Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
154 Cards in this Set
- Front
- Back
The ability to form and defend your own judgements rather than blindly accepting or instantly rejecting what you hear or read
|
Critical Thinking
|
|
Statements that can be verified by someone other than the speaker
|
Facts
|
|
Subjective judgements based on experience or expertise, not capable of being verified by someone else
|
Opinions
|
|
The process of identifying your goals and then determining how best to achieve them
|
Strategic Planning
|
|
Interaction that builds connection between people that helps them to understand each other and recognize common interests
|
Communication
|
|
The particular context in which a speech takes place
|
Situation
|
|
The study of how messages affect people
|
Rhetoric
|
|
A situation in which people's understanding can be changed through messages
|
Rhetorical Situation
|
|
The people who assemble to listen to a speech
|
Audience
|
|
Formation of common bonds between a speaker and the audience
|
Identification
|
|
The specific setting for the speech; the context in which it takes place
|
Occasion
|
|
A problem that cannot be avoided but that can be solved, or at least managed through the development of an appropriate message
|
Exigence
|
|
Intended to give listeners new information and to influence their thought and action
|
Deliberative
|
|
The goal of the speech, the response sought from the listeners
|
Purpose
|
|
The main idea of the speech, usually stated in one or two sentences
|
Thesis
|
|
The speaker's character as perceived by the audience
|
Ethos
|
|
The beginning of the speech, designed to get the audience's attention, to state the thesis, and to preview the development of the speech
|
Introduction
|
|
The substance and structure of a speech's ideas
|
Logos
|
|
The speaker's evoking of appropriate emotion from the audience
|
Pathos
|
|
The largest portion of the speech; includes the development of supporting materials to prove the thesis and any subsidiary claims
|
Body
|
|
All forms of evidence that lend weight to the truth of a claim
|
Supporting Materials
|
|
The ending of the speech; draws together the main ideas and provides a note of finality
|
Conclusion
|
|
A speech in which only one main idea (the thesis) is offered and established
|
One-point speech
|
|
A mode of presentation in which the main ideas and structure have been worked out in advance but specific wording has not been developed
|
Extemporaneous
|
|
An outline used in developing a speech; main ideas and supporting material are usually set forth in complete sentences
|
Preparation Outline
|
|
An outline used while presenting a speech; typically consists only of key words written on an index card
|
Presentation Outline
|
|
Providing listeners with new information or ideas
|
Informing
|
|
Influencing listeners' attitudes and behavior
|
Persuading
|
|
Stimulating a sense of community through the celebration of common bonds among speaker and listeners
|
Entertaining
|
|
Using another person's words as if they were your own
|
Plagiarism
|
|
A sensory process in which sound waves are transmitted to the brain and someone becomes conscious of sound
|
Hearing
|
|
A mental operation involving processing sound waves, interpreting their meaning, and storing their meaning in memory
|
Hearing
|
|
Verbal and nonverbal audience response to a speech; usually taken seriously by a speaker and incorporated into the speech when possible
|
Feedback
|
|
The length of time a person will attend to a message without feeling distracted
|
Attention Span
|
|
The tendency to regard two similar messages as basically indentical, blurring the distinction between them
|
Assimilation
|
|
Diagramming the relationship between the thesis of a speech and its main ideas
|
Mapping
|
|
Listening that enables you to offer both an accurate rendering of the speech and an interpretation and assessment of it
|
Critical Listening
|
|
Unstated, taken-for-granted, beliefs in a particular situation
|
Assumptions
|
|
Considered, thoughtful (as opposed to automatic)
|
Reflective
|
|
Judgments that can be articulated and defended by providing the reasons for them
|
Critical Judgments
|
|
Evaluation of a speech according to the effects it produced
|
Effectiveness Standard
|
|
Evaluation of a speech according to its ethical execution of principles of public speaking without regard to its actual effects
|
Artistic Standard
|
|
The analytical assessment of messages that are intended to affect other people
|
Rhetorical Criticism
|
|
By checking _______________ you will consider how your speech should respond to certain characteristics of the audience as a whole - such as its size, age range, and educational level
|
Audience Demographics
|
|
By respecting _______________, you will become aware of how listeners approach your speech in terms of their interests, beliefs and values, prior understanding, and common knowledge
|
Audience Cultures
|
|
By understanding _____________, you will realize that listeners are selective about what they attend to and perceive
|
Audience Psychology
|
|
The characteristics of the audience as a whole (i.e. size, heterogeneity, status as captive or voluntary, and composition)
|
Demographics
|
|
Variety or diversity among audience members; dissimilarity
