Q&A Hero

Communication

Q: Which of the following is not one of the steps in the Monroe Motivated Sequence? a. attention b. cause c. visualization d. action
Q: With regard to immediate purpose, it is best to anticipate dramatic results.
Q: You should avoid revealing your purpose until later in the presentation.
Q: Weaknesses of inductive arguments include questioning the major premise, application of minor premise, and the meaning of the conclusion.
Q: If you give a presentation about the benefits of an activity, your purpose is discontinuance.
Q: Adoption and discontinuance are examples of two immediate goals of persuasive presentations.
Q: Public service campaigns are more effective at persuading than are face-to-face efforts.
Q: Because your classmates are a captive audience, the chances that you will persuade someone are increased.
Q: Weaknesses of deductive arguments include questioning the major premise, application of minor premise, and the meaning of the conclusion.
Q: An inductive argument moves from a general proposition to a specific instance.
Q: A syllogism is a deductive argument with a major premise, a minor premise, and a conclusion.
Q: Emotional proof for an argument is also known as pathos.
Q: One test of evidence is Does the evidence come from unbiased sources?
Q: List and describe four ways to resist persuasion.
Q: Persuasion is the skillful manipulation of people to get them to do something against their will.
Q: The first step in the Monroe Motivated Sequence is the need step.
Q: The call to action step serves as a means of gaining the audiences attention in the Monroe Motivated Sequence.
Q: In the Monroe Motivated Sequence, after need is established the next step is to visualize.
Q: In persuasive speaking it is best to reveal your immediate purpose in your introduction.
Q: Respect for your audience as an ethical consideration discourages tricks, lies, distortion, and exaggeration.
Q: Accurate citation of sources is an ethical consideration in a persuasive speech.
Q: What are some of the ethical considerations that are important to consider in persuasive speaking?
Q: Provide a rationale for why you should respect your opponent when persuading.
Q: What are the tests of evidence that you can use when critically evaluating your persuasive speeches or the persuasive speeches of others?
Q: How can you resist persuasion? Explain at least three of the ten ways suggested in the book.
Q: Describe the five steps in the Monroe Motivated Sequence.
Q: Provide an example of a deductive argument.
Q: Provide an example of an inductive argument.
Q: Explain what a syllogism is and provide an example.
Q: What is a boomerang effect, and why is it important to be aware of this concept when analyzing your audience?
Q: Explain the propositions of fact, policy, and value, and provide an example for each.
Q: What do we know about fear appeals and how they work in a persuasive speech?
Q: Why are face-to-face efforts more effective at persuading others than are public service campaigns?
Q: An important aspect of informative speaking is making your subject _____________ to the audience. a. easy b. relevant c. exquisite d. bland
Q: Explanation is to idea development as narration is to a. storytelling. b. oral interpretation. c. paraphrasing. d. literary criticism.
Q: If you wanted to clarify something while also arousing interest, which informative speaking skill should you rely on? a. demonstrating b. quantifying c. defining d. explaining
Q: In a speech explaining how to play drums, Steve used the table to illustrate various beat patterns. Which informative speaking skill is Steve using? a. demonstrating b. quantifying c. defining d. explaining
Q: Which of the following is an example of an effective rhetorical question? a. How much do you hate the food in the dining hall? b. Can you identify four ways to protect your identity from being stolen? c. Are any of you in a fraternity or sorority? d. Were you good students in high school?
Q: What is a persuasive speech? How does it differ from an informative speech?
Q: Explain the persuasive purposes of adoption and discontinuance.
Q: Provide three examples of topics for a persuasive speech that do not appear in the book.
Q: Identify and give examples of the three forms of proof.
