Public Speaking Exam 2

-Marketing Perspective Certain characteristics of listeners (age, gender)

-Engagement Perspective

-Rhetorical

"openness"/disposition

-Sympathetic (already agrees with message)

-Hostile (opposes your message)

-Neutral (neither negative or positive about message)

2: The one 1 send and the 1 you receive

Abraham Maslow's Hierarchy of Needs

Ex: if they do not have their safety needs filled, they will not want to donate

1. Physiological

2. Safety

3. Belonging

4. Esteem

5. Self Actualization

Food, drink, health, shelter

Economic security & protection from danger

Love & friendship

Feeling that comes from being respected & valued as a contributing member of society

Seek opportunities for creativity, personal growth, & self-fufillment

- Appropriate

NEED CHOOSE THE OCCASION CARD

- Personal concerns & convictions

- Topics you would like to know more about (knowledge/interest)

"Why am I speaking on this topic to this particular audience on this occasion"

- The speaker acts as the teacher

- Communicate information

- Enhance knowledge & awareness of listeners

- The speaker acts as an advocate

- Influences (change of reinforce) attitudes, beliefs, values, & behaviors of audience

- Get listeners to believe something or to do something

- The speaker is a storyteller

- Tries to get the audience to relax, smile, laugh, & enjoy themselves

Should indicate precisely what the speaker wants the audience to know or believe after the speech

- Focus on a clearly defined aspect of the topic

- Should be expressed as a single infinitive

- Ex: "At the end of the speech the audience will know how to bake a cake."

Theme or central idea that briefly expresses what you will attempt to demonstrate or prove in the speech

- Sums up the speech in a single statement

- The ultimate point that all of the points in your speech support

- Helps you learn about a topic before you select & develop main points

- Enables you to gather evidence from credible sources that will support your claims

- Increases your credibility with the target audience, who will perceive you as qualified

A strategy for finding & keeping track of information to use in your speech

- Decide on your research objectives

- Consider your rhetorical purpose & your instructor's research requirements

- Make a list of the subject matter you need to research & the questions you need to answer

- Analyze the different types of sources will best fit your needs (books, newspapers, interviews, etc.)

- Use library indexes & adjust your keywords for broader or narrower results

- School & community libraries are a great place to start

- Mix Internet research with research from other sources

- Consult a research librarian for library's resources & hard-to-find items

- Maintain a clear & accurate record of your research resources

- You will be expected to cite your sources

- A citation contains information about the source author & where your evidence can be found

- Keep track of citations to help you avoid accidental plagiarism or the incorrect crediting of a source

- Info typically required for citations (Author, title, title of publication, date of publication, etc.)

- Develop a reliable system for matching each citation to the evidence you obtain

-Immediately record citation info

-Don't assume URL that appears at bottom of page when Internet evidence is printed out is sufficient for a citation

Those that can be reasonably trusted to be accurate & objective

Possession of knowledge necessary to offer reliable facts or opinions about the topic

- Sources with no bias that would prevent them from making an impartial judgement on your topic

- Avoid evidence from biased sources

- Audience members are unlikely to accept the point you are trying to prove if your source is biased

- Ability to witness a situation for oneself

- Sources with training & experience make more credible observers

- Timeliness

- Newer evidence is generally more reliable

- Do not overlook classic & enduring evidence

- Access is convenient & searching is quick

- You can find an immense volume of info, including that found in quality sources accessed through many linked libraries

- The WWW contains about 170 trillion bytes of info (17 times the size of print collections in the Library of Congress)

- Authorities publish in print, not online

- Info may not be credible or of sufficient quality; anyone can post anything

- The top-level domain is no longer a reliable gauge of the quality of a Web site

- Info from advocacy or commercial groups may contain incorrect or biased info

- Many sites fail to identify authors &/or credentials

- Many articles are posted without expert reviewing or editing

- Important to develop guidelines for evaluating the credibility of the sites you're considering using

- How credible are the Web sites linked to & from this site?

- Does another credible source provide info similar to that found on the site you're evaluating?

- Does the site weigh arguments for both sides of an issue?

- Is there advertising on the site?

- Is the site's word choice professional?

- Lack of review before info is posted

- Wikipedia is a popular example

- Any user can modify the content

- Studies show that it suffers from omissions and is not neutral source of info

- Can be used to learn background info at the start of your research

A program that continually visits Web pages & indexes what is found

- Search results are sorted to make them more useful, based on various criteria

- Try several to see which is best for you

- Most frequent: Google, Bing, Yahoo!

- Use quotation marks around key phrases

- Use precise search terms

- Use advanced search features

- Use scholarly search features

- Compiled by human editors

- More likely to provide quality sources

- Directories maintained by universities include Internet Public Library 2 & Informing

- Document all your sources

- Present evidence in claim-source-support order

- Use evidence in a supporting role

- Paraphrase responsibility

- Power-wording is unethical

- To provide audience with a factual understanding of the topic

- The topic should engage your audience o to develop a new perspective

- We view the world based on the info that we have gathered

A means to challenge/change/or give new info to an individual or group of people

1) Have you communicated about the topic accurately?

2) Have you communicated clearly about what the topic is, does, etc?

3) Have you made the topic meaningful & interesting to the audience?

4) Are you aware of what facts you're choosing to use, to say, and/or to leave out?

1) Be wary of overestimating what the audience knows

2) Find ways to relate the subject directly to the audience (diff learning styles, diff techniques)

3) Avoid being too technical

4) Avoid abstractions

5) Personalize your ideas

- Definition (break down by parts)

- Explanation (analysis)

- Description (paint mental picture)

- Demonstration

- Narrative (story)

Bring in audience in/communicate internal feelings

Explain how new ideas in concrete familiar terms

Give perspective on concepts & events

1) Objects

2) Processes/Procedures

3) Events

4) Concepts

5) People/ Groups

- Describe something that is visible, tangible, & stable in form

Example: places, structures, animals, people

- History/evolutions (chronological)

- Main features of object (spatial)

- Most informative speeches about objects all in topical order

- Systematic series of actions that leads to a specific result or product

- Often require visual aids

Ex: how something is made, done, or works

1) Explains a process for audience to understand better

2) Explains so audience can preform process themselves

- Speeches about events can deal with any kind of happening or occurrence

- Historical

- Everyday

- Recount history of an event (chronological)

- Analyze cause/effect of event (causal)

- Deal with particular elements of event (topical)

- Convey info concerning beliefs, theories, principles, or other abstract subjects

Topical order

- Enumerate main features/aspects of concept

- Define concept, identify its major elements, illustrate with examples

- Explain competing schools of thought about concept

- Biographical

- Usually in chronological order

Rewarding/challenging

1) Impromptu Speaking

2) Memorized Text

3) Manuscript

4) Extemporaneous

Generating your speech content in the moment, without time to prepare in advance

You learn your script word-for-word & deliver it without looking at any text, notes, or outline. Kind of like a performance.

Using only notes for reference

Voice & body

Pitch

Rate

Volume/Loudness

Variety

Pauses

Articulation- crispness/clarity

Enunciation

Inflection- raising or lowering pitch

Personal Appearance

Movement

Gestures

Eye Contact

Proxemics- use of space & distance

Distance vs. Immediacy (do not share same space)

Dictionary, expert, etymological, functional

The meaning of a term as it appears in a dictionary

Comes from a person or organization that is a credible source of info on your speech's topic

Understanding a word or concept by tracing its roots in the same or other languages

Defining a concept by examining how it is applied or how it functions