|
Heterogeneity
|
|
Buzzwords or phrases that are devoid of specific content
|
Platitudes
|
|
Assuming that all members of a demographic category are alike in all respects
|
Stereotyping
|
|
Subjective factors that characterize a particular audience and make its situation distinct
|
Audience Culture
|
|
Personal gain or loss resulting from an action or policy
|
Self-interest
|
|
What an individual regards as interesting or important
|
Personal Interests
|
|
Statements that listeners regard as true
|
Beliefs
|
|
Positive or negative judgements that listeners apply to a person, place, object, event or idea
|
Values
|
|
Talking down to an audience; assuming that listeners are not capable of thinking about a subject and reaching their own conclusions
|
Condescending
|
|
Facts that are commonly known among the members of a culture; common knowledge
|
Cultural Facts
|
|
Brief references to something with which the audience is assumed to be familiar
|
Allusions
|
|
Socially assigned positions such as "parent," "student," "employee," and "citizen"
|
Roles
|
|
Groups with which listeners identify, regardless of whether they belong to them. Serve as guides or models of behavior
|
Reference Groups
|
|
When people regard their values of their specific culture to be universal
|
Egocentrism
|
|
A tendency to expose oneself to messages that are important personally and that are consistant with what one already believes
|
Selective Exposure
|
|
Conscious or unconscious choice about whether or not to focus intently on a speech, absorb and process its contents, and take it seriously
|
Selective Attention
|
|
The interpretation or understanding given to a speech; the meaning it has for a listener
|
Perception
|
|
Listeners who share the characteristics of people in general
|
General Public
|
|
Subject-matter areas with distinct norms or assumptions
|
Fields
|
|
An imaginary audience made up of all resonable people
|
Universal Audience
|
|
Saying whatever will please an audience even if it is not what the speaker really believes
|
Pandering
|
|
The generation of materials for a speech
|
Invention
|
|
The structuring of materials within the main ideas, the organization of main ideas within the body of the speech, and the overall structure of introduction, body, and conclusion
|
Arrangement
|
|
The distinctive character that may make a speech recognizable or memorable
|
Style
|
|
The presentation of the speech to an audience
|
Delivery
|
|
Mental recall of the key ideas and the basic structure of the speech
|
Memory
|
|
A mode of delivery in which the speaker reads aloud the prepared text of the speech
|
Manuscript Presentation
|
|
The subject area of the speech
|
Topic
|
|
A plan of action to achieve stated goals
|
Strategy
|
|
Formation of common bonds between the speaker and the audience
|
Identification
|
|
Speaking that focuses on the present and is usually concerned with praise
|
Ceremonial
|
|
Speaking that focuses on the future and is usually concerned with what should be done
|
Deliberative
|
|
Speaking that focuses on the past and is usually concerned with rendering judgment
|
Forensic
|
|
A mental free-associatiopn exercise in which one identifies, without evaluation, the first thoughts that come to mind when one is presented with a given term or category
|
Brainstorming
|
|
Meaning "common places" or "common topics", common or typical categories for organizing subject matter
|
Topoi
|
|
An identification of the objectives to be sought in a speech and the means for achieving them
|
Strategic Plan
|
|
The outcome the speaker wishes to achieve; the response desired from the audience
|
Purpose
|
|
The point of view from which one approaches a topic
|
Perspective
|
|
Causing listeners to be aware of and to think about a topic that previously had escaped their attention
|
Agenda Setting
|
|
The replacement of one set of beliefs by another that is inconsistent with the first
|
Conversion
|
|
Statement of the overall goal of the speech; providing new information or perspective, agenda setting, creating positive or negative feeling, strenghtening commitment, weakening commitment, conversoin, or inducing a specific action
|
General Purpose Statement
|
|
Statement of the particular outcome sought from the audience; a more specific version of a general purpose
|
Specific Purpose Statement
|
|
A question raised by the thesis statement that must be addressed in order for the thesis itself to be addressed effectively
|
Issue
|
|
The process of looking for and discovering supporting materials for the speech
|
Research
|
|
Exploration of a speech topic to determine which subordinate topics must be covered
|
Analysis
|
|
When we know something to be true on the basis of broad social consensus
|
Social Knowledge
|
|
The following statement is an example of a ___________.
"If you want something done right, do it yourself." |
Maxim
|
|
Sometimes common knowledge takes the form of ____________________. For example, whether correctly or not, most Americans believe that large government programs don't work, that taxes are too high, etc.
|
Generally Held Beliefs
|
|
Common knowledge is also expressed in ______________, such as the importance of protecting the environment, and the commitment to a right to privacy.