Q: Which of the following was not cited in the text as one of the special skills of informative speaking? a. changing peoples future actions b. defining what a concept is c. describing how something is d. narrating or telling a story
Q: A synonym is to a comparison as an ______ is to a contrast. a. aneurysm b. anomaly c. antonym d. analogy
Q: Which of the following topics suggests an operational definition? a. the construction of a bird cage b. the origins of Unitarianism c. the delights of Jamaica d. descriptions of dogs with accompanying slides
Q: Which of the following types of speeches would not be classified as an informative speech? a. speech of exposition b. speech of definition c. speech of description d. speech of signification
Q: Which of the following phrases does not fit with the immediate behavioral purposes of an informative speech? a. define words, objects, or concepts b. distinguish among different things c. change attitudes, beliefs, and values d. recognize differences or similarities among objects, persons, or issues
Q: How does the text define information hunger? a. The speaker creates a need for information in the audience. b. The audience anxiously awaits information from the speaker. c. The speaker has a large appetite for information. d. The audience has a large appetite for information.
Q: A rhetorical question is a question a. that has no answer. b. for which no answer is expected. c. that the speaker will answer after the speech. d. that appears in the transitions of the speech.
Q: Which of the following comments would be the best example of extrinsic motivation? a. Because I have always wanted to be a priest, I study hardest in my philosophy and rhetoric classes. b. I work because I love to work and cannot imagine being any different. c. I had childrenwell, had children more or less by accident, not because I planned for it or anything. d. Because my employer said our raises would be based on it, I am increasing my number of contract reports.
Q: Which of the following is an effective strategy for describing? a. use of Roman numerals b. use of statistics c. use of metaphors d. use of chronology
Q: Audiences tend to remember and comprehend ________ better than __________. a. fun and games; courses and disciplines b. generalizations and main points; details and specific facts c. details and specific facts; generalizations and main points d. courses and disciplines; fun and games
Q: Which of the following is not meant by the term information overload? a. the number of words per minute b. material too complex to understand easily c. more material than the audience can absorb d. using mathematical symbols or undefined words the audience does not understand
Q: A comparison reveals how two words or concepts are similar; a contrast defines by revealing how they are different.
Q: An operational definition reveals what something is by how it works, how it is made, or what it consists of.
Q: Abstract is to concrete as general is to specific.
Q: A narration is a lengthy explanation consisting of a series of shorter explanations.
Q: One purpose of informative speaking is to persuade an audience to do something.
Q: Which of the following is not a purpose of an informative speech? a. to change the minds of the audience members about an issue or idea b. to increase what an audience knows about something c. to improve an audiences understanding of how to use something d. to clarify an audiences ideas about something
Q: Which of the following does an informative speech not have to be? a. meaningful b. interesting c. entertaining d. significant
Q: Which of the following topics would be most appropriate for an informative speech? a. how to perform emergency first aid b. benefits of recycling and why you should recycle c. why you should vote Republican d. why you should avoid alcohol
Q: Etymology is a word, term, or concept that is opposite in meaning to the one being defined.
Q: A synonym is a word, term, or concept close or similar in meaning to the one being defined.
Q: In a speech that is already interesting, the addition of humor improves the audiences perception of the speakers authoritativeness.
Q: The use of humor in an informative speech can improve audience perceptions of the speakers character.
Q: Repetition works better than overt audience response or actual behavior to increase audience comprehension.
Q: Information overload refers to the provision of more information than the audience can absorb because of amount or complexity.
Q: Research tends to support the old saying that You should tell em what youre going to tell em; tell em; and tell em what you told them.
Q: Use of transitions can increase an audiences comprehension or understanding of the message.
Q: The purpose of an informative speech is to change the audiences mind about some issue.
Q: Among the skills for informative speaking are defining, describing, explaining, and narrating.
Q: To create a perceived need for learning information, you should avoid relying on extrinsic motivation.
Q: A rhetorical question is a question that you expect the audience members to answer when you ask them to do so during the speech.
Q: Information relevance refers to the usefulness of the information to the audience.
Q: An example of extrinsic motivation is ones own driving desire to know and learn about new information and ideas.
Q: Audiences tend to remember and comprehend details and specific facts better than main points and generalizations.
Q: Simple words and concrete ideas are easier for an audience to remember than is complex material.
Q: An immediate behavioral purpose is the action expected during and right after the speech.
Q: Some examples of appropriate behavioral purposes for an informative speech are to recognize, to compare, to define, and to distinguish.
Q: One way to determine whether your informative purpose has been fulfilled is to ask the audience to demonstrate their understanding, thereby proving their learning.
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