whatare the guidelines for choosing respectful and unbiased language? |
avoid stereotypes gender neutral references appropriate ethnic references build a connection |
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jargon |
specialized and technical words or phrases familiar only to people in a specific field or group |
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concrete word |
specific and suggests exactly what you mean |
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abstract word |
is general and can be confusing and ambiguous for your audience |
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hypothetical example |
is an imagined example or scenario you invite your audience to insider to help them follow a complicated point presented immediately afterward |
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vivid language |
grabs the attention of your audience with words and phrases that appeal to all the senses - sight, smell, touch, hearing and taste |
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imagery |
mental pictures or impressions |
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figurative language |
refers to the techniques speakers employ to word specific types of claims or ideas |
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anaphora |
repetition of a word or phrase at the beginning of successive phrases, clauses, or sentences - is used to achieve emphasis and clarity as well as a rhetorical sense of style. |
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antithesis |
clauses set in opposition to one another, usually to distinguish between choices, concepts and ideas. |
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simile |
makes explicit comparisons and contains the word like or as |
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metaphor |
makes implicit comparisons of unlike objects by identity ing one object with the other |
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biased language |
word choice that suggests prejudice or preconceptions about other people |
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stereotype |
is a generalization based on the false assumption that characteristics displayed by some members of a group are shared by all members of that group |
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gender-neutral term |
a word that does not suggest a particle gender EX: poet, chari, cleaner , firefighter |
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what are the main types of delivery? |
read from a manuscript memorize a manuscript speak from an outline |
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What are the components of vocal delivery skills? |
volume tone rate of delivery projection articulation pronunciation pausing |
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What are the components of nonverbal deliveryskills? |
proxemics personal appearance eye contact gestures physical movement |
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projection |
–Dynamics/Boomingof voice across spatial context |
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Articulation |
–Crispness/Clarityof each spoken word |
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pronunciation |
–Correctnessof how you say each word |
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pausing |
–Leavinggaps between words, sentences or thoughts |
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proxemics |
using space and distance between your audience and yourself |
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personal appearance |
impression you make through clothing, grooming, jeweler, etc. |
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eye contact |
looking into your listeners eyes as they look into yours |
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gestures |
hand movements to emphasize points |
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physical movement |
mobility during your speech |
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extemporaneous delivery |
ability, enabled by practice, to deliver aspeech smoothly and confidently from an outline without reading from it. |
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benefits and disadvantages from reading from a manuscript |
ensure audience hears exactly what you want them to hear tend to speak in a monotone script becomes a prop |
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benefits and disadvantages from memorizing a manuscript |
no barrier between you and your audience control word choice by precisely repeating what you've memorized come off as prepackaged and slick very challenging |
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speaking from an outline |
can maintain eye contact, more conversational, flexibility |
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impromptu delivery |
generating a speech without time to prepare |
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Why should speakers use audiovisualaids? |
adds interest and impact simplifies messages audiences retention affects credibility |
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What are the types of audiovisualaids? |
the speaker, assistants, objects, maps, drawings, photographs, charts, graphs
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What are the aspects of audienceanalysis that merit special consideration when choosing audiovisual aids? |
demographics and prior exposure |
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What are the guidelines forpreparing audiovisual aids? |
support your points take into account your audience's have the appropriate volume and clarity create contrast and use color effectively easy to use during deliver are simple aren't your entire presentation |
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What are the four guidelines forusing audiovisual aids during your speech? |