|
Value Judgements
|
|
The beliefs and values that members of a society or culture generally share
|
Common Knowledge
|
|
The assumption that a statement or claim is true until shown otherwise
|
Presumption
|
|
Primary sources that can establish a claim directly, without opinion or speculation
|
Documents
|
|
Numbers recording the extent of something or the frequency with which it occurs
|
Statistics
|
|
Information or an opinion expressed by someone other than the speaker, cited to support some claim
|
Testimony
|
|
A question with a finite number of choices from which the respondant must pick
|
Closed Question
|
|
A question that does not restrict the range of possible responses
|
Open-Ended Question
|
|
A question that explores the implications of a previous response
|
Follow-Up Question
|
|
A file of clippings, quotations, ideas, and other gleanings on a variety of subjets that may be used as supporting materials
|
Speech Material File
|
|
Proof established through interaction between the speaker and the listeners; provides support for a conclusion but no assurance that it is true
|
Rhetorical Proof
|
|
Would be inferred by most people when exercising their critical judgment
|
Reasonable
|
|
Any idea in the speech - whether a main point or a subordinate point - can be regarded as a ____________.
|
Unit of Proof
|
|
A statement that a speaker asks listeners to accept and that the speaker tries to prove
|
Claim
|
|
A mental leap from the supporting materal to the claim
|
Inference
|
|
Specific instances used to illustrate a more general claim
|
Examples
|
|
Typical of the larger category from which a case is selected
|
Representative
|
|
An inference that appears to be sound but that, on inspection, contains a significant flaw
|
Fallacy
|
|
Assuming that what is true of the part is automatically true of the whole
|
Fallacy of Composition
|
|
Assuming that what is true of the whole is automatically true of the part
|
Fallacy of Division
|
|
A comparison of people, places, things, events, or more abstract relationships
|
Analogy
|
|
A direct comparison of objects, people, or events
|
Literal Analogy
|
|
A comparison of the relationships between objects, people, or events
|
Figurative Analogy
|
|
Something that stands for something else
|
Sign
|
|
Regarding something that can be observed as a sign of something that cannot
|
Physical Observation (as a sign)
|
|
A statistical measure that is taken as a sign of an abstraction
|
Statistical Index (as a sign)
|
|
A sign relationship that results from norm or social convention
|
Institutional Regularity (as a sign)
|
|
A pattern of inference that suggests that one factor brings about another
|
Causal Inference
|
|
What are the four types of Inference from Cause?
|
Prediction, Assignment of Responsibility, Explanation, and Steps to a Goal
|
|
What does post hoc mean?
|
After this
|
|
Assuming that one thing causes another when in fact a third factor really is the cause of both
|
Common Cause Fallacy
|
|
Assuming that, because one event occured before another, the first is necessarily the cause of the second
|
Post Hoc Fallacy
|
|
Testimony from a person who is not an expert
|
Lay Testimony
|
|
To offer judgements without providing any basis for them
|
Pontificate
|
|
The quality of striking a responsive chord with listeners, causing them to identify with what one is saying
|
Resonance
|
|
A claim that, on its face, is unrelated to the supporting material
|
Non Sequitor
|
|
Only restating the claim in slightly different words, rather than supporting the claim
|
Circular Argument
|
|
Making an inference that diverts attention from the issue at hand
|
Ignoring the Question
|
|
Having multiple meanings
|
Equivocal
|
|
The selection of ideas and materials and their arrangement into a discernible and effective pattern
|
Organization
|
|
Claims that address the issues in the thesis statment; the primary divisions of the speech
|
Main Ideas
|
|
Structure in which phrases are of similar syntax and length
|
Parallel Structure
|
|
Clear relationships among ideas and topics so that the speech appears to hang together as a natural whole
|
Coherence
|
|
Cannot stand on its own but requires that some other claim or statement be true
|
Logically Dependant Idea
|
|
Does not require the truth of any other claim or statement as a condition for its own truth
|
Logically Independant Idea
|
|
A tendency for what is presented first to be best remembered
|
Primacy Effect
|
|
A tendency for what is presented last to be best remembered
|
Recency Effect
|
|
Ideas that are components of or support for the main ideas in the speech
|
Subheadings
|
|
Division of the body of the speech among selected categories for discussion
|
Partition
|
|
A question for which no answer is expected but which encourages listeners to think
|
Rhetorical Question
|
|
Condensed restatement of the princial ideas just discussed
|
Summary
|
|
A connection, or bridge, between the main elements of the speech and between the main ideas within the body of the speech
|
Transition
|
|
A preview within the body of the speech, leading into one of the main ideas
|
Internal Preview
|
|
A summary within the body of the speech, drawing together one of the main ideas
|
Internal Summary
|
|
Using verbal cues to indicate to an audience where you are in the structure of the speech
|
Signposting
|
|
Designating the supporting materials for a main idea with the subordinate symbol and indentation system in an outline
|
Subordination
|
|
Designating all ideas that are on the same level of importance with the same symbol series and level of indentation in an outline
|
Coordination
|
|
A notion that encompasses a multitude of ideas, abstract, but not tangible. But also agreed that it is "good"
|
Ideagraph
|
|
List the five major headings (in order) of a speaker's choices and activities
|
Invention, Arrangement, Style, Delivery, Memory
|