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37 Cards in this Set
- Front
- Back
Eye Contact
|
Looking directly at the people to whom you are speaking.
1. Helps audiences concentrate on the speech. 2. Increases the audiences confidence in you, the speaker. 3. Increases the audiences reaction to the speech. |
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Gestures
|
The movements of your hands, arms, and fingers that you remain intelligible.
Must appear spontaneous and natural even though they are planned and practiced. You can use to describe or emphasize what you are saying, refer to presentational aids, or clarify structure. |
|
Movement
|
Changing the position of the entire body,
To emphasize a particular point, you might move closer to the audience. To create a feeling of intimacy you might walk out from behind the lectern and sit on a chair. AVOID bobbing, weaving, shifting from foot to foot, or pacing from one side of the room to the other. At beginning of speech stand up straight on both feet. |
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Posture
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The position or bearing of the body.
During speech practice sessions, try various methods to monitor or alter your bodily action. Perhaps the best method is to get a willing listener to critique your bodily action and help you improve. |
|
Poise
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In speeches an upright stance and square shoulders.
Slouching may give an unfavorable impression, including the impression of limited self confidence and an uncaring attitude. |
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Pitch
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The scaled highness or lowness of the sound a voice makes.
Is created by loosening or tightening the vocal folds in the larynx, or voice box. Men generally have lower voices than women and children. |
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Volume
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The degree of loudness of the tone you make.
You control this by how forcefully you expel the air through your vocal cords. When you a push a lot of air through the cords, you speak loudly; when you push less air through your speak drops. |
|
Rate
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The speed at which you talk.
In normal conversations, most people speak between 130-180 words per minute. We generally speak faster when we are excited and slow down when we are trying to explain difficult materal. |
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Quality
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The tone, timbre, or sound of your voice.
The ideal voice sounds like ringing bell. It is "how you sound" to others. |
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Vocal Expressiveness
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Variety you create in your voice through changing pitch, volume, and rate, as well as stressing certain words and using pauses.
These contrasts clarify the emotional meaning of your message and help animate your delivery. |
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Authority
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The first test of a resource is the expertise of its author or the reputation of the publishing or sponsoring organization.
Websites that dont acknowledge the source of the information presented should be viewed skeptically. |
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Objectivity
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A third test of the information is how impartially it is presented.
To evaluate the potential biases in articles and books, read the preface, or identify the thesis statement. They often reveal the authors points of view. |
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Currency
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Newer information is generally more accurate than older. So when evaluating your sources, be sure to consult the latest information you can find.
|
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Audience Centered
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Considering who your listeners are and how your message can best be tailored to their interests, desires, and needs.
Essentially you are this when you demonstrate honesty and respect for your listeners. |
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Macrostructure
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The overall framework you use to organize your speech content.
Has four main elements... The introduction, body, conclusion, and transitions. |
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Microstructure
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The specific language and style choices you use as you frame your ideas and verbalize them to your audience.
|
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Delivery
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How a message is communicated orally and visually through the use of voice and body.
Is conveyed through the nonverbal channel. Nonverbal includes your voice, articulation, eye contact, facial expressions, gestures, body language, and appearance. |
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Ethics
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A set of moral principles that a society, group, or individual hold that differentiate right from wrong and good behavior from bad behavior.
Five agreen upon standards include Honesty, Integrity, Fairness, Respect, and Responsibility. |
|
Authority
|
The first test of a resource is the expertise of its author or the reputation of the publishing or sponsoring organization.
Websites that dont acknowledge the source of the information presented should be viewed skeptically. |
|
Objectivity
|
A third test of the information is how impartially it is presented.
To evaluate the potential biases in articles and books, read the preface, or identify the thesis statement. They often reveal the authors points of view. |
|
Currency
|
Newer information is generally more accurate than older. So when evaluating your sources, be sure to consult the latest information you can find.
|
|
Pitch
|
The scaled highness or lowness of the sound a voice makes.
Is created by loosening or tightening the vocal folds in the larynx, or voice box. Men generally have lower voices than women and children. |
|
Volume
|
The degree of loudness of the tone you make.
You control this by how forcefully you expel the air through your vocal cords. When you a push a lot of air through the cords, you speak loudly; when you push less air through your speak drops. |
|
Rate
|
The speed at which you talk.
In normal conversations, most people speak between 130-180 words per minute. We generally speak faster when we are excited and slow down when we are trying to explain difficult materal. |
|
Quality
|
The tone, timbre, or sound of your voice.
The ideal voice sounds like ringing bell. It is "how you sound" to others. |
|
Vocal Expressiveness
|
Variety you create in your voice through changing pitch, volume, and rate, as well as stressing certain words and using pauses.
These contrasts clarify the emotional meaning of your message and help animate your delivery. |
|
Eye Contact
|
Looking directly at the people to whom you are speaking.
1. Helps audiences concentrate on the speech. 2. Increases the audiences confidence in you, the speaker. 3. Increases the audiences reaction to the speech. |
|
Gestures
|
The movements of your hands, arms, and fingers that you remain intelligible.
Must appear spontaneous and natural even though they are planned and practiced. You can use to describe or emphasize what you are saying, refer to presentational aids, or clarify structure. |
|
Movement
|
Changing the position of the entire body,
To emphasize a particular point, you might move closer to the audience. To create a feeling of intimacy you might walk out from behind the lectern and sit on a chair. AVOID bobbing, weaving, shifting from foot to foot, or pacing from one side of the room to the other. At beginning of speech stand up straight on both feet. |
|
Posture
|
The position or bearing of the body.
During speech practice sessions, try various methods to monitor or alter your bodily action. Perhaps the best method is to get a willing listener to critique your bodily action and help you improve. |
|
Poise
|
In speeches an upright stance and square shoulders.
Slouching may give an unfavorable impression, including the impression of limited self confidence and an uncaring attitude. |
|
Biology
|
Recent research has found that some public speaking apprehension may be inborn.
Two aspects of inherited temperament, extroversion-introversion, and neuroticism |
|
Previous Experience
|
Our level of apprehension may also result from our experience with public speaking while growing up.
We are socialized in primarily two ways through modeling and reinforcement. |
|
Skill Level
|
An important source of public speaking apprehension comes from having underdeveloped speaking skills.
The "skill deficit" theory was the earliest explanation for apprehension. Effective speech planning is an orderly process that is based on a set of skills. |
|
Biology
|
Recent research has found that some public speaking apprehension may be inborn.
Two aspects of inherited temperament, extroversion-introversion, and neuroticism |
|
Previous Experience
|
Our level of apprehension may also result from our experience with public speaking while growing up.
We are socialized in primarily two ways through modeling and reinforcement. |
|
Skill Level
|
An important source of public speaking apprehension comes from having underdeveloped speaking skills.
The "skill deficit" theory was the earliest explanation for apprehension. Effective speech planning is an orderly process that is based on a set of skills. |