practice with them make sure everyone can see/ hear maintain eye contact remember the purpose of your aid control audience interaction |
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the speaker |
wear the clothing, use the equipment, demonstrate/act |
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assistants |
other reinforce your points, aid your demonstration |
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objects |
show objects/models to listeners, demonstrate with them, small objects can be passed around |
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maps |
visual representation of geography, spatial orientation, labels, drawings, photographs, charts, graphs |
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drawings |
simple visual representation, emphasize certain details |
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photographs |
exact depiction of something |
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charts |
graphic representation summarizes key points types: verbal chart, pie chart, flowchart |
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graphs |
shows relationship between two factors numbers or quantities Types: line graphs, bar graphs |
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Howcan your listeners’ disposition(s) affect your approach to persuading them? |
determine where you audience stands on the issue latitude of acceptance latitude of rejection |
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Howcan you relate your message to your listeners’ needs? |
Maslow's hierarchy of needs explains how peoples most basic needs must be met before they will focus on less essential ones. |
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Howcan you connect your message to your listeners’ values? |
because values play a central role in guiding our lives, adapting an argument to audience values is one of the most important considerations if your argument is going to be persuasive |
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Howcan you adequately acknowledge your listeners’ reservations? |
two-sided argument |
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Whyis it important to demonstrate how your audience benefits in a persuasiveappeal? |
help them visualize themselves experiencing the benefit they'll gain if they take the action you are advocating for. show cost are minimal |
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Howcan a persuasive speaker ensure that they are using ethical strategies? |
help your audience make an informed decision research your facts note any biases attribute your research properly |
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Whatare the differences between fact, value, and policy claims? |
fact: true or false Value claims: moral judgement policy claims: advocate action/approval by organizations or members |
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Whatorganizational patterns could be used to organize a fact claim? |
causal, comparison, categorical |
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Whatorganizational patterns could be used to organize a value claim? |
criteria-application, categorical |
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Whatorganizational patterns could be used to organize a policy claim? |
motivated sequence pattern problem-case-solution pattern |
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motivated sequence pattern |
Attention Need Satisfaction Visualization Action |
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Elaboration likelihood model
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provides a well-respected explanation.Model shows two ways that audience members may evaluate a persuasive speaker's message: central and peripheral |
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central route |
denotes a high level of elaboration - a mental process that involves actively processing a speakers argument
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peripheral route |
do not actively process your message.
Instead they're more easily influences by cues that are tangential or peripheral to the message's content. Such cues may include the like ability or attractiveness of the speaker, etc |
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strategic discourse |
the process of selecting supporting arguments that will best persuade the audience in an ethical manner
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latitude of acceptance |
range of position on a given issue that are acceptable to them |
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atitude of rejection
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range of position that are unacceptable
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boomerang effect |
the act of pushing your listeners to oppose your idea even more vigorously than they already do
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needs |
objects they desire and feelings that must be satisfied
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hierarchy of needs |
most basic human needs are physiological (food, shelter, health)
then safety then social then self-esteem then self-astualization needs (personal growth) |
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values |
core conceptions of what is desirable for our own life and for society
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two-sided arguemnt |
you briefly not an argument against your thesis and then use evidence and reasoning to refute that argument
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core belief |
a viewpoint that is held closely, often for many years
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peripheral belief |
a belief that is not held quite so closely or for quite as long
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full disclosure |
acknowledge any vested interest you may have in your topic.
For example, if you'd receive extra credit for persuading students to participate in a professors study, your audience members deserve to know that information. |
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criteria-application pattern |
has two main points, one establish standards for the value judgement you are making, the other applies hose standards to the subject of your thesis
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motivated sequence |
aims to establish five main points:
attention (willingness to listen to you) need (identifying a ned relevant to your audience) satisfaction (showing how your proposal will fulfill the need you identified) visualization (helping listeners form a mental picture of the befits of your proposal) action (clarifying what you want listeners to do) |
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problem-cause-solution pattern |
the first main point demonstrates a problem that needs to be addressed, the second explains the because of the problem and the third presents a solution that can minimize the problem |
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Whatare the elements of credibility? |
competence trustworthiness goodwill |
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Howcan you build your credibility? |
Share your qualifications to speakon the topic. Present strong evidence fromreputable sources. Highlight common ground with theaudience. Choose your words carefully. Show respect for conflictingopinions.¡Give a fluent speech. |
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Howcan you lose your credibility (and how can you avoid doing so?)? |
Get your facts right -Factualerrors diminish your competence. Pronounce words correctly. -incorrectpronunciation undermines your experience. Acknowledge potential conflicts ofinterest. -omitting information makes you seem unethical Avoid stretching to find aconnection with the audience. -Awkwarduse of slang, language, information sounds unnatural. |
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Howcan you effectively and properly use evidence in your speeches? |
Identify your sources and theirqualifications. Give listeners new evidence toincrease their perception of your credibility. Provide precise evidence. Find compelling evidence. |
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Whatare the different kinds of reasoning that the chapter highlights? |
example, comparison, sign, causal |
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Whyis pathos important to public speaking (especially persuasion)? |
Appealingto your audience’semotions puts a humanface onthe problem that your speech is addressing, and can be a big motivator. |
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Howcan you effectively evoke emotion through your speaking? |
Use soundreasoning and concretedetails tomake a logical connection between your point and the emotions you are evoking |
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Whatare the ethical issues in persuasive speaking? |
•Do not use emotional appeals tomanipulate the audience. •Make your appeal logical and ethical bycreating a sound connection between your point and the emotion. •Avoid unethical fear appeals, which arepremised on false evidence. •Avoid the loaded language fallacy, orusing emotionally charged words to convey meaning that is unsupported by thefacts. |
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competence |
▪practicalwisdomderived from knowledge and experience with topic |
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trustworthiness |
▪virtue characterized by beinghonest and fair |
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goodwill (toward the audience) |
▪illustrated by empathizing withmembers’views and putting their needs, feelings, and concerns first |
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example reasoning |
different examples of your claim (endangered animals in the US) |
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comparison reasoning |
one incident is like another (wars in afghanistan) |
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sign reasoning |
signs are pointing to your claim (students need extra cash) |
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casual reasoning |
one event cause the other (violent video games, violent children) |
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hasty generalization |
Speaker bases a conclusion onlimited or unrepresentative examples. “Alldrivers from Canada are jerks. |
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post hoc fallacy |
Becauseone event followed another, the first event caused the second. |
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reversed causality |
Speakersmiss the factthat the effect is actually the cause. |
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ad populum fallacy |
Assuminga statement is true just because many people believe that it is |
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straw person fallacy |
Replacingyouropponent’sreal claim witha weaker claimyoucan more easily rebut |
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slippery slop fallacy |
Believing thatone event or policy will tip us over an edge into a huge disaster |
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false dilemma fallacy |
Arguing that only two solutions arepossible, and that only the speaker’s solutionis correct. |
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appeal to tradition fallacy |
Ideaor policy is good because people have accepted or followed it for a long time. *Policies*Governments |
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ethos |
credibility has far more persuasive power than one without |
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logos |
present trustworthy facts to back your claims and clearly show how those facts have led you to those claims |
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fallacious reasoning |
to twist or distort the facts in your favor |
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precise evidence |
consists of specific dates, places, numbers and other facts |
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representative example |
is an instance typical of the class it represents
For example, if you wanted to present an even more compelling case that endangered species are making a comeback, you might want to cite several species that come form a variety of regions in north america |
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inductive reasoning |
generalizing from facts, instances, or examples and them making a claim based on that generalization |
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straw person fallacy |
when you replace your opponents real claim with a weaker claim you can more easily rebut |
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pathos |
using emotional appeal
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fear appeal |
an argument that arouses fear in the minds of audience members . |
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loaded language fallacy |
is committed when emotionally charged words convey meaning that cannot be supported by facts presented by the speaker. For example: a speaker arguing against a proposal to tax sugar-sweetened beverages referred to the plan as a "healthy choice tax" and impel that consumers would pay sales tax on orange, apply, and grape juices, which were included in the U.S. Department of agriculture's recommendation s for healthy eating |
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epideictic |
speaking that praises or blames |
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Whatare the six most common types of special-occasion speeches? |
1.)Speech of Introduction
2.)Speech of Presentation 3.)Speech of Acceptance 4.)Speech to Eulogize/Memorialize 5.)Speech to Celebrate 6.)After-Dinner Speech |
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Whatare the five general guidelines for special-occasion speaking? |
appealing to your audiences emotions matching your delivery to the mood of the occasion, adapting to your audiences expectations, evoking shared values, respecting time constraints |
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Whereshould the focus be in a special-occasion speech (hint – not on you!)? |
on those you are talking about |
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speech of introduction |
sometimes referred to as the speech before the speech. brief presentation designed to prepare an audience for the "main event" provides context and gives credentials for main speaker or performer |
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speech of presentation |
awards, honors, and special designations often require speeches before they are conferred. Explains the background an significance of the award and the reasons why the recipient is deserving of it |
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speech of acceptance |
recipients of honors, awards or designations are often expected to give a shot presentation of their own - something beyond a simple thank you |
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speech of Eulogy |
an eulogy comments on the passing of an individual |
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speech of celebrate |
events that represents rites of passage - such as christenings, graduations, weddings, reunions and retirements |
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after-dinner speech |
at times a speaker needs to use humor and good storytelling to lighten the mood of an occasion or soften up an audience |
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strategies for speech of introduction |
be patient use attention-getters modulate your volumes be focused and brief |
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strategies for speeches of presentation |
adopt a persona of a presenter explain the significant and background of the award connect the recipients background to awards criteria use appropriate presentation aids |
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strategies for speeches of acceptance |
use appropriate vole and articulation show genuine humility remember that less is more |
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strategies for speeches to memorialize or eulogize |
focus on celebrating the person's life Use humor judiciously Don't be afraid to show your emotions strategies for speeches to celebrate aim for brevity use humor appropriately |
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strategies for after-dinner speeches |
focus on humorous anecdote and narrative delivery practice your storytelling an narrative delivery link your speech to the occasions theme adapt your delivery to your audience and the occasion |
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Whatare group dynamics and how do they impact small groups? |
group dynamics are the ways in which members relate to one another and view their functions. Can determine whether a group achieves its mission or not |
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Why is working effectively in agroup important? |
successful groups depend on capable participation by each group member, but the leaders actions are critical |
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What are the three types of leaders? |
designated leaders: chosenor appointed; often have an official title. implied leaders: skillsmatch group’stask; not officially elected or chosen. Emergent leaders: recognizedby group members as having skills; usually not elected or named. |
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Whatare the strategies for effective group leadership? |
leading meetings address procedural needs model the behavior you expect facilitate discussion keep members on task help members avoid groupthink facilitate decisions help organize the groups presentation managing conflict refer to ideas by topic not person resolve conflicts quickly focus on task not disagreements manage disruptive emotions |
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What are the three types of memberroles in groups? |
Task-Oriented Maintenance-Oriented Self-Oriented |
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Whatare the strategies for effective participation in a small group? |
prepare your group meetings treat other members courteously listen interactively participtae, dont dominate participate authentically establish criteria for solving the problem generate possible solutions select the best solution |
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Whatis the reflective thinking process and what are the steps for using thereflective thinking process? |
1. define the problem
2. analyze the problem 3. establish criteria for solving the problem 4. generate possible solutions 5. select the best solution |
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What are the different venues fordelivering group presentations? |
symposium - in which several or all group members speak to the audience in turn panel discussion - in which members engage in discourse with one another observed by the audience or a presentation by one member representing the group single grow representative - one member present for entire group |
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task-oriented |
-Helpthe group to accomplish goals. -Enhancemember participation. initiators, clarifiers, information providers, evaluators, information gathers, synthesizers, elaborators, recorders |
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maintenance oriented |
Sustain effective interpersonalrelations
Harmonizers (decrease tension) Compromisers(common ground) Encouragers(inspire) Gatekeepers(information providers) NormFacilitators (reinforce healthy norms) |
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self-oriented roles |
accomplish little for a group because they are motivated by selfishness Blockers, withdrawers, dominators, distractors